BUKU Arizona Early Learning Standards 3rd Edition

Arizona Department of Education
EARLY LEARNING STANDARDS
May 2013
Arizona Early Learning Standards – May 2013 |Page

Arizona Department of Education
Early Learning Standards
John Huppenthal
Superintendent of Public Instruction
Jennifer Johnson
Deputy Superintendent of Program and Policy
Kathy Hrabluk
Associate Superintendent of High Academic Standards

Early Childhood Education Unit
Amy Corriveau
Deputy Associate Superintendent of Early Childhood Education and Head Start Collaboration Director
Valerie Andrews-James Terry Doolan

Director/619 Coordinator Director, Early Childhood
Early Childhood Special Education
Alma Quintana Juliana Panqueva

Project Specialist Administrative Assistant
Willette Watts Tina Sykes

Education Program Specialist Education Program Specialist
Beth Haas Susan Lewis

Nicol Russell Lauren Preston

Brenda Mann Millicent Archer

Holly Ford Kathy Coloma

Special Education Program Specialist Special Education Program Specialist
Alison Keough
Education Program Specialist

ACKNOWLEDGEMENTS
The Department extends its thanks and appreciation to the following individuals who participated in the 2012 Review and Update of the
Early Learning Standards. Special thanks to Cathy Otto who facilitated the Language and Literacy Review, Nancy Perry who facilitated
the Mathematics Review and Linda Cannon who facilitated the review of the Balance of the Domains.
Andy Romley Eric Bucher Margaret Larsen

Valley of the Sun United Way Arizona Science Center Chicanos Por La Causa
Cami Ehler Fran Grossenbacher Marissa Calderon

First Things First Gilbert School District Crisis Nursery, Inc.
Cathy Otto, M.A. Jackie Gerr Meghan Storms

Southwest Institute for Families and Easter Seals Blake Foundation Quality First Coach Supervisor
Children
Cindy Denham Janelle Thomas Michelle Novelli

Kyrene de las Manitas Kingman Unified School District Flagstaff Unified School District
Cori More, Ph.D. Joanie Duarte Nancy Perry, Ph.D.

Arizona State University Douglas Unified School District Arizona State University
Debbie Pischke, Ed.D. Jodi Pfeffer Roann Carmelo

Peoria Unified School District Kyrene School District Ft. McDowell Early Learning Center
Dena Lock Lizzie Madrona Renaud Seobaghn Arambula

Kyrene de los Cerritos Arizona Western College NACOG
Trisha Lucas
Desert Sun Child Development Center

To begin the review process, all participants were provided an overview of the Common Core Standards, the latest information from
the research about Mathematics, Science, and Language / Literacy and about approaches to learning. Our thanks to the following
individuals who helped inform the review process through their experience and expertise.
Mary Wennersten, K-3 Literacy Director, Arizona Department of Education

Suzi Mast, Mathematics/Science Education Specialist, Arizona Department of Education
Dr. Nancy Perry, Assistant Dean, Clinical Services, Arizona State University
Cathy Otto, Director of Educational Services, Southwest Institute for Families
Ida Rose Florez, Arizona First Things First
To provide additional guidance regarding early learning, the following individuals participated in the development of examples to
support the integration of approaches to learning, mathematics and language and literacy into all domains. Additionally, the Alignment
of the revised Early Learning Standards with the Infant and Toddler Guidelines, the Head Start Outcomes Framework and the
Arizona Kindergarten Standards was updated. Our appreciation is extended to each of these individuals who shared their experience
and expertise.
Jenny Lichtsinn – Continental School District Kris Bliss – Mesa Community College Children’s Center
Celines Soto-Trinidad – Dysart Early Childhood Education Kimberly Tan – Maricopa County Head Start
Center
Renee Mesnik – Rio Salado College Nancy L. Alexander – Wilson School District Head Start
Penni Natvig – Tucson Unified School District Vi Todd – Glendale Elementary
Sandy Uterhardt – Tombstone Unified Leslie Totten – First Things First
Kim Freehan – Mesa Schools Jaymie Jacobs – Pima County School Superintendent Office
Joann Jackson – City of Phoenix Head Start Shanna Kukla – Pima Community College

Original Edition Contributors
The development process of the Arizona Early Childhood Education Standards began in February of 2001, through an Even Start
Family Literacy Statewide Initiative Grant, which was housed in the Department of Education’s Adult Education Section. Under
the leadership of Karen Liersch, Deputy Associate Superintendent, the first team of dedicated early childhood practitioners
developed and wrote the original Arizona Early Childhood Standards. The Arizona State Board of Education approved the original
standards document in May 2003.
The Arizona Department of Education wishes to acknowledge the contributions and foundations created by the following early
childhood experts: Holly Abbott, Pauline Baker, Elaine Bridschge, Marilyn Box, Kelvin Broad, Eva Curley, Eleanor Droegemeier,
Sandy Foreman, Olivia Jimenez, Dari Johnson, Wanda Billings-Reber, Bonnie Lund, Leonor Lundholm, Karen McIlroy, Catherine
Mulligan, Garthanne de Ocampo, Nancy Perry, Kay Stritzel Rencken, Rhonda Richardson, Natalie Scott, Ramona Staires, Lois
Schneider, Kimberly Tan, June Torrance, Gloria Williams, Sue Yale and Lizzie Zamora.
Refined Edition Contributors
In January of 2004, new focuses, new mandates, and new research brought new attention to the Early Childhood arena. The newly
created Early Childhood Education Section of the Arizona Department of Education under the leadership of Karen Woodhouse,
Deputy Associate Superintendent, began the refinement process of the Early Childhood Standards. The “Refinement Team”
consisted of the many faces and facets of early childhood stakeholders from throughout the state.
The Department wishes to acknowledge and extend its appreciation to “Refinement Team Members” for their commitment,
expertise and wisdom in refining the Early Learning Standards:
Elayne Achilles Rosanne Dlugosz Gay Kohl Jill Rosenzweig

Carolyn Alcadida Claude Endfield Margaret Larsen Anne Schnable
Jenni Brasington Laurel Endfield Tammy Lee Susan Shinn
Ana Bribiesca Janna Finnegan Denise Lopez Alicia Smith
Carmelita Briones Bobbi Firebush Avis Macktima Laurie Stockton
Patricia Butler Becky Hancock Konnie Marcum Garry Taylor
Jerry Cabrera Susan Pond Antoinette Means Susan Taylor
Angela Capone Pamela Powell Lydia Medina Monique Tilton
Vicki Callett-Newby Jacquelyn Power Barbara Mezzio Lynn Tuttle

Debbie Caviglia Judy Haubert Karen McIlroy Sandy Uterhardt
Latrisha Centers-Broom Hazel Heard Lavonne Navakuku Carol Warren
Gloria Chee Sally Hurwitz Nancy Perry Dale Waters
Terry Doolan Verna Johnson Cecilia Ramirez Lacey Wieser
Kathy Rice Lin Wright
In addition, the Department wishes to acknowledge the hundreds of early childhood practitioners, parents and stakeholders who
attended focus sessions conducted around the state and who sent comments and suggestions throughout the refinement process.
Through their assistance, the newly refined Early Learning Standards have evolved into a quality framework that can be utilized by
parents, caregivers, teachers, instructors and administrators.
We acknowledge the assistance provided by Susan Pimentel and the Aha Consultants, as well as many Department personnel and
other outside expert reviewers.

Introduction
STATEMENT OF PURPOSE
The Arizona Early Learning Standards have been developed to provide a framework for the planning of quality
learning experiences for all children three to five years of age. The standards cover a broad range of skill
development and provide a useful instructional foundation for children from diverse backgrounds and with diverse
abilities. The standards are intended for use by all those who work with young children in any early care and
education setting in urban, rural and tribal communities.
Every Child
Is a unique, complex learner;
Is a social being who learns through the development of

relationships with peers and adults;
Is entitled to learning environments that support optimal

development of the whole child;
Is entitled to opportunities to learn through active

exploration;
Learns through child-initiated, child-directed, teacher-

supported play.
Arizona Early Learning Standards – May 2013 Introduction | P a g e

GUIDING PRINCIPLES
Although the Early Learning Standards document is separated into specific domains of learning, the intent is not to suggest that
children’s skills develop separately or apart from each other. Nor is it the intent that isolated skill instruction be used as an
appropriate way to support learning during the preschool years. The standards document is based on the premises that learning
occurs on a continuum and that developmental domains are highly interrelated. Children succeed to their highest potential in nurturing
environments that support their learning across domains.
Families are the primary caregivers and educators of young children.
Children are capable and competent regardless of their backgrounds, their experiences and their varying abilities.
Children learn best when they have relationships that are safe, consistent, predictable and nurturing and when there is positive
interaction among teacher, parent, and child and when their health, nutritional and emotional needs are met.
Early Childhood is a critical period for children to develop executive functioning which is the basis of all life skills including self-
regulation, motivation, consider perspective of others, cognitive flexibility, self-reflection, and positive social dispositions.
o Young children learn through active exploration of their environment where there is a balance between self- discovery,
intentional planned experiences and adult-initiated activities.
o Children construct knowledge based on prior experiences, play, and social interactions with other children and nurturing
adults.
o Optimal learning occurs in environments where the adult is respectful of the child, the family, the language, the culture, and
the community.
o Children develop a sense of empowerment, curiosity, and persistence by consistently having many opportunities to make
choices within their daily routines.
Children progress at unique rates, have individual learning styles and possess diverse abilities.
Children’s progress is best understood through observable behavioral change using ongoing a nd consistent
observation and monitoring, anecdotal record keeping, and collection of children’s work.
Children’s learning is enhanced when assessment information is interpreted and results are applied though the intentional
development of new learning encounters that support all essential domains of school readiness.
INCLUSIVE PRACTICES
Early Childhood Special Education
Standards are an essential first step for designing effective preschool curricula since they represent an agreed upon agenda for
teaching and learning. They assist all early education professionals in setting high expectations for children rather than lowering
expectations for children with disabilities or other challenges. Therefore, the Arizona Early Learning Standards should be used for
students with disabilities as well as with typically developing children. Because these standards establish the content for learning,
the focus for classrooms no longer needs to be on an age, grade, or specific functional level but on actual performance on or toward
a standard. Like any quality standard, the Arizona Early Learning Standards are designed to be used to plan creative experiences
that support children in reaching their highest potential, capture their interest in learning, and build on what they already know.
English Language Learners
All children have acquired knowledge as a result of the language used in their home since birth. The richer the home language and
background experiences, the easier it is for children to learn a second language. Children develop language much the same way they
acquire other skills, along a continuum, at different rates, and with individual learning styles. Some children may experience a silent
period while they learn English; other children may practice their knowledge by mixing or combining languages; still others may
quickly acquire English-language proficiency. Each child’s progress in learning English needs to be respected and viewed as
acceptable, logical, and part of the ongoing process of learning any new skill. The language skills needed for young English language
learners to become proficient in English are fully embedded in the Arizona Early Learning Standards. Using the standards to plan
enriching experiences will enhance children’s proficiency in English and enable them to become successful learners in Kindergarten –
12 schools.

The Arizona Early Learning Standards are:
A framework that provides an essential first step for designing and/or choosing an effective, high-quality preschool
curricula
Common, agreed upon goals and outcomes for teaching and learning
Building blocks that illustrate the interconnectedness of emotional, social, language, cognitive and physical development and
learning that address the whole child
A reflection of current brain development, early childhood research and best practices
A continuum of learning outcomes for preschool children
A link between early learning expectations and school readiness
A framework that links content and curriculum, professional development and assessment tools to ensure age-appropriate
activities, goals and performance outcomes for three to five-year old children
Appropriate for all children regardless of background, language and diverse needs
Flexible; can be modified up or down to meet the specific needs of all children
A step toward eliminating fragmentation in early care and education programs throughout Arizona
Separated into domains; yet the indicators in each domain are interrelated and interdependent. They all need to be
woven together into daily routines, activities and play
A tool to assist parents, caregivers and teachers in creating meaningful and appropriate learning experiences for preschool
children
The Arizona Early Learning Standards are not:

Intended for use as a curriculum
Intended for use as a checklist
Intended for use as an assessment tool
Meant to be used in isolation
Meant to stifle the creativity of caregivers or teachers
Intended to imply that only formal and structured activities are to be planned for young children

The Arizona Early Learning Standards Format
The Arizona Early Learning Standards represent an agreed upon framework of skills that young children need to experience in order
to develop a foundation for higher levels of learning. The Early Learning Standards Document is comprised of three components:
1. The Strands, Concepts, Indicators and Examples relevant to Daily Routines, Activities, and Play,
2. Integration - Guidance and examples for integrating mathematics and language/literacy into all domains of early learning, and
3. Alignment - A matrix demonstrating how the Early Learning Standards align with the Infant and Toddler Guidelines, the Head
Start Child Outcomes, and the Arizona Kindergarten Standards.

A Visual Explanation of the Arizona Early Learning Standards
Standard: An agreed upon framework of skills that young children need to experience in order to develop a
foundation for higher levels of learning.
Strand: The “Big Idea” – a component of the Standard Concept: One topic or sub-skill of the Element
Indicators: Strand 1: Counting and Cardinality Context

Statement:
Define the desired Concept 1: Counting Out Loud
outcomes for Statements that
The child counts out loud and uses number words in daily conversations.
young children. describe more
Indicators are not fully what a young
To build an understanding of counting children need environments that are rich
placed in child should learn
in mathematical language and provide varied opportunities to count in ways that
developmental ‐ often related to
sequence. Letter are personally meaningful, challenging, and fun. meaningful
designation is for experiences that a
Indicators and Examples in the Context of Daily Routines, Activities, and
the convenience Play: child develops
of planning and and practices
writing EIPs a. Shows interest in and awareness of counting. within an early
(Individual  Participates in counting activities learning setting,
Education Plans).  Recites numbers 1-10 with increasing accuracy home or
Children may community.
accomplish b. Counts out loud to 10.
indicators in any  Sings counting songs
order.  Counts the number of steps to the playground
 Counts to 10 while playing hide and seek
Examples in the context of Daily Routines, Activities, and Play

Examples of activities (but not limited to) that children may perform in the context of play and daily routines that
demonstrate learning of a particular skill or knowledge and understanding of a particular concept with or without
support.
Integration
The Integration Section within each Domain Standard provides guidance and examples for integrating approaches to learning,
mathematics and language/literacy into all domains of early learning. For example, in the Mathematics Domain, the Integration section
provides examples of Approaches to Learning and for integrating Language and Literacy into the early learning mathematics
experience.
MATHEMATICS
STRAND 1: COUNTING AND CARDINALITY
Approaches to Learning – Actions Language & Literacy – Actions that

that would incorporate Approaches would incorporate Language and
to Learning into Mathematics. Literacy into Mathematics.
1. The pre-k class was curious about 1. The children, with support from
how many airplanes were flying the teachers, made a chart to
over their playground. During the help tell the story about the
year, with support from the number of trains that went by the
teachers, they tallied the number playground during the school year.
of planes that flew over their The teacher brought non-fiction
playground each day. books into the classroom about
trains.

Alignment
The Alignment Section within each Domain provides a matrix demonstrating how the Early Learning Standards align with the Infant
and Toddler Guidelines, the Head Start Child Outcomes, and the Arizona Kindergarten Standards.
Example
STRAND 1: LANGUAGE
INFANT & TODDLER AZ EARLY LEARNING HEAD START CHILD AZ KINDERGARTEN

GUIDELINES STANDARD OUTCOME STANDARD
Listening and Understanding Receptive Language Understanding Receptive Language Speaking and Listening
Shows interest in listening to a. Demonstrates understanding a Attends to language during Recognizes and produces
sounds. (LDC) variety of finger-plays, rhymes, conversations, songs, stories, Rhyming words. (PA)
chants, poems, conversations, or other learning experiences.
and stories. (LD)
Within the Alignment Matrix are codes that reference where in the Head Start Outcomes and the Infant/Toddler Guidelines the
examples are found. For example, under Infant & Toddler Guidelines (above) is the code (LDC) which means this guideline is found in
the Language Development and Communication section of the Infant & Toddler Guidelines. The reference codes for Head Start
Outcomes and Infant and Toddler Guidelines are consistent throughout the Alignment sections in each domain.
Reference Codes for the HS Outcomes Framework Reference Codes for the Infant / Toddler Developmental Guidelines
 ATL – Approaches to Learning  ATL – Approaches to Learning
 CAE – Creative Arts Expression  CD – Cognitive Development
 ELD – English Language Development  LDC – Language Development and Communication
 LD – Language Development  PMD – Physical and Motor Development
 LKS – Literacy Knowledge & Skills  SED – Social and Emotional Development
 LR - Logic & Reasoning
 MKS – Mathematics Knowledge & Skills
 PDH – Physical Development & Health
 SED – Social & Emotional Development
 SKS - Science Knowledge & Skills
 SSKS – Social Studies Knowledge & Skills

The Arizona Kindergarten Standard reference codes are unique to each domain and are also included in the Alignment Section for
each Domain.
Social Studies Codes-

 AH - American History
 CG - Civics/Government
 E – Economics
 G – Geography
 WH - World History
Science Codes
 IP – Inquiry Process
 PS – Physical Science
Physical Education Codes

 PE – Physical Education
 PB - Personal Behavior
 SB - Social Behavior
 VPA - Values Physical Activity
Health Education Codes

 AH - Asking for Help
 CEH - Communication to Enhance Help
 HE – Health Education

English Language Arts Codes
 CC – Comprehension and Collaboration
 CS – Craft and Structure
 CSE – Conventions of Standard English
 FL – Fluency
 KID – IT – Key Ideas and Details – Reading Standards for Information Text K-2
 KID –LIT – Key Ideas and Details – Reading Standards for Literature K-2
 PA – Phonological Awareness
 PC – Print Concepts
 PDW – Production and Distribution of Writing
 PKI – Presentation of Knowledge and Ideas
 RBPK – Research to Build and Present Knowledge
 RRLTC – Range of Reading and Level of Text Complexity
 TTP – Text Types and Purposes
 VAU – Vocabulary Acquisition and Use
Mathematics Codes
 MP – Mathematical Practices

Social Emotional
Standard
SOCIAL EMOTIONAL STANDARD
For Young Children From Three to Five Years Old
Overview
Children learn and thrive within relationships in which they feel emotionally secure and physically safe. These relationships promote
feelings of competence and pride in their accomplishments.
Children need to develop the capacity to experience, express, and gain self-control over their emotions and social interactions in
order to mature socially and emotionally. This development is enhanced through nurturing relationships and positive early learning
experiences. A consistent and predictable environment strengthens a child’s confidence in approaching new challenges. Confident
children approach new tasks and situations enthusiastically. They recognize and express emotions appropriately as well as share
information about themselves and others.
Social and emotional development is the foundation of children’s cognitive development and life-long learning. This domain
becomes the foundation for helping children understand themselves, form positive constructive social relationships and relate to
the larger world.
The Social/Emotional Standard is organized into the following Strands and related concepts:
Strand 1: Self Strand 2: Relationships

 Self-Awareness  Attachment
 Recognizes and Expresses Feelings  Social Interactions
 Self-Regulation  Respect
Arizona Early Learning Standards – May 2013 Social Emotional Standard | P a g e

Social Emotional Standard Definitions
Attachment Relationship is the security, confidence, and trust that children have with the adults responsible for their care. It is
the framework within which children develop their growing ability to regulate emotions and behavior.1
Cognitive Development is the development of knowledge and skills, which help children think about and understand the world around
them.
Empathy is the ability to recognize, respond and share in another’s emotions, thoughts or feelings.
Self-awareness is the ability to look at one’s self and to understand one’s self.
1
Adapted from the research listed below by the Ounce of Prevention Network (1 Casady, A., Diener, M., Isabella, R., and Wright, C. (2001). Attachment Security
among Families in Poverty: Maternal, Child, and Contextual Characteristics. Paper presented at the 2001 Biennial Conference of the Society for Research in Child
Development: www.eric.ed.gov/ERICWebPortal/record Detail?accno=ED473457. 2 Hamre, B.K. & Pianta, R. C. (2001). Early teacher—child relationships and the
trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638; Palermo, F., Hanish, L., Martin, C., Fabes, R.A., & Reiser, M. (2007).
Preschoolers' academic readiness: What role does the teacher-child relationship play? Early Childhood Research Quarterly, 22, 407-422.)

STRAND 1: SELF
Concept 1: Self-Awareness
The child demonstrates an awareness of his or her self.
Children develop a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals
and to build self-esteem.
Indicators and Examples in the Context of Daily Routines, Activities, and Play
a. Demonstrates self-confidence.
 Acknowledges her own accomplishments and says, “I can hit the ball.”
 Tells the teacher, “I can do it myself.”
b. Makes personal preferences known to others.

 Signs “red,” when asked to name a favorite color.
 Tells her friends, “I don’t like that.”
c. Demonstrates knowledge of self-identity.

 Declares, “I’m the big brother,” while looking at a family picture.
 Holds up three fingers and says “I am this many.”
d. Shows an awareness of similarities and differences between self and others.

 Says, “I am bigger than you.”
 Points to his shirt and then to his friend’s shirt, indicating that they are wearing the same color of shirt.

STRAND 1: SELF
Concept 2: Recognizes and Expresses Feelings

The child recognizes and expresses feelings of self and others.
Children develop an awareness of the feelings of self and others through daily interactions with peers and adults. Children
develop the ability to effectively and appropriately express themselves and learn that their feelings and feelings of others are
important.
a. Associates emotions with words, facial expressions and body language.

 Describes the emotions of a character in a book.
 Signs, “I am mad” when asked how she feels.
b. Identifies, describes and expresses their own feelings.

 Covers their eyes and says, “This is scary!” while listening to a story.
 Says, “I am happy today because it’s my birthday!”
c. Identifies and describes feelings of others.
 Approaches an adult and says, “Jamal is sad. He is crying.”
 Says, “My mommy will be so excited to see my picture!”
d. Expresses empathy for others.

 Sees her friend crying, and then gives her a hug.
 Asks, “Are you OK?” after seeing her friend fall down.

STRAND 1: SELF
Concept 3: Self-Regulation
The child manages the expression of feelings, thoughts, impulses and behaviors.
Young children develop self-control as they acquire the ability to regulate their impulses with minimal support from adults. This
enables children to function successfully and independently in both personal and social contexts.
a. Understands and follows expectations in the learning environment.

 Reminds others that running is for outside.
 Puts his puzzle away when “Clean Up Time” is announced.
b. Manages transitions, daily routines and unexpected events.

 Moves to the next activity independently.
 Stays with the group and follows the teacher during a fire drill.
c. Modifies behavior for various situations and settings.

 Uses a quiet voice when visiting the library.
 Withdraws to a safe place to calm down after an altercation with another child.
d. Chooses appropriate words and actions.

 Says “Stop, I don’t like it when you hit me.” When a peer hits her.
 Waits for her turn during a conversation.

STRAND 2: RELATIONSHIPS
Concept 1: Attachment
The child demonstrates the ability to engage in and maintain healthy relationships.
Positive social relationships between adults and children develop in an environment where children feel safe and secure.
a. Expresses affection for familiar adults.

 Greets parent upon arrival with a hug or a high-five.
 Leans on teacher when reading a book.
b. Seeks security and support from familiar adults.

 Yells out for a teacher when they need help.
 Seeks out the caregiver when they get hurt.
c. Demonstrates the ability to engage with new adults or children with the support of familiar adults.
 Invites a new student to join in the activity.
 Looks to familiar adult for reassurance when approached by an unfamiliar adult.
d. Separates from familiar adult with minimal distress.

 Continues to paint after acknowledging a family member’s arrival.
 Cries briefly or doesn’t cry when dropped off at school or child care provider’s home.

Concept 2: Social Interactions

The child displays socially competent behavior.
Children’s interactions with peers and adults imply an understanding of mutual rights and the ability to balance their
needs with those of others.
a. Responds when adults or other children initiate interactions.

 Chooses from the choice board when asked, “What do you want to do now?”
 Joins a group when invited to play.
b. Initiates and sustains positive interactions with adults and other children.
 Asks teacher to help finish putting a puzzle together.
 Suggests, “Let’s build a road for our cars.” Children work together to build a road.
c. Demonstrates positive ways to resolve conflict.

 Asks for a turn when they want a toy another child is playing with.
 Seeks assistance from a teacher before a disagreement starts to escalate into physical aggression.

Concept 3: Respect
The child acknowledges the rights and property of self and others.
When children interact with others, they become aware of the limits and boundaries of acceptable behavior and begin to learn about
the possible consequences of their actions. They learn to manage their behavior and develop appropriate social interactions with
other children. Additionally, children thrive in environments when they have a sense of ownership.
a. Respects the rights and property of others.

 Walks around a block structure built by another child.
 Sees a doll in another child’s backpack and asks to play with it.
b. Defends own rights and the rights of others.

 Tells his friend not to knock down his block structure.
 Says, “Elizabeth, Joe had the bike first.”
c. Shows respect for learning materials in the learning environment.

 Reminds classmates to take care of the books.
 Picks up crayons from the floor and returns them to the correct container.

Integration
Integration of Approaches to Learning, Language and Literacy, and Mathematics into the Social Emotional Standard.
SOCIAL EMOTIONAL
STRAND 1: SELF
Approaches to Learning – Actions that Language & Literacy – Actions that would Mathematics – Actions that would
would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Social
Learning into Social Emotional. Social Emotional. Emotional.
1. Problem solving - When an accident 1. Teacher performs a “Think Aloud:” 1. Additional visual activity for “Think
happens (e.g., child spills milk, paint, models appropriate behavior for Aloud” modeling: provide behavior
bottle of water), teacher asks child emotional control (when angry, choices and open discussion to
“What do we do to fix this?” Teacher frustrated, sad, etc.): discuss choices children and allow them to vote/graph
continues to ask child what the next for dealing with emotions, reason on which would be the best choice.
step is, rather than provide the behind emotion, and consequences of
answer immediately to the child. poor behavior choices. Use feeling
Teacher guides and provides minimal picture cards/poster for added
assistance when needed. support.
2. Reasoning and confidence - “Show and 2. Read-a-loud activity with book focusing 2. Compare and contrast behaviors
Share” activity: child will show a on self-regulation (e.g., It's Hard to Be children are great at. “What do you
picture, project, toy, etc. The teacher Five: Learning How to Work My Control do best?” with behaviors they find
will model extension questions about Panel by Jamie Lee Curtis). Activity: challenging. “What is hard for you?”
the item to elicit a deeper ask children to draw a picture of
conversation. For example, “Where something that is hard for them to do.
does it live? What does it eat? How Follow activity with conversation on how
powerful is it?” The children will child can overcome this difficult task.
continue questioning.

SOCIAL EMOTIONAL
Learning into Social Emotional. Social Emotional. Emotional.
1. Problem solving - Teacher designates a 1. Teacher models how to utilize names 1. Teacher begins by starting a
“problem solving” area in the classroom when greeting others or saying conversation about “grown-ups” in
(e.g., a Peace Rug), and assists children goodbye. their life (friends, siblings, parents,
in problem-solving skills: emphasizes etc.). Teacher discusses why these
active listening and provide words for people are important to them, and
conversation to meet a solution. make them happy. Ask children to
Additional support: show children draw a picture of all the grown-ups
possible solution cards to use with one that are important to them. Teacher
another. collects, and performs a whole-group
tally of how many grown-ups the class
has drawn. (“Look! Our class has 54
grown-ups that love us!”) Extension
idea: put all the drawings together on
display with the total number to show
families.
2. Confidence - Teacher acknowledges 2. Teacher role plays with children to 2. For clean-up time, teacher asks
children’s positive interactions with demonstrate accepting the answer “no” children to place a specified number
peers. (e.g., “McKenzie you are such a from a peer when it is appropriate. For of items back in their correct
good friend to give Omar your chair.”) example, when a child approaches location. The number can change
teacher after hearing “no” from peer, daily, weekly, by gender/group, etc. to
teacher models an appropriate response help develop one-to-one
(accepting the answer), and helps the correspondence.
child to ask another peer to join in
their play.

Alignment
examples are found.
Reference Codes for the HS Outcomes Framework Alignment Reference Codes for the Infant/Toddler Developmental
Guidelines Alignment:
Reference Codes for Kindergarten Standards

Social Emotional Codes Kindergarten Physical Education Standards
 PB - Personal Behavior
 SB - Social Behavior
 VPA - Values Physical Activity
Social Emotional Codes Kindergarten Health Education Standards
 AH - Asking for Help
 CEH - Communication to Enhance Help
Social Emotional Codes AZ English Language Arts Common Core Standards
 AZ ELA CCS SL – AZ English Language Arts Common Core Standards Speaking and Listening

STRAND 1: SELF

Self-Awareness Self-Awareness Self-Concept & Self-Efficacy Health Education or Physical
Education
Shows confidence in a. Demonstrates self- Shows confidence in a range of Participates in new skills
increasing abilities. (SED) confidence. abilities and in the capacity to and movement activities.
accomplish tasks and take on (VPA)
new tasks. (SED)
Expresses feelings and b. Makes personal preferences Identifies personal Demonstrate healthy
emotions through facial known to others. characteristics, preferences, ways to express needs,
expressions, sounds or thoughts, and feelings. (SED) wants, and feelings.
(CEH)
gestures. (SED)
Develops awareness of self c. Demonstrates Identifies personal and

as separate from others. knowledge of self- family structure. (SSKS)
(SED) identity.
Develops awareness of self d. Shows an awareness of Understands similarities and Accept all classmates
as separate from others. similarities and respects differences among without regard for
(SED) differences between self people. (SSKS) personal differences.
and others. (SB)

STRAND 1: SELF (Continued)

Recognizes and Expresses Emotional & Behavioral Health Health Education or Physical
Feelings Education
Expresses feelings and a. Associates emotions with Recognizes and labels emotions. Exhibit both verbal and
emotions through facial words, facial expressions and (SED) nonverbal expressions of
expressions, sounds or body language. enjoyment. (VPA)
gestures. (SED)
Begins to show concern for b. Identifies, describes and Expresses a range of emotions Demonstrates healthy ways to
others. Learns social skills expresses their own appropriately such as express needs, wants, and
and eventually uses words feelings. excitement, happiness, feelings. (CEH)
sadness, and fear. (SED)
for expressing feelings,
needs and wants. (SED)
Begins to recognize and c. Identifies and Recognizes and labels others’ Speak audibly and express
respond to other children’s describes feelings of emotions. (SED) thoughts, feelings, and ideas
feelings and emotions. others. clearly. (AZ ELA CCS SL)
(SED)
Begins to show concern for d. Expresses empathy for Expresses empathy and Shows compassion for others
others. Learns social skills others. sympathy to peers. (SED) by helping them. (SB)
and eventually uses words
for expressing feelings,
needs and wants. (SED)

STRAND 1: SELF (Continued)

Self-Regulation Self-Regulation Self-Regulation Health Education or Physical
Education
Understands simple routines, a. Manages transitions, daily Demonstrates age Works in a diverse group
rules or limitations. (SED) routines and unexpected appropriate independence in setting without interfering
events. a range of activities, with others. (SB)
routines, and tasks. (SED)
Behave in consistent ways to b. Understands and follows Shifts attention between Follows directions in class.
elicit desired response. (ATL) expectations in the learning tasks and moves through (PB)
environment. transitions with minimal
direction from adults.
(SED)
Begins to manage own c. Modifies behavior for Adapts to new environment
behavior and show self- various situations and with appropriate emotions
regulation. (SED) settings. and behaviors. (SED)
Use sounds, gestures and d. Chooses appropriate Refrains from disruptive, Demonstrates healthy
movements to impact the words and actions. aggressive, angry, or defiant ways to express needs,
environment and interactions. behaviors. (SED) wants, and feelings.
(ATL) (CEH)


Trust and Emotional Security Attachment Social Relationships Health Education or Physical
Education
Shows preference for familiar a. Expresses affection for Communicates with familiar
adults. (SED) familiar adults. adults and accepts or
requests guidance. (SED)
Engages in behaviors that b. Seeks security and support Establishes secure Demonstrate ways to tell a
build relationships with from familiar adults. relationships with adults. trusted adult if
familiar adults. (SED) (SED) threatened or harmed.
(AH)
Shows interest and curiosity c. Demonstrates the Uses socially appropriate

in new people and objects. ability to engage with behavior with peers and
(CD) new adults or children adults, such as helping,
with the support of sharing, and taking turns.
familiar adults. (SED)
Seeks to find comfort in new d. Separates from familiar

situations. (SED) adult with minimal
distress.

STRAND 2: RELATIONSHIPS (Continued)

Developing Relationship with Social Interactions Social Relationships Health Education or Physical
other children Education
Responds to and interacts a. Responds when adults or other Cooperates with others. Continues a conversation
with other children. (SED) children initiate interactions. (SED) through multiple
exchanges. (AZ ELA CCS
SL)
Engages in behaviors that b. Initiates and sustains Develops friendships Ask and answer questions
build relationships with positive interactions with with peers. (SED) in order to seek help, get
familiar adults. (SED) adults and other children. information, or clarify
something that is not
understood. (AZ ELA CCS
SL)
Uses a variety of strategies c. Demonstrates positive Resolves conflict with Demonstrate the
to solve problems. (CD) ways to resolve conflict. peers alone and/or with elements of socially
adult intervention as acceptable conflict
appropriate. (SED) resolution during class
activity. (SB)

STRAND 2: RELATIONSHIPS (Continued)

Respect Health Education or Physical
Education
Begins to recognize and a. Respects the rights and Understands the reasons
respond to other children’s property of others. for rules in the home and
feelings and emotions. (SED) classroom, and for laws in
the community. (SSKS)
b. Defends own rights and the Recognizes cause and

rights of others. effect relationships. (LR)
Shows awareness of and c. Shows respect for Helps, shares, and Demonstrates safe use of
interest in the environment. learning materials in cooperates in a group. equipment during all class
(ATL) the learning (ATL) activities. (PB)
environment.

Approaches to Learning
Standard
APPROACHES TO LEARNING
Overview
“Approaches to learning refer to observable behaviors that indicate ways children become engaged in social interactions and learning
experiences. Children’s approaches to learning contribute to their success in school and influence their development and learning in
other domains. For example, curiosity is a prerequisite of the scientist, and reasoning and problem solving are as necessary for social
relationships as they are for mathematics. Children’s ability to stay focused, interested, and engaged in activities supports a range of
positive outcomes, including cognitive, language, and social and emotional development. It allows children to acquire new knowledge,
learn new skills, and set and achieve goals for themselves. Many early learning experts view approaches to learning as one of the most
important domains of early childhood development.”2 “When children have a positive approach to learning, they are likely to want to
learn more.”3
“Approaches to learning are interrelated with executive function skills, an umbrella term for a set of neurologically-based processes
that involve managing one’s self and one's resources in order to achieve a goal.”4 “These include the ability to remember and follow
multi-step instructions, avoid distractions, control rash responses, adjust when rules change and persist at problem-solving.”5
Arizona’s Approaches to Learning (initiative and curiosity, attentiveness and persistence, confidence, creativity, and reasoning and
problem-solving) will prepare children for the ultimate goal of school success.
When adults provide an engaging environment that allows children to explore and create independently, using their own approach to a
learning situation, children will be better equipped for kindergarten and to take advantage of Arizona’s Common Core Standards.
2
Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old
3
Creative Curriculum for Preschool, Volume 5, Objectives for Development and Learning, p. 61
4
Late, Lost, and Unprepared by Joyce Cooper-Kahn, Ph.D. & Laurie Dietzel, Ph.D. Published by Woodbine House, p 9-14
5
Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of
Executive Function: Working Paper No. 11. Retrieved from www.developingchild.harvard.edu
Arizona Early Learning Standards – May 2013 Approaches to Learning | P a g e

The Approaches to Learning Standard is organized into the following strands and related concepts:
Strand 1: Initiative and Curiosity Strand 4: Creativity

 Initiative  Creativity
 Curiosity
Strand 2: Attentiveness (engagement) and persistence Strand 5: Reasoning and Problem-solving

 Attentiveness  Reasoning
 Persistence  Problem-Solving
Strand 3: Confidence
 Confidence

Approaches to Learning Standard Definitions
Attentiveness is concentration on something.
Cognitive flexibility is the capacity to shift or switch one’s thinking and attention between different tasks or operations typically in
response to a change in rules or demands.
Executive function is the ability to analyze situations, plan, focus and maintain attention, and adjust one’s actions to complete a task.6
Initiative is the power or ability to begin or to follow through energetically with a plan or task.
Neurologically-based is brain based.
Persistence is the ability to stick with an activity to completion or satisfaction.
Prerequisite is required or necessary as a prior condition.
6
Growing Minds, Building Strong Cognitive Foundations in Early Childhood, by Carol Copple, NAEYC, Washington, DC, 2012, p. 95.

STRAND 1: INITIATIVE AND CURIOSITY
Concept 1: Initiative
The child demonstrates self-direction while participating in a range of activities and routines.
Initiative refers to a child’s ability to exhibit a spirit of independence and sense of control over their choices. It also reflects the
child’s willingness to pursue social relationships and to demonstrate a growing sense of self-sufficiency and confidence while
interacting with others.
a. Seeks interaction with others.

 While playing outside, child asks a friend to play with her on the slide.
 Child joins three other children to play in the sand.
b. Develops independence during activities, routines and play.

 Upon entering the learning environment, the child hangs up his coat and backpack.
 Child gathers needed items to paint at the easel (paint, brush, paper, smock).
c. Exhibits cognitive flexibility, imagination, and inventiveness when attempting tasks and activities.
 While playing in the block area with friends, child goes to the library to get a book on buildings. He returns to the block
area to show friends a picture of a structure they can build.
 Child tries different ways to make a design using pattern blocks, combining two shapes to make a new shape.

Concept 2: Curiosity
The child demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities.
Curiosity relates to children’s natural tendencies as active learners to explore all aspects of the environment, from objects and
people, to ideas and customs. It is through discovering the answers to their own questions that children construct knowledge.
Indicators and Examples in Context of Daily Routine, Activities, and Play
a. Shows interest in learning new things and trying new experiences.

 Child says, “Ohhhh, what does that do?” when a microscope is brought into the room for the first time.
 Child gets a magnifying glass to look at a rock.
b. Expresses interest in people.

 Child says, “I wonder where Jack and Jill are today?”
 Child asks, “Do you have any sisters?”
c. Asks questions to get information.

 When going on a walk, the child asks, “Where are we going?”
 After listening to a story about a dog, child asks, “What kind of dog do you have?”

STRAND 2: ATTENTIVENESS AND PERSISTENCE
Concept 1: Attentiveness
The child demonstrates the ability to focus on an activity with deliberate concentration despite distractions.
Attentiveness refers to the child’s ability to focus attention and concentrate. The child will sustain a plan sequence. This enhances
academic learning, including language acquisition and problem solving, as well as social skills and cooperation.
a. Displays ability to hold attention when engaged in an activity.

 The child claps every time she hears the /m/ sound in a poem as directed by the teacher.
 During a transition, the child waits for the teacher to call his name and shows the color he is wearing before he goes to
wash his hands.
b. Sustains attention for extended periods of time when engaged in an age-appropriate activity despite distractions or
interruptions.
 The child focuses on making a menu for the pizza parlor while others are rolling clay to make pizzas.
 The child continues to work on a puzzle even with other children playing musical instruments nearby.
c. Increases ability to focus attention, and can return to activities after distractions and interruptions.
 The child stops his activity to join in a problem-solving discussion at the teacher’s request and then returns to his art
activity.
 The child returns to a construction project over several days, adding new dimensions each day.

Concept 2: Persistence
The child demonstrates the ability to maintain and sustain a challenging task.
Starting at a very young age, children develop an understanding of how to maintain and sustain a task. Children demonstrate
persistence in their capacity to engage in what they are doing and to meet challenges appropriate to their level of development.
Children stay longer in a center and engage in an activity with increasing regularity. The ability to persist in a task is an important
element in learning.
a. Pursues challenges.
 Child continuously stacks blocks to duplicate a picture until they no longer tumble down.
 Child practices swinging across the monkey bars until successful.
b. Copes with frustration or disappointment with support.

 While trying to pour juice into a cup, the child knocks the cup over, resets the cup and tries again.
 Child wants to use the computer and others are already there. She adds her name to the list so she can use the computer
later.
c. Establishes goals, generates plans and follows through to completion.

 Child works on building a Lego airport throughout the course of the day.
 Child works on creating a 3-D art project based on his drawing.

STRAND 3: CONFIDENCE
Concept 1: Confidence
The child demonstrates self-assurance in a variety of circumstances.
Confident children feel positive about themselves and their ability to do things or to adapt to changing situations. A confident child is
willing to take a reasonable risk, to express or defend ideas, to try new experiences, or to engage in challenging tasks.
a. Expresses opinions or ideas.

 Child indicates red is her favorite color and then chooses it even though her peers chose other colors.
 While building a castle, the child says to his friend, “I know how to get the top to stay on.”
b. Views self as competent and skilled.

 The child says, “I can pour the juice myself.”
 Child tells his friend, “I don’t want you to help. I can do it!”
c. Is willing to take risks and consider a variety of alternatives.

 When offered “broccoli and ranch dressing,” the child says, “I want to try it.”
 The child chooses the high heel shoes and walks around the classroom despite his friends saying, “Boys don’t wear those
shoes.”

STRAND 4: CREATIVITY
Concept 1: Creativity
The child demonstrates the ability to express their own unique way of seeing the world.
Creativity can be expressed in many ways. We commonly think of this word in association with the expressive arts. However,
creativity involves being able to cope with new situations and problems as well as to see things from a different perspective. A
creative child extends and elaborates on ideas and appreciates humor.
a. Uses imagination to generate new ideas.

 Child creates a story about a picture she has drawn.
 During transition, child suggests, “How about we walk like turtles to the playground!”
b. Appreciates humor.
 Child reacts with a laugh or smile when something silly occurs in the story. Child says, “That is a funny story.”
 Child shows enjoyment while stringing nonsense words together, such as; “link, pink, stink, frink, gink…”
c. Engages in inventive social play.

 While playing house with a friend, child says, “Let’s take the babies to the park.”
 During center time a child says to her friend, “Let’s use these boxes to build a rocket and go to the moon!”

STRAND 5: REASONING AND PROBLEM-SOLVING
Concept 1: Reasoning
The child demonstrates the ability to analyze information and situations in order to form judgments.
Reasoning involves the child’s ability to use prior knowledge and information to generate an appropriate decision. Logic and reasoning
skills are key components of child development and early learning. These skills are essential for competence and success in school and
other settings.
a. Gathers information and reaches a conclusion.

 Child notices his friend is not present and states, “Billy isn’t here. He must be sick.”
 During an experiment with ice, child states, “It melted! It must be because it’s not as cold in here as it is in the freezer.”
b. Recognizes relationships between cause and effect.

 While playing on the computer, the child intentionally clicks on the mouse to change the screen.
 Child increases the slant of the ramp in order to make the marble go faster.
c. Uses prior knowledge to build new knowledge and skills.

 Child mixed yellow and red to make orange on Monday. On Tuesday he states, “I’m going to mix purple and orange to make a
new color!”
 After going to the zoo, the child builds a structure in blocks to house the animals.

Concept 2: Problem-solving
The child demonstrates the ability to seek solutions to problems.
Problem solving involves the child’s ability to look for or find multiple solutions to a question, task or problem. This ability is crucial
for constructing knowledge as the child builds on prior experiences and integrates new information.
a. Recognizes problems.
 When setting the table, child realizes there are not enough cups and says, “We have a problem. There are not enough
cups.”
 Two children want to play with the red truck. One says, “We both can’t play with it.”
b. Seeks adult assistance when support is required.

 When putting on her jacket, the child asks, “Will you zip my jacket, please?”
 Child attempts to open paint container. When he is unable to do so, he asks for help.
c. Tries to solve problems.

 When child discovers paint on her pants, she gets a wet paper towel and wipes the paint off.
 Child asks another child to hold the door open while he parks his bike in the shed.
d. Works to solve a problem independently.

 When ropes on the swing become tangled, child works to untangle them.
 Child gets a step stool to help him reach the paper towels.
Arizona Early Learning Standards – May 2013 Language and Literacy Standard | P a g e
Alignment
Within the Alignment Matrix are codes that reference where in the Head Start Outcomes and the Infant / Toddler Guidelines the
standards, guidelines or outcomes are found. The reference codes for Head Start Outcomes and Infant and Toddler Guidelines are
consistent throughout the Alignment sections in each domain.
Reference Codes for the HS Outcomes Framework Alignment Reference Codes for the Infant / Toddler Developmental
 SKS - Science Knowledge & Skills Reference Codes for the Kindergarten Physical Education
 SSKS – Social Studies Knowledge & Skills Standards
 PE – Physical Education
Reference Codes for the Arizona Common Core Standards
Mathematics Reference Codes for the Kindergarten Health Education
 MP – Mathematical Practices Standards
 HE – Health Education
Reference Codes for the Arizona Common Core Standards
English Language Arts
 CC – Comprehension and Collaboration
 KID – LIT – Key Ideas and Details – Reading Standards
for Literature K-2
 PKI – Presentation of Knowledge and Ideas
 RBPK – Research to Build and Present Knowledge

Initiative and Curiosity Initiative Initiative & Curiosity Arizona’s Common Core
English Language Arts or
Mathematics
Responds to and interacts with a. Seeks interaction with others. Joins in cooperative play with Participates in collaborative
other children. (SED) others and invites others to conversations with diverse
play. (ATL) partners about kindergarten
topics and texts with peers
and adults in small and
larger groups. (CC)
Engage in and actively explores b. Develops independence during Develops age-appropriate

self, objects, and surroundings. activities, routines, and play. independence in a range of
activities, routines, and
tasks. (SED)
Demonstrate ability to c. Exhibits adaptability, Demonstrates flexibility,
initiate activities. imagination, and inventiveness imagination, and inventiveness
when attempting tasks and in approaching tasks and
activities. activities.
Curiosity
Shows eagerness and curiosity a. Shows interest in learning Demonstrates eagerness to Make sense of problems
as a learner. new things and trying new learn about and discuss a and persevere in solving
experiences. range of topics, ideas, and them. (MP)
Shows interest and curiosity in tasks.
new people and objects. (CD)
Begins noticing people, events b. Expresses interest in Develops friendships with
and things. (ATL) people. peers. (SED)
Shows interest in and

awareness of other children.
(SED)
Shows awareness of and c. Asks questions to get Asks questions and seeks Ask and answer questions in
interest in the environment. information. new information. order to seek help, get
information, or clarify
something that is not
understood. (CC)
INFANT & TODDLER AZ EARLY LEARNING STANDARD HEAD START CHILD AZ KINDERGARTEN
GUIDELINES OUTCOME STANDARD
Indicators of Persistence Attentiveness Persistence & Arizona’s Common Core
Attentiveness English Language Arts or
Mathematics
Pay attention briefly and a. Displays ability to hold attention Maintains interest in a Participates in shared
try to reproduce when engaged in an activity. project or activity until research and writing
interesting and pleasurable completed. projects (e.g., explore a
effects and events. (ATL) number of books by a
favorite author and express
opinions about them). (RBPK)
Notice and show interest in b. Sustains attention for extended Resists distractions, Make sense of problems and
and excitement with periods of time when engaged in maintains attention, and persevere in solving them.
familiar objects, people and an age-appropriate activity continues the task at hand (MP)
events. (ATL) despite distractions or through frustration or
interruptions. challenges. Reason abstractly and
quantitatively. (MP)
Begins to manage own c. Increases ability to focus Shifts attention between
behavior and show self- attention, and can return to tasks and moves through
regulation. (SED) activities after distractions transitions with minimal
and interruptions. direction from adults. (SED)
Persistence
Developing confidence; a. Pursues challenges. Make sense of problems and

trying new things and persevere in solving them.
taking risks. (MP)
Shows ability to cope with b. Copes with frustration or Refrains from disruptive,
Reason abstractly and
stress. (SED) disappointment. aggressive, angry, or
quantitatively. (MP)
defiant behaviors. (SED)
Approach and explore new c. Establishes goals, generates Sets goals and develops Make sense of problems and
experiences in familiar plans and follows through to and follows through on persevere in solving them.
settings. (ATL) completion. plans. (MP)
STRAND 3: CONFIDENCE

Confidence Social & Emotional Arizona’s Common Core
Development: Self- English Language Arts or
Concept & Self-Efficacy Mathematics
Uses sounds, gestures, or actions a. Expresses opinions or ideas. Identifies personal Speak audibly and express
to express needs and wants. (LDC) characteristics, thoughts, feelings, and ideas
preferences, thoughts, clearly. (PKI)
and feelings.
Shows confidence in increasing b. Views self as competent Shows confidence in a Express positive feelings on
abilities. (SED) and skilled. range of abilities and in progress made while learning
the capacity to accomplish a new movement skill. (PE)
tasks and take on new
tasks.
Watches what others do, c. Is willing to take risks Demonstrates age- Construct viable arguments
begin to pretend, and use and consider a variety appropriate independence and critique the reasoning of
materials in new and of alternatives. in a range of activities,
different ways. (ATL) routines, and tasks. others. (MP)
STRAND 4: CREATIVITY

Indicators of Creativity Creativity Arizona’s Common Core
English Language Arts
Uses imitation or pretend play to a. Uses imagination to generate Engages in pretend play and
express creativity and imagination. new idea. acts out roles. (LR)
(CD)
Develops likes and dislikes; with b. Appreciates humor. Expresses a range of Exhibits both verbal and
a growing sense of playfulness, emotions appropriately, such nonverbal expressions of
they begin to see things as as excitement, happiness, enjoyment. (PE)
“funny” and enjoy surprising sadness and fear. (SED)
others. (ATL)
Pretend and use imagination c. Engages in inventive Uses creativity and With prompting and support,
during play. social play. imagination to manipulate retell familiar stories,
materials and assume roles
in dramatic play situations, including key details. (KID-
(CAE) LIT)

Reasoning Reasoning & Problem Solving Arizona’s Common Core
Mathematics
Shows ability to acquire and a. Gathers information and Classifies, compares, and Reason abstractly and
process new information. (CD) reaches a conclusion. contrasts objects, events quantitatively. (MP)
and experiences.
Look for and Express
Use sounds, gestures and b. Recognizes relationships Recognizes cause and effect
regularity in repeated
movements to impact the between cause and effect. relationships.
reasoning. (MP)
environment and interactions.
(ATL) Construct viable arguments
and critique the reasoning of
Recalls and uses information c. Uses prior knowledge to build Use past knowledge to build
others. (MP)
in new situations. (CD) new knowledge and skills. new knowledge.
Problem-Solving
Applies knowledge to new a. Recognizes problems. Uses past knowledge to build Make sense of problems and
situations. (CD) new knowledge. (LR) persevere in solving them.
Uses variety of strategies b. Tries to solve problems. Seeks multiple solutions to a (MP)
to solve problems. (CD) question, task or problem.
Seeks to find comfort in new c. Seeks adult assistance Communicates with familiar Demonstrate healthy ways to
situations. when support is required. adults and accepts or express needs, wants, and
requests guidance. (SED) feelings. (HE)
Shows preference for
familiar adults. (SED)
Shows imagination and d. Works to solve a problem Resolves conflict with peers Demonstrate the elements of
creativity in solving independently. alone and/or with adult socially acceptable conflict
problems. (CD) intervention as appropriate. resolution during class activity.
(PE)
Language and Literacy
Standard
LANGUAGE AND LITERACY STANDARD
Overview
Daily exposure to verbal and written language provides young children with the opportunities to begin acquiring understanding of the
concepts of literacy and its functions. Through play and intentional activities, children learn to create meaning from language and
communicate with others using verbal and non-verbal language, pictures, symbols and print.
Environments rich with print, language, storytelling, books, technology, and writing materials allow children to experience the joy
and power associated with reading and writing, while mastering basic concepts about print. The preschool environment is
respectful and supportive of children’s cultural heritages and home languages while encouraging English language acquisition. The
abilities to listen, speak, read, and write emerge interdependently in environments designed to meet each child’s unique skills,
abilities, interests, and needs.
The Language and Literacy Standard is organized into the following Strands and related concepts:
Strand 1: Language Strand 3: Emergent Writing

 Receptive Language Understanding  Early Writing, Writing Processes, and Writing
 Expressive Language and Communication Skills Applications
 Vocabulary
Strand 2: Emergent Literacy

 Concepts of Print
 Book Handling Skills
 Phonological Awareness
 Alphabet Knowledge
 Comprehension
Language and Literacy Standard Definitions
Active Engagement is a reciprocal relationship between children and teacher involved in the learning activity; interactive dialogue,
listening and focused attention are emphasized.
Alliteration contains the same consonant sounds at the beginning of words in a sentence, a group of words, or a line of poetry; e.g., the
“P” in Peter Piper picked a peck of pickled peppers.” There are two levels of alliteration awareness – 1) identification – the ability to
recognize that several words start with the same sound and 2) production – the ability to produce two words that start with the same
sound such as “bumble bee.”
Alphabet Knowledge is a state of familiarity with the alphabet, which is the complete set of letters or other graphic symbols
representing speech sounds used in writing a language.
Alphabetic Principle is the basic idea that written language is a code in which letters represent the sounds in spoken words.
Assistive Technology Devices are tools that help someone communicate, such as picture cards or boards, touch screens, personal
amplification systems, tablets, or television closed-captioning.
Comparative Words describe people, places, and objects relative to others with regard to such characteristics as quantity, size,
weight, or speed; e.g., a child says, “My car went faster than Joey’s car.”
Concepts about Print is knowledge of print conventions (e.g., left-right, top-to-bottom, front and back) and concepts (e.g., book cover,
author, and text)
Dialogic Reading is a process of incorporating conversation as an oral technique in teaching reading skills.
Differentiation means tailoring instruction to meet an individual child’s learning needs.
Discriminate is a verb that means to recognize or identify a difference.
Emergent Literacy is a view that literacy learning begins at birth and is encouraged by having children participate early in a range of
literacy and language activities.
Environmental Print includes common words and messages that guide us through our world (e.g., signs, advertisements, labels,
directions).
Expository/Informational books are a genre that present and explain information. The primary purposes of expository text are to
inform, explain or persuade.
Inflection is a change in the tone or pitch of the voice.
Interactive shared reading is a strategy where the adult involves a child or small group of children in reading a book that introduces
conventions of print and new vocabulary, or encourages predictions, rhyming, discussion of pictures, and other interactive experiences.
Inventive Writing is the spelling of words from a beginning writer’s first attempts to associate sounds with letters (kp ot = keep out).
Literacy includes reading, writing, and the creative and analytical acts involved in producing and comprehending texts.
Manipulate is a verb that means to maneuver or work with something; e.g., the child manipulates sounds in words.
Narratives/Storybooks are books that tell a story with a beginning, middle, and ending. Narrative stories include characters,
settings, themes, a central problem/conflict, and a solution to the problem.
Onset is the beginning consonant sound in a syllable that precedes the vowel (e.g., b-ook).
Pattern Books provide repeated patterns throughout the book such as frequent use of the same word, sentence or sound.
Phonemes are the smallest units of spoken language that combine to form words; e.g., the word hat is made up of three phonemes
(/h/-/a/- /t/).
Phonemic Awareness is the ability to notice, think about, and work with the individual sounds in spoken words.
Phonics is the association of letters with the speech sounds they represent, rather than visual recognition of the whole word as a unit.
Phonological Awareness is the ability to notice and work explicitly with the sounds of language. Phonological Awareness activities can
involve work with words, onsets and rimes, alliteration, rhymes, and separating individual syllables into sounds.
Print Awareness is a basic knowledge about print and how it is typically organized on a page (e.g., print conveys meaning, print is read
left to right, and words are separated by spaces).
Rare Words are words that are not commonly heard in conversations with young children. The phrase, “rare words,” was coined by
researcher, Catherine Snow, Harvard University.
Rime is the initial vowel and all that follows it in the syllable (e.g., b-ook).
Scribbles and Letter-Like Forms are common writing strokes (e.g., horizontal and vertical lines, points, circles, spirals, zigzag lines,
wavy lines) used to approximate letters.
Syllable is a word or part of a word pronounced with a single uninterrupted sound of the voice.
Scaffold is to provide support at a level just above a child’s current skill level that pushes them to a slightly higher level of skill.
Temporal Words pertain to the time of an event or the relationship between the time of two or more events; e.g., yesterday-today-
tomorrow; days-weeks; morning-afternoon-evening; day-night; first-last; always-never- sometimes; sooner-later; before-after.
Text Complexity is made up of three components: Quantitative Measures (readability such as: word difficulty, sentence length and
syntax, and text cohesion), Qualitative Measures (levels of meaning, structure, language conventionality and clarity, and knowledge
demands often best measured by an attentive human reader), and Reader and Task Considerations (teacher’s knowledge of students
as readers, the teacher’s understanding of text complexity, the teacher’s ability to use instructional supports/scaffolds, and the
teacher’s consideration of matching the text to the task the students are expected to complete.)
Tone is the way something is said that is an indicator of what the speaker is feeling or thinking.
STRAND 1: LANGUAGE
Concept 1: Receptive Language Understanding

The child demonstrates understanding of directions, stories, and conversations.
During the preschool years, children learn language more quickly than at any other time in their lives. Associating language with
pleasant and stimulating experiences nurtures this development. Young children’s sense of words and sentences, sensitivity to
tone, and understanding of ideas communicated, influences their abilities to listen and to comprehend. Listening involves active
engagement with adults and peers as they share their ideas, feelings, and needs. Language is learned through engaging, interactive
conversations and related literacy activities such as oral storytelling and interactive reading of books.
Indicators and examples in the Context of Daily Routines, Activities, and Play
a. Demonstrates understanding of a variety of finger-plays, rhymes, chants, poems, conversations, and stories.
 Follows gestures and actions.
 Points to blocks when asked, “It’s time to work. Where would you like to play?” Teacher expands on child’s response by
saying, “Oh, you want to play in the block area.”
b. Actively engages in finger-plays, rhymes, chants, poems, conversations, and stories.

 Claps when prompted with, “If you’re happy and you know it, clap your hands.”
 Participates in story Going on a Bear Hunt.
c. Demonstrates understanding and follows directions that involve: one step, two steps, and a series of unrelated
sequences of action.
 Responds to directions, “Put the block on the table, put your paper in the cubby, and line up to go outside.”
 Places toy truck on shelf when adult says, “Please put the truck on the shelf.”
STRAND 1: LANGUAGE
Concept 2: Expressive Language and Communication Skills

The child uses verbal and nonverbal communication for a variety of purposes to share observations, ideas, and experiences,
problem-solve, reason, predict and seek new information.
Children develop language by engaging in conversations with others and listening and responding to rhymes, chants, songs, stories, and
poems. Children who are encouraged to share their personal experiences, ideas, feelings, and opinions use increasingly complex
language.
a. Communicates needs, wants, ideas, and feelings through three to five word sentences.
 Intentionally engages in conversations with peers and adults at snack time replying to the question, “What did you have for
breakfast?” “My mom made pancakes.”
 When someone is talking about a trip to a park, another child signs, “I went to the park too. We had a picnic.”
b. Speaks clearly and understandably to express ideas, feelings and needs.

 Combines words into simple sentences – “Is it time to go home?” Or “More milk please.”
 Says, “I want to go build in the block area.”
c. Makes relevant responses to questions and comments from others.

 Exclaims, “I did it!” after teachers asks, “Did you get your jacket on?”
 Says, “I have a cat, too," after teacher shows a picture of a cat.
d. Initiates, sustains, and expands conversations with peers and adults.

 Approaches peers and asks, “What are you making?”
 Says “I went to the zoo.” Teacher expands by asking, “What was your favorite animal?” Child replies, “The lion.” Teacher
responds, “The lion is your favorite. Why?” Child answers, “I like the way he roars.”
STRAND 1: LANGUAGE
Indicators and examples in the Context of Daily Routines, Activities, and Play (Continued)
e. With modeling and support, uses acceptable language and social rules including appropriate tone, volume and inflection to
express ideas, feelings, and needs.
 With reminder, child uses inside voice when going into the classroom.
 Child emphatically tells a classmate, “Stop, I don’t like that!” or Whispers in a classmate’s ear during circle time.
f. Uses appropriate eye contact, turn taking, and intonation while having conversations with adults and peers.
 Uses turn-taking during conversations with peers and adults.
 Looks at a friend as she is speaking.
g. Recognizes when the listener does not understand and uses techniques to clarify the message.
 Uses a different word to clarify the intended message when child realizes he has been misunderstood.
 Points to a picture to clarify his intent.
h. With modeling and support, uses increasingly complex phrases and sentences.
 Says, “Let’s put the cars up higher on the ramp so they will go really fast.”
 Says, “I want to go home because my grandma is there.”
STRAND 1: LANGUAGE
Concept 3: Vocabulary
The child understands and uses increasingly complex vocabulary.
The early childhood years are a period of vocabulary exploration. Research indicates that there is a strong connection between
vocabulary development and academic success. Children gain language and vocabulary skills by having multiple and frequent
opportunities to listen, talk, read, share ideas, relate experiences, and engage in interesting conversations. They need to play with
familiar language and experiment with language in different settings. Rhymes, songs, and read-alouds that use rare words allow
children to talk about and develop an understanding of words they would not otherwise hear in everyday conversations.
a. With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety
of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes,
jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs.
 Says, “Let me listen to your heart with a stethoscope.” while in dramatic play.
 Exclaims, “I’m so mad, I’m going to explode like a volcano!”
b. With modeling and support, determines the meanings of unknown words and concepts using the context of conversations,
pictures that accompany text or concrete object.
 Says, “A skyscraper is a tall building.” after the teacher shows them a book about buildings.
 Says, “I will get the colander to rinse the grapes.” after using the colander during a group cooking activity with the
teacher.
c. With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal,
transportation, etc.
 Says, “I want a carrot and broccoli.” when asked what vegetables she wants.
 Gathers and names a fire truck, car, and dump truck when asked to put vehicles in the block area.
d. With modeling and support, demonstrates understanding of and uses words that indicate position and direction; e.g., in,
on, out, under, off, beside, behind.
 Responds to the teacher’s requests to put his car on the shelf, blocks in the container, or stand beside a peer.
 Says, “I am standing between Billy and Rita.”
STRAND 2: EMERGENT LITERACY
Concept 1: Concepts of Print

The child knows that print carries messages.
Through daily experiences with printed materials, young children delight in beginning to understand the connection between spoken
and written words. They begin to learn to follow the print as it is read aloud and start to discover that reading and writing are
ways to communicate information and to provide pleasure. Children develop understanding that different forms of print, such as
signs, letters, menus, storybooks, and magazines have different functions.
a. Identifies signs, symbols and labels in the environment.

 Points to a McDonalds sign and says, “That says McDonalds.”
 Sees recycling symbol and says, “This is the recycling bin.”
b. Demonstrates and understands that print conveys meaning and that each spoken word can be written and
read.
 Finds name on her placemat at lunch.
 Pretends to read a letter while playing Post Office.
d. Recognizes that letters are grouped to form words.

 Asks teacher to write name on her paper.
 Groups letters together and asks, “What does this say?”
e. Recognizes own written name and the written names of friends and family.
 Reads job chart naming his classmates.
 Picks up a name card and says, “This says Jose.”
e. Seeks information in printed materials.

 Says, “We caught a cricket in our bug jar. Let’s find a book about crickets.”
 Looks at grocery advertisements while creating a shopping list.
Concept 2: Book Handling Skills

The child demonstrates how to handle books appropriately and with care.
It is important to provide young children with many opportunities to interact with and care for books in all environments.
Young children need to have access to a variety of fiction and nonfiction books throughout the day, including those that
reflect diverse cultures. Through these experiences, children learn to hold books right side up and to turn the pages one at a
time in order to view the illustrations and to gain a sense of the story or content.
a. Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom
directionality.
 Turns the pages one page at a time in order to continue reading.
 Turns the book right side up before beginning to look at it, when handed a book upside down.
b. Identifies where in the book to begin reading.

 Finds the front of the book, the first page of the text, and the first word on the page.
 Points to the first page and says, “Start here.”
c. Understands a book has a title, author and/or illustrator.

 Makes a book and says, “My book is called My Mom and I’m the author.”
 Identifies that the illustrator draws the pictures in a book.
Concept 3: Phonological Awareness

The child develops awareness that language can be broken in words, syllables, and smaller units of sounds (phonemes).
Young children learn to discriminate between the similarities and differences in spoken language. Such awareness is the
foundation of young children’s abilities to hear and discriminate different sounds in words (phonological awareness). Research
indicates how quickly and how easily children learn to read often depends on how much phonological awareness they have. Children’s
abilities to play with or manipulate the smallest units of speech (phonemes) are demonstrated in a variety of ways, including using
rhymes, alliteration, and experimenting with beginning and ending sounds. Phonological awareness and phonemic awareness are the
foundations that enable preschool children to later match sounds to their letters (phonics). Phonological awareness can be taught
in the dark as it requires just listening for and manipulating sounds.
a. Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).
 Plays sound bingo and can differentiate between sounds – “That’s a telephone. That’s a car horn.”
 Says, “Hey the beginning of my name sounds like that /t/.”
b. With modeling and support, identifies rhyming words.

 Shows thumbs up when two words rhyme in a poem, cat/hat.
 Points to pictures of words that rhyme.
c. With modeling and support, produces rhyming words.

 Child whose name is Joy, while playing, spontaneously says, “Joy, noy, boy, loy, toy.”
 Finishes the rhyme “The fat cat sat on the ____.”
d. With modeling and support, recognizes spoken words that begin with the same sound.
 Child named Maria says, “My name starts like Monique’s name.”
 Selects man and mop as beginning with the same sound when presented with pictures of man, hat and mop.
e. Hears and shows awareness of separate words within spoken phrases or sentences.
 Claps each word spoken in a sentence “I like blocks.”
 Jumps when hearing a specified word in a story/poem.
f. With modeling and support, identifies and discriminates syllables in words.

 Claps each syllable of a name during a name game or name song. (Ben-ja-min = clap, clap, clap)
 Takes a step for each syllable heard in a word. (ad-ven-ture = step, step, step)
g. With modeling and support, combines onset and rime to form a familiar one-syllable word with and without pictorial
support.
 Selects the correct picture of the cat when the adult says the name by segmenting it into its onset and rime components,
/c/ + /at/.
 Guesses, “Dog.” when teacher says the onset and rime /d/ /og/.
h. With modeling and support, repeats words and identifies the common final sound.
 Identifies the common ending sound when shown pictures of mat, kite, and boat.
 The teacher and child repeat the word bat three times. The child then says, “Bat has a /t/ sound at the end.”
Concept 4: Alphabet Knowledge

The child demonstrates knowledge of the alphabet.
Young children begin to recognize some printed alphabet letters, especially those letters found in their own names. To support
young learners’ knowledge of letters, adults need to provide children with easy and repeated meaningful interactions with written
letters and words within the context of daily experiences. Activities are presented in fun and interesting ways that engage
children.
a. Discriminates letters from other shapes and symbols.

 Points to the letter [a] and says, “This is the letter a.” when given a choice between letters and numbers.
 Points to the numeral two and says, “This is not a letter.”
b. Matches and recognizes similarities and differences in letters, with modeling and support.
 Points to the upper case ‘E’ and the upper case ‘F’ and says, “This one [F] lost a line.”
 Points to the letters s, g, o, and c and says, “These letters have curves.”
 Says, “My name starts with a big A.” The teacher says, “Yes, your name starts with an upper case A.”
c. Recognizes as many as 10 letters, especially those in own name, family and friends.
 Correctly names some letters while playing with alphabet stamps, magnets, cards, or puzzles.
 Says, “My name starts with an [I].”
d. Uses letter-sound knowledge identifying the sounds of a few letters and producing the correct sounds for as many as
10 letters, with modeling and support.
 While writing the child’s name, Taylor makes the “t” sound and then prints the letter.
 Says, “/S/, /s/, /s/, snake.” when looking at a letter [S].
Concept 5: Comprehension
The child shows an interest in books and comprehends books read aloud with increasing text complexity.
Children gain understanding about language and reading through their interactions with verbal language, print, and daily routines.
In addition, children learn about reading concepts by experiencing a learning environment rich in signs, symbols, words, numbers,
and art that reflect diverse cultures. When children are read to regularly and encouraged to intentionally interact with printed
materials, they develop an interest in books and other printed materials.
a. Takes an active role in reading activities.

 Picks up a book and pretends to read.
 Chooses a book and asks someone to read it.
b. With prompting and support, identifies characters and major events in a story.
 Provides details about the characters and actions after listening to a story.
 Tells adult the wolf blew the house down.
c. With prompting and support, asks and answers a variety of questions about books or stories told or read aloud.
 Asks, “Where do whales live?” after hearing a story about whales.
 Declares, “I think David should make a better choice.” when teacher asks, “What would you tell David?”
d. With prompting and support, draws connections between story events and personal experiences.
 Exclaims, “I have a cat!” after hearing a story about pets.
 Says, “We went sledding in Flagstaff.” after reading The Snowy Day.
e. With prompting and support, identifies events and details in the story and makes predictions.
 Predicts what happens next in a story.
 Says, “I think the story will be about frogs.” after completing a picture walk of a book.
f. With prompting and support, gives an opinion for liking or disliking a book or story.
 Says, “I like that book because David is funny.”
 Says, “I don’t like that book because it is scary.”
g. With modeling and support, begins to demonstrate an understanding of the differences between fiction and non-fiction.
 Says “Dogs don’t talk.” after listening to a story about a talking dog.
 Gets a Ranger Rick magazine to find information about bears.
h. With modeling and support, identifies the topic of informational text that has been read aloud.
 Says “I am going to build a house just like we read about in the book.”
 Says, “This book tells us how to bake a cake.”
i. With modeling and support, retells or reenacts a story in sequence with pictures or props.
 Acts out a familiar story using dramatic play materials.
 Uses felt board to retell story of The Hungry Caterpillar.
j. With modeling and support, demonstrates reading fluency by use of phrasing, intonation and expression in shared reading
of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts.
 Repeats phrase in book using appropriate intonation and phrasing “Who’s been sitting in my chair?” said Papa Bear.
 Says, “Brown Bear, Brown Bear what do you see?” with teacher.
STRAND 3: EMERGENT WRITING
Concept 1: Early Writing, Writing Processes, and Writing Applications

The child uses writing materials to communicate ideas.
Children begin to recognize the relationship between spoken and written messages by engaging in writing, drawing, and
related activities that have meaning and purpose for them. Children receive powerful messages about literacy’s pleasures
and rewards by observing others reading and writing. Children develop as writers when they are encouraged to write in an
environment that has readily accessible writing materials.
Early Writing
a. Uses a variety of writing tools, materials, and surfaces to create drawings or symbols.
 Draws or writes using pencils, letter stamps, markers, crayons, paint, and/or shaving cream on paper, cardboard, chalkboard,
and/or dry erase board.
 Draws on the sidewalk with chalk.
Writing Processes
b. With modeling and support, uses a combination of drawing, dictating and emergent writing to communicate an idea or
opinion about an experience, story, or book, and to express knowledge or share information about a topic of interest.
 Draws random lines/scribbles on a page.
 Dictates to an adult a story about her picture.
Writing Applications
c. Dictates to and shares thoughts, ideas, and stories with adults.
 Asks adult to write, “This is my dog, we went for a walk” on a drawing.
 Asks adult to help him write a sign that says, “Billy made this building. Do not knock it down.”
d. Writes own name using letter-like forms or conventional print.

 Writes own name on drawing.
 Writes own name from left to right on the sidewalk when playing with chalk on sidewalk.
e. Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas or to tell a story; e.g., signing
artwork, captioning, labeling, creating lists, making notes.
 While playing restaurant, asks, “What would you like to eat?” and scribbles the order on a pad.
 Writes KP OT and says, “This says, ‘Keep out.”
f. With prompting and support, forms letters starting with large motor (sky writing, paint brush and water, sidewalk
chalk) progressing to fine motor (paper and pencil).
 Writes letters from name on the sidewalk with chalk.
 Writes letter-like forms on a page and says, “This is a note for my mommy.”
g. Organizes writing from left to right, indicating an awareness that letters cluster as words and words cluster into
phrases or sentences by use of spacing or marks.
 Plays at writing a message by placing spaces between the “words” on the page.
 Writes a series of letters and asks, “What word does this make?”
Integration
Integration of Approaches to Learning and Mathematics into the Language and Literacy Standard.
LANGUAGE AND LITERACY
STRAND 1: LANGUAGE
Approaches to Learning – Actions that would incorporate Mathematics – Actions that would incorporate Mathematics
Approaches to Learning into Language and Literacy. into Language and Literacy.
1. Reasoning - The teacher reads a story and then asks open 1. The teacher uses daily routines to develop children’s analysis
ended questions (“what do you think”, “what if”, “how would”, and reasoning by asking questions such as “how many napkins
“where have you been”, “why do you think”) to allow children do we need in order to set the table for snack” and “how did
to communicate their reasoning skills.
you figure that out?”
2. Confidence - The teacher reads a story to children and 2. The teacher regularly uses mathematical vocabulary (plane,
models retelling the story by providing props (puppets, angle, more, less, fewer, big, bigger, biggest, compare,) in daily
costumes, velcro characters and felt board). Then the activities.
children reenact or retell story independently and with
confidence using the props.
3. Problem solving - The teacher provides puppets for children 3. The teacher uses songs and books to teach about counting,
to problem solve common conflicts in the classroom such as sequence, addition and subtraction; e.g., There was Ten in the
name calling, biting, pushing, taking toys from each other, Bed, Five little Monkeys Jumping on the Bed, Five Little
etc.
Ducks, Chicka, Chicka 123, While you were Sleeping”.
1. Curiosity - The teacher promotes children’s curiosity and 1. The teacher provides a variety of non-fiction books
Phonological Awareness by bringing in a basket with objects representing mathematical concepts throughout the
that rhyme and playing the game “A tisket a tasket the classroom.
rhyming basket.”
2. Creativity - The teacher has each child bring in an example 2. The teacher provides activities to reinforce counting and
of Environmental Print to create a class book and then places awareness of syllables; e.g., have children count as they clap
it in the library center for children to read independently. the syllables in their own names and then the syllables in their
friend’s names. Bailey-2, Brenda-2, Tom-1.
3. Creativity - After reading a familiar story the teacher has 3. The teacher creates a graph and provides plastic foods for
children record the story and places it in the listening children. The students then sort the foods by the number of
center. She might include the book with the recording or syllables in each word; e.g., banana-3, milk-1, apple-2.
have children illustrate their own book to add to the
listening center.

1. Initiative - The teacher provides students opportunities to 1. The teacher writes a question of the day; e.g., “How many pets
write independently and promote their self-expression; e.g., do you have?” Students help tally the results and report their
journals, clip boards, message boards, lists, blank paper, findings in their journals.
writing tools.
2. Creativity - The teacher regularly creates brainstorming 2. The teacher provides trays of sand for students to practice
webs with children by dictating their thoughts and ideas. writing numbers.
Alignment
examples are found.
Reference Codes for the HS Outcomes Framework Alignment Reference Codes for the Infant/Toddler Developmental
 LR- Logic & Reasoning
Reference Codes for Kindergarten English Language Arts
 CC – Comprehension and Collaboration  PA – Phonological Awareness

 CS – Craft and Structure  PC – Print Concepts
 CSE – Conventions of Standard English  PDW – Production and Distribution of Writing
 FL – Fluency  PKI – Presentation of Knowledge and Ideas
 KID – IT – Key Ideas and Details – Reading Standards  RBPK – Research to Build and Present Knowledge
for Information Text K-2  RRLTC – Range of Reading and Level of Text Complexity
 KID –LIT – Key Ideas and Details – Reading Standards  TTP – Text Types and Purposes
for Literature K-2  VAU – Vocabulary Acquisition and Use
STRAND 1: LANGUAGE

Listening and Understanding Receptive Language Receptive Language Speaking and Listening
Understanding
Shows interest in listening to a. Demonstrates understanding a Attends to language during Recognizes and produces
sounds. (LDC) variety of finger-plays, conversations, songs, stories, or Rhyming words. (PA)
rhymes, chants, poems, other learning experiences. (LD)
conversations, and stories.
Begins to understand b. Actively engages in finger- Attends to language during Recognizes and produces
gestures, words, questions, plays, rhymes, chants, conversations, songs, stories, or Rhyming words. (PA)
or routines. (LDC) poems, conversations, and other learning experiences. (LD)
stories. Follow agreed-upon rules for
discussions (e.g., Listening to
others, taking turns speaking
about the topics and texts
under discussion). (CC)
Begins to understand c. Demonstrates Comprehends different forms of Follow agreed-upon rules for
gestures, words, questions, or understanding and language, such as questions or discussions (e.g., Listening to
routines. follows directions that exclamations. (LD) others, taking turns speaking
involve: 1 step, 2 steps, about the topics and texts
Responds to verbal and a series of under discussion). (CC)
communication of unrelated sequences of
others. (LDC) action. Confirm understanding of a
text read aloud or information
presented orally or through
other media by asking and
answering questions about key
details and requesting
clarification if something is not
understood. (CC)
STRAND 1: LANGUAGE (Continued)

Communication and Speaking Expressive Language and Expressive Language Speaking and Listening
Communication Skills Standards
Uses sounds, signs, or a. Communicates needs, wants, Uses language to express ideas Speak audibly and express
words for a variety of ideas, and feelings through 3-5 and needs. (LD) thoughts, feelings and ideas
purposes. word sentences. clearly. (PKI)
Uses consistent sounds,

gestures, or words to
communicate, imitates
sounds, gestures or words.
Uses sounds, signs, or

words, for a variety of
purposes. (LDC)
Uses sounds, signs, or words b. Speaks clearly and Uses language to express ideas Speaks audibly and express
for a variety of purposes. understandably to express and needs. (LD) thoughts, feelings and ideas
Uses consistent sounds, ideas, feelings and needs. clearly. (PKI)
communicate, imitates sounds,
gestures or words.
Uses sounds, signs, or words,
for a variety of purposes.
(LCD)

Uses consistent sounds, c. Makes relevant responses to Engages in communication and Confirm understanding of a text
gestures or words to questions and comments from conversations with others. (LD) read aloud or information
communicate, Imitates others. presented orally or through
sounds, gestures or words. other media by asking and
Shows reciprocity in using details and requesting
language in simple clarification if something is not
conversations. (LCD) understood. (CC)
Shows reciprocity in using d. Initiates, sustains, and expands Engages in communication and Confirm understanding of a text
language in simple conversations with peers and conversations with others. read aloud or information
conversations. (LDC) adults. Engages in conversation with presented orally or through
peers and adults. (LD) other media by asking and
details and requesting
clarification if something is not
understood. (CC)
Uses consistent sounds, e. With modeling and support, Uses different forms of Follows agreed upon rules for
gestures or words to uses acceptable language and language. discussion (e.g., listening to
communicate, Imitates social rules including Uses different grammatical others, taking turns speaking
sounds, gestures or words. appropriate tone, volume and structures for a variety of about the topic and text under
(LDC) inflection to express ideas, purposes. (LD) discussion). (CC)
feelings, and needs.
Uses sounds, gestures, or f. Uses appropriate eye contact, Engages in communication and
actions to express needs and turn taking, and intonation conversations with others.
wants. while having conversations with Engages in conversation with
adults and peers. peers and adults. (LD)
Shows reciprocity in using
language in simple
conversations. (LDC)

Uses sounds, signs or words g. Recognizes when the listener Uses different forms of Asks and answers questions in
for a variety of purposes. does not understand and uses language. order to seek help, get
(LDC) techniques to clarify the information, or clarify
message. Uses different grammatical something that is not
structures for a variety of understood. (CC)
purposes. (LD)
Shows reciprocity in using h. With modeling and support, Uses increasingly complex and Speaks audibly and express
language in simple uses increasingly complex varied vocabulary. (LD) thoughts, feelings, and ideas
conversations. (LDC) phrases and sentences. clearly. (PKI)
Communication and Speaking Receptive and Expressive Language Standards
Vocabulary
Listening and Understanding Language.
Uses consistent sounds, a. With modeling and support, Uses increasingly complex and Identify new meanings for
gestures, or words, to uses age-appropriate varied vocabulary. familiar words and apply them
communicate, Imitates vocabulary across many topic accurately. (VAU)
sounds, gestures or words. areas and demonstrates a wide Uses different grammatical
variety of words and their structures for a variety of
Uses sounds, signs, or words meanings with each area; e.g., purposes. (LD)
for a variety of purposes. world knowledge, names of
(LDC) body parts, feelings, colors,
shapes, jobs, plants, animals
and their habitats, and foods;
words that describe:
adjectives, verbs, and adverbs.

Shows reciprocity in using b. With modeling and support, Uses increasingly complex and Determine or clarify the
language in simple determines the meanings of varied vocabulary. (LD) meaning of unknown and
conversations. unknown words and concepts multiple-meaning words and
using the context of Asks and answers questions and phrases based on kindergarten
Begins to Understand conversations, pictures that makes comments about print reading and content. (VAU)
gestures, words, questions, or accompany text or concrete materials. (LKS)
routines.(LDC) objects.
Uses sounds, signs or words c. With modeling and support, Uses increasingly complex and Sort common objects into
for a variety of purposes. uses category labels and names varied vocabulary. (LD) categories to gain a sense of
(LDC) objects within a category; e.g., the concepts the categories
fruit, vegetable, animal, represent. (VAU)
transportation, etc.
Shows reciprocity in using d. With modeling and support, Comprehends different forms of Use the most frequently
language in simple demonstrates understanding of language, such as questions or occurring prepositions. (CSE)
conversations. and uses words that indicate exclamations. (LD)
position and direction; e.g., in,
Begins to understand on, out, under, off, beside, Understands directionality,
gestures, words, questions or behind. order, and position of objects,
routines. (LDC) such as up, down, in front,
behind. (MKS)

Emergent Literacy Concepts of Print Print Concepts & Conventions Reading Standards
Begins to recognize and a. Identifies signs, symbols and Recognizes print in everyday life, Recognizes that spoken words
understand symbols. (LDC) labels in the environment. such as numbers, letters, one’s are represented in written
name, words, and familiar logos language by specific sequence
and signs. (LKS) of letters. (PC)
Begins to recognize and b. Demonstrates and Understands that print conveys Count, pronounce, blend, and
understand symbols. (LDC) understands that print meaning. (LKS) segment syllables in spoken
conveys meaning and that words. Blend and segment
each spoken word can be onsets and rimes of single-
written and read. syllable spoken words. (PA)
Develops interest in and c. Recognizes that letters are Recognizes that letters of the Recognizes that spoken words
involvement with books and grouped to form words. alphabet are a special category are represented in written
other print materials. (LDC) of visual graphics that can be language by specific sequence
individually named. (LKS) of letters.
Understands that words are

separated by spaces in print.
Begins to recognize and d. Recognizes own written name Recognizes words as a unit of (PC)
Understand that words are
understand symbols. (LDC) and the written names of print and understands that separated by specific spaces in
friends and family. letters are grouped to form print.
words. (LKS)
Recognizes that spoken words
are represented in written
language by specific sequence
of letters. (PC)
STRAND 2: EMERGENT LITERACY (Continued)

Develops interest in and e. Seeks information in printed Recognizes words as a unit of Participates in shared research
involvement with books and other materials. print and understands that and writing projects. (RBPK)
print materials. (LDC) letters are grouped to form
words.
Emergent Literacy Book Handling Skills Book Appreciation and Reading Standards for
Knowledge Informational Text
Develops interest in and a. Holds a book right side up Recognizes how books are Identify the front cover, back
involvement with books and other with the front cover facing read, such as front-to-back cover, and title page of a book.
print materials. (LDC) the reader and understands and one page at a time, and (CS)
left to right and top to recognizes basic
bottom directionality. characteristics such as title,
author, and illustrator. (LKS)
Develops interest in and b. Identifies where in the book Asks and answers questions Identify the front cover, back
involvement with books and other to begin reading. and makes comments about cover, and title page of a book.
print materials. (LDC) print materials. (CS)
Understands that print

conveys meaning. (LKS)
Develops interest in and c. Understands a book has a Recognizes how books are Name the author, and
involvement with books and other title, author, and/or read, such as front-to-back illustrator of a text and define
print materials. (LDC) illustrator. and one page at a time, and the role of each presenting the
recognizes basic idea or information in a text.
characteristics such as title, (CS)
author, and illustrator. (LKS)

Emergent Literacy and Phonological Awareness Phonological Awareness Reading Standards:
Communicating and Speaking, Foundational Skills
Listening and Understanding
Shows interest in songs, a. Differentiates between Identifies and discriminates Demonstrate Understanding
rhymes and stories. sounds that are the same and between sounds and of spoken words, syllables,
different; e.g., environmental phonemes in language, such and sounds (phonemes). (PA)
Begins to recognize and sounds, animal sounds, as attention to beginning
understand symbols. (LDC) phonemes. and ending sounds of words
and recognition that
Uses consistent sounds, different words begin or
gestures or words. (LDC) end with the same sound.
(LKS)
Imitates sounds, gestures or
words.
Shows interest in songs, b. With modeling and support, Identifies and discriminates Recognizes and produces
rhymes and stories. identifies rhyming words. between words in language. rhyming words. (PA)
(LKS)
Begins to recognize and
understand symbols.
Uses consistent sounds,

gestures or words to
communicate, Imitates
sounds, gestures or words.
(LDC)
Uses consistent sounds, c. With modeling and support Identifies and discriminates
gestures or words to produces rhyming words. between words in language.
communicate, Imitates sounds, (LKS)
gestures or words.
Shows interest in songs, rhymes

and stories. (LDC)
Uses consistent sounds, d. With modeling and support, Identifies and discriminates Isolate and pronounce the
gestures or words to recognizes spoken words between sounds and phonemes initial, medial vowel, and
communicate, Imitates sounds, that begin with the same in language, such as attention final sounds (phonemes) in
gestures or words. (LDC) sound. to beginning and ending sounds three-phoneme (consonant-
of words and recognition that vowel, CVC) words. (PA)
different words begin or end
with the same sound. (LKS)
Begins to Understand gestures, e. Hears and shows awareness Identifies and discriminates Count, pronounce, blend,
words, questions or routines. of separate words within between sounds and phonemes and segment syllables in
(LDC) spoken phrases or in language, such as attention spoken words. (PA)
sentences. to beginning and ending sounds
of words and recognition that
different words begin or end
with the same sound. LKS)
Identifies and discriminates

between separate syllables in
words. (LKS)

Begins to recognize and f. With modeling and support, Identifies and discriminates Count, pronounce, blend, and
understand symbols. (LDC) identifies and discriminates between separate syllables in segment syllables in spoken
syllables in words. words. (LKS) words. (PA)
Uses sounds, signs, or words for g. With modeling and support, Identifies and discriminates Count, pronounce, blend,
a variety of purposes. (LDC) combines onset and time to between sounds and and segment syllables in
form a familiar one-syllable phonemes in language, such spoken words. (PA)
word with and without as attention to beginning and
pictorial support. ending sounds of words and
recognition that different
words begin or end with the
same sound. (LKS)
Uses sounds, signs, or words for h. With modeling and support, Identifies and discriminates Isolate and pronounce the
a variety of purposes. (LDC) repeats words and identifies between sounds and initial, medial vowel, and
the common final sound. phonemes in language, such final sounds (phonemes) in
as attention to beginning and three-phoneme (consonant-
ending sounds of words and vowel, CVC) words. (PA)
recognition that different
words begin or end with the
same sound. (LKS)

Emergent Literacy Alphabet Knowledge Alphabet Knowledge Reading Standards:
Print Concepts and Foundational Skills.
Conventions Writing Standards
Begins to recognize and a. Discriminates letters from Recognizes that letters of Recognizes and name all
understand symbols. (LDC) other shapes and symbols. the alphabet are a special upper-and lowercase
category of visual graphics letters of the alphabet.
that can be individually (PC)
named. (LKS)
Begins to recognize and b. Matches and recognizes Recognizes that letters of Recognizes and name all
understand symbols. (LDC) similarities and differences the alphabet are a special upper-and lowercase
in letters, with modeling and category of visual graphics letters of the alphabet.
support. that can be individually (PC)
named. (LKS)
Begins to recognize and c. Recognizes as many as 10 Recognizes that letters of Recognizes and name all
understand symbols. (LDC) letters, especially those in the alphabet are a special upper-and lowercase
own name, family and category of visual graphics letters of the alphabet.
friends. that can be individually (PC)
named. (LKS)
Recognizes print in everyday

life, such as numbers, letters,
one’s name, words and familiar
logos and signs. (LKS)

Uses sounds, signs or words for d. Uses letter-sound Identifies letters and Demonstrates
a variety of purposes. (LDC) knowledge identifying the associates correct sounds understanding of spoken
sounds of a few letters and with letters. (LKS) words, syllables and sounds
producing the correct (phonemes). (PA)
sounds for as many as ten
letters, with modeling and
support.
Emergent Literacy and Comprehension Book Appreciation Reading Standards for

Memory Informational Text and
Reading Standards for
Literature
Develops interest in and a. Takes an active role in Demonstrates an interest in Actively engages in
involvement with books and reading activities. different kinds of literature, group reading activities
other print materials. . such as fiction and non-fiction with purpose and
books and poetry, on a range understanding. (RRLTC)
of topics. (LKS)
Develops interest in and b. With prompting and support, Retells stories or information With prompting and
involvement with books and identifies characters and from books through support, identify
other print materials. (LDC) major events in a story. conversation, artistic works, characters, setting, and
and creative movement. (LKS) major events in a story.
(KID-LIT)
Develops interest in and c. With prompting and support, Asks and answers questions With prompting and
involvement with books and asks and answers a variety and makes comments about support, ask and answer
other print materials. (LDC) of questions about books or print materials. (LKS) questions about key details
stories told or read aloud. in a text. (KID-LIT)

Develops interest in and d. With prompting and Retells stories or With guidance and
involvement with books and support, draws information from books support from adults,
other print materials. (LDC) connections between through conversation, recall information from
story events and personal artistic works, creative experiences or gather
Recognizes familiar people, experiences. movement. (LKS) information from
places and things. provided sources to
Recalls and uses information answer question. (RBPK)
in new situations. (CD)
Uses a variety of strategies e. With prompting and support, Asks and answers With prompting and
to solve problems. (CD) identifies events and details questions and makes support, ask and answer
in the story and makes comments about print questions about key
predictions. materials. (LKS) details in a text. (KID-
LIT)
Develops interest in and f. With prompting and support, Shows interest in shared Use a combination of
involvement with books and gives an opinion for liking or reading experiences and drawing, dictating, and
other print materials. (LDC) disliking a book or story. looking at books writing to compose
independently. (LKS) opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book.
(TTP)

Develops interest in and g. With modeling and support, Demonstrates interest in Recognize common types of
involvement with books and begins to demonstrate an different kinds of literature, text. (CS)
other print materials. (LDC) understanding of the such as fiction and non-fiction
differences between fiction books and poetry, on a range
and non-fiction. of topics. (LKS)
Develops interest in and h. With modeling and support, Asks and answers questions With prompting and
involvement with books and identifies the topic of and makes comments about support, identify the main
other print materials. (LDC) informational text that has print materials. (LKS) topic and retell key details
been read aloud. of a text. (KID-IT)
Uses imitation or pretend i. With modeling and support, Retells stories or information With prompting and
play to express creativity retells or reenacts a story from books through support, retell familiar
and imagination. (CD) in sequence with pictures or conversation, artistic works, stories, including key
props. creative movement or drama. details. (KID-LIT)
(LKS)
Begins to recognize and j. With modeling and support, Uses different forms of Read emergent-reader
understand symbols. (LDC) demonstrates reading language. (LKS) texts with purpose and
fluency by use of phrasing, understanding. (FL)
Uses sounds, signs or words intonation and expression in
for a variety of purposes. shared reading of familiar
(LDC) books, poems, changes,
songs, nursery rhymes or
other repetitious or
predictable texts.
Fine Motor Development, Early Writing, Writing Early Writing Writing Standards
Communicating and Speaking and Processes, and Writing
Emergent Literacy Applications
Develops small muscle control a. Uses a variety of writing tools, Experiments with writing tools With guidance and support
and coordination. materials, and surfaces to and materials. (LKS) from adults, explore a
Uses different actions on create drawings or symbols. variety of digital tools to
produce and publish writing,
objects. (PMD)
including in collaboration with
peers. (PDW)
Uses hands or feet to make b. With modeling and support, Recognizes that writing is a way Use of a combination of
contact with objects or people. uses a combination of drawing, of communicating for a variety drawing, dictating and writing
(PMD) dictating and emergent of purposes, such as giving to compose opinion pieces in
information, sharing stories, or which they tell a reader the
writing to communicate an
Uses sounds, signs or words for a giving an opinion.(LKS) topic or the name of the book
variety of purposes. (LDC) idea or opinion about an they are writing about and
experience, story, or book, state an opinion or
and to express knowledge or preference about the topic
share information about a or book. (TTP)
topic of interest.
STRAND 3: EMERGENT WRITING (Continued)
Uses sounds, signs or words for a c. Dictates to and shares Recognizes that writing is a Use of a combination of
variety of purposes. (LDC) thoughts, ideas, and stories way of communicating for a drawing, dictating and writing
with adults. variety of purposes, such as to compose opinion pieces in
giving information, sharing which they tell a reader the
stories, or giving an opinion. topic or the name of the book
(LKS) they are writing about and
state an opinion or preference
about the topic or book.
Use a combination of drawing,

dictating and writing to
compose
informative/explanatory texts
in which they name what they
are writing about and supply
some information about the
topic. (TTP)
Controls small muscles in hands d. Writes own name using letter- Copies, traces, or Spell simple words
when doing simple tasks. (PMD) like forms or convention print. independently writes letters phonetically, drawing on
or words. (LKS) knowledge of sound-letter
relationships. (CSE)
Print many upper-lowercase

letters. (CSE)
STRAND 3: EMERGENT WRITING (Continued)
Begins to recognize and e. Intentionally uses Copies, traces, or Use a combination of drawing,
understand symbols. (LDC) scribbles/writing and inventive independently writes letters dictating and writing to
writing to convey meaning, or words. (LKS) compose
ideas, or to tell a story; e.g., informative/explanatory texts
signing artwork, captioning, Recognizes that writing is a in which they name what they
labeling, creating lists, making way of communicating for a are writing about and supply
notes. variety of purposes, such as some information about the
giving information, sharing topic. (TTP)
stories, or giving an opinion.
(LKS)
Begins to recognize and f. With prompting and support, Copies, traces, or Spell simple words
understand symbols. (LDC) forms letters starting with independently writes letters phonetically, drawing on
large motor (sky writing, paint or words. (LKS) knowledge of sound-letter
brush and water, sidewalk relationships. (CSE)
Develops small muscle control Manipulates writing, drawing,
chalk) progressing to fine
and coordination. (PMD) and art materials. (PDH)
motor (paper and pencil). Print many upper-lowercase
letters. (CSE)
Begins to recognize and g. Organizes writing from left to Uses scribbles, shapes, Understands that words are
understand symbols. (LDC) right, indicating an awareness pictures and letters to separated by spaces in print.
that letters cluster as words represent objects, stories, (PC)
and words cluster into phrases experiences or ideas. (LKS) Follow words from left to
or sentences by use of spacing right, top to bottom, and page
or marks. by page. (PC)
Mathematics Standard
MATHEMATICS STANDARD
Overview
Mathematic knowledge, interests, and skills are basic to children’s success in school and later life. Mathematics is a way of thinking,
knowing, problem-solving, and reasoning that is accessible to all children regardless of their prior knowledge and experiences. From
a very early age, mathematics helps children to connect ideas, develop logical thinking, and question, analyze and understand the world
around them.
Through their senses, children embrace mathematics as an integral part of their world. Children thrive in environments that promote
thinking and curiosity, are rich in mathematical language, and nurture their natural drive to explore and experiment with numbers,
shapes, measurement, and patterns. Spontaneous and planned math experiences that are developmentally appropriate encourage
children’s positive attitudes towards mathematics.
The Math Standard is organized into the following strands and related concepts:
Strand 1: Counting and Cardinality Strand 3: Measurement and Data

 Counts Out Loud  Sorts and Classifies
 Knows Number Names and Symbols  Data Analysis
 Counts to Tell Number of Objects  Measures
 Compares Numbers and Quantities
Strand 2: Operations and Algebraic Thinking Strand 4: Geometry

 Explores Addition and Subtraction  Spatial Reasoning
 Patterning  Shapes
Arizona Early Learning Standards – May 2013 Mathematics Standard | P a g e

Mathematics Standard Definitions
Algebraic thinking is being taught when teachers help children recognize patterns, make generalizations, and then use
symbols to represent problems and their solutions. (J. V. Copley, The Young Child and Mathematics, Second Edition)
Attributes are characteristics or qualities of objects, such as color, position, roundness, shape, size, number of corners;
e.g., a child notices that the plate is round.
Cardinality is the understanding that when counting items, the number word applied to the last object represents the total amount.
Concrete Representation is a graph/table on which physical objects or pictures are arranged.
Data is information, often in the form of facts or figures, obtained from experiments or surveys, used as a basis for making
calculations or drawing conclusions.
Extend (a pattern) means to continue for a distance, in this case, the pattern; to increase the length of the pattern.
Geometric Shapes are forms such as triangles, rectangles, squares, circles, etc.
Three-Dimensional (geometric forms) are solid geometric shapes such as cubes, cylinders, spheres, and cones.
Two-Dimensional (geometric shapes) are shapes with flat surfaces such as circles, triangles, squares, or rectangles.
Graphs display information in an organized manner.
Match means to pair items or objects that are identical.
Nonstandard measurement is a unit of measure whose values may vary such as a person’s foot length, paper clips, paces, or
blocks. It is unlike a standard unit of measure, such as inch or pound, whose values do not vary.
Numeral is the written symbol that represents a number; e.g., “seven” is the numeral for the number seven.

One-to-one Correspondence is the ability to match numbers to objects or objects to objects; e.g., 4 forks with 4 spoons.
Operations are mathematical processes such as addition, subtraction, multiplication, and division.
Patterns are regular or repetitive forms, orders, or arrangements of objects, sounds, or movements.
Positional Terms are words that describe people, places, and objects in relation to other things or in the way an object is placed or
arranged such as in, out, under, over, off, beside, behind, before, after, etc.; e.g., a child says, “I put the bowl on the table.”
Quantity is an amount, measure or number; e.g., how many cars are in a box?
Set is a group of objects.
Spatial Reasoning is a sense of objects and how they relate to each other in terms of their position or direction.
Sort means to classify objects that share certain attributes; e.g., place all red blocks in one group and all blue blocks in another.
Standard Measuring Tools are tools such as rulers, yardsticks, scales, thermometers, to measure length, height, weight,
temperature, etc.
Subitize means to count items in groups; e.g., not counting items individually. Utilizing visualization, it is recognizing an
amount rather than counting it; e.g., when someone rolls the dice in a game and knows instantly what was rolled without
counting each dot on the dice, that person is subitizing.
Symbols are gestures or printed signs that represent quantities in mathematics; e.g., using three fingers to represent “three”.

Concept 1: Counts Out Loud

The child counts out loud and uses number words in daily conversations.
To build an understanding of counting, children need environments that are rich in mathematical language and provide varied
opportunities to count in ways that are personally meaningful, challenging, and fun.
a. Shows interest in and awareness of counting.

 Participates in counting activities.
 Recites numbers one to 10 with increasing accuracy.
b. Counts out loud to 10.

 Sings counting songs.
 Counts to 10 while playing hide and seek.

Concept 2: Knows Number Names and Symbols

The child identifies numerals and uses number words in daily activities.
To build an understanding of number names and symbols children need number rich environments that allow them to explore
and play with numbers and numerals throughout the day and across the curriculum.
a. Uses numerals and number symbols in the context of daily routines, activities, and play.
 Draws a squiggly line and says, “Here is my phone number.”
 Looks at the grocery advertisement and says, “Oranges are on sale for three dollars.”
b. Uses and creates symbols to represent numbers.

 Holds up four fingers when asked, “How old are you?”
 Writes numerals and numeral-like symbols in the sand.
 Writes out a bill while playing restaurant and says, “You owe 10 dollars.”
c. Identifies numerals one to 10.

 Names some numerals while child is reading a book.
 Recognizes numerals in the environment; e.g., signs, grocery store, room numbers.
 Points to numerals on his shirt and says, “I have a two and a five on my shirt.” (The numerals may or may not be a two and
a five.)

Concept 3: Counts to Tell Number of Objects

The child uses number words and counting to identify quantity.
Learning the meaning of numbers begins with hands-on experiences using a variety of objects found in the home, the
classroom and nature. To build an understanding of “how much” and to explore number relationships, children need daily
experiences involving counting in ways that are personally meaningful, challenging, and fun.
a. Counts groups of objects using one-to-one correspondence (one object for each number word).
 Touches and counts the number of cars on the rug, “one, two, three, four, five.”
 Counts out four straws for the four children at the table.
b. Counts a collection of up to 10 items using the last counting word to tell, “How many?”
 Counts out six eggs. When adult asks, “How many?” the child responds, “six.”
 Counts and responds, “seven” when the teacher asks, “How many girls are here today?”
c. Matches numerals to quantities they represent using physical models and representations.
 Spins a spinner, lands on five and moves five steps.
 Matches three objects to the numeral three.
d. Identifies quantity of three-five objects without counting (subitize).

 Looks briefly at a picture and says, “There are three ducks.”
 Looks at a pile of blocks and says, “There are four blocks.”

Concept 4: Compares Numbers and Quantities

The child applies a range of strategies such as counting or matching to compare sets of objects.
Learning the meaning of numbers begins with hands-on experiences, using a variety of objects found in the home, the classroom and
nature. To build an understanding of numbers and the quantities they represent, children need daily experiences involving comparing
groups of objects in ways that are personally meaningful, challenging, and fun.
a. Compares two sets of objects using terms such as more, fewer, or the same.
 Looks at friend’s blocks and says, “I have more blocks than you.”
 Matches one car for each toy person to see if there are fewer cars or people.

STRAND 2: OPERATIONS AND ALGEBRAIC THINKING
Concept 1: Explores Addition and Subtraction

The child combines and separates groups of objects and names how many.
Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and
nature. To build an understanding of numbers and to discover number relationships, children need opportunities to describe the
changes that result from putting sets of objects (e.g., blocks, animals, toy people) together or taking them apart.
a. Demonstrates an understanding that adding increases the number of objects in a group.

 Adds one block to her pile of blocks and says, “Now I have more.”
 Has one slice of apple on her plate and adds another slice and says, “Now I have two.”
 Participates in stories and rhymes involving addition; e.g., One Elephant Went Out to Play.
b. Describes changes in two or more sets of objects when they are combined.
 Recognizes that three cars and two trucks is a total of five vehicles.
 Puts the red, yellow, and blue crayons together and tells how many crayons.
c. Demonstrates an understanding that taking away decreases the number of objects in a group.
 Participates in stories and rhymes involving subtraction; e.g., Five Little Monkeys.
 Gives some marbles to a friend and then says, “Now I have less.”
d. Describes changes in a set of objects when they are separated into parts.
 Plays with a plastic ball and bowling pins and tells how many fell down and how many are left standing.
 Gives two grapes to a friend and says, “Now I have two grapes and you have two grapes.”

Concept 2: Patterning
The child recognizes, copies, extends, describes and creates patterns.
Recognition and investigation of patterns are important components of a child’s development. A child’s ability to work with
patterns is the precursor to mathematical thinking, especially algebraic processes. Children need frequent opportunities to engage
in pattern-related activities such as playing with repetitive sounds and movement or noticing patterns in textures and pictures.
a. Recognizes patterns in the real world.

 Follows and remembers movements in familiar songs and rhymes.
 Notices patterns on clothing.
 Anticipates what comes next in the daily routine.
b. Copies simple patterns.

 Matches a pattern on a picture to make a necklace from shaped beads.
 Imitates a pattern in a rhythmic activity such as stomp, clap, stomp, clap.
c. Extends simple patterns.

 Places the next two dominoes, one up and one down when shown a series of dominoes with one up, one down, one up, one
down.
 Extends a rhythmic pattern: clap, pat, clap, pat.
d. Creates simple patterns.

 Builds a road alternating long and short unit blocks.
 Creates a simple pattern using shells.
e. Describes similarities and differences in patterns.

 Says, “We always wash our hands after we come in from outside, but today we got a drink first.”
 Says, “My shirt has two red stripes and one blue stripe, your shirt has one green stripe and one red stripe.”

STRAND 3: MEASUREMENT AND DATA
Concept 1: Sorts and Classifies

The child sorts and groups objects by a variety of characteristics/attributes.
Recognizing relationships between objects allows young children to make generalizations and predictions beyond information
directly available to them. The ability to think logically and to reason (problem solve) extends far beyond mathematical boundaries.
a. Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use).
 Picks all the books about bugs out of the library.
 Puts objects together that have the same use; e.g., puts all the vehicles in a pile and all of the blocks in another pile.
 Sorts rough and smooth objects into two separate piles.
b. Explains how items were sorted into groups.

 Says, “I put all of these together [helicopter, bee, plane, birds] because they all fly.”
 Sorts buttons and says, “All these have two holes. These have four holes.”

Concept 2: Data Analysis

The child collects, organizes, displays, and describes relevant data.
Children are natural observers and questioners. To build upon this strength, adults should facilitate children’s opportunities to
ask questions, sort and classify objects, collect and display information, and talk about what is meaningful to them.
a. Asks questions to gather information.

 Asks, “What is your favorite color?” Child uses a photo of herself to indicate a favorite color on a class graph.
 Surveys the classroom asking, “Do you like chocolate milk or white milk?”
b. Displays data to answer simple questions about themselves or the environment.

 Makes tally marks representing the number of brothers and sisters they have.
 Moves to an area of the room to indicate their vote for the next game to play.
c. Uses descriptive language to compare data in picture graphs or other concrete representations.
 Looks at picture graph of selected fruit and says, “A lot of kids like bananas.”
 Identifies which category has more, fewer, or the same number of objects.
d. Uses charts and graphs to analyze information or answer questions.

 Counts number of children who have a pet and do not have a pet to answer the question, “Are there more children in our
class who have a pet or who do not have a pet?”
 Looks at attendance chart to determine if more boys or girls are present.

Concept 3: Measures
The child uses measurement to describe and compare objects in the environment.
Starting at a very young age, children compare who is taller or who has more. Immersing children in measurement activities
provides them with opportunities to explore, compare, and discuss the use of measurement in their environment.
a. Compares objects and uses terms such as longer-shorter, hotter-colder, and faster-slower.
 Says, “My car is going faster than yours.”
 Exclaims, “I can’t pull the wagon. You’re too heavy. Get out!”
 Says, “I need a bigger box for these blocks.”
b. Uses non-standard units of measurement (e.g., hands, bodies, containers) to estimate measurable attributes.
 Measures how many small containers it takes to fill one large container at the water table.
 Uses outstretched arms to measure a doorway.
 Cuts a piece of yarn they think will be long enough to go around a pumpkin.
c. Uses various standard measuring tools for simple measuring tasks.

 Takes measuring tape and pretends to measure objects in a room.
 Helps measure cups of flour for bread.
 Helps measure a doorway with a yardstick to see if a wheelchair will fit.
d. Orders objects by measurable attributes.

 Places purple color samples (as from a paint store) in order from lightest to darkest.
 Places blocks in order by height.
e. Uses appropriate vocabulary to describe time and sequence related to daily routines.
 Says, “After snack, we go outside.”
 Responds appropriately when asked, “What did you do this morning?”
 Relates a sequence of events from a trip to the store.

STRAND 4: GEOMETRY
Concept 1: Spatial Reasoning

The child uses and demonstrates an understanding of positional terms.
Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their
environment. Children spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning
experiences involving shape, position, and orientation in space.
a. Uses and responds to positional terms (e.g., between, inside, under, above, behind).
 Moves next to Javier when asked to stand next to a friend.
 Says to his friend, “Please put your milk on the table.”
b. Describes the position or location of objects in relation to self or to other objects.

 Plays with a car on a road constructed out of blocks and says, “The car is on the road.”
 Notices a puppy between two children in a magazine picture and says, “The puppy is in the middle.”

STRAND 4: GEOMETRY
Concept 2: Shapes
The child recognizes names and describes common shapes and their properties.
Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their
environment. Beginning in infancy, children compare objects by form and shape. This familiarity is a foundation for more complex
learning experiences involving shape, position, and orientation in space.
a. Recognizes basic two-dimensional shapes.

 Points to a door when requested to point to something that is a rectangle.
 Exclaims, “My buttons are circles!”
b. Uses the names of geometric shapes when describing objects found in the environment.
 Says, “I have a pink oval,” when playing Shape Bingo.
 Asks, “May I have another square block?”
 Declares, “Look, the stop sign is an octagon.”
c. Creates two- and three-dimensional shapes during play.

 Uses arms to form a circle to represent the sun.
 Uses finger to draw basic shapes in shaving cream or sand.
d. Compares and describes attributes of two- and three- dimensional objects in the environment using own
vocabulary.
 Describes shapes in a feely box.
 Notices and signs, “I see rectangles on the side of my milk carton.”
 Says, “The ball doesn’t have any corners.”

Integration
Integration of Approaches to Learning and Language and Literacy into the Mathematics Standard.
MATHEMATICS
Approaches to Learning – Actions that would incorporate Language & Literacy – Actions that would incorporate Language
Approaches to Learning into Mathematics. and Literacy into Mathematics.
1. Curiosity - The pre-k class was curious about how many 1. The children, with support from the teachers, made a
airplanes were flying over their playground. During the chart to help tell the story about the number of trains
year, with support from the teachers, they tallied the that went by the playground during the school year. The
number of planes that flew over their playground each teacher brought non-fiction books into the classroom
day. about trains.
2. Persistence - The children worked hard to move chairs 2. The teacher joined the children in the “airplane” and acted
into the block area to create the seating on a bus for as the flight attendant. She said, “What do the
first, second and third rows. The teacher commented passengers in the first row want to drink? What do the
on how persistent they were in completing the task.
passengers in the second row want to drink?” She wrote
the answers on a piece of paper. She asked another child
to assist as a flight attendant. She said, “We need five
milks, three orange juices and three packages of string
cheese.”

MATHEMATICS
1. Problem solving - Teacher says, “I have four cookies. But 1. Teacher points out the pattern in a book such as Polar Bear,
we have eight children. How are we going to solve this Polar Bear or I went Walking. Teacher asks, “Did you notice a
problem and make sure everyone gets an equal amount of pattern in the book? What pattern do you hear?”
the cookies?”
2. Persistence - Teacher says, “Susie, you’ve worked a long 2. Billy takes three buttons from the bucket and Jose takes two
time making a long line of car, person, car, person. You are buttons out of the bucket. With teacher assistance, the boys
making a pattern. What comes next in your pattern?” combine their buttons and teacher asks, “When you add three
buttons and two buttons, how many are there all together?”
The boys count out loud one, two, three, four, five and say
“five buttons.” The teacher then suggests that the boys draw
a picture of their discovery in combining numbers.

MATHEMATICS
1. Curiosity - When children express curiosity about the 1. The teacher asked the children to take their strings home and
circumference of the tree outside their classroom, the see if they had something at home the same length as their
teacher invites them to each cut a string that they string. She asked their families to help them tell a story,
estimate will go around the tree. They each try to wrap
through drawing or dictation of what they measured.
their string around the tree to see who was correct.
2. Curiosity and attentiveness - Teacher noticed that a child 2. During a graphing activity the children, with teacher support,
is measuring the tables with connecting cubes. He said, “I analyzed the graph. They discovered that seven of them had
noticed that you have spent a very long time measuring the dogs, two had cats and one had a dog and cat. They surmised
tables with the connecting cubes. What made you decide to
that dogs were more popular than cats.
measure the tables?”

MATHEMATICS
STRAND 4: GEOMETRY
1. Reasoning - The children were using paper towel tubes to 1. Teacher provides a feely box or bag with variously shaped
print circles on the paper with paint. They dipped the end objects. Children take turns placing a hand in the container
of the tube in paint and created many circles on the paper. and describe what they are feeling and try to guess what is
During a conversation with some of the children, the
inside. Afterwards, the teacher provides academic language
teacher said, “Oh look the tube is called a cylinder and the
such as corners, sphere, etc. for the child’s description. For
end prints circles.” The teacher brought over other three-
dimensional shapes and asked, “Which one might print a example, “You are right. It is pointy, we call that having
square? How can we find out?” corners.”
2. Creativity - After children have spent several weeks 2. After reading The Mitten, the teacher asks, “What do you
working with a classroom set of blocks, the teacher think will really fit in the mitten?” The teacher has a child’s
provides them with variety of found materials to create mitten for children to compare for size.
their own unique set of blocks.

Alignment
examples are found.
Reference Codes for the HS Outcomes Framework Alignment Reference Codes for the Infant/Toddler Developmental Guidelines
Alignment:


Counts Out Loud Number Concepts & Counting and Cardinality
Quantities
Searches for missing or hidden a. Shows interest in and awareness Recognizes numbers and Know number names and the
objects. (CD) of counting. quantities in the everyday count sequence.
environment.
Uses sounds, signs or words for b. Counts out loud to 10. Recites numbers in the Count to 100 by ones and by
a variety of purposes. (LDC) correct order and tens.
understands that numbers
come “before” or “after” one
another.
Knows Number Names and Number Concepts & Counting and Cardinality
Symbols Quantities
Uses objects in new ways or a. Uses numerals and number Recognizes numbers and Write numbers from 0-20.
pretend play. (CD) symbols in the context of daily quantities in everyday
routines, activities, and play. environment. Represent a number of
objects with a written
numeral 0-20.
Uses imitation or pretend play to b. Uses and creates symbols to Recognizes print in everyday
express creativity and represent numbers. life, such as numbers, letters,
imagination. (CD) one’s name, words, and
familiar logos and signs.
Recognizes familiar people, c. Identifies numerals 1-10. Associates quantities and the
places and things. (CD) names of numbers with
written numerals.

STRAND 1: COUNTING AND CARDINALITY (Continued)

Count to Tell Number of Objects Number Concepts & Counting and Cardinality
Quantities
Uses different actions on a. Counts groups of objects using Uses one-to-one counting and When counting objects, say
objects. (PMD) one-to-one correspondence (1 subitizing to determine the number names in the
object for each number word). quantity. standard order, pairing each
object with one and only one
number name and each number
name with one and only one
object.
Listens with interest to language b. Counts a collection of up to 10 Uses the number name of the Understand that the last
of others (CD) items using the last counting last object counted to number name said tells the
word to tell, “How many?” represent the number of number of objects counted.
objects in the set. The number of objects is the
same regardless of their
arrangement or the order in
which they were counted.
c. Matches numerals to Associates quantities and Count to answer “how many?”

quantities they represent the names of numbers with questions about as many as 20
using physical models and written numerals. things arranged in a line, a
representations. rectangular array, or a circle,
or as many as 10 things in a
scattered configuration; given
a number from 1-20, count out
that many objects.

STRAND 1: COUNTING AND CARDINALITY (Continued)

d. Identifies quantity of 3-5 Uses one-to-one counting and Identify whether the number
objects without counting subitizing to determine of objects in one group is
(subitize). quantity. greater than, less than, or
equal to the number of
objects in another group; e.g.,
by using matching and
counting strategies. (Include
groups with up to ten objects)
Compare Numbers and Quantities Number Relationships & Counting and Cardinality
Operations
Pays attention to people and a. Compares 2 sets of objects Uses a range of strategies Identify whether the
objects. (CD) using terms such as more, such as counting, subitizing, number of objects in one
fewer, or the same. or matching to compare group is greater than, less
quantity in two sets of than, or equal to the number
objects and describes the of objects in another group;
comparison with terms, such e.g., by using matching and
as more, less, greater than, counting strategies.
fewer, or equal to. (Include groups with up to
ten objects.)

Explores Addition and Number Relationships & Operations and Algebraic
Subtraction Operations Thinking
Makes things happen and a. Demonstrates an Recognizes that numbers Represent addition and
watches for results or repeats understanding that adding (or sets of objects) can be subtraction with objects,
action. (CD) increases the number of combined or separated to fingers, mental images,
objects in a group. drawings, sounds (e.g., claps),
make another number
acting out situations, verbal
through the grouping of
explanations, expressions, or
objects. equations.
Identifies the new number Solve addition and subtraction

created when numbers are word problems and add and
Shows ability to acquire and b. Describes changes in 2 or combined or separated. subtract with 10; e.g., by using
process new information. (CD) more sets of objects when objects or drawings to
they are combined. represent the problem.
Searches for missing or hidden c. Demonstrates an Decompose numbers less than

objects. (CD) understanding that taking or equal to 10 into pairs in
away decreases the number of more than one way; e.g., by
objects in a group. using objects or drawings, and
record each decomposition by
drawing or equation (e.g.,
5=2+3 and 5=4+1).
Fluently add and subtract

within 5.
Recalls and uses information in d. Describes changes in a set of
new situations. (CD) objects when they are
separated into parts.

STRAND 2: OPERATIONS AND ALGEBRAIC THINKING (Continued)
Patterning Patterns Mathematical Practices
Attends to colors, shapes, a. Recognizes patterns in the real Recognizes, duplicates, and #7 – Look for and make use
patterns or pictures. (CD) world. extends simple patterns. of structure.
b. Copies simple patterns. Young students begin to

discern a pattern or
c. Extends simple patterns.
structure.
d. Creates simple patterns. Creates patterns through the
repetition of a unit.
e. Describes similarities and Sorts, classifies, and
differences in patterns. serializes (puts in a pattern)
objects using attributes, such
as color, shape, or size.

Sorts and Classifies Patterns Measurement and Data
Explore object a. Sorts and classifies objects by Sorts, classifies, and Classify objects into given
characteristics in many one or more attributes (e.g., serializes (puts in a pattern) categories; count the number
different ways. (ATL) size, color, shape, texture, use). objects using attributes, of objects in each category
and sort the categories by
such as color, shape, or size.
count. (Limit category counts
to be less than or equal to 10).
b. Explains how items were sorted Classifies, compares, and
into groups. contrasts objects, events, and
experiences. (LR)
Data Analysis Measurement and Data
Shows eagerness and curiosity a. Asks questions to gather Seeks multiple solutions to a Describe measurable
as a learner. (ATL) information. question, task, or problem. attributes of objects, such
(LR) as length or weight.
Engage in and actively explores b. Displays data to answer simple Represents people, places,
Describe several measurable
self, objects, and surroundings. questions about themselves or or things through drawings,
attributes of a single object.
(ATL) the environment. movement, and three-
dimensional objects. (LR) Directly compare two objects
with a measurable attribute
Uses consistent sounds, c. Uses descriptive language to Classifies, compares, and in common, to see which
gestures or words to compare data in picture contrasts objects, events, object has “more of”/”less
communicate. (LDC) graphs or other concrete and experiences. (LR) of’ the attribute, and
representations. describe the difference.
Approach and explore new Uses language to express For example, directly
experiences in familiar ideas and needs. (LD) compare the heights of two
settings. (ATL) children and describe one
child as taller/shorter.

STRAND 3: MEASUREMENT AND DATA (Continued)
Explore object characteristics d. Uses charts and graphs to Seeks multiple solutions to a
in many different ways. (ATL) analyze information or question, task or problem.
answer questions. (LR)
Recognizes that writing is a

way of communicating for a
variety of purposes, such as
giving information, sharing
stories, or giving an opinion.
(LKS)

Measures Measurement & Comparison Measurement and Data
Explore object characteristics a. Compares objects and uses Compares objects using Describe measurable
in many different ways. (ATL) terms such as longer-shorter, attributes of length, weight, attributes of objects, such as
hotter-colder, and faster- and size (bigger, longer, taller, length or weight. Describe
slower. heavier). several measurable attributes
b. Uses nonstandard units of Uses nonstandard and standard of a single object.
measurement (e.g., hands, techniques and tools to
bodies, containers) to measure and compare. Directly compare two objects
estimate measurable with a measurable attribute in
attributes. common, to see which object
has “more of”/”less of’ the
c. Uses various standard
attribute, and describe the
measuring tools for simple
difference. For example,
measuring tasks.
directly compare the heights
d. Orders objects by Orders objects by size and of two children and describe
measurable attributes. length. one child as taller/shorter.
Describe measurable
attributes of objects, such as
length or weight. Describe
several measurable attributes
of a single object.
Directly compare two objects
with a measurable attribute in
common, to see which object has
“more of”/”less of’ the attribute,
and describe the difference.
For example, directly compare
the heights of two children and
describe one child as
taller/shorter.

Understands simple routines, e. Uses appropriate vocabulary Uses increasingly complex and
rules or limitations. (SED) to describe time and varied vocabulary. (LD)
sequence related to daily
routines. Uses scribbles, shapes,
pictures, and letters to
represent objects, stories,
experiences, or ideas. (LKS)

STRAND 4: GEOMETRY

Spatial Reasoning Geometry & Spatial Sense Geometry
Develops increasing ability to a. Uses and responds to Understands directionality, Describe objects in the
change positions and move body positional terms (e.g., order, and position of environment using names of
from place to place. (PMD) between, inside, under, above, objects, such as up, down, in shapes, and describe the
behind). relative positions of these
front, behind.
objects using terms such as
Coordinates eye and hand above, below, beside, in front
movements. (PMD) of, behind and next to.
b. Describes the position or Understands movement Analyze and compare two-and

location of objects in relation concepts, such as control of three- dimensional shapes, in
to self or to other objects. body, how the body moves different sizes and
(such as an awareness of orientations, using informal
space and directionality), and language to describe their
that the body can move similarities, differences,
independently or in parts (e.g., number of sides,
coordination with other and vertices/”corners”) and
objects. (PDH) other attributes (e.g., having
sides of equal length).

STRAND 4: GEOMETRY (Continued)

Shapes Geometry & Spatial Sense
Uses senses to explore people, a. Recognizes basic two- Recognizes and names Correctly name shapes regardless
objects, and the environment. dimensional shapes. common shapes, their of their orientations or overall
(CD) parts, and attributes. size.
Attends to colors, shapes, b. Uses the names of Describe objects in the

patterns or pictures. (CD) geometric shapes when environment using names of
describing objects found in shapes, and describe the relative
the environment. positions of these objects using
terms such as above, below,
beside, in front of, behind and
next to.
c. Creates two- and three- Combines and separates Identify shapes as two-
dimensional shapes during play. shapes to make other dimensional (lying in a plane,
shapes. “flat") or three-dimensional
(“solid).
d. Compares and describes Compares objects in size Analyze and compare two-and
attributes of two- and three- and shape. three- dimensional shapes, in
dimensional objects in the different sizes and orientations,
environment using own Uses language to express using informal language to
vocabulary. ideas and needs. (LD) describe their similarities,
differences, parts (e.g., number
of sides, and vertices/”corners”)
and other attributes (e.g., having
sides of equal length).

Science Standard
SCIENCE STANDARD
For Young Children from Three to Five Years Old
Overview
Children have a natural sense of wonder and curiosity. Science, for young children, is an active and open-ended search for new
knowledge. Children ask questions and seek answers in order to understand the world around them. Children learn by being actively
engaged with hands-on experiences, real objects and natural, relevant occurrences.
As children seek answers, they will plan, observe, predict, and form conclusions. Children’s observations, predictions, explanations,
and conclusions, correct or incorrect, should be respected and valued by caregivers. Children’s experiences with scientific inquiry
form the basis for further investigation and thought. Learning through inquiry requires both the child’s curiosity and adult guidance.
The Science Standard is organized into the following Strand and related concepts:
Strand 1: Inquiry and Application

 Exploration, Observations, and Hypotheses
 Investigation
 Analysis and Conclusions
 Communication
Arizona Early Learning Standards – May 2013 Science Standard | P a g e

Science Standard Definitions
Analysis means breaking up a whole (object, investigation, or thought) into parts to find out or study the parts.
Attributes are characteristics of a person, place, or thing or qualities of objects, such as color, position, roundness, shape,
size, number of corners, etc.
Conclusion means an explanation about an object, idea, or occurrence based on previous experience and investigation.
Hypotheses (plural of hypothesis) are theories or explanations of a happening or event which become the starting point of an
investigation.
Inquiry is the study of, investigation of, or research into a topic to gain knowledge and insight.

STRAND 1: INQUIRY AND APPLICATION
Concept 1: Exploration, Observations, and Hypotheses

The child asks questions and makes predictions while exploring and observing in the environment.
Children use their senses to observe by looking, touching, tasting, smelling and listening. Curiosity about the natural world leads
children to ask questions. They ask Why? Where? What if? How? Who?
a. Exhibits curiosity about objects, living things, and other natural events in the environment by using one or more
senses.
 Observes a butterfly on a flower with a magnifying glass.
 Feels and smells the orange blossoms on the tree in his caregiver’s back yard.
b. Identifies attributes of objects, living things, and natural events in the environment.
 Notices bean seeds planted in clear bags have sprouted into plants with roots and a stem.
 Moves in the sunlight and realizes that her own shadow moves when she moves.
c. Describes changes in objects, living things, and the natural events in the environment.
 Describes how he is getting bigger.
 Says, “When I came to school it was cloudy and now it is sunny.”
d. Begins to describe the similarities, differences and relationships between objects, living things and natural events.
 Places a picture of a baby chick with a hen.
 Says, “Your rock is smooth and mine is rough.”
e. Asks and responds to questions about relationships of objects, living things, and events in the natural environment.
 Answers, “It will melt,” in response to the question, “What do you think will happen if we put the ice in the sun?”
 Asks, “What is the nest made of? How did a bird do this without hands?”

Concept 2: Investigation
The child tests predictions through exploration and experimentation.
Children use their senses and a variety of tools and materials to gather information while investigating. Active experimentation
requires questioning, refining, and persistence. Children explore answers to their questions and begin to form more complex
conclusions. Information gathered in the process extends a child’s knowledge of the world and their environment.
a. Uses a variety of tools and materials to investigate.

 Uses various tools to examine insects; e.g., magnifying glass, tongs, or tweezers.
 Selects a scale to figure out how many small blocks will weigh as much as a big block.
b. Makes predictions and checks them through hands-on investigation with adult support.
 Predicts that the rock will sink when placed in water.
 Says, “If I step on the balloon, it will pop.”
c. Adjusts the experiment if results are different than expected and continues testing.
 Continues to mix different colors of paint to try to make purple.
 Looks for another metal object when the magnet will not stick to the coins.
d. Persists with an investigation.

 Child returns day after day to see if the chicken eggs have hatched.
 Child plants seeds and continues to care for them and observes changes.

Concept 3: Analysis and Conclusion

The child forms conclusions about observations and experimentations.
Children form conclusions about their observations and experimentations by collecting and thinking about the information gathered.
a. Uses a variety of materials to record and organize data.

 Uses journals, drawings or graphs to record information about the plant growth.
 Creates a collection of items relevant to an experiment.
b. Identifies cause and effect relationships.

 Says, “It fell because I let go of the string” while using a pulley to hoist a bucket.
 Explains, “When it rains the playground gets muddy.”
c. Constructs explanation about investigations.

 Concludes that round objects roll down the ramp and flat objects slide down the ramp after placing different objects on a
ramp.
 Says, “Your plant died because you didn’t water it.”

Concept 4: Communication
The child discusses and reflects upon the scientific investigation and its findings.
Based on past experiences, children use language or an alternate communication system to show recognition of scientific principles
and a deeper understanding of their environment. Science incorporates language and literacy skills which are an essential
foundation for later reading comprehension.
a. Displays and interprets data.

 Places all floating materials on one tray and all sinking items on another tray during a sink/float activity.
 Finds out that marbles roll faster than other items after looking at a chart displaying speeds of various objects.
b. Presents their scientific ideas in a variety of ways.

 Makes own version of a bird nest with twigs, feathers, and other materials.
 Draws a picture of a plant after planting seeds and watching them grow.
c. Conducts further investigation based on prior experience and information gained.

 Says, “Next time I want to see what happens if I water the plant every day.”
 Chooses to mix other colors to see if she can get the same shade.

Integration
Integration of Approaches to Learning, Language and Literacy, and Mathematics into the Science Standard.
SCIENCE
would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Science.
Learning into Science. Science.
1. Initiative - The teacher pairs 1. The teacher provides science journals 1. The teacher uses natural object
students to work on cooperative (individual or class) to record collections (e.g., rocks, shells, pine
science activities. observations, experiments and/or cones, sticks, bark) for sorting,
investigations (e.g., class pet, adopted classifying, ordering and other
tree, school garden). mathematical concepts.
2. Persistence and attentiveness - The 2. The teacher provides non-fiction books, 2. The teacher uses graphing strategies
teacher intentionally leaves materials magazines and technology resources on to record student predictions and
out after an investigation so children a variety of science topics throughout results of science activities.
can persist with further investigation the classroom.
on their own or in groups.

Alignment
examples are found.
Reference Codes for Kindergarten Science Standards
 IP – Inquiry Process
 PS – Physical Science


Exploration, Observations, and Scientific Skills & Method Observations, Questions, and
Hypotheses Hypotheses
Uses senses to explore people, a. Exhibits curiosity about objects, Uses senses and tools, Observe common objects using
objects and the environment. living things, and other natural including technology, to multiple senses.
(CD) events in the environment by gather information,
using 1 or more senses. investigate materials and
observe processes and
relationships.
Attends to colors, shapes, b. Identifies attributes of Observes and discusses Identify the following
patterns, or pictures. (CD) objects, living things, and common properties, observable properties of
natural events in the differences and comparisons objects using the senses:
environment. among objects. shape, texture, size and color.
(PS)
c. Describes changes in objects, Observes, describes, and Compare objects according to
living things, and the natural discusses living things, and their measurable
events in the environment. natural processes. characteristics (e.g.,
longer/shorter,
lighter/heavier).
d. Begins to describe the Observes, describes, and Organize (e.g., compare,
similarities, differences and discusses living things, and classify and sequence) objects,
relationships between objects, natural processes. organisms, and events
living things and natural events. according to various
characteristics.
Uses sounds, signs or words for e. Asks and responds to questions Ask questions and seeks new Asks questions based on
a variety of purposes. (LDC) about relationships of objects, information. (ATL) experiences with objects,
living things, and events in the organisms, and events in the
natural environment. environment.

STRAND 1: INQUIRY AND APPLICATION (Continued)

Investigation Scientific Skills & Method Scientific Testing
(Investigating and Modeling)
Uses objects as intended. a. Uses a variety of tools and Uses senses and tools, Demonstrates safe behavior
(ATL) materials to investigate. including technology, to and appropriate procedures
gather information, (e.g., use of instruments,
materials, organisms) in all
investigate materials and
science inquiry.
observe processes and
relationships.
Makes things happen and watches b. Makes predictions and Describes and discusses Predicts results of an
for results or repeats action. checks them through hands- predictions, explanations, and investigation based on life,
(CD) on investigation with adult generalizations based on past physical, and Earth and space
support. experience. sciences (e.g., five senses,
changes in weather). (IP)
Experiments with different uses c. Adjusts the experiment if Maintains interest in a project Participate in guided
for objects. (CD) results are different than or activity until completed. investigations in life, physical,
expected and continues testing. (ATL) and Earth and space sciences.
Developing confidence; trying new d. Persists with an investigation. Sets goals and develops and
things and taking risks. (ATL) follows through on plans.
(ATL)


Analysis and Conclusions Scientific Skills & Method Analysis and Conclusions
a. Uses a variety of materials to Observes, describes, and Organize (e.g., compare,

record and organize data. discusses properties of classify, and sequence)
materials and objects, organisms, and
events according to various
transformation of
characteristics.
substances.
Compare objects according to
their measurable
characteristics (e.g.,
longer/shorter,
lighter/heavier).
Makes things happen, and watches b. Identifies cause and effect Recognizes cause and effect Investigate how applied
for results or repeats action. (CD) relationships. relationships. (LR) forces (push and pull) can
make things move. (PS)
Recalls and uses information in c. Constructs explanation about Classifies, compares, and Communicate with other
new situations. (CD) investigations. contrasts objects, events, and groups to describe the
experiences. (LR) results of an investigation.
(IP)


Communication Scientific Skills & Method Communication
a. Displays and interprets data. Collects, describes, and Communicate observations

records information through with pictographs, pictures,
discussions, drawings, maps, models or words.
and charts.
b. Presents their scientific ideas Collects, describes, and Communicate with other
in a variety of ways. records information through groups to describe the
discussions, drawings, maps, results of an investigation.
and charts.
Recalls and uses information in c. Conducts further Uses past knowledge to build Participate in guided
new situations. (CD) investigation based on prior new knowledge. (LR) investigations in life, physical,
experience and information and Earth and space sciences.
gained. (IP)

Social Studies Standard
SOCIAL STUDIES STANDARD
For Young Children Three To Five Years Old
Overview
The inclusion of Social Studies in early childhood environments is important in order to nurture children’s understanding of
themselves and others. Social Studies includes: basic skills and competencies that set the foundation for learning about concepts
of social science.
At a young age, children begin to develop their social identity and think about their place in the social world. As children grow, they
develop an increased awareness of their personal histories and heritage, and a sense of time and place. Through everyday
interactions with children and adults, they develop an appreciation for rights and responsibility within a group, and how social rules
help people in promoting safety and fairness.
The Social Studies Standard is organized into the following Strands and related concepts:
Strand 1: Family Strand 3: Historical Thinking

 Understands Family  Understands Time – Past, Present and Future
Strand 2: Community
 Understands Community
 Rights, Responsibilities and Roles within Community
 Geography
Arizona Early Learning Standards – May 2013 Social Studies Standard |Page
Social Studies Standard Definitions
Directionality means relating to or indicating direction within community.
STRAND 1: FAMILY
Concept 1: Understands Family
The child demonstrates an understanding of families and the roles and responsibilities of being a family member.
Children are curious about their world. They thrive on learning experiences that are meaningful and that connect to what they
have previously learned. A child’s family is central to their understanding of themselves and provides a foundational reference for
their roles and relationships at school and within the larger community. As their perception grows, children further expand this
scope to understand how systems work together.
a. Views self as a member of the family unit.

 Says, “I’m going on vacation with my family.”
 Mentions, “I have a baby brother and a big sister.”
b. Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins, etc.
 Draws a picture of her family.
 Points to or names family members in a photograph.
c. Describes/discusses own family’s cultural or family traditions.

 States, “We do that at my house” during a story about a traditional celebration.
 Tells another child about a recent family activity; e.g., holiday, birthday, dinner, or wedding.
d. Identifies similarities and differences in their family composition and the families of others.
 Participates in a chart-making activity showing the number of siblings in each family.
 Says, “Your grandmother lives with you and my aunt lives with me.”
e. Develops an awareness of their personal & family history.

 Shares information about their adoption.
 States, “My mom was in the Army and now she came back home.”
f. Shows knowledge of family members’ roles and responsibilities in the home.

 Says, “My big brother cleans up the kitchen after we eat.”
 Says, “My mom takes me to school.”
STRAND 2: COMMUNITY
Concept 1: Understands Community

The child recognizes that he/she lives in a place with many people and that there are people and events in other places.
Children become aware of and begin to recognize and appreciate the similarities and differences between people through their
experiences of cultural and traditional events. Children gain awareness of people and their backgrounds through participation in
their community and learning environment. Children begin to understand that events occur outside their own families and their own
environment through conversation with peers and exposure to the cultures of others.
a. Recognizes that places where people live are made up of individuals from different cultures and who speak
different languages.
 Says, “Your uncle speaks Navajo.”
 Says, “My grandma is from Mexico.”
b. Identifies, discusses and asks questions about similarities and differences in other people in their
community.
 Asks, “Why do you eat with chopsticks?”
 Says to a peer, “Your skin is a different color than mine.”
c. Describes some characteristics (e.g., clothing, food, jobs) of the people in their community.
 Describes the clothes worn by dancers at the pow-wow celebration.
 Talks about the firefighter they met at their neighborhood fire station.
STRAND 2: COMMUNITY
Concept 2: Rights, Responsibilities and Roles within Community
The child demonstrates a sense of belonging to the community and contributes to its care.
Children recognize themselves as part of their home and community. Children are given opportunities to experience choices and to
make their own decisions in order to demonstrate their roles as individuals. As children learn to demonstrate respect for ideas
and rules, they gain the skills necessary for being contributing members of the family and of a community.
a. Demonstrates responsible behaviors.

 Assists with setting the table.
 Cleans up the play area when appropriate.
b. Shows an understanding of how to care for the environment.

 Picks up trash outside and puts paper in the recycling container.
 Helps to plant flowers.
c. Recognizes that people rely on others for goods and services; e.g., farm goods, mail delivery, safety or health care.
 Pretends to buy or sell food in “grocery store” dramatic play.
 Says, “I went to the doctor because I was sick.”
d. Seeks opportunities for leadership.

 Shows a friend how to fold clothes in dramatic play.
 Selects a task from the job chart.
e. Describes the purpose of rules.

 Reminds a classmate to use “walking feet” while in the classroom so he won’t be hurt.
 Explains, “We wash our hands before we eat, so we don’t have germs.”
f. Recognizes that people have wants and must make choices because resources and materials are limited.
 Notices that the red paint is gone and asks the teacher to get more out of the supply closet.
 Offers to share the sponge in the water table when there is only one available.
g. Describes their role at home, at school, and in the community.

 Says, “I am the line leader today.”
 Says, “I helped my mom count the apples at the grocery store.”
STRAND 2: COMMUNITY
Concept 3: Geography
The child demonstrates an awareness of locations within and around their community.
As young children explore their community and visit a variety of places, they begin to develop a sense of direction and location.
While going for rides on the bus or in a car, or while walking in their neighborhoods, children become aware of signs, symbols and
other landmarks.
a. Uses words to describe directionality and/or location within the community.

 Says, “We went by the library on our way to the park.”
 Says, “This is the door that goes outside to the playground.”
b. Describes some physical features of the environment in which the child lives; e.g., bodies of water, mountains,
weather.
 Says, “There are a lot of mountains where I live.”
 Says, “It is hot outside.”
STRAND 3: HISTORICAL THINKING
Concept 1: Understands Time – Past, Present and Future

The child demonstrates an awareness of time and sequence of events in their daily lives.
As young children explore their family and community identity and roles, they begin to develop a sense of what is in the past and
what is in the future. While describing, experiencing, planning or discussing past events, children become aware of time, what is
now and what is later.
a. Demonstrates an understanding of time in the context of daily experiences.

 Tells her mom that her friend was sick yesterday and not at school.
 Reminds substitute teacher that they go on the playground after snack in the morning.
 Shows the new boy in the class the picture schedule so he knows what comes next.
 Describes what happens next in a familiar story.
b. Understands that events happened in the past and how these events relate to one’s self, family and community.
 Describes a family snow trip while reading The Snowy Day.
 Says, “We had a piñata at my party, too.”
Integration
Integration of Approaches to Learning, Language and Literacy, and Mathematics into the Social Studies Standard.
SOCIAL STUDIES
STRAND 1: FAMILY
Learning into Social Studies. Social Studies. Studies.
1. Confidence - The teacher asks the 1. The teacher plans for the children to 1. The teacher plans a graphing activity
children to share their family book in make their own “Family” book. They can to compare the number of family
whole group and talk about what draw pictures or bring in photographs members in each child’s family.
makes them special. of the members of their family, write
their names/ roles (mommy, grandpa,
big sister, etc.), dictate family
traditions/ customs.
2. Creativity - The teacher plans a 2. Read a book about families and provide 2. The teacher plans a cooking activity
puppet show / role play to encourage props in the dramatic play area for the that includes all tasks necessary to
the children to talk about their children to act out the story read to make a desired food for snack,
favorite activities to do with their them. including measuring, counting, dividing
family. quantities for all children to share.
SOCIAL STUDIES
STRAND 2: COMMUNITY
Approaches to Learning – Actions that Language & Literacy – Actions that Mathematics – Actions that would
would incorporate Approaches to would incorporate Language and incorporate Mathematics into Social
Learning into Social Studies. Literacy into Social Studies. Studies.
1. Initiative - The teacher consistently 1. During whole group, the teacher leads 1. The teacher brings in pictures and
reviews the classroom community the children through creation of the books of various traffic signs to discuss
rules so the children can demonstrate classroom community rules and writes shapes and colors associated with
independence during activities, them as the children dictate. different safety rules in the community.
routines and play by reminding peers The children then create their own
to use “walking feet” in the classroom traffic sign by making a rule and
as one of the Community rules. choosing a shape to represent their rule.
They can then do a matching activity of
all the shapes / rules the children
created.
2. Curiosity - After reading a book 2. During centers, the teacher places 2. The teacher leads the children through
about Inuits building igloos, the picture/word cards of various people building an igloo out of milk jugs, with
teacher develops curiosity by leading and their homes out for the children discussion on planning, estimating,
the children in asking questions, to match; e.g., Inuit and igloo, Native measuring, counting using rulers, graphs,
looking for pictures, and actively American and adobe home, child and pictures of examples, etc.
searching out information about house, etc.
Inuits and igloos.
SOCIAL STUDIES
would incorporate Approaches to would incorporate Language and Literacy incorporate Mathematics into Social
Learning into Social Studies. into Social Studies. Studies.
1. Curiosity - After leading a discussion 1. The teacher reads a non-fiction book 1. The teacher plans a graphing activity
on Martin Luther King Jr. as a factual about Martin Luther King Jr. and has to summarize the results of a
historical figure, the teacher can the children write or dictate their brainstorming activity comparing the
encourage curiosity through dream for the world. similarities and differences of the
brainstorming what makes the children children in the class.
same or different from each other
(e.g., hair color, eye color, height).
2. Attentiveness - The teacher leads the 2. The teacher leads a discussion around 2. The teacher has sequencing cards for
children in a song during hand washing the vocabulary involved in sequencing hand washing procedures, tooth
to encourage attentiveness to the and the passage of time (first, next, brushing, dressing, daily classroom
task, understanding of the steps last, now, then, etc.) and also key schedule, etc. so the children can
involved, and ability to complete the vocabulary for each sequence recognize and practice the sequence
task despite distractions from peers. introduced. of events on their daily routines.
Alignment
examples are found.
Reference Codes for Kindergarten Social Studies Standards

 AH - American History
 CG - Civics/Government
 E - Economics
 G - Geography
 WH - World History
STRAND 1: FAMILY

Understands Family Self, Family & Community
Engages in behaviors that build a. Views self as a member of the Identifies personal and
relationships with familiar family unit. family structure.
adults. (SED)
Shows a preference for familiar b. Identifies family members;

adults. (SED) e.g., mother, father, sister,
brother, grandparents,
Recognizes familiar people, places cousins, etc.
and things. (CD)
c. Describes/discusses own
family’s cultural or family
traditions.
d. Identifies similarities and

differences in their family
composition and the families of
others.
Develops awareness of self as e. Develops an awareness of their
separate from others. (SED) personal & family history.
Expresses feelings and emotions f. Shows knowledge of family Give examples of work
through facial expressions, members’ roles and activities that people do at
sounds, or gestures. (SED) responsibilities in the home. home. (E)
Expresses physical needs verbally
and non-verbally. (PMD)
Responds when physical needs are
met. (PMD)
STRAND 2: COMMUNITY
Understands Community Self, Family & Community
Seeks to find comfort in new a. Recognizes that places where Recognize that Native
situations. (SED) people live are made up of Americans are the original
individuals from different inhabitants of North
cultures and who speak America. (AH)
Listens with interest to
different languages.
language of others. (LDC)
Recognize that groups of
people in early civilizations
Shows ability to acquire and (e.g., people of the
process new information. (CD) Americas, Europeans,
Asians, Africans) moved
from place to place to hunt
and gather food. (WH)
Recognize through images

how people live differently
in other places and times.
(G)
Responds to unfamiliar adults b. Identifies, discusses and Understands similarities Recognize that classmates
cautiously. (SED) asks questions about and respects differences have varied backgrounds
similarities and differences among people. but may share principles,
Shows interest in and in other people in their goals, customs, and
awareness of other children. community. traditions. (CG)
(SED)
Discuss the food, clothing,
Shows interest and curiosity housing, recreation, and
in new people and objects. celebrations practiced by
(CD) cultural groups in the local
community. (G)
STRAND 2: COMMUNITY (Continued)
NFANT & TODDLER AZ EARLY LEARNING HEAD START CHILD AZ KINDERGARTEN
Shows emotional connection c. Describes some Recognizes a variety of jobs Recognize national
and attachment to others. characteristics (e.g., and the work associated symbols and monuments
(SED) clothing, food, jobs) of the with them. that represent American
people in her community. democracy and values:
Shows interest in songs, a. American Flag
rhymes, and stories. (LDC) b. Bald Eagle
c. Statue of Liberty
Shows interest in photos, d. White House (CG)
pictures, and drawings. (LDC) e. Recognize the Pledge
of Allegiance and the
Pays attention to people and National Anthem. (CG)
objects. (CD)
Recognize the significance
of national holidays:
a. Thanksgiving
b. President’s Day
c. Martin Luther King,
Jr. Day
d. Constitution Day (CG)
Discuss how land in the

students’ community is
used for industry, housing,
business, agriculture, and
recreation. (G)
Describe how people earn

a living in the community
and the places they work.
(G)
Rights, Responsibilities and Self, Family & Community
Roles within Community
Begins to manage own behavior a. Demonstrates responsible Discuss the importance of
and show self-regulation. (SED) behaviors. students contributing to a
community (e.g., helping
others, working together,
Responds to and interacts with
cleaning up the
other children. (SED)
playground). (CG)
Responds to verbal
communication of others. (LDC)
Responds to non-verbal
communication of others. (LDC)
Begins to develop self-help
skills. (PMD)
Shows characteristics of
healthy behaviors. (PMD)
Uses objects in new ways or b. Shows an understanding of Understands that people Identify the origin of
in pretend play; e.g., how to care for the can take care of the natural resources (e.g., fish
pretending to clean table with environment. environment through from sea, minerals from
activities, such as the ground, wood from
baby blanket. (CD)
recycling. trees, food from farms).
(G)
Recognize that resources

are renewable, recyclable,
and non-renewable. (G)
Uses imitation or pretend play c. Recognizes that people Recognizes that people Recognize that early
to learn new roles and rely on others for goods share the environment with civilizations improved their
relationships. (SED) and services; e.g., farm other people, animals, and lives through advancements
goods, mail delivery, plants. (e.g., domestication of
Recalls and uses information in safety or health care. animals, tools, farming
new situations. (CD) methods, calendars). (WH)
Uses imitation or pretend play Identify people who help

to express creativity and keep communities and
imagination. (CD) citizens safe (e.g. police, fire
fighters, nurses and
doctors.) (C/G)
Discuss different types of

jobs that people do. (E)
Match simple descriptions of

work with the names of
those jobs. (E)
Shows increasing independence. d. Seeks opportunities for Identify the current
(SED) leadership. President of the United
States and Governor of
Uses consistent sounds, Arizona. (CG)
communicate. (LDC)
Makes things happen and

watches for results or repeats
action. (CD)
Shows imagination and creativity

in solving problems. (CD)
Moves body with purpose to

achieve a goal. (PMD)
Uses different actions on

objects. (PMD)
Understands simple routines, e. Describes the purpose of Understands the Recognize the rights and
rules or limitations. (SED) rules. reasons for rules in the responsibilities of
home and classroom and citizenship:
Begins to understand gestures, for laws in the a. Elements of fair play,
words, questions, and routines. community. good sportsmanship, and
(LDC) the idea of treating
others the way you want
Begins to recognize and to be treated
understand symbols. (LDC) b. Importance of
participation and
Applies knowledge to new cooperation in a
situations. (CD) classroom and community
c. Why there are rules and
Begins to understand safe and the consequences for
unsafe behaviors. (PMD) violating them
d. Responsibility of voting
(every vote counts) (CG)
Discuss differences
between needs and wants.
(E)
Recognize various forms of

U.S. currency. (E)
Recognize that people use

money to purchase goods
and services. (E)
Shows ability to cope with f. Recognizes that people
stress. (SED) have wants and must make
choices because resources
Begins to recognize and respond and materials are limited.
to other children’s feelings and
emotions. (SED)
Shows confidence in increasing g. Describes their role at Identify examples of
abilities. (SED) home, at school, and in the responsible citizenship
community. in the school setting
and in stories about the
past and present. (CG)
Geography People & the Environment Geography
Uses sounds, signs, or words a. Uses words to describe Describes or draws Discuss geographic concepts
for a variety of purposes; e.g., directionality and/or location aspects of the geography related to current events.
When asked, “Where is the within the community. of the classroom, home,
Recognize the differences
ball?” a toddler points to the and community.
b. Describes some physical between maps and globes.
ball in the corner. (LDC) features of the environment
in which he/she lives; e.g., Recognizes aspects of the Construct maps of a familiar place
Uses senses to explore people, bodies of water, mountains, environment, such as (e.g., classroom, bedroom,
objects and the environment. weather. roads, buildings, trees, playground, neighborhood).
(CD) gardens, bodies of water,
or land formations. Determine the relative location of
Searches for missing or hidden objects using the terms near/far
objects. (CD) behind/in front, over/under,
left/right, up/down.
Develops increasing ability to

Identify land and water on maps,
change positions and move body illustrations, images, and globes.
from place to place. (PMD)
Locate continents and oceans on a
Imitates sounds, gestures or map or globe.
words; e.g., sounds heard in
their neighborhood. (LDC) Identify plants and animals in the
local environment.
Attends to colors, shapes,
Identify the basic properties of
patterns or pictures. (CD)
earth materials (rocks, soil, water;
natural or man-made; reusable and
recyclable).
Understand the characteristics of

weather and how it affects people.
Understanding Time – Past, History & Events
Present and Future
Shows reciprocity in using a. Demonstrates an understanding Differentiates between Sequence recounts of
language in simple of time in the context of daily past, present, and future. historical events and people
conversations; e.g., answering experiences. using concepts before and
after. (AH)
simple questions about their Understands how people live
day. (LDC) and what they do changes
over time.
Participates in physical care
routines. (PMD)
b. Understands that events Recognizes events that Retell personal events to show
happened in the past and how happened in the past, such as an understanding of how
these events relate to one’s family or personal history. history is the story of events,
self, family and community. people, and place in the past.
(AH, WH)
Listen to recounts of
historical events and people
and discuss how they relate to
present day. (AH, WH)
Use primary source materials

(e.g., photos, artifacts) to
study people and events from
the past. (AH, WH)
Use information from written

documents, oral
presentations, and the media
to discuss current local
events. (AH, WH)
Physical Development,
Health and Safety Standard
PHYSICAL DEVELOPMENT, HEALTH AND SAFETY
For Young Children From Three To Five Years Old
Overview
It is important to recognize that children’s physical development and their health and safety have as important a place in the
curriculum as other areas of development. Children develop skills necessary for future social and academic success as they explore,
combine and refine their physical movements. Thoughtfully planned movement experiences with vigorous outdoor and indoor
activities should be part of the daily schedule.
Children in our care deserve environments that are safe and encourage healthy living. Therefore, it is important to model healthy
living practices and teach children the importance of good hygiene, a healthy diet and the need for exercise and rest.
The Physical Development, Health and Safety Standard is organized into the following Strands and related concepts:
Strand 1: Physical and Motor Development

 Gross Motor Development
 Fine Motor Development
Strand 2: Health
 Personal Health and Hygiene Practices
Strand 3: Safety
 Safety and Injury Prevention
Arizona Early Learning Standards – May 2013 Physical Development, Health, and Safety Standard | P a g e
Physical Development, Health and Safety Standard Definitions
Dexterity is having skill in using one’s hands, body or mind.
Eye-Hand Coordination involves visual and tactile senses working together in order to develop and perfect physical skills.
Fine Motor refers to the physical development of the smaller muscles of the body, which includes the hands, feet and eyes.
Fine Motor Skills are demonstrated when children attempt or perform activities that use and coordinate the small muscles in the
hand and wrists.
Gross Motor pertains to the physical development of the large muscles in the legs, arms and torso.
Manipulatives are small items used by children to gain control of their small muscles and to develop eye hand coordination;
they are concrete materials used to develop concepts and skills.
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT
Concept 1: Gross Motor Development

The child moves with balance, control and coordination.
Children are in constant motion. This movement develops young children’s large muscles as they run, jump, and play in both
structured and unstructured settings. Children increase their ability to control their bodies and learn that regular physical
activity can enhance their overall physical, social and mental health.
a. Moves with balance.

 Walks along the curb without falling off.
 Bends, stretches and twists while playing or exercising.
b. Moves with control (e.g., walks, runs, skips, jumps, gallops, hops).
 Runs during a game of tag, slowing and accelerating as needed to maneuver around equipment and people.
 Walks backward.
c. Moves with coordination.

 Kicks, throws and catches a ball.
 Pumps swing on outdoor play equipment.
d. Demonstrates spatial awareness in physical activity.

 Moves forward, backward and sideways.
 Jumps for height and distance.
Concept 2: Fine Motor Development

The child uses fingers, hands and wrists to manipulate tools and materials.
Developing fine motor skills is an important foundation for other developmental areas such as cognitive development, artistic
expression, daily living skills and handwriting. Children begin to demonstrate an increased amount of strength, dexterity, and
stamina to perform fine motor tasks using a variety of manipulatives and tools. When children are engaged in appropriate
activities and experiences, they develop the ability to gain fine motor control, which leads to independence.
a. Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk,
sponges, paint brushes, scissors, pencils, silverware).
 Tears paper into pieces to make a collage.
 Draws and paints a mural on paper taped to the wall.
b. Uses eye-hand coordination to perform simple tasks.

 Strings large beads.
 Hits peg with a wooden hammer.
c. Manipulates smaller objects, tools and instruments that require wrist and squeezing motions.
 Twists the cap off of a jar.
 Uses pencil/crayon to make recognizable shapes, lines and dots.
 Cuts paper with scissors.
d. Uses fine motor skills in daily living.

 Buttons, unbuttons, snaps, buckles, laces or ties shoe.
 Uses eating utensils at mealtimes.
STRAND 2: HEALTH
Concept 1: Personal Health and Hygiene Practices

Child demonstrates knowledge of personal health practices, routines and understands the functions of body parts.
Children begin at a young age to learn living skills that will assist them in making appropriate healthy choices. They learn
that proper nutrition, exercise and rest are necessary for a healthy body.
a. Demonstrates hygiene practices.

 Uses a tissue to wipe nose when needed and throws the tissue away.
 Washes and dries hands after using the toilet.
 Brushes teeth after meals.
b. Demonstrates healthy practices:

1. Nutrition
 Explains why the body needs food; e.g., “to make my body grow.”
 Asks for water while playing outside.
2. Physical activity and rest

 Says, “When I run my legs get strong.” or “I run fast because I exercise.”
 Takes a break under the shade after running on the playground.
c. Awareness of the functions of body parts.

 Identifies function of body parts; e.g., “I hear with my ears.” or “I see with my eyes.”
 Tells a friend, “My muscles make me strong.”
STRAND 3: SAFETY
Concept 1: Safety and Injury Prevention
Child demonstrates knowledge of personal safety practices and routines.
Children demonstrate awareness and understanding of personal and environmental safety rules and how to keep themselves safe.
These principles should be relevant to Arizona and to the community/region in which the child lives.
a. Identifies and follows basic safety rules with guidance and support; e.g., sun safety, animal and plant safety, outdoor
and indoor safety.
 Puts on sun protection; e.g., hat and sunglasses before going outside in the sun.
 Keeps a safe distance from moving swings.
 Says, “When I use a hammer, I wear goggles.”
b. Demonstrates transportation and street safety practices.

 Waits for an adult to say it’s safe to cross the street.
 Cooperates using car seat and seat belts in family car or school bus.
c. Enforces personal boundaries (safety, self-advocacy and boundary awareness).

 Says, “Don’t touch me.”
 Gets the attention (by touch or sound) of a trusted adult when made to feel uncomfortable or unsafe by another person.
d. Knows personal information.

 Tells a caregiver/teacher her mother’s name.
 Tells a familiar adult their first and last name.
e. Demonstrates emergency safety practices.

 Tells a friend to call 911 because the “doll is hurt.”
 Participates in classroom fire drill routine with adult support and modeling.
f. Identifies how adults help to keep us safe.

 Identifies the roles of firefighters and police officers in an emergency situation.
 Seeks out teacher when she is hurt or afraid.
Integration
Integration of Approaches to Learning, Language and Literacy, and Mathematics into the Physical Development, Health and Safety
Standard.

would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Physical
Learning into Physical Development, Physical Development, Health and Development, Health and Safety.
Health and Safety. Safety.
1. Initiative - The teacher intentionally 1. The teacher prepares an obstacle 1. The teacher directs the students in a
plans cooperative group games, course using symbols, pictures and game of Simon Says including directions
activities and events. words to direct student through the that utilize counting and math concepts
course. (e.g., “Simon Says do three jumping
jacks”,” Simon Says stand next to a
friend.”).
2. Reasoning and problem-solving - The 2. The teacher provides clay for children 2. The teacher provides tweezers for
teacher develops student self- to explore and manipulate to build fine children to move small objects to create
control by using a “Freeze Dance” motor muscles. patterns in ice cube trays.
technique.
STRAND 2: HEALTH
would incorporate Approaches to would incorporate Language and incorporate Mathematics into Physical
Learning into Physical Development, Literacy into Physical Development, Development, Health and Safety.
Health and Safety. Health and Safety.
1. Confidence - The teacher provides a 1. The teacher includes non-fiction 1. The teacher encourages students to sing
“We Care” kit for students to assist books on a variety of health topics a counting song while washing hands.
other students who may need a band throughout the classroom.
aid or tissue.
2. Reasoning and problem-solving - The 2. The teacher helps student create All 2. The teacher facilitates portions by
teacher plans a group activity to have About Me books where students can using the terms more and less and by
children discover how germs are record personal data such as height, using equivalent standard measuring
spread by using floured hands and a weight, etc. twice a year. tools during meal time (e.g., children are
balloon. served with 2 ¼ cup servings in place of
1 ½ cup serving of fruit).
STRAND 3: SAFETY
would incorporate Approaches to would incorporate Language and incorporate Mathematics into Physical
Learning into Physical Development, Literacy into Physical Development, Development, Health and Safety.
Health and Safety. Health and Safety.
1. Creativity - The teacher uses puppets 1. The teacher provides a variety of 1. The teacher provides a variety of
to have students act out safety rules non-fiction books about safety and safety signs in the block area and
of the playground. community helpers throughout the encourages discussion around shapes of
classroom. signs.
2. Persistence - The teacher creates a 2. The teacher facilitates and helps 2. The teacher plans for children to make
school bus setting in the dramatic play children to create a class book about simple cell phones to use in the dramatic
center for the children to practice bus school safety rules. play center to practice calling 911.
safety.
Alignment
examples are found.

Gross Motor Development Gross Motor Development Gross Motor Skills Demonstrates competency in
motor skills and movement
patterns need to perform a
variety of physical activities
Demonstrates large muscle a. Moves with balance. Develops motor control and Demonstrate locomotor
balance, stability, control and balance for a range of skills with age-appropriate
coordination. physical activities, such as ability.
walking, propelling a wheel
chair or mobility device,
skipping, running, climbing
Demonstrates large muscle b. Moves with control (e.g., walks, and hopping. Demonstrate locomotor
balance, stability, control and runs, skips, jumps, gallops, skills with age-appropriate
coordination. hops). ability.
Moves body, arms, and legs with c. Moves with coordination. Develops motor coordination Demonstrate a variety of
coordination. and skill in using objects for developmentally appropriate
a range of physical activities, specialized movement skills.
such as pulling, throwing,
catching, kicking, bouncing,
or hitting balls, and riding a
tricycle.
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT (Continued)

Develops increasing ability to d. Demonstrates spatial Understands movement Perform movement concepts
change positions and move body awareness in physical concepts, such as control of in physical activity; Spatial
from place to place. activity. the body, how the body moves awareness: personal space,
(such as an awareness of space direction, level, pathways,
and directionality), and that planes, dodging, fleeing,
the body can move chasing, tagging.
independently or in
coordination with other
objects.
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT (Continued)

Fine Motor Development Fine Motor Development Fine Motor Skills Demonstrates competency in
motor skills and movement
patterns need to perform a
variety of physical activities
Develops small muscle control a. Uses fingers, hands, and wrists Develops hand strength and Demonstrate a variety of
and coordination. (PMD) to manipulate a variety of tools dexterity. manipulative skills.
and materials, (e.g., crayons,
markers, chalk, sponges, paint
brushes, scissors, pencils,
silverware).
Coordinates eye and hand b. Uses eye-hand coordination to Develops eye-hand

movements. perform simple tasks. coordination to use everyday
tools, such as pitchers for
pouring or utensils for eating.
Uses different actions on c. Manipulates smaller objects, Manipulates writing, drawing

objects. tools and instruments that and art tools.
require wrist and squeezing
motions.
Controls small muscles in hands d. Uses fine motor skills in daily Manipulates a range of
when doing simple tasks. living. objects, such as blocks or
books.
STRAND 2: HEALTH
Physical Health and Well-Being Personal Health and Hygiene Health Knowledge & Practice Comprehensive of Health
Practices Promotions and Disease
Prevention Concepts
Shows characteristics of a. Demonstrates hygiene Completes personal care Demonstrate healthy

healthy development. practices. tasks, such as dressing, practices and behaviors to
brushing teeth, toileting, and maintain or improve personal
washing hands independently health.
from adults.
Participates in physical care b. Demonstrates healthy Eats a variety of nutritious Identify that healthy
routines. practices: 1) Nutrition; 2) foods. behaviors affects personal
Physical Activity and Rest health and overall well-
Gets sufficient rest and being.
exercise to support
healthy development.
c. Awareness of the functions of Recognize what the human

body parts. body is and what it means to
be healthy.
STRAND 3: SAFETY

Physical Health and Well- Safety and Injury Prevention Health Knowledge & Practice Comprehensive of Health
Being Promotions and Disease
Prevention Concepts
Begins to understand safe and a. Identifies and follows basic Follows basic health and Demonstrate healthy
unsafe behaviors. safety rules with guidance and safety rules and responds practices and behaviors to
support; e.g., sun safety, appropriately to harmful or maintain or improve physical
animal and plant safety, unsafe situations. health.
outdoor and indoor safety.
b. Demonstrates Transportation Communicates an
and Street Safety Practices. understanding of the
importance of health and
safety routines and rules.
c. Enforces personal Follows basic health and
boundaries (Safety, safety rules and responds
Self Advocacy and appropriately to harmful or
Boundary Awareness). unsafe situations.
Uses sounds, signs or words for a d. Knows personal

variety of purposes. (LDC) information.
Begins to understand safe and e. Demonstrates Emergency Follows basic health and Demonstrate healthy
unsafe behaviors. Safety Practices. safety rules and responds practices and behaviors to
appropriately to harmful or maintain or improve physical
unsafe situations. health.
f. Identifies how adults help Identify trusted adults and
to keep us safe. professionals who can help
promote health.
Fine Arts Standard
FINE ARTS STANDARD
For Young Children from Three to Five Years Old
Overview
The arts nurture the imagination and creative spirit of all children. Sensory awareness (sight, sound, touch, smell, taste) is the
foundation for all imaginative activity and creative expression. For young children, the importance of the arts is in the process of
creating rather than the end result.
As children are involved in the arts process they develop independence, self-esteem, and self-expression. The arts connect all areas
of learning and are fundamental to children’s development and education. The arts enable all children to discover more about who
they are and gain insight into their own culture and the cultures around them.
The Fine Arts Standard is organized into the following Strands and related concepts:
Strand 1: Visual Arts

 Creates and Understands Visual Arts
Strand 2: Music and Creative Movement

 Creates and Understands Music, Movement and Dance
Strand 3: Drama
 Creates Dramatic Activities
Arizona Early Learning Standards – May 2013 Fine Arts Standard |Page
Fine Arts Standard Definitions
Improvisations are songs, games, stories, dance, or chants that a child makes up.
Instruments can be any traditional or non-traditional devices used or made to create musical sounds.
Media can be any means or materials used to express or communicate an idea or thought.
Processes are methods and procedures used to accomplish a task or make a creation.
Tools are implements, instruments or utensils, that are used to cut, dig, pound, rub, paint, write or create works of expression.
Two or Three Dimensions are works of art that have height, depth, and/or width.
Vocalizations are oral sounds, words or songs produced by one’s voice.
STRAND 1: VISUAL ARTS
Concept 1: Creates and Understands Visual Arts

The child uses a wide variety of materials, media, tools, techniques and processes to explore, create and understand art.
Children communicate ideas, experiences and feelings by leaving their mark with crayons, markers, paints, modeling and
construction of masterpieces. Children discover that they and others are artists. Children begin to develop vocabulary to share
their opinions about artistic creations and experiences. They reflect upon and describe the characteristics and qualities of their
work and the work of others.
a. Uses a variety of materials/media, tools and techniques to create original works of art (e.g., paper, rocks, sand,
clay; tools such as cotton swabs, small/large brushes, drinking straws, and techniques such as drawing, painting,
sculpting).
 Makes a collage using fabric, torn paper and yarn.
 Uses wood scraps with glue to make “constructions.”
 Uses clay to make a sculpture.
b. Creates art work with details which represent creative and personal choices, ideas, experiences and feelings.
 Draws a portrait including facial details.
 Draws a picture of where he went for vacation.
 Takes the time to select a piece of paper for the desired texture and color.
c. Creates art in two and three dimensions.

 Uses glue and craft sticks to create a work of art.
 Uses twigs to construct a house.
d. Seeks an understanding of artwork by self or others by commenting on or questioning the artwork.

 Tells a story about the picture she drew.
 Asks, “How did you make the clay do that?” when observing another child’s sculpture.
STRAND 2: MUSIC AND CREATIVE MOVEMENT
Concept 1: Creates and Understands Music, Movement and Dance

The child uses a wide variety of instruments, movements, techniques and music to explore and create.
Singing, dancing, making music and moving to sounds/rhythms are fundamental musical activities of young children. These
activities help young children explore and demonstrate self-expression, creativity, body awareness and nurtures appreciation of
the arts. Children begin to develop a vocabulary to share opinions about musical/movement creations and experiences.
a. Experiments with a variety of instruments, vocalizations, sounds or creative movements.

 Uses voices to make animal sounds.
 Uses a tin pie pan and spoon to make a drum.
b. Sings and moves to familiar rhymes, songs, and chants.

 Marches, slowing down or speeding up with the music.
 Sings the “Hello” song.
c. Uses familiar songs, rhymes or chants to create their own musical/movement improvisations.
 Makes up her own verse and movements to a favorite song/tune.
 Says, “Look, I’m walking like an elephant.”
d. Responds to different types of music, (e.g., rock, classical, jazz, spirituals, reggae, Native American chants,
gospel, bluegrass, lullabies, marches and country music).
 Rocks a baby doll when hearing a lullaby.
 Says, “I like the music with the drums in it.”
e. Uses creative movement and dance to interpret the mood of various types of music and stories.
 Acts out a story.
 Twirls a scarf back and forth in the air and moves to the music.
STRAND 3: DRAMA
Concept 1: Creates Dramatic Activities

The child uses the portrayal of events, characters, or stories through acting and using props and language to explore and
create.
Children use the richness of their daily activities to create pretend play, assuming different roles and characters. These
experiences contribute to children’s ability to self-regulate, communicate more effectively and engage in cooperative activity with
peers while practicing roles of others.
a. Assumes roles from daily activities using a variety of props.

 Selects from a box of clothes a hat, jacket and piece of rope and portrays a firefighter putting out a fire.
 Pretends to be a teacher and reads a book to the stuffed bear.
b. Takes on more than one dramatic play role at a time.
 Plays a daddy and a baby by changing his voice.
 Says, “I’ll be the doctor and the nurse. You be the patient.”
c. Pretends an object exists without using a prop.

 Orders a veggie pizza and reaches into his pocket for imaginary money to pay for the meal.
 Pretends to put on a hat and coat to go outside.
d. Dramatizes familiar stories.

 Plays the wolf in The Three Little Pigs.
 Says, “My grandfather told me a story about the wind. I’ll be the wind.”
e. Adds details and new elements to dramatic play situations.

 Gets more props for her friends.
 Uses the blanket as a table cloth at the restaurant.
Integration
Integration of Approaches to Learning, Language and Literacy, and Mathematics into the Fine Arts Standard.
FINE ARTS

would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Fine
Learning into Fine Arts. Fine Arts. Arts.
1. Creativity - Gathers and maintains an 1. Introduces new and unique vocabulary 1. Helps children recognize and name
art area that includes a variety of in describing colors such as fuchsia, lines, circles, and other shapes in
materials to allow children to display magenta, indigo, teal, etc. works of art.
initiative in creating or designing an
original work of art.
2. Attentiveness and Persistence - 2. Records child’s description of artwork 2. Provides materials for creating multi-
Designates time and space to save and or the work of others. dimensional works of art.
display children’s art creations to
foster sustained attention and
persistence.

would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Fine
Learning into Fine Arts. Fine Arts. Arts.
1. Confidence - Promotes risk-taking and 1. Posts printed lyrics with pictures for 1. Provides opportunities for children to
builds confidence by allowing children classroom songs to connect printed clap patterns in a variety of rhythms
to demonstrate self-expression in words to vocal expressions. and tempos.
movement to music.
2. Curiosity - Encourages curiosity and 2. Introduces descriptive musical 2. Uses bean bag activities to
experimentation by providing a diverse vocabulary words such as tempo, experience positional words such as
variety of musical instruments and rhythm, beat, pause, crescendo, a high/low, top/bottom, side to side,
music. cappella, and names of musical front/back.
instruments.
STRAND 3: DRAMA
would incorporate Approaches to incorporate Language and Literacy into incorporate Mathematics into Fine Arts
Learning into Fine Arts. Fine Arts
1. Reasoning and problem-solving - 1. Develop children’s comprehension skills 1. Provides place settings in the
Providing props to allow children to through re-enacting shared stories and dramatic play area to promote one-to-
practice reasoning and problem-solving nursery rhymes. one correspondence.
skills by creating their own dramatic
play experiences.
2. Confidence - Encourages and extends 2. Initiates discussion regarding fantasy 2. Provides materials to allow children to
expression of child’s own opinions, versus reality in dramatic play and identify variability in size, number,
ideas, and feelings through imaginary stories. weight, shape, etc.
play to build confidence.
Alignment
examples are found.

Approaches to Learning Creates and Understands Visual Art Arts
Arts
Delight in finding new a. Uses a variety of Uses different materials The student will use materials,
properties and uses for materials/media, tools and and techniques to make art tools, and techniques in his or
familiar objects and techniques to create original creations. her own artwork.
experiences. works of art (e.g., paper, rocks,
sand, clay; tools such as cotton
swabs, small/large brushes,
drinking straws, and techniques
such as drawing, painting,
sculpting )
Uses different actions on b. Creates art work with details Creates artistic works that The student will develop,
objects. (PMD) which represent creative and reflect thoughts, feelings, revise, and reflect on ideas
personal choices, ideas, experiences, or knowledge. for expression in his or her
experiences and feelings. own artwork.
Develops small muscle c. Creates art in two and Represents people, places,
control and coordination. three dimensions. or things through drawings,
(PMD) movement and three-
dimensional objects. (LR)
d. Seeks an understanding of Discusses one’s own artistic The student will apply criteria
artwork by self or others creations and those of for judging the quality of
by commenting on or others. specific artwork.
questioning the artwork.

Approaches to Learning Creates and Understands Music Creative Movement & Arts – Kindergarten Music,
Music, Movement and Dance Dance Beginning Dance
Uses different actions on a. Experiments with a variety of Experiments with musical Discovering various uses of
objects. (PMD) instruments, vocalizations, instruments. music in daily experience.
sounds or creative movements.
Uses sounds, gestures and
movements to impact the
environment and interactions.
(ATL)
Observes and imitates b. Sings/moves to familiar Participates in music Exploring the relationship
sounds, gestures and rhymes, songs, and chants. activities, such as listening, between music and dance by
behavior. (CD) singing, or performing. responding to sounds through
movement.
Shows interest in listening c. Uses familiar songs, rhymes Uses creative movement to Identify and explore the tempo
to sound. (LDC) or chants to create his/her express concepts, ideas, or and meter of various music
own musical/movement feelings. examples.
improvisations.
Responds to nonverbal d. Responds to different types Moves to different patterns Explore and respond physically
communication of others. of music, (e.g., rock, classical, of beat and rhythm in music. to the ways in which movement
(LDC) jazz, spirituals, reggae, can be used to mirror and/or
Native American chants,
contrast sounds, rhythms and
gospel, bluegrass, lullabies,
tempos.
marches and country music).
Moves body with purpose to e. Uses creative movement and Uses creative movement to Use movement to express
achieve a goal. (PMD) dance to interpret the mood express concepts, ideas, or images, ideas, situations, and
of various types of music and feelings. feelings from text.
stories.
STRAND 3: DRAMA

Approaches to Learning Creates Dramatic Activities Drama Arts – Beginning Theatre
Uses objects in new ways or in a. Assumes roles from daily Engages in pretend play and Imagine and describe
pretend play. (CD) activities using a variety of acts out roles. (LR) characters, their relationships,
props. what they want and why.
b. Takes on more than one Uses creativity and imagination Cooperates in the dramatic
dramatic play role at a time. to manipulate materials and process.
assume roles in dramatic play
situations.
Pretends and uses imagination c. Pretends an object exists Recognizes the difference
during play. without using a prop. between pretend or fantasy
situations and reality. (LR)
Uses imitation or pretend play
to express creativity and
imagination. (CD)
Pays attention briefly and tries d. Dramatizes familiar stories. Uses dialogue, actions, and Use available art materials,
to reproduce pleasurable objects to tell a story or tools, and resources to convey
effects and events. express thoughts and feelings the characters through
about one’s self or a character. costumes, accessories,
and make-up designs for a scene
or productions.
Watches what others do, begin e. Adds details and new Uses past knowledge to build Describe how place and time
to pretend, and uses materials in elements to dramatic play new knowledge. (LR) affect characters and story in
new and different ways. situations. class improvisations, scripts and
Understands how people live productions of theatre and/or
and what they do changes over other media.
time. (SSKS)
Resources
ARTICLES
Young Children with Special Needs Page 178

ADE, Early Childhood Education Unit
English Language Learners Page 179

ADE, Early Childhood Education Unit
The Benefits of an Inclusive Education: Making It Work Page 183

National Association for the Education of Young Children (NAEYC) Critical Issues
Responding to Linguistic and Cultural Diversity: Page 185

Recommendations for Effective Early Childhood Education Position Statement NAEYC
WEB SITES
Early Childhood Curriculum, Assessment, and Program Evaluation Position Statement NAEYC and the National Association of Early
Childhood Specialists in State Departments of Education (NAECS/SDE);
http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf
Promoting the Use of Content Standards: Recommendations for Teacher Educators

View Point, NAEYC Journal http://www.journal.naeyc.org/...00303/PromotingStandards.pdf
Responding to Linguistic and Cultural Diversity

NAEYC Position Statement (full text) http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
Arizona Early Learning Standards – May 2013 Resources | P a g e

YOUNG CHILDREN WITH SPECIAL NEEDS
Each child is a unique person with an individual personality, learning style, and experiential background. These Early Learning
Standards have been designed for use with all young children. Although children develop through a generally predictable sequence of
milestones, they may not proceed through them in the same way and in the same amount of time. Development also proceeds at
varying rates within the different areas of a particular child’s functioning. Some children will exhibit skills far above their age group
in some areas of development, while other children may take longer to achieve certain indicators. Some children may skip certain
indicators altogether and this is normal for them. Variability among all children, not just those with disabilities, is normal.
Uniqueness is to be valued. Therefore, it is important for early care and education professionals to individualize experiences,
activities, the environment, and materials to meet the child’s developmental needs, including those with developmental delays or
specific disabilities.
Adults should view a child’s current strengths and skills as the starting point for planning new experiences rather than as a
limitation; this applies to children with special needs as well as those who are developing more typically. Each child is unique. Each
grows and develops skills and competencies at his own pace. Some children may have a developmental delay or disability that may
require program staff members to adapt expectations, experiences, materials, and/or the environment so that individual children
can successfully achieve a particular standard, concept and/or indicator. All children within an age group should not be expected to
arrive at each concept or indicator at the same time or to show mastery to the same degree of proficiency.
All Children Are Gifted….. Some Just

Open Their Presents Later than Others

ENGLISH LANGUAGE LEARNERS
As we consider the Arizona Early Learning Standards for young children, it is important to attend to the needs of those who are
English language learners. We recognize that regardless of what language children come to us speaking, they have previously
acquired knowledge and learning as a result of the language spoken in their home. Through that language, young children have
established meaningful relationships and have begun to construct a knowledge base.
The home language is linked to the child’s values, attitudes, and cultural traditions. It is critical to be respectful and supportive of
the cultural heritage and home language of a child while encouraging English language acquisition. This ensures a partnership between
the home and the learning environment. Research shows the stronger the native language foundation the greater the academic
success in English language development.
Just as all children learn and develop at different rates, with unpredictable starts, stops, and surges along the way, individual
differences also exist among children who are acquiring English as a second language. As young children enter kindergarten, they
may still demonstrate some weaknesses, but these limitations tend to disappear for young English language learners with direct
instruction in English.
The Arizona Early Learning Standards support English language acquisition. Early childhood settings provide a context for learning,
crucial for all children, but especially critical for English language learners. Young English language learners listen purposefully to
English speaking teachers and peers to gather information about their new language. Consistent and overt student engagement in the
form of active speaking and listening is essential. The types of instructional activities typically present in early childhood settings
facilitate the development of English.
EFFECTIVE INSTRUCTIONAL STRATEGIES
Effective instructional strategies for English language learners are effective for all learners. Effective instruction for all children
requires a variety of instructional activities and strategies. The following teaching strategies are appropriate for all young learners in
all early learning environments or settings:
Oral Communication
 Communicate with the child using words along with some type of gestures, facial expressions, intonations or actions.

 Use nonverbal clues such as pictures, objects or demonstrations.
 Model proper English and enunciate words clearly.
 Build on language that is already understood using graphic organizers, hands-on learning activities, peer models.
 Use repetition. Saying the same thing more than once gives a child more than one opportunity to understand.
o If the repetition involves a single item, it may provide an opportunity for the child to learn the word.
 Communicate the “here and now.” Talking about the present limits the conversation and enables the child to focus on fewer
options for response. It also helps the teacher to understand what the child is talking about.
 Rephrase ideas and thoughts orally to clarify meaning.
 Use a variety of oral responses: single words, single sentences, phrases, and statements.
 Avoid using slang.
 Encourage the child to use words from her/his native language when she/he cannot find the appropriate word in English.
 Accept child’s approximations of words spoken in English.
 Provide support in the child’s native language when needed. This support provides access to his/her knowledge and
experience. It also shows a respect for the language/culture and establishes rapport.
 Increased wait time. Give English language learners more “wait and think” time.
Vocabulary Development
 Link vocabulary to first hand experiences with pictures, concrete objects, and real life events.
 Use everyday vocabulary and gradually expand vocabulary so child continues to progress and is challenged.

Learning Environment
 Allow ample time for the child to become familiar with the educational setting before approaching with questions or
directives in English. This will create a stress free environment and encourage risk taking.
 Begin with the child’s prior knowledge to extend and expand the learning.
 Provide activities and space for child to play or work alone until he/she is ready to interact with other children.
 Establish a daily routine. The child is able to use the cues and become a part of the group without understanding
the language. The routine provides structure and a sense of security for children.
 Affirm the children’s culture and language through literature, music, learning materials, and resources that are culturally and
linguistically relevant.
 Use cooperative learning activities. Participation in small group learning activities promotes positive interaction. All students
need frequent opportunities to speak and use language skills. English language learners benefit from face to face interaction
in an authentic and meaningful situation and from observing peers.
 Include first and second language speaking children in the same group.
 Identify program and community members who can help with oral and written translations.
Book Use
 Use books which contain repeated, predictable language patterns. Patterns include rhyming and repetition of sounds, words,
refrains, or entire sentences.
 Use books with clear illustrations that help tell the story. Use the pictures to explain new vocabulary and hold the attention of
young learners. Photographs capture hard to explain emotions.
 Highlight key vocabulary or concepts. Pose a specific listening objective to help children focus, such as asking them to
think about three feelings described in the book.

 If there is an aide or adult available ask him/her to sit near a child learning English to quietly reinforce the story if needed.
 If needed, edit a story as you read or tell the story using the pictures or illustrations.
 Pause regularly to do an informal check of child’s comprehension and allow him/her to discuss the pictures or story, while not
losing focus.
 Use child’s words to create a sentence or story. Adult writes down the child’s words verbatim. Story or sentence can be
read back to the child. It allows child to see and hear her/his own words and builds word knowledge using familiar language.

THE BENEFITS OF AN INCLUSIVE EDUCATION: MAKING IT WORK
In an increasing number of early childhood programs around the country, teachers, children, and parents are discovering the benefits
of educating young children with special needs together with their same-age peers. Since learning is so important in the early years,
this is the best time for children to begin to respect all people's differences and the contributions each individual makes. The key to
creating a successful inclusive program is educating ourselves and others about how to ensure every student in the classroom has the
chance to reach his or her fullest potential.
Children with disabilities are, first and foremost, children, and then children who may need support or adaptations for learning. The
term "special needs" refers to a wide range of developmental disabilities or learning needs that may occur in different areas and to
varying degrees. Traditionally, children with special needs were pulled out of regular classrooms and grouped together as if all their
needs were alike. Relatively few children with disabilities were served in community-based early childhood programs apart from Head
Start or public school programs.
In 1992, the Americans with Disabilities Act (ADA) established equal rights for people with disabilities in employment, state and local
public services, and public accommodations including preschools, child care centers and family child care homes. The ADA has helped
more and more educators recognize that developmentally appropriate classrooms are places where all children can and should learn
together.
Early childhood teachers' strong knowledge of child development helps them to successfully teach young children with all talents,
interests, and abilities. In effective inclusive programs, teachers adapt activities to include all students, even though their individual
goals may be different. At times, early childhood professionals and children may benefit from the assistance of related professionals
such as physical therapists and other school personnel who recognize children's individual interests and strengths.
Some raise concerns about the advisability of creating inclusive environments: Will inclusive classrooms hinder the academic success of
children without special needs? How will an inclusive environment meet the needs of children with disabilities? Will children without
special needs lose out on teacher time? How can early childhood professionals access resources, support and training? While these
questions are valid, parents and teachers will find that creative modifications help all children's learning. According to the director of
one NAEYC-accredited center, "Inclusion has helped us better focus on meeting the needs of every child in our program."
Research shows that the benefits of inclusive classrooms reach beyond academics. This is particularly important for young children,
who learn best when they feel safe, secure, and at home in their classrooms. An environment that encourages young children's social
and emotional development will stimulate all aspects of their learning. Children in inclusive classrooms:

 demonstrate increased acceptance and appreciation of diversity;
 develop better communication and social skills;
 show greater development in moral and ethical principles;
 create warm and caring friendships; and
 demonstrate increased self-esteem.
Early childhood professionals who have successfully included young children with special needs note that, contrary to some
expectations, they needed few adaptations to meet the needs of all children. They report not necessarily needing more staff, money,
or expertise, but rather support from peers and specialists, willingness to adapt to new environments, and positive relationships with
families.
Professional development programs, supplemental support staff, and teamwork by parents and school personnel will help achieve
inclusion's ultimate goal: to provide a challenging and supportive educational experience for all children.
Resources:
Caring for Children with Special Needs. 1993. San Francisco, CA: Child Care Law Center
Chandler, P.A. 1994. A Place for Me. Washington, DC: NAEYC #237/$4.50
Division for Early Childhood, Council for Exceptional Children, 1444 Wazee St., Suite 230, Denver, CO, 80202.
Early Childhood Initiative, Colorado Department of Education, State Office Building, Denver, CO, 80203.
Understanding the ADA. 1993. Washington, DC: NAEYC #514. 50¢ each/ 100 for $10.
Woolery, M. & J.S. Wilbers, eds. 1994. Including Children with Special Needs in Early Childhood Programs. Washington, DC: NAEYC
#145/ $8.
© National Association for the Education of Young Children—Promoting excellence in early childhood education
1509 16th St. N.W. Washington DC 20036 (202) 232-8777 || (800) 424-2460 || [email protected]

RESPONDING TO LINGUISTIC AND CULTURAL DIVERSITY: RECOMMENDATIONS FOR EFFECTIVE EARLY
CHILDHOOD EDUCATION
Linguistically and culturally diverse is an educational term used by the U.S. Department of Education to define children enrolled in
educational programs who are either non-English- proficient (NEP) or limited-English-proficient (LEP). Educators use this phrase,
linguistically and culturally diverse, to identify children from homes and communities where English is not the primary language of
communication. For the purposes of this statement, the phrase will be used in a similar manner.
This document primarily describes linguistically and culturally diverse children who speak languages other than English. However, the
recommendations of this position statement can also apply to children who, although they speak only English, are also linguistically and
culturally diverse.
The children and families served in early childhood programs reflect the ethnic, cultural, and linguistic diversity of the nation. The
nation's children all deserve an early childhood education that is responsive to their families, communities, and racial, ethnic, and
cultural backgrounds. For young children to develop and learn optimally, the early childhood professional must be prepared to meet
their diverse developmental, cultural, linguistic, and educational needs. Early childhood educators face the challenge of how best to
respond to these needs.
The acquisition of language is essential to children's cognitive and social development. Regardless of what language children speak,
they still develop and learn. Educators recognize that linguistically and culturally diverse children come to early childhood programs
with previously acquired knowledge and learning based upon the language used in their home. For young children, the language of the
home is the language they have used since birth, the language they use to make and establish meaningful communicative relationships,
and the language they use to begin to construct their knowledge and test their learning. The home language is tied to children's
culture, and culture and language communicate traditions, values, and attitudes. Parents should be encouraged to use and develop
children's home language; early childhood educators should respect children's linguistic learning styles. In so doing, adults will enhance
children's learning and development.
NAEYC's goal is to build support for equal access to high-quality educational programs that recognize and promote all aspects of
children's development and learning, enabling all children to become competent, successful, and socially responsible adults. Children's
educational experiences should afford them the opportunity to learn and to become effective, functioning members of society.
Language development is essential for learning, and the development of children's home language does not interfere with their ability

to learn English. Because knowing more than one language is a cognitive asset, early education programs should encourage the
development of children's home language while fostering the acquisition of English.
For the optimal development and learning of all children, educators must accept the legitimacy of children's home language, respect
(hold in high regard) and value (esteem, appreciate), the home culture, and promote and encourage the active involvement and support
of all families, including extended and nontraditional family units.
When early childhood educators acknowledge and respect children's home language and culture, ties between the family and programs
are strengthened. This atmosphere provides increased opportunity for learning because young children feel supported, nurtured, and
connected not only to their home communities and families but also to teachers and the educational setting.
The full text of this position statement includes recommendations for a responsive learning environment with a) recommendations for
working with children; b) recommendations for working with families; c) recommendations for professional preparation of early
childhood educators; and d) recommendations for programs and practice.
© National Association for the Education of Young Children—Promoting excellence in early childhood education, 1509 16th St. N.W.
Washington DC 20036 (202) 232-8777 || (800) 424-2460 || [email protected]

Arizona Resources
There are many quality resources for children and families in Arizona and within your community. This is not an all inclusive list;
this is a starting point.
Arizona Department of Education, Early Childhood Education Association for Supportive Child Care
Unit www.ade.az.gov/earlychildhood (Apache, Coconino, Gila, Maricopa, Mohave, Navajo, Pinal or
Yavapai counties) 480.449.1680 (Maricopa County)
Arizona Department of Health Services, Bureau of Child Care
1.800.905.4389 (outside Maricopa county)
Licensure http://www.azdhs.gov/als/childcare/
http://www.asccaz.org/
Arizona Child Care Resource and Referral
http://arizonachildcare.org Birth to Five Helpline
www.azftf.gov/WhatWeDo/Programs/Pages/birthtofivehelplin
Arizona Child Care Association e.aspx
www.azcca.org 1-877-705-KIDS (5437)
Arizona’s Children Association Child and Family Resources, Inc

http://www.arizonaschildren.org/ (Cochise, Graham, Greenlee, La Paz, Pima, Santa Cruz or Yuma
Counties) 520.323.4283 (Pima county) 1.800.905.4389 (outside
Arizona Early Intervention Program Pima county) Tucson, AZhttp://www.Childfamilyresources.org
https://www.azdes.gov/main.aspx?menu=98&id=3026
Childhood Assessment System for OPM
Arizona Promising Practices http://www.azed.gov/early-childhood/files/2012/02/arizonas-
http://www.azpromisingpractices.com/teachers_earlychi.html early-childhood-assessment-system-for-on-going-progress-
monitoring-2012-13.pdf
Arizona School-Age Coalition
http://www.azfoundation.org/catalog/org Children’s Action Alliance
http://azchildren.org/
Child Find
http://www.azed.gov/special-education/az-find/

Child Care
About Child Care Exchange

http://childcare.about.com/ http://www.childcareexchange.com
After School Alliance National Child Care Information Center

http://www.afterschoolalliance.org http://www.csrees.usda.gov/nea/family/part/childcare_pa
rt_nccic.html
Better Baby Care Campaign
www.betterbabycare.org National Network for Child Care
http://www.nncc.org
Family/Parents
Clearinghouse on Early Education and Parenting (Articles in Parents Action for Children
English and Spanish) http://www.iamyourchild.org/
http://ecap.crc.illinois.edu/poptopics.html
Parent Education Resources
Family Support America
http://www.parent-education.com/index.html
http://www.familysupportamerica.org/
PBS Parents
Home Schooler Network
http://pbs.org/parents/
http://www.homeschoolernetwork.com (California?)
Pediatric Parenting
Kid Source On line http://www.keepkidshealthy.com/
http://www.Kidsource.com
PTA (National)
Net Family News (Links to Family Resources) http://www.pta.org
http://netfamilynews.org/links.htm

Organizations
Arizona Association for the Education of Young Children Yuma County AEYC
http://azaeyc.net/ http://azaeyc.net/affiliates/yuma-azaeyc-
Affiliate Chapters of AzAEYC: Valley of the Sun AEYC

http://azaeyc.net/affiliates/vsaeyc
Central Arizona AEYC
Association for Childhood Education International (ACEI)
http://azaeyc.net/affiliates/central-azaeyc-
http://www.acei.org/
Southern Arizona AEYC
National Association for the Education of Young Children
http://azaeyc.net/affiliates/southern-azaeyc-
(NAEYC)
Northern Arizona AEYC http://www.naeyc.org/
http://azaeyc.net/affiliates/northern-azaeyc
National Black Child Development Institute (NBCDI)
http://www.nbcdi.org/
Multicultural Education
Center for Research on Education, Diversity and Excellence

http://www.crede.org
Multicultural Education Resource Directory

Oregon Department of Education
(COMPREHENSIVE directory organized by resource topics with individual listings under each topic.)
http://www.ode.state.or.us/teachlearn/specialty/multiculturaled/multieddirectory03.doc
National Association for Multicultural Education

http://nameorg.org/

Web Sites with Comprehensive Education Links
Administration for Children and Families Mountain Plains Regional Resource Center
Head Start Bureau http://www.cpdusu.org/projects/rrc1213/
http://www.acf.hhs.gov/programs/ohs/
NAEYC Journal
An Administrator’s Guide to Preschool Inclusion https://oldweb.naeyc.org/pubs/
http://www.fpg.unc.edu/sites/default/files/resources/reports-
and-policy-briefs/ECRII_Administrators_Guide_2000.pdf National Center for Family Literacy
http://www.famlit.org/
Arizona Division of Early Childhood of the Council for
Exceptional Children National Governors Association
http://home.mindspring.com/~llevine1/ http://www.nga.org/center/
Ask Evelyn Office of Special Education Programs (OSEP)

http://www.askevelyn.com/links.htm http://www2.ed.gov/about/offices/list/osers/osep/index.html
The Blue Pages-Arizona’s Disability Resource Guide

Pre-K Now Newsletter
http://www.azed.gov/special-education/files/2011/06/gr07-pin-
http://www.preknow.org
blue-pages.pdf
Caras KIT: Creating Adaptations for Routines and Activities PBS Teacher Source
http://www.dec-sped.org/Store/Additional_Resources http://www.pbs.org/teachersource/prek2.htm
Discovery School Pre-K Fun

http://www.discoveryeducation.com/teachers/ http://www.prekfun.com/
Earlychildhood.com Preschool Education.com

http://www.earlychildhood.com/?domainredirect=true& http://www.preschooleducation.com

Early Childhood Educators’ and Family Web Corner Raising Special Kids
Http://users.stargate.net/~cokids/teacher.html http://www.raisingspecialkids.org/
Early Childhood Links The Activity Idea Place

http://www.earlychildhoodlinks.com/teachers/ http://www.123child.com
Early Childhood Technical Assistance Center (ECTA)

http://www.ectacenter.org/ Teachers Guide
http://www.theteachersguide.com/magazines.html
ECTA eNotes
www.ectacenter.org/enotes/enotes.asp The Teacher’s Guide
http://www.theteachersguide.com
Early Childhood Today
www.scholastic.com/earlychildhoodtoday Web Site 4 Teachers
http://www.websites4teachers.com/
Education Links
http://education.bjbarton.com/links Wrightslaw
www.wrightslaw.com
Education World
http://www.education-world.com Yahoo Education Directory
Federal Resources for Educational Excellence http://dir.yahoo.com/Education/

http://www.free.ed.gov/

Research
Center for the Improvement of Early Reading Achievement Education Resources Information Center
http://www.ciera.org/links/index.html http://www.eric.ed.gov
Council of Chief State School Officers National Institute of Early Education Research (NIEER)
http://www.ccsso.org http://nieer.org
National Center for Early Development and Learning

Education Commission of the States
http://www.ecs.org/ http://www.fpg.unc.edu/~ncedl/pages/sites.cfm
This site has been removed. Referred to:
Frank Porter Graham Child Development Institute
Education Planet – Lesson Planet
http://www.fpg.unc.edu/projects
http://www.educationplanet.com/search/Education/EarlyChildho
odeducation
Regional Educational Laboratories
http://www.relnetwork.org

References Reviewed During the 2013 Update Process
Arizona Infant and Toddler Early Learning Guidelines,

http://www.azftf.gov/Documents/Arizona%20Infant%20and%20Toddler%20Developmental%20Guidelines%20DRAFT%20for%20VET
TING.pdf
Conezio, Kathleen and Lucia French. “Science in the Preschool Classroom Capitalizing on Children’s Fascination with the Everyday
World to Foster Language and Literacy Development”. NAEYC Young Children. Sep. 2002.
http://www.naeyc.org/files/yc/file/200209/ScienceInThePreschoolClassroom.pdf
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.),
http://www.naeyc.org/store/node/162
Florida VPK Early Learning Standards, http://www.fldoe.org/earlylearning/perform.asp
Head Start Outcomes Framework, U.S. Department of Health and Human Services, Administration for Children and Families, Head
Start Child Development and Early Learning Framework, http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf
Illinois Early Learning and Development Standards Preschool, Illinois State Board of Education,
http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf
Language Essentials for Teachers of Reading and Spelling (LETRS) – Dr. Louisa C. Moats, http://www.louisamoats.com/About_LETRS.php
Minnesota Early Childhood Standards, Minnesota Department of Education, Early Learning Resources,
http://education.state.mn.us/MDE/EdExc/EarlyChildRes/index.html
National Association for the Education of Young Children (NAEYC), http://www.naeyc.org/
New York State Prekindergarten Learning Standards,

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/prekindergarten_learning_standards_jan_10_2011.pdf
Ohio Early Learning Curriculum,

http://education.ohio.gov/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1698
Pennsylvania Early Learning Standards, http://www.pakeys.org/pages/get.aspx?page=career_standards
Peoria Unified School District – Early Childhood Curriculum
Robert Pinata – Books / Articles –
Teaching Strategies Gold ™ Resource Activities, http://www.teachingstrategies.com/page/GOLD-assessment-online.cfm
Washington State Early Learning and Development Guidelines, Washington State Department of Early Learning,
http://www.del.wa.gov/development/guidelines/
Zero to Three, http://www.zerotothree.org/

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Arizona Department of Education

EARLY LEARNING STANDARDS

Arizona Early Learning Standards – May 2013 |Page

Early Learning Standards

Arizona Early Learning Standards – May 2013 |Page

Valerie Andrews-James Terry Doolan

Alma Quintana Juliana Panqueva

Willette Watts Tina Sykes

Beth Haas Susan Lewis

Nicol Russell Lauren Preston

Brenda Mann Millicent Archer

Holly Ford Kathy Coloma

Arizona Early Learning Standards – May 2013 |Page

Andy Romley Eric Bucher Margaret Larsen

Cami Ehler Fran Grossenbacher Marissa Calderon

Cathy Otto, M.A. Jackie Gerr Meghan Storms

Cindy Denham Janelle Thomas Michelle Novelli

Cori More, Ph.D. Joanie Duarte Nancy Perry, Ph.D.

Debbie Pischke, Ed.D. Jodi Pfeffer Roann Carmelo

Dena Lock Lizzie Madrona Renaud Seobaghn Arambula

Arizona Early Learning Standards – May 2013 |Page

Mary Wennersten, K-3 Literacy Director, Arizona Department of Education

Arizona Early Learning Standards – May 2013 |Page

Refined Edition Contributors

Elayne Achilles Rosanne Dlugosz Gay Kohl Jill Rosenzweig

Arizona Early Learning Standards – May 2013 |Page

Arizona Early Learning Standards – May 2013 |Page

Is a social being who learns through the development of

Is entitled to learning environments that support optimal

Is entitled to opportunities to learn through active

Learns through child-initiated, child-directed, teacher-

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Families are the primary caregivers and educators of young children.

English Language Learners

Arizona Early Learning Standards – May 2013 Introduction | P a g e

The Arizona Early Learning Standards are not:

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Indicators: Strand 1: Counting and Cardinality Context

Examples in the context of Daily Routines, Activities, and Play

STRAND 1: COUNTING AND CARDINALITY

Approaches to Learning – Actions Language & Literacy – Actions that

Arizona Early Learning Standards – May 2013 Introduction | P a g e

INFANT & TODDLER AZ EARLY LEARNING HEAD START CHILD AZ KINDERGARTEN

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Social Studies Codes-

Physical Education Codes

Health Education Codes

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Arizona Early Learning Standards – May 2013 Introduction | P a g e

Strand 1: Self Strand 2: Relationships

Arizona Early Learning Standards – May 2013 Social Emotional Standard | P a g e

Arizona Early Learning Standards – May 2013 Social Emotional Standard | P a g e

b. Makes personal preferences known to others.

c. Demonstrates knowledge of self-identity.

d. Shows an awareness of similarities and differences between self and others.

Arizona Early Learning Standards – May 2013 Social Emotional Standard | P a g e

Concept 2: Recognizes and Expresses Feelings

a. Associates emotions with words, facial expressions and body language.

b. Identifies, describes and expresses their own feelings.