HD FS 340
ASSESSMENT AND CURRICULA:
AGES BIRTH THROUGH 2 YEARS
Handbook
Fall 2002
Susan Hegland, Ph. D.
Department of Human Development and Family Studies
Iowa State University
Ames, IA
HD FS 340 Handbook page 2
 Copyright 2002 Iowa State University
HD FS 340 Handbook page 3
Table of Contents
Participation Documentation......................................................................................................................................................... 4
Participation Evaluation ................................................................................................................................................................. 5
Principles of Early Care and Education....................................................................................................................................... 6
Play and Curriculum planning ..................................................................................................................................................... 6
Brain Development, Attachment, & Emotional Development .................................................................................................. 6
Enhancing perceptual & motor dev’t............................................................................................................................................ 6
Enhancing cognitive development................................................................................................................................................. 6
Enhancing language and literacy development .......................................................................................................................... 6
Enhancing social development....................................................................................................................................................... 6
Adult Relations: Parent and Staff................................................................................................................................................. 6
Reflective Journal Topics for Practicum Experience............................................................................................................... 7
Principles of Educaring.................................................................................................................................................................. 8
Discoveries of Infancy...................................................................................................................................................................10
Facilitating Discoveries in Infants .............................................................................................................................................12
Choosing Play Materials for Young Infants (0 to 8 months).................................................................................................13
Choosing Play Materials for Mobile Infants (8 to 17 months)..............................................................................................14
Choosing Play Materials for Older Infants (18 – 35 months)..............................................................................................17
Class Assignment #1 Written Communication with Parents ..............................................................................................20
Class Assignment #2: Enhancing Literacy..............................................................................................................................21
Assessing Quality in Infant-Toddler Programs ......................................................................................................................22
HD FS Activity Plan #1:...............................................................................................................................................................25
HD FS Activity Plan #2:...............................................................................................................................................................28
HD FS 340 Program Plan............................................................................................................................................................31
Nutrition Assignment...................................................................................................................................................................33
Diversity Assignment...................................................................................................................................................................35
Environmental Health & Safety Assignment ...........................................................................................................................37
Desired Results and Indicators...................................................................................................................................................38
California Desired Results Developmental Indicators ...........................................................................................................39
California Desired Results Developmental Profile: Young Infants: (Birth to 7 months) (Adapted) ..............................47
California Desired Results Developmental Profile: Mobile Infants: (8 to 17 mos. ) (Adapted).......................................52
California Desired Results Developmental Profile: Older Infants: (18 to 35 mos. ) (Adapted) ......................................59
HD FS 340 Handbook page 4
Participation Documentation
Student: _______________________________________
HD FS 340: Assessment and Curricula: Ages Birth through Two Years
This documentation is required for the student to pass HD FS 340 and for licensing of ECE students.
The times noted must accurately reflect actual participation time . Please note if the student was
late or left early. Please contact me with any questions. Karen Colbert 294-7151.
Placement __________________________ Participation Day: Mon. Tue. Wed. Thu. Fri.
Week
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Arrival
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Departure
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Total Time
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Certified Signature
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Make-Up:
Date/Date
Arrival
Departure
Total Time
Certified Signature
Maintaining this report and obtaining signatures is the student’s responsibility. Students will not receive a
grade in this course without this report. These documentation forms will be picked up by Karen Colbert
(or someone she designates) at each placement site on the Friday before Dead Week in the
afternoon. This form, along with the evaluation form, will then be distributed to the instructors.
HD FS 340 Handbook page 5
Participation Evaluation
HD FS 340 PARTICIPATION EVALUATION
FALL 2002
Student:________________________________
Placement:__________________________
Evaluator’s Signature: ____________________
Date:_______________________________
Evaluator:
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Please evaluate the student on his/her participation during the entire semester using the following key:
Rarely or never; needs improvement
Sometimes; skills are developing
Consistently; skills are mastered
WORK WITH CHILDREN
1. Interacts and communicates with quiet children effectively.
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2.
Interacts and communicates with active, demanding children effectively.
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3.
Demonstrates the ability to work with several children at one time.
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PROFESSIONALISM
4. Cooperates and works with staff, that is, initiates relevant questions, takes direction,
suggestions, and criticisms and follows through on them.
5.
Takes responsibility for routine tasks in room.
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6.
Arrives on time and stays entire period; calls in case of absence.
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7.
Displays a positive attitude toward participation and the program, and behaves in a
professional and ethical manner.
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PLANNING AND ASSESSMENT
8. Carries out planned activities effectively.
9.
Demonstrates awareness of developmental level and needs of children in your group.
10. Uses appropriate strategies for furthering optimal development in informal and
incidental learning situations, as well as both child-initiated and teacher-initiated
learning situations.
GENERAL COMMENTS
Please use the back for written comments on strengths the student has demonstrated and areas in which the student
needs improvement.
Thank you for your time and effort!
Please complete these evaluations by Friday, December 6 at noon. Karen Colbert (or someone she designates) will
pick them up. Along with the documentation form, that afternoon and deliver them to the instructor.
HD FS 340 Handbook page 6
Principles of Early Care and Education
After reading chapter 1 in Gonzalez-Mena (ITC), choose one of the five questions on p. 22-23. Write
your answer out and bring it to class.
After reading chapter 2 in Gonzalez-Mena (ITC), choose one of the questions at the end of the chapter.
Write your answer out and bring it to class.
Play and Curriculum planning
After reading chapter 3 in Gonzalez-Mena (ITC), choose one of the questions at the end of the chapter.
Write your answer out and bring it to class.
After reading chapter 4 in Gonzalez-Mena (ITC), choose one of the questions at the end of the chapter.
Write your answer out and bring it to class.
Brain Development, Attachment, & Emotional Development
After reading chapter 5 in Gonzalez-Mena (ITC), choose one of the questions at the end of the chapter.
Write your answer out and bring it to class.
After reading chapter 10 in Gonzalez-Mena (ITC), choose one of the questions at the end of the
chapter. Write your answer out and bring it to class.
Enhancing perceptual & motor dev’t
After reading chapter 6 in Gonzalez-Mena, choose one of the five questions on p. 101. Write your
answer out and bring it to class.
After reading chapter 7 in Gonzalez-Mena, choose one of the five questions on p. 117-118. Write your
answer out and bring it to class.
Enhancing cognitive development
After reading chapter 8 in Gonzalez-Mena, choose one of the five questions on p. 137. Write your
answer out and bring it to class.
Enhancing language and literacy development
After reading chapter 9 in Gonzalez-Mena, write your answer out to question 1, 3, or 4 (do NOT
choose question 2) and bring it to class.
Enhancing social development
After reading chapter 11 in Gonzalez-Mena, choose one of the five questions on p. 190-191. Write
your answer out and bring it to class.
Adult Relations: Parent and Staff
After reading chapter 11 in Gonzalez-Mena, choose one of the five questions on p. 243-244. Write
your answer out and bring it to class.
HD FS 340 Handbook page 7
Reflective Journal Topics for Practicum Experience
Assignment
1.
Guidance
Give a specific example of a discipline or guidance situation that
happened at your practicum site. Did you feel it was handled well?
Why or why not? What else could have been tried?
2. Positive Experience
Describe a positive experience that you had in your practicum. Why
did you feel it was positive?
3. Challenging Experience
Describe a challenging experience that you had in your practicum. Why
did you feel it was challenging?
4. Diversity
Give specific examples of diverse, anti-bias curriculum in your
program.
5. Transitions
Give specific examples of transitions that are used at your center or
school. Do you feel they are successful? Why or why not?
6. Activities
Describe an activity that you saw at your center or school that you
thought was clever, effective, interesting, or memorable.
7. Family
Give examples of how families are involved in your center or school, or
how they impact center or school policy. How does communication
occur between parents and teachers?
8. Assessment
Describe assessment procedures ahnd how they are used or
implemented at your center or school.
9. Teamwork
Discuss how teachers work (or don’t work) together as a teacm at
your center or school. What makes this work well? What doesn’t
seem to work out? Why?
10. Learning Environments
Describe what works well in the learning environment at your center or
school, and what doesn’t work well. Comments can be addressed to
indoor or outdoor spaces (or both).
Journal Entry
Date
HD FS 340 Handbook page 8
Principles of Educaring
Name:____________________________
Resources for Infant Educarers (RIE) Principles:
1. The educarer demonstrates basic trust in the child to be an initiator, an explorer, and a selflearner.
2. The educarer provides an environment for the child that is physically safe, cognitively challenging,
and emotionally nurturing.
3. The educarer provides time for uninterrupted play.
4. The educarer provides freedom to explore and interact with other infants.
5. The educarer ensures involvement of the child in caregiving activities to allow the child to become
an active participant rather than a passive recipient.
6. The educarer conducts sensitive observation of the child in order to understand his/her needs.
7. The educarer provides consistency and clearly defined limits and expectations for the child to
develop self-control.
Instructions: For each of the following situations, use the RIE principles outlined above to decide if the
caregiver’s response is appropriate or inappropriate. If you decide that the caregiver’s response is
inappropriate, decide which of the above principles have been violated. Describe a response
appropriate with the above principles.
1. A six- and a four-month-old infant sit next to each other in musical mechanical swings with the tunes
clashing. As the caregiver feeds a three-month-old, she vigorously rocks her chair with one foot and
with the other taps a bouncer that holds a crying baby. “Ssshhh,” she keeps repeating.
Appropriate or Inappropriate?: (Inappropriate)
Violates principle(s) #_____(
Recommended response:
2. Mary notices a smelly diaper. She asks her companion caregiver, “Did you change Chelsea before
putting her down?” When her coworker responds no, Mary goes to the crib, picks up Chelsea, and
wordlessly proceeds to change her diaper. “Who else in the room needs to be changed?” she asks
as she lays Chelsea down and walks away.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
3. Five babies, ranging in age from five months to a year old, are at a table, their feet dangling in
midair. Three slump to the side and the other two sit upright. Two are crying. None of the babies
can reach her bowl or spoon. A caregiver methodically pushes a spoon into the mouth of the first
baby, then the second, and so on.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
HD FS 340 Handbook page 9
4. A caregiver sits on the floor to feed James, who is confined in a bouncer. Sulee, curious, crawls
over. After repeated attempts to ignore the intruding child, the frustrated caregiver stops feeding,
picks up Sulee, puts her in another part of the room, and returns to the task of feeding James.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
5. Eight-month-old Kisha, who has crawled under a rocking chair, begins to cry. Her caregiver, noting
her distress, bends down and lifts her up, saying, “You’re all right. You’re all right.”
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
6. At 4:30, the caregiver wakes up the infant, hurriedly changes her diaper, and begins to feed her a
bottle.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
7. The caregiver goes over to Reed, who is resting peacefully, and she makes a mental note to check
the sleeping infant in 15 to 20 minutes. She records her observations on Reed’s daily activity sheet.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
8. Two-month-old Brent begins to cry. The caregiver goes to the crib and puts a pacifier in his mouth.
Appropriate or Inappropriate?:
Violates principle(s) #_____
Recommended response:
Rationales and sample appropriate responses for each decision are described in the following
article, from which these situations are taken:
Kovach, B. A. & Da Ros, D. A. (1998). Respectful, individual, and responsive caregiving for infants:
The key to successful care in group settings. Young Children, 53 (3), 61 – 63.
HD FS 340 Handbook page 10
Discoveries of Infancy
Discovery 1: Learning Strategies (Schemes)
During the first two years of life, the child begins to put things into groups Infants begin to develop
familiarity with hard things, soft things, sticky things, light things, things that bounce, things that make
noise, etc. As they get older, they also learn to act differently with different kinds of things. The older
infant treats different objects in different ways. She/he will not try to make aluminum foil stick to a block
without scotch tape. The child will also combine objects, put blocks in a container, or use a spoon to
take sand from a sandbox. Learning different properties of items continues into the preschool years.
Much of the touching, mouthing, banging, patting, and throwing of infancy is done to discover the
function and properties of objects. The infant tests the environment to see how it operates and learns
new ways of acting in the process.
Discovery 2: Learning that Events are Caused
Young infants do not know the connection between cause and effect. Sometimes you will see young
infants bite themselves and yelp in puzzlement and disbelief at he pain. They do not make a connection
between the action and the pain. Cause and effect lessons develop in the same way as the use of tools.
Infants start to learn through their own body activity, and by 15 months of age they are actively
searching for such causes as what makes a light go on or what makes a sound happen. For example,
they are increasingly experimenting with cause and effect by seizing upon opportunities to play with light
switches, radio dials, doorbells, “pop up” toys, and so forth.
Discovery 3: Use of Tools
During infancy, infants learn to extend themselves through the use of tools. At first, the infant takes in
information through sight, smell, touch, and so forth. The infant uses sense tools. Then infants start to act
on things with the body. They grasp a bottle, bring it to their mouth, and suck. The infant also learns to
use adults, for example, by putting something into the hand of a caregiver that the infant wants opened
or rewound. The infant uses the adult as a tool for getting food, toys, and comfort. Finally, the infant
uses objects to help to get, hold onto, to explore things of interest. The infant stands on a box to reach
the sink, pulls a leash to get a toy dog from under a table or chair.
Discovery 4: Object Permanence
Until about 12 months of age, children lack the skill to search for an object that disappears in a new
spot. Repeated experience with people to disappear (e.g., through peek-a-boo) and objects that
appear and reappear (e.g., hide-and-seek) help the child develop the understanding and skills to search
for objects as they move through, behind, and under multiple spaces.
HD FS 340 Handbook page 11
Discovery 5: Learning How Objects Fill Space
A good deal of infant learning has to do with issues of space, density, distance , movement, and
perspective. Infants bump into walls, crawl into corners, get stuck under tables, and reach for things
beyond their grasp. They also do not understand distance and size, and they often have false
impressions about how big an object is and how much space it will fill. It is difficult for infants to
understand that objects can change shape and that objects can be manipulated into different spaces.
Discovery 6: Imitation
During the first two years of life, the infant becomes increasingly skillful at imitation. Imitation is a
powerful learning skill. Early in life, infants imitate their own behaviors. Gradually , they mimic what they
see, starting with general body activity, and they become increasingly selective and precise with their
imitation. Much of how the infants is through imitating caregivers. The infant learns to imitate sequences
of behavior. The 18-month-old infant puts sounds together or imitates adults by using a cup, saucer, and
spoon in pretending to drink coffee. Imitation is a powerful tool in learning socially appropriate behavior
Adapted from Ron Lally, The Program for Infant/Toddler Caregivers, WestEd. Reprinted with
permission. Based on Piaget’s Theory.
HD FS 340 Handbook page 12
Facilitating Discoveries in Infants
Student Name:__________________
Discovery
Learning Strategies
Age Group
Young Infants
Mobile Infants
Active Infants
Learning than Events are
Caused
Young Infants
Mobile Infants
Active Infants
Use of Tools
Young Infants
Mobile Infants
Active Infants
Object Permanence
Young Infants
Mobile Infants
Active Infants
Learning How Objects Fill
Space
Young Infants
Mobile Infants
Active Infants
Imitation
Young Infants
Mobile Infants
Active Infants
Toy/Activity
Choosing Play Materials for Young Infants (0 to 8 months)
Type of Toy
0 – 3 months
Things to look at and listen to, such
as family activities, pets, housework,
music, plants and pictures, mirrors,
music boxes
2 – 6 months
Things to squeeze, pat, grasp,
mouth, and touch, such as soft toys,
teethers, rattles, empty spools, empty
food cartons, scarves, plastic rings,
rubber soap pads, pop beads
3 – 8 months
Things to kick, swipe, bat bang, rub,
and shake that cause something to
happen, such as squeak toys, plastic
keys on a ring, plastic a sturdy string,
small plastic wheel toys, stabiles for
kicking or batting
What the Child Learns
• Looking (tracking) and listening help infants
learn to identify objects in space.
• Interesting objects both stimulate and
satisfy infants’ natural curiosity about the
world.
• Repeated experience with familiar objects
leads to understanding object permanence,
• Different objects have different properties
(soft or hard, smooth or rough, light or
heavy, etc.) and can be explored in
different ways (patting, mouthing, grasping,
etc.).
• Infants begin to understand how things
move in space and the difference between
distance and nearness.
• From their actions on responsive toys,
infants learn about cause and effect.
• Handling objects leads to an understanding
of how things move.
• Manipulating objects teaches that the same
object can look different from different
angles. This promotes understanding of
object permanence and perspective.
The Program for Infant/Toddler Caregivers
How to Provide
• Place hanging objects, such as lightweight
scarves, within view but out of reach.
• Use stabiles and mobiles so that some
things move and some don’t.
• Create interest by making small changes
periodically.
• Place toys within reach of the infant.
• Allow infants to follow their own interests
with the toy or use it in responsive play.
• Talk with the infant about what she or he
may be experiencing.
• Put out only a few toys at a time.
• Place objects near the edge of the child’s
ability to reach.
• Rotate toys as the child loses interest.
• Hang stabiles with toys within reach of the
child’s feet or hands.
• Show interest in and approval of the
infant’s efforts to create movement and
sound.
HD FS 340 Handbook page 14
Choosing Play Materials for Mobile Infants (8 to 17 months)
Type of Toy
What the Child Learns
Objects to combine with other objects • Reaching for a toy or moving an
to pile, clap together, put in and take
obstacle to get a desired object
out, pull and push and scoop, such as
strengthens the infant’s understanding
baskets and buckets, stacking cups and
of cause, space, and the use of tools
boxes, balls, small blocks, pop beads,
• The child is also learning about
scoops, inflatable toys, stacking rings,
properties and functions, such as
cradle gym, busy boxes, pegs and holes,
weight and gravity, size and shape.
beads and posts, shape sorters, lidded and
take-apart toys, nesting bowls
How to Provide
• Place toys in the environment in interesting
ways, such as a basket of pop beads or a
pile of blocks on the floor. Then allow infants
to use the toys in their own way.
• Observe children’s play and offer small
amounts of help when necessary.
• Share play with infants one-on-one using the
responsive process. Eye checks, smiles, and
empathic words support the discovery
process.
Things to explore through touch, such
• These objects help infants pay attention • Share tactile exploration of natural objects
as natural objects (stones, feathers, twigs,
to sensory differences, explore
following the child’s interest.
shells, leaves, pets, non-toxic plants,
different ways of using things, and, in
• Crunch, rub, smell, twist, etc., encouraging
water, and sand); other objects such as
combination with caregivers’
the infants to explore through their senses.
mesh vegetable bags, sheer curtains,
comments, begin to understand and
• Gently remove unsafe objects if infants want
colored cellophane, foil, paper bags,
use language.
to mouth them.
plastic souring pads, new sponges,
• Observe closely, and put an object away
sensory boxes.
until another time if infants do not show
interest.
Objects to explore through sound, such • Rhythm instruments function
• Allow infants to play freely with musical
as musical instruments (xylophone, drum,
responsively, reinforcing understanding
instruments under close supervision.
tambourine, bells), clear plastic bottles or
of cause and effect, tools, and spatial
• The child may take the initiative or may
cans with noisy objects inside.
relationships. They also foster the
accompany the adult, playing, singing, or
development of creativity and promote
clapping.
interest and confidence in music
participation.
HD FS 340 Handbook page 15
Type of Toy
What the Child Learns
Things to explore through sight, such
• Visual toys promote interest in
as photographs and drawings, cloth and
language, and help children learn the
cardboard picture books, plastic bottles or
relationship between pictures and real
cans with colorful objects inside.
things.
Objects that encourage movement,
• By propelling their bodies and objects
such as risers, stairs, ramps, tunnels,
through space, back and forth, and up
rocking boats, small rocking horses, and
and down, children learn lessons about
push toys; sofas, pillows cushions,
gravity and balance, distance and
mattresses, window seats for cruising and
perspective.
climbing; small balls and large beach balls • They also learn about cause and effect
for rolling and kicking, small wheel toys.
(e.g., kicking a ball makes it move
away) and about tools (e.g., holding on
to an window seat can help them
walk).
• They learn how things function and are
best used (e.g., the floor is hard when
they fall, the pillow is soft).
How to Provide
• Sturdy books and pictures should be
available at all times for infants to look at on
their own as well as with an adult.
• Large, stable equipment such as sofas,
window seats, and built-in slides give
children the choice of focused active play at
any time. Other equipment can be brought
out when needed to offer variety or stimulate
interest.
• For safety, move away things children could
bump themselves on. Keep paths clear for
other children’s movement around the room.
• Active play should be watched loosely and
redirected from danger when necessary, but
not inhibited.
HD FS 340 Handbook page 16
Type of Toy
Things that respond dramatically to
manipulation, such as bells, busy boards,
balls, pop-up toys, a pot and wooden
spoon, a pounding bench and hammer,
scarves and clothes that float and wave.
Real and play things similar to those
used by adults, such as plastic or
wooden kitchen utensils, telephones,
dishes, dolls toy animals, lawn mowers,
and shopping carts, blankets, doll cribs,
cupboards, and drawers on the child’s
level.
The Program for Infant/Toddler Caregivers
What the Child Learns
How to Provide
• Responsive toys help infants learn
• Many toys can be set out for infants to touch
about cause and effect and about the
and explore on their own.
use of tools.
• Some toys, such as windup toys, are not
• Both manufactured and improvised
designed for independent play by infants and
toys provide for this, but improvised
require close supervision. Such toys lend
ones are more versatile and can be
themselves to adult-child play, one or two
used by a variety of ages for many
children at a time. Adults can demonstrate
purposes (e.g., scarves move flowingly
how the toy works but should not manipulate
in response to the youngest child’s
the child’s hand to make it happen.
grasp and waving; they can be used for
peek-a-boo by the mobile infant and
for dress-up or dancing by the older
infant).
• Imitation is an important source of both • Mobile infants don’t engage in elaborate
cognitive and social development. With
fantasy play, but they like to play with things
these “props,” infants refine their
they see adults use. A few items, such as
understanding of how things are used
telephones or dolls, can be placed on
and expand their notions of how things
shelves. A drawer or cupboard can e used
work.
for storage and as a play location for kitchen
utensils or blankets and dolls.
• As infants grow into toddlers, a
housekeeping corner or playhouse can be
developed with a small table, doll bed, toy
store, etc.
HD FS 340 Handbook page 17
Choosing Play Materials for Older Infants (18 – 35 months)
Type of Toy
Objects for sorting and building,
putting together and taking apart,
such as puzzles, large and small blocks,
hook-together trains, threading toys,
fitting toys, sorting cards, pegs and
pegboards, beads.
What the Child Learns
• This type of play helps children classify,
order, identify function, and explore with
gravity, space, shape, size, and color.
Objects that can be used in art, such • Experiences with creative expression are
as water colors, food coloring,
essential to the child’s cognitive growth.
construction paper, tissue paper, play
These activities promote an understanding
dough, crayons, non-toxic marking pens,
of how materials function, the development
paste, easels, paper, and paint.
of language, and an awareness of spatial
relationships.
Musical instruments, such as drums,
• Experimenting with music fosters aural
xylophones, tambourines, harmonicas
discrimination, language, and motor skills.
•
•
•
•
•
•
How to Provide
Store pieces that go together in bins on
shelves children can reach.
More challenging equipment (e.g., more
difficult puzzles) can be brought out when
an adult can give guidance and support.
Help children begin construction out of the
stream of traffic and apart from each other
so their creations won’t be accidentally
knocked over. If a child is deeply involved
in an activity or hasn’t completed it, save it
for later, if possible.
Messy art activities work best with close
supervision, small groups f three or four at
a time, and clear limits.
Let children make choices such as how to
put paint on paper or what colors of paint
or paper to use.
Most musical instruments require close
supervision. Encourage older infants to use
them for making sounds, rather than other
types of play.
HD FS 340 Handbook page 18
Type of Toy
Story activities, such as story books,
magazines, felt boards, puppets.
Objects that expand dramatic play,
such as telephones, dishes, dolls, lawn
mowers, shopping carts, dress-up
clothes, blankets and doll cribs,
furniture, puppets, animal and people
figures, magnetic and flannel board
shapes, family and community play sets,
hats, miniature worlds, non-breakable
mirrors, funnels, pitchers, watering cans,
picture files, water, soap, sand.
What the Child Learns
How to Provide
• Thee activities promote the development of • Picture books should be available on a
language skills and creativity. When used in
bookshelf for children to look at on their
groups they support social development
own.
and help children identify and deal with
• Adults can read books and talk about them
their feelings.
with small groups of children.
• Stories may also be made up by adults and
children using puppets, photographs, or
drawings.
• Dramatic play provides rich opportunities
• A cozy dress-up or housekeeping corner
for many types of learning. Toddlers will
should be created and stocked with real or
imitate each other and use imitation to
play household items and dress-up clothes.
practice adult roles, expand concepts of
• Each item should have an appropriate
space and matter, use tools, develop
storage space (e.g., clothes on hooks,
language skills, and, in general, refine their
dishes in a small cupboard).
ideas of how things function and are best
• Animals and people figures, puppets, and
used.
miniature worlds can be kept in bins
accessible to children but out of the flow of
traffic.
• Some activities such as water, sand, and
flannel board play can be set up at specific
times during the day, as they require close
adult supervision.
HD FS 340 Handbook page 19
Type of Toy
Objects that encourage large
movement and physical play, such as
empty cartons, bean bags, wheel toys,
slides and steps, rocking toys, climbing
structures, mats, balls, balance beams,
push and pull toys.
What the Child Learns
• From large muscle activity, children learn
about space, gravity, balance, and
leverage.
• They learn to gauge distance and to use
complex schemes.
The Program for Infant/Toddler Caregivers
How to Provide
• Play with wheel toys and balls requires
plenty of space and is best outdoors or in
large open indoor areas.
• For vigorous play indoors, balance beams,
rocking toys, slides, and steps work well.
• Slides and climbing structures where
children are more than 18 inches off the
ground should be closely supervised.
Class Assignment #1 Written Communication with Parents
A. Writing to parents (20 points)
This assignment is designed to have you work on your writing skills for parents. You may choose to do
any two of the three types of written communication for parents listed. Each must be less then one page
in length. Each are worth 10 points.
1. Write a personal note to parent telling them about their infant or toddler’s day. You can include
what the child did, what you did, what you plan to do to enhance the child’s skills in an area,
positives about the child, or identifying an area of need or concern.
2. Pretend you have just been hired by your center to work in the room where you do your practicum.
Write a brief letter to the parents of the children in the room, introducing your self and telling them
about your teaching philosophy.
3. Pick a topic of concern or interest to parents of infants and toddlers. Write a brief article, similar to
one that you might include in a newsletter in your program, introducing this topic or giving
information to parents.
Grading Criteria:
Criteria
Based on child development
research/theory
Clear, logical organization
Spelling and grammar
Readable at 6th grade level
Total
Points
Your
assessment
My
assessment
Comments
10
5
3
2
20
B. Reflection (5 points)
After you have written two papers, reflect on what you have written. Which communication style was
easiest for you? What was the most difficult? What things did you need to keep in mind while you were
writing? How comfortable do you feel with what you have written? What did you learn from doing this
assignment (if anything)?
Grading Criteria:
Criteria
Thoughtful
Spelling and grammar
Total
Points
3
2
5
Your
assessment
My
assessment
Comments
HD FS 340 Handbook page 21
Class Assignment #2: Enhancing Literacy
NO MAKE-UPS!!!
Choose two books that seem to be geared towards infants and toddlers. One of the books should be a
good example of a book to use with infants and toddlers, one should be an example of a book that is
not (for whatever reasons) as appropriate to use with infants and toddlers. Remember to choose books
that connect somehow with the infant’s or toddler’s life.
Part I: Reading (10 points)
Read the book you have chosen as a good example to a small group of persons in the class. You will be
evaluated on the following criteria:
Criteria
Use of verbal expressiveness
Use of non-verbal expressions
Establishing joint attention
Labeling or identifying pictures
Awareness of print concepts
Inadequate
0
0
0
0
0
Acceptable
1
1
1
1
1
Outstanding
2
2
2
2
2
Part II: Presentation (15 points)
You will be responsible for a 2- to 3-minute class presentation showing the class the two books, and
comparing them. You need a minimum of three treasons why the one book is “good” and three reasons
why the other book is “bad”, in your opinion. You will be rated on the following criteria:
Criteria
Number of reasons for “good” book
Number of reasons for “good” book
Quality of reasons for “good” book
Quality of reasons for “good” book
Presentation skills (e.g., eye contact,
voice tone, pace, timing, audibility)
Inadequate
0
0
0
0
Acceptable
1
1
1
1
0
1
Outstanding
2
2
2
2
2
HD FS 340 Handbook page 22
Assessing Quality in Infant-Toddler Programs
Student:
Use the checklist in Appendix A in Gonzalez-Mena (p. 249) to assess the environment of your
program. Read the complete explanation in Gonzalez. For each criterion, describe specific, observable
evidence to support your evaluation of the criterion as met or unmet. Place a check in the column that
indicates your assessment. Your evaluation must be kept confidential and must not be shared with
anyone other than the instructor of this course.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Criterion
Safety
No obvious safety hazards
No hidden safety hazards
Fire/disaster/tornado plans
Posted emergency numbers for
each child
Parents’ emergency cards
accessible
Safe ratios met at all times
Children allowed optimal risktaking opportunities
Children protected from hurting
materials or persons
Healthy
Sanitary diaper changing
process
Consistent hand washing (for
infant & caregiver) after diapering
and before touching food
Proper food preparation and
storage
Staff recognizes symptoms of
common illnesses
Health policies that indicate
when children are to be excluded
because of illness
Current health and immunization
records maintained
Regular washing of sheets and
toys
Staff demonstrate knowledge of
children’s nutritional needs
Food allergies posted
prominently
Learning environment
Optimal amount of ageappropriate toys, ameterials, and
equipment available for children
to choose from
Evidence (date)
Met
Unmet
HD FS 340 Handbook page 23
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Criterion
Caregivers consider caregiving
times as “learning times”
Free play valued above
exercises, adult-directed play
activities, group times
Environment includes plenty of
softness, some seclusion,
provisions for high mobility
Environment developmentally
appropriate for all children
present any given day.
Program advances physical &
intellectual competence
Staff’s ability to explain how the
environment, free play,
caregiving activities, and staff’s
relationship with children make
up the curriculum
Staff’s ability to explain how the
curriculum promotes
development of fine and gross
motor skills and cognitive skills,
including problem solving and
communication skills.
Program supports
social/emotional development
Staff members enciourage
children to develop a sense of
themselves through body
awareness, by using their name,
and through promoting cultural
identification
Staff members recognize and
accept children’s feelings and
encourage sppropriate
expression
Staff members control and guide
behavior without using physical
or verbal punishment
Staff members encourage
creative social problem solving
when children experience
conflict with another child
Staff members treat each other
with respect
Program promotes positive
and productive relationships
with families
Evidence (date)
Met
Unmet
HD FS 340 Handbook page 24
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Criterion
Regular and ongoing
communication with parents at
pickup and dropoff times
emphasizing an exchange of
information
Friendly atmosphere
Conferences and parent
meetings
Mutual problem-solving approach
to conflicts
Program is well run,
purposeful, and responds to
participants’ needs:
Good record keeping
Attention to infants’ individual
needs
Attention to parents’ needs
Responsible program
management
Staff are professional
Well-trained
Respect confidentiality
Overall Summary
Evidence (date)
Met
Unmet
______
________
Reactions: Write a paragraph summarizing your reaction to this assessment. Overall, would you
evaluate the quality of this program as high, moderate, or low? Were some criteria more important in
your assessment than others? What changes would you recommend to increase the quality in this
program?
Grading Criteria:
Criteria
Complete evaluation, including
evidence
Evaluation based on observable
evidence
Thoughtful, comprehensive
evaluation
Spelling and grammar
Total
Points
8
4
2
1
15
Your
assessment
My
assessment
Comments
HD FS 340 Handbook page 25
HD FS Activity Plan #1:
Student’s Name:_______________________
Placement:
_______________________
Date activity will be done: _______________
Time activity will take place: _____________
I have reviewed this plan and believe that it is individual, developmentally, and culturally appropriate for
the children in this program:
Cooperating Teacher
Date
A. Assessment
1. Based on the assessment information that you have gathered on children using the California
Desired Results Developmental Profile, identify one desired result (e.g., Children are personally
and socially competent) and developmental indicator (e.g., Children show growing abilities in
communication and language) for this activity plan.
Desired Result:
Primary:
Developmental Indicator:
1. Use your assessments on the California to identify present status and a planned learning outcome
related to the above indicator for at least two children in your group. Be sure that your description
of both the status and outcome are in observable terms.
Children:
(e.g., Jamie, (1-4)
1.__________ ( - )
Observation of present status
2.
B. Activity Description
Who initiates?
Procedure
Child
Open-ended
Adult
Adult-directed
Planned learning outcome
HD FS 340 Handbook page 26
Rationale/Purpose: (Why activity is planned; why these materials chosen)
Describe activity:
Time of Day
Duration
Set up
Introduction: (how you will draw each child to activity):
Step-by-step procedure (including how learning outcomes will be met)
Techniques, strategies, and modifications you will use to ensure child learning outcomes will be met
(consider space, adult assistance, etc.):
Opportunities for child’s independence, decision making, problem solving:
Closing (including summary, clean-up, and transition):
C. Evaluation (should be typed):
Attach a copy evaluation of the activity on a separate sheet of paper, and give a copy of your evaluation
to your cooperating teacher. Address each of the following points:
HD FS 340 Handbook page 27
1. Describe one anecdote* for each of at least two children involved in the activity. (*situation, child
behavior, adult behavior, outcome).
2. Describe at least one other desired result that children related to in this activity.
3. How do you think the activity went?
4. What did you do that contributed to the activity’s success?
5. What would you do differently if you did this activity again?
6. To what extent did the children attain the stated learning outcomes?
7. What would you do to extend this activity or make it more challenging for an older child?
8. What would you do to simplify this activity or make it less challenging for a younger child?
9. What would you plan next for these two children?
Grading Criteria:
Criteria
Complete all components,
Logical link between
components
Thoughtful, comprehensive
evaluation
Spelling and grammar
Total
Points
15
5
3
2
25
Your
assessment
My
assessment
Comments
HD FS 340 Handbook page 28
HD FS Activity Plan #2:
Student’s Name:_______________________
Placement:
_______________________
Date activity will be done: _______________
Time activity will take place: _____________
I observed the student implement this activity:
Cooperating Teacher
Date
A. Assessment
1. Based on the assessment information that you have gathered on children using the California
Desired Results Developmental Profile, identify one desired result (e.g., Children are personally
and socially competent) and developmental indicator (e.g., Children show growing abilities in
communication and language) for this activity plan.
Desired Result:
Primary:
Developmental Indicator:
2. Use your assessments on the California to identify present status and a planned learning outcome
related to the above indicator for at least two children in your group. Be sure that your description
of both the status and outcome are in observable terms.
Children:
(e.g., Jamie, (1-4)
1.__________ ( - )
Observation of present status
Planned learning outcome
2.
B. Activity Description
Who initiates?
Procedure
Child
Open-ended
Adult
Adult-directed
Rationale/Purpose: (Why activity is planned; why these materials chosen)
HD FS 340 Handbook page 29
Describe activity:
Time of Day
Duration
Set up
Introduction: (how you will draw each child to activity):
Step-by-step procedure (including how learning outcomes will be met)
Techniques, strategies, and modifications you will use to ensure child learning outcomes will be met
(consider space, adult assistance, etc.):
Opportunities for child’s independence, decision making, problem solving:
Closing (including summary, clean-up, and transition):
C. Evaluation (should be typed):
Attach a copy evaluation of the activity on a separate sheet of paper, and give a copy of your evaluation
to your cooperating teacher. Address each of the following points:
1. Describe one anecdote* for each of at least two children involved in the activity. (*situation,
child behavior, adult behavior, outcome).
2. Describe at least one other desired result that children related to in this activity.
HD FS 340 Handbook page 30
3.
4.
5.
6.
7.
8.
9.
How do you think the activity went?
What did you do that contributed to the activity’s success?
What would you do differently if you did this activity again?
To what extent did the children attain the stated learning outcomes?
What would you do to extend this activity or make it more challenging for an older child?
What would you do to simplify this activity or make it less challenging for a younger child?
What would you plan next for these two children?
Grading Criteria:
Criteria
Complete all components,
Logical link between
components
Thoughtful, comprehensive
evaluation
Spelling and grammar
Total
Points
15
5
3
2
25
Your
assessment
My
assessment
Comments
HD FS 340 Handbook page 31
HD FS 340 Program Plan
For the week of: ______________________________________
Developmental Domain
Personal/Social:
self-awareness,
social/interpersonal skills,
awareness/appreciation of others
Personal/social: communication
& language
Effective Learning:
cognitive competence, problem
solving, mathematical concepts,
or literacy
Gross Motor
Fine Motor
Safety/Health
Learning Outcomes
Activities Planned
HD FS 340 Handbook page 32
For each learning outcome and activity listed in the table above, write a one sentence explanation for
parents explaining what you and/or the infants will do in this activity. Write a second sentence explaining
how this activity will help the child reach this learning outcome. This page should be neatly typed for
display, or for inclusion in a parent newsletter.
Personal/Social:
self-awareness, social/interpersonal skills, awareness/appreciation of others
Personal/social: communication & language
Effective Learning:
cognitive competence, problem solving, mathematical concepts, or literacy
Gross Motor
Fine Motor
Safety/Health
Criteria
Appropriate activity/outcome
links for each domain
Logical explanations linking
activities & outcomes
Clearly written for parents to
understand:
Spelling and grammar
Total
Points
12
6
2
20
Your
assessment
My
assessment
Comments
HD FS 340 Handbook page 33
Nutrition Assignment
Name____________________
This assignment is worth 5 points only if it is turned in by the student on the date indicated in the
syllabus.
Go to the National Network for Child Care web site (www.nncc.org). Choose the Information Station,
and explore the section on nutrition. Choose one article on nutrition for infants or toddlers. Complete the
following information on the article:
A. Title:_______________________________________
Author: _____________________________________
Date: _______________________________________
Review: _____________________________________
B. Choose one of the questions below to answer in the space below. Circle the number of the question
you are answering.
1.
2.
3.
4.
5.
6.
What most struck me about this article is:
The question that I’d most like to ask the author(s) or this article is:
The idea I most take issue with in this article is:
The most crucial point in this article is:
The part of the article that I believe made the most sense to me is:
The part of the article that I believe was most confusing is:
C. Summarize three ideas from this article that will influence your nutritional practices with infants and
toddlers:
1.
2.
3.
HD FS 340 Handbook page 34
HD FS 340 Handbook page 35
Diversity Assignment
Name____________________
This assignment is worth 5 points only if it is turned in by the student at the beginning and end of class on
the date indicated in the syllabus.
Go to the National Network for Child Care web site (www.nncc.org). Choose the Information Station,
and explore the section on diversity. Choose one article on diversity issues in early care and education.
Complete the following information on the article:
A. Title:_______________________________________
Author: _____________________________________
Date: _______________________________________
Review: _____________________________________
B. Choose one of the questions below to answer in the space below. Circle the number of the question
you are answering.
7. What most struck me about this article is:
8. The question that I’d most like to ask the author(s) or this article is:
9. The idea I most take issue with in this article is:
10. The most crucial point in this article is:
11. The part of the article that I believe made the most sense to me is:
12. The part of the article that I believe was most confusing is:
C. Summarize three ideas from this article that will influence your practices related to diversity issues
with infants and toddlers:
1.
2.
3.
HD FS 340 Handbook page 36
HD FS 340 Handbook page 37
Environmental Health & Safety Assignment
Name____________________
This assignment is worth 5 points only if it is turned in by the student at the beginning and end of class
on the date indicated in the syllabus.
Go to the National Resource Center for Health and Safety in Child Care web site (http://nrc.uchsc.edu).
Choose one article on health and safety related to care for infants and toddlersComplete the following
information on the article:
A. Title:_______________________________________
Author: _____________________________________
Date: _______________________________________
Review: _____________________________________
B. Choose one of the questions below to answer in the space below. Circle the number of the question
you are answering.
1.
2.
3.
4.
5.
6.
What most struck me about this article is:
The question that I’d most like to ask the author(s) or this article is:
The idea I most take issue with in this article is:
The most crucial point in this article is:
The part of the article that I believe made the most sense to me is:
The part of the article that I believe was most confusing is:
C. Summarize three ideas from this article that will influence your practices related to diversity issues
with infants and toddlers:
1.
2.
3.
HD FS 340 Handbook page 38
Desired Results and Indicators
Child Desired Result 1: Children are personally and socially competent
Indicator 1:
Children show self-awareness and a positive self-concept
Indicator 2:
Children demonstrate effective social and interpersonal skills
Indicator 3:
Children demonstrate effective self-regulation of their behavior
Indicator 4:
Children show awareness, acceptance, understanding, and appreciation of
others' special needs, gender, family structures, ethnicities, cultures, and
languages
Indicator 5:
Children show growing abilities in communication and language
Child Desired Result 2: Children are effective learners
Indicator 1:
Children are interested in learning new things
Indicator 2:
Children show cognitive competence and problem-solving skills through play
and daily activities
Indicator 3:
Children show interest in real-life mathematical concepts
Indicator 4:
Children demonstrate emerging literacy skills
Child Desired Result 3: Children show physical and motor competence
Indicator 1: Children demonstrate an increased proficiency in motor skills
Child Desired Result 4: Children are safe and healthy
Indicator 1:
Children show an emerging awareness and practice of safe and healthy
behavior
2001. California Department of Education. Reprinted with permission.
California Desired Results Developmental Indicators
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
Child Desired Result 1: Children are personally and socially competent
Indicator 1: Children show self-awareness and a positive self-concept
1. Explores own body (e.g., observes hands, clasps
hands together, explores one hand with the other)
1. Responds with gestures or vocal signals
when name is spoken
1. Recognizes self in mirror or photographs
(e.g., points to or says own name to select
his or her photo from among two or more
photographs)
2. Identifies familiar objects (e.g., body parts;
when prompted, finds clothes, blanket, or toy
by pointing or reaching)
2. Uses names of self and others (e.g., “Me
Joel,” signed or spoken)
3. Shows preferences (e.g., plays with one toy
more than others; reaches, points, or moves
toward desired objects or people)
3. Shows awareness of being seen by
others (e.g., exaggerates or repeats
behavior when he/she notices someone is
watching)
4. Shows appropriate emotions (e.g., smiles,
waves, or claps hands when successful at
completing an activity; shows frustration at
interruption or inability to do something
him/herself)
4. Acts as though he/she is capable of
doing anything (e.g., sweeps the floor with
an adult-sized broom; “I get it,” “Me do it
myself”)
Indicator 2: Children demonstrate effective social and interpersonal skills
2. Signals caregiver for assistance (e.g., cries,
grunts, yells; smiles, gestures, or moves to initiate
social contact)
5. Looks to adult for messages about
appropriate and inappropriate behavior,
frequently checking for caregiver’s presence in
unfamiliar situations (e.g., brings toys from toy
box back to caregiver, follows caregiver around)
5. Periodically checks back with caregiver
for help or reassurance when playing
independently or with peers (e.g., calls or
looks across room for caregiver)
3. Maintains eye contact with person looking at him
or her (e.g., stares back at person looking or trying
to engage him or her, mutually gazes with others)
6. Distinguishes between familiar and
unfamiliar adults (e.g., is at ease around
familiar adults, shows pleasure or relief at
approach of primary caregiver or parent, shows
preference to be comforted by familiar adult)
6. Uses words or actions to request
assistance from familiar adults (e.g., asks
familiar adults for help to get toys or resolve
conflicts with peers)
40
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
4. Shows preference for interacting with familiar
people (e.g., watches or listens for return of
familiar people, can usually be comforted by familiar
adult, nestles into the arms of a familiar adult)
7. Uses physical gestures or sounds to get
help from familiar adults (e.g., tugs on
caregiver; moves, points, or motions to objects
out of reach)
7. With adult direction, finds items needed
for an activity(e.g., uses adult’s suggestions
to find missing pieces to a toy or items
needed for an art activity)
5. Shows interest in other children (e.g., looks at or
turns toward other babies; touches peers’ hair, face,
or other body part)
8. Shows preference among play partners
(e.g., recognizes and shows affection for
familiar peer by hugging, running toward, or
leaning against peer)
8. Approaches or seeks out a particular
peer to be near or play with
9. Plays side-by-side with another child using
same or similar toys (e.g., plays nearby other
child or children using trucks, dolls, or sand at
the same time)
9. Engages in joint exploration and some
peer play (e.g., plays with others in
sandbox, joins in spontaneous small-group
games such as Ring Around the Rosie or
Hokey Pokey)
10. Participates in spontaneous interactions
with peers(e.g., makes faces, imitates silly
actions or sounds)
10. Shows concern for a child who is crying
or in distress (e.g., stops playing after
noticing that another child is hurt)
11. Creates role play, modeling everyday
activities (i.e., being a mommy, daddy, or
baby; vacuuming, sweeping, cooking,
talking on phone)
Indicator 3: Children demonstrate effective self-regulation of their behavior
6. Comforts self by clutching, sucking, or stroking
when tired or stressed (e.g., calms while stroking or
holding soft blanket or toy)
7. Looks intently, gestures, smiles, and/or makes
sounds to start, maintain, or stop social contact
(e.g., squirms, looks away or cries when
uncomfortable; pushes unwanted items away)
11. Comforts self by retrieving familiar objects
or engaging in routines (e.g., holds comfort
blanket or toy; sings or babbles self to sleep)
12. Exhibits the beginnings of impulse
control and self-regulation (e.g., says “No”
when reaching for forbidden object, restrains
self from stepping on a book on the floor)
12. Expresses own needs, such as being
hungry or wanting an object of comfort
13. Anticipates and follows multi-step, daily
routines when prompted (e.g., washes
hands and helps set table at snack time,
helps to pick up and put away blocks at
clean-up time)
41
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
8. Anticipates being lifted or fed and moves body to
participate (e.g., quiets body when picked up,
shapes body to fit adult)
9. Signals when full (e.g., turns head away, pushes
with tongue or hand)
13. Anticipates and participates in routine
activities (e.g., lifts arms towards caregiver to
be picked up; cooperates in dressing)
Indicator 4: Children show awareness, acceptance, understanding, and appreciation of others' special needs, gender, family structures,
ethnicities, cultures, and languages
14. Notices differences (e.g., pats others’
hair, stares at someone who is different)
Indicator 5: Children show growing abilities in communication and language
10. Reacts to human voice (e.g., turns toward
conversations, quiets self, appears to watch or
listen)
14. Turns to look at object when named (e.g.,
ball, person)
15. Understands a variety of simple twostep requests (e.g., “Pick up the book and
bring it here”)
11. Distinguishes familiar voices from other sounds
(e.g., turns towards familiar voices)
15. Understands simple one-step requests
(e.g., when feeding, “Please open your mouth;”
when playing, “Can you get the ball?”)
16. Understands names for common
objects, familiar people, actions, and
expressions (e.g., identifies or points to
people, objects, clothing items, toys, or
actions when they are named)
12. Makes a variety of repetitive sounds or gestures
(e.g., babbles, coos, or uses hand shapes to
express self)
16. Expresses two or three understandable
words (e.g., “ba” for bottle, “mama,” “dada,”
“no,” “bye-bye”)
17. Learns and uses new vocabulary in
everyday experiences
13. Expresses several clearly differentiated cries
(e.g., anger, hunger)
17. Expresses self using gestures,
movements, intonation, or facial expression
(e.g., shakes head “no,” nods “yes;” uses
personalized gesture, smiles, frowns, points)
18. Combines words into simple sentences
(e.g., “Go potty,” “I want to play,” “Keisha
have car”)
14. Uses gestures or signals to indicate needs or
feelings (e.g., kicks feet, waves arms; expresses
pleasure and eagerness with sounds or laughter)
18. Takes turns in back and forth sound play
with caregiver that mimics a conversation (e.g.,
responds to caregiver’s speech by producing
words or by babbling sounds in reply as if
19. Asks and answers simple questions
(e.g., "Go to park now," "Where is
mommy?")
42
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
taking turns in a conversation)
15. Imitates sounds or gestures made by caregiver
(e.g., responds “ba” to caregiver saying “ba,” smiles
in response to caregiver’s smile)
Child Desired Result 2: Children are effective learners
Indicator 1: Children are interested in learning new things
16. Directs attention toward caregiver's face or voice
(e.g., focuses on caregivers face, reaches for
face/voice)
19. Manipulates things in the environment
(e.g., moves towards, bangs, fingers, touches,
and mouths objects)
20. Independently explores the immediate
environment to investigate what is there
(e.g., asks about a new toy he/she finds,
actively searches through collection of toy
cars)
17. Directs attention toward objects by reaching,
grasping, or staring at them
20. Investigates new phenomena (e.g., reaches
out to touch rain, stops play to watch shadow
move)
21. Tries new activities, materials, and
equipment (e.g., shows willingness to try
unfamiliar art materials, musical
instruments, toys)
18. Reacts to new objects, voices, sounds, etc., by
becoming more quiet or active
Indicator 2: Children show cognitive competence and problem-solving skills through play and daily activities
19. Looks for or orients toward dropped object
21. Remembers location of favorite objects
(e.g., asks for objects out of sight, persists in
search for a desired object when it is hidden)
22. Uses familiar objects in combination
(e.g., spoon in bowl, doll in bed, person in
car)
20. Uses more than one sense at one time (e.g.,
uses sight, touch, and hearing by examining and
shaking a toy for the sound; mouthing and banging
a toy)
22. Shows basic awareness of cause and
immediate effects (e.g., opens and closes,
presses key or button to make noise)
23. Acts out simple dramatic play themes
with others (e.g., “You baby, me mommy,”
pretends to be an animal)
21. Acts on an object to make a pleasing sight,
sound or motion continue (e.g., kicks or swats
mobile, continues to bat at object to repeat sound)
23. Uses another object or person as a tool
(e.g., asks to be picked up to reach
something, uses block to get ball from tight
space, pulls string to bring toy within hand
reach)
24. Works simple "insert" puzzles (e.g.,
completes 3-piece simple puzzle, uses
simple shape sorter box)
43
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
24. Understands “more” in reference to food or
play (e.g., uses “more” or responds
appropriately when asked if he/she wants more
crackers, more music, more swinging)
25. Counts to two or three (e.g., recites, “1,
2, 3”)
25. Uses simple nesting or stacking toys (e.g.,
nests 3–4 cups, stacks 3–4 blocks of
graduated size)
26. Imitates counting rhymes or songs
(e.g., Three Little Monkeys; One, Two,
Buckle My Shoe)
26. Understands time words such as “after,”
“before” (e.g., “After we change your diaper, we
will read a story,” “Before we go outside, we
have to put on our coats”)
27. Uses some number words (e.g., asks
for “two,” says there are “three” ants)
27. Explores spatial relationships (e.g.,
attempts to fit own body in boxes or tunnels,
fingers holes in a pegboard, fills and dumps
bucket with toys)
28. Fills and empties containers (e.g., with
sand or water)
28. Groups a few objects by shape, color, or
size (e.g., finds 2 or 3 toys that have the same
simple shape, color, or size)
29. Shows interest in patterns or sequence
(e.g., attempts to use or follow patterns with
materials such as peg boards, magnetic
shapes, stringing beads)
Indicator 3: Children show interest in real-life
mathematical concepts
22. Creates own patterns of self-regulation for
sleeping, eating, and wakeful play
30. Shows some understanding of daily
time sequence (e.g., time to eat, time to go
home, group time, nap time)
31. Matches simple shapes in form boards
and puzzles (e.g., circles, squares,
triangles)
44
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
32. Classifies, labels, and sorts objects by
group (e.g., hard vs. soft, large vs. small,
heavy vs. light; by colors)
33. Arranges objects in lines (e.g., makes a
row of blocks)
Indicator 4: Children demonstrate emerging literacy skills
23. Explores books (e.g., fingers or looks at books
and pictures)
29. Points or makes sounds when looking at
picture books
34. Names objects or actions in pictures or
books
30. Enjoys touching, carrying, and looking at
books
35. Recognizes signs and symbols in the
environment (e.g., identifies stop sign,
identifies label or logo from boxes of favorite
cereal)
31. Brings book to caregiver
36. Memorizes phrases of songs, books,
and rhymes
32. Shows pleasure when read to (e.g.,
vocalizes, smiles, sustains interest)
37. Looks through picture books,
magazines, catalogs, as if he/she is
reading (e.g., turns several pages, makes
sounds that relate to pictures in book, turns
pages at right time)
33. Grasps marker or crayon and makes
marks on paper
38. Scribbles with marker or crayon
39. Names scribbles (tells others about
what scribbles are)
Child Desired Result 3: Children show physical and motor competence
Indicator 1: Children demonstrate an increased proficiency in motor skills
24. Lifts head
34. Sits up
40. Stands and walks on tip toes
45
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
25. Holds head up
35. Crawls or creeps on hands and knees
41. Walks backwards
26. Rolls over
36. Pulls to stand
42. Walks up stairs holding a hand or railing
27. Inches forward or backward on stomach or back
37. Stands and cruises while holding onto
furniture
43. Catches a ball by trapping it with arms
and hands
28. Claps hands
38. Walks alone
44. Pounds object with intent and precision
(e.g., hammers peg with accuracy)
29. Pounds on things with hands
39. Runs
45. Creates simple block structures
30. Kicks at objects
40. Stops and walks backwards a few steps
46. Pushes foot into shoe
31. Holds arms out for jacket or lifts arms so T-shirt
can be taken off
41. Climbs simple structures (e.g., slides,
playground structures)
47. Takes off shoes
32. Brings object to mouth
42. Throws objects
48. Rides tricycle using pedals most of the
time
33. Grasps, releases, re-grasps, and releases
object again
43. Carries objects
49. Uses a paintbrush
34. Exhibits some eye-hand coordination (e.g.,
transfers and manipulates objects with hands)
44. Pushes objects
50. Holds object with one hand and
manipulates it with the other (e.g., winds
music box while holding it, spins lades of
toy helicopter, brushes doll's hair)
35. Follows a slowly moving object with eyes
45. Pulls objects
51. Folds blanket, cloth diaper, or paper
46. Scoots on or rides wheel toys without
pedals
52. Pours liquid from small pitcher or cup
47. Dumps objects from container
46
Young Infants: Birth to Seven Months
Mobile Infants: 8 to 17 Months.
Older Infants: 18 to 35 months
48. Releases objects into container
49. Scoops and rakes with hand to manipulate
or pick up objects, sand, food, etc.
50. Uses thumb and forefinger to pick up small
items
51. Feeds self (e.g., handles cup with minimal
spilling, handles spoon for self-feeding)
Child Desired Result 4: Children are safe and healthy
Indicator 1: Children show an emerging awareness and practice of safe and healthy behavior
52. Washes and dries hands with caregiver
assistance
53. Washes and dries hands without
assistance
53. Can be distracted from unsafe behavior with
verbal limits, physical prompt, or signal from
caregiver (e.g., avoids object if told it is hot,
can be redirected from activity if caregiver
warns about potential danger)
54. Uses tissue to wipe nose with help
55. Tries some new foods
56. Pays attention to safety instructions
(e.g., cooperates when told, “I need to hold
your hand while we cross the street”)
2001. California Department of Education. Reprinted with permission.
47
Child Desired Result 1: Children are personally and socially
competent
Indicator 1:
concept
Children show self-awareness and a positive self-
1. Explores own body (e.g., observes hands, clasps hands together, explores
one hand with the other)
Indicator 2: Children demonstrate effective social and
interpersonal skills
2. Signals caregiver for assistance (e.g., cries, grunts, yells; smiles, gestures,
or moves to initiate social contact)
3. Maintains eye contact with person looking at him or her (e.g., stares back at
person looking or trying to engage him or her, mutually gazes with others)
4. Shows preference for interacting with familiar people (e.g., watches or
listens for return of familiar people, can usually be comforted by familiar adult,
nestles into the arms of a familiar adult)
5. Shows interest in other children (e.g., looks at or turns toward other babies;
touches peers’ hair, face, or other body part)
Integrated
Emerging
Result: Domain: Indicators
Not Yet
California Desired Results Developmental Profile: Young Infants: (Birth to 7 months)
(Adapted)
Observations
Indicator 3: Children demonstrate effective self-regulation of
their behavior
6. Comforts self by clutching, sucking, or stroking when tired or stressed (e.g.,
calms while stroking or holding soft blanket or toy)
7. Looks intently, gestures, smiles, and/or makes sounds to start, maintain, or
stop social contact (e.g., squirms, looks away or cries when uncomfortable;
pushes unwanted items away)
8. Anticipates being lifted or fed and moves body to participate (e.g., quiets
body when picked up, shapes body to fit adult)
9. Signals when full (e.g., turns head away, pushes with tongue or hand)
Indicator 4: Children show awareness, acceptance,
understanding, and appreciation of others' special needs,
gender, family structures, ethnicities, cultures, and languages
Indicator 5: Children show growing abilities in communication
and language
10. Reacts to human voice (e.g., turns toward conversations, quiets self,
appears to watch or listen)
11. Distinguishes familiar voices from other sounds (e.g., turns towards familiar
voices)
12. Makes a variety of repetitive sounds or gestures (e.g.,babbles, coos, or
uses hand shapes to express self)
Integrated
Emerging
Result: Domain: Indicators
Not Yet
48
Observations
13. Expresses several clearly differentiated cries (e.g., anger, hunger)
14. Uses gestures or signals to indicate needs or feelings (e.g., kicks feet,
waves arms; expresses pleasure and eagerness with sounds or laughter)
15. Imitates sounds or gestures made by caregiver (e.g., responds “ba” to
caregiver saying “ba,” smiles in response to caregiver’s smile)
Child Desired Result 2: Children are effective learners
Indicator 1:
Children are interested in learning new things
16. Directs attention toward caregiver's face or voice (e.g.,focuses on
caregivers face, reaches for face/voice)
17. Directs attention toward objects by reaching, grasping, or staring at them
18. Reacts to new objects, voices, sounds, etc., by becoming more quiet or
active
Indicator 2: Children show cognitive competence and problemsolving skills through play and daily activities
19. Looks for or orients toward dropped object
20. Uses more than one sense at one time (e.g., uses sight, touch, and
hearing by examining and shaking a toy for the sound; mouthing and banging a
toy)
Integrated
Emerging
Result: Domain: Indicators
Not Yet
49
Observations
21. Acts on an object to make a pleasing sight, sound or motion continue
(e.g., kicks or swats mobile, continues to bat at object to repeat sound)
Indicator 3:
concepts
Children show interest in real-life mathematical
22. Creates own patterns of self-regulation for sleeping, eating, and wakeful
play
Indicator 4:
Children demonstrate emerging literacy skills
23. Explores books (e.g., fingers or looks at books and pictures)
Child Desired Result 3: Children show physical and motor
competence
Indicator 1: Children demonstrate an increased proficiency in
motor skills
24. Lifts head
25. Holds head up
26. Rolls over
27. Inches forward or backward on stomach or back
28. Claps hands
29. Pounds on things with hands
Integrated
Emerging
Result: Domain: Indicators
Not Yet
50
Observations
30. Kicks at objects
31. Holds arms out for jacket or lifts arms so T-shirt can be taken off
32. Brings object to mouth
33. Grasps, releases, re-grasps, and releases object again
34. Exhibits some eye-hand coordination (e.g., transfers and manipulates
objects with hands)
35. Follows a slowly moving object with eyes
2001. California Department of Education. Reprinted with permission.
Integrated
Emerging
Result: Domain: Indicators
Not Yet
51
Observations
52
Child Desired Result 1: Children are personally and socially
competent
Indicator 1: Children show self-awareness and a positive self-concept
1. Responds with gestures or vocal signals when name is spoken
2. Identifies familiar objects (e.g., body parts; when prompted, finds clothes, blanket,
or toy by pointing or reaching)
3. Shows preferences (e.g., plays with one toy more than others; reaches, points, or
moves toward desired objects or people)
4. Shows appropriate emotions (e.g., smiles, waves, or claps hands when successful
at completing an activity; shows frustration at interruption or inability to do something
him/herself)
Indicator 2: Children demonstrate effective social and interpersonal
skills
5. Looks to adult for messages about appropriate and inappropriate behavior,
frequently checking for caregiver’s presence in unfamiliar situations (e.g., brings toys
from toy box back to caregiver, follows caregiver around)
6. Distinguishes between familiar and unfamiliar adults (e.g., is at ease around
familiar adults, shows pleasure or relief at approach of primary caregiver or parent,
shows preference to be comforted by familiar adult)
Integrated
Emerging
Result: Domain: Indicator
Not Yet
California Desired Results Developmental Profile: Mobile Infants: (8 to 17 mos. ) (Adapted)
Observation
7. Uses physical gestures or sounds to get help from familiar adults (e.g., tugs on
caregiver; moves, points, or motions to objects out of reach)
8. Shows preference among play partners (e.g., recognizes and shows affection for
familiar peer by hugging, running toward, or leaning against peer)
9. Plays side-by-side with another child using same or similar toys (e.g., plays
nearby other child or children using trucks, dolls, or sand at the same time)
10. Participates in spontaneous interactions with peers(e.g., makes faces, imitates
silly actions or sounds)
Indicator 3: Children demonstrate effective self-regulation of their
behavior
11. Comforts self by retrieving familiar objects or engaging in routines (e.g., holds
comfort blanket or toy; sings or babbles self to sleep)
12. Expresses own needs, such as being hungry or wanting an object of comfort
13. Anticipates and participates in routine activities (e.g., lifts arms towards caregiver
to be picked up; cooperates in dressing)
Indicator 4: Children show awareness, acceptance, understanding,
and appreciation of others' special needs, gender, family structures,
ethnicities, cultures, and languages
Indicator 5: Children show growing abilities in communication and
language
Integrated
Emerging
Result: Domain: Indicator
Not Yet
53
Observation
14. Turns to look at object when named (e.g., ball, person)
15. Understands simple one-step requests (e.g., when feeding, “Please open your
mouth;” when playing, “Can you get the ball?”)
16. Expresses two or three understandable words (e.g., “ba” for bottle, “mama,”
“dada,” “no,” “bye-bye”)
17. Expresses self using gestures, movements, intonation, or facial expression (e.g.,
shakes head “no,” nods “yes;” uses personalized gesture, smiles, frowns, points)
18. Takes turns in back and forth sound play with caregiver that mimics a
conversation (e.g., responds to caregiver’s speech by producing words or by
babbling sounds in reply as if taking turns in a conversation)
Child Desired Result 2: Children are effective learners
Indicator 1: Children are interested in learning new things
19. Manipulates things in the environment (e.g., moves towards, bangs, fingers,
touches, and mouths objects)
20. Investigates new phenomena (e.g., reaches out to touch rain, stops play to watch
shadow move)
Indicator 2: Children show cognitive competence and problemsolving skills through play and daily activities
21. Remembers location of favorite objects (e.g., asks for objects out of sight,
persists in search for a desired object when it is hidden)
Integrated
Emerging
Result: Domain: Indicator
Not Yet
54
Observation
22. Shows basic awareness of cause and immediate effects (e.g., opens and closes,
presses key or button to make noise)
23. Uses another object or person as a tool (e.g., asks to be picked up to reach
something, uses block to get ball from tight space, pulls string to bring toy within
hand reach)
Indicator 3: Children show interest in real-life mathematical concepts
24. Understands “more” in reference to food or play (e.g., uses “more” or responds
appropriately when asked if he/she wants more crackers, more music, more
swinging)
25. Uses simple nesting or stacking toys (e.g., nests 3–4 cups, stacks 3–4 blocks
of graduated size)
26. Understands time words such as “after,” “before” (e.g., “After we change your
diaper, we will read a story,” “Before we go outside, we have to put on our coats”)
27. Explores spatial relationships (e.g., attempts to fit own body in boxes or tunnels,
fingers holes in a pegboard, fills and dumps bucket with toys)
28. Groups a few objects by shape, color, or size (e.g., finds 2 or 3 toys that have
the same simple shape, color, or size)
Indicator 4: Children demonstrate emerging literacy skills
29. Points or makes sounds when looking at picture books
30. Enjoys touching, carrying, and looking at books
Integrated
Emerging
Result: Domain: Indicator
Not Yet
55
Observation
31. Brings book to caregiver
32. Shows pleasure when read to (e.g., vocalizes, smiles, sustains interest)
33. Grasps marker or crayon and makes marks on paper
Child Desired Result 3: Children show physical and motor
competence
Indicator 1: Children demonstrate an increased proficiency in motor
skills
34. Sits up
35. Crawls or creeps on hands and knees
36. Pulls to stand
37. Stands and cruises while holding onto furniture
38. Walks alone
39. Runs
40. Stops and walks backwards a few steps
41. Climbs simple structures (e.g., slides, playground structures)
42. Throws objects
Integrated
Emerging
Result: Domain: Indicator
Not Yet
56
Observation
43. Carries objects
44. Pushes objects
45. Pulls objects
46. Scoots on or rides wheel toys without pedals
47. Dumps objects from container
48. Releases objects into container
49. Scoops and rakes with hand to manipulate or pick up objects, sand, food, etc.
50. Uses thumb and forefinger to pick up small items
51. Feeds self (e.g., handles cup with minimal spilling, handles spoon for selffeeding)
Child Desired Result 4: Children are safe and healthy
Indicator 1: Children show an emerging awareness and practice of
safe and healthy behavior
52. Washes and dries hands with caregiver assistance
53. Can be distracted from unsafe behavior with verbal limits, physical prompt, or
signal from caregiver (e.g., avoids object if told it is hot, can be redirected from
activity if caregiver warns about potential danger)
Integrated
Emerging
Result: Domain: Indicator
Not Yet
57
Observation
58
2001. California Department of Education. Reprinted with permission.
59
Child Desired Result 1: Children are personally and
socially competent
Indicator 1: Children show self-awareness and a
positive self-concept
1. Recognizes self in mirror or photographs (e.g., points to or
says own name to select his or her photo from among two or
more photographs)
2. Uses names of self and others (e.g., “Me Joel,” signed or
spoken)
3. Shows awareness of being seen by others (e.g.,
exaggerates or repeats behavior when he/she notices someone
is watching)
4. Acts as though he/she is capable of doing anything (e.g.,
sweeps the floor with an adult-sized broom; “I get it,” “Me do it
myself”)
Indicator 2: Children demonstrate effective social
and interpersonal skills
5. Periodically checks back with caregiver for help or
reassurance when playing independently or with peers (e.g.,
calls or looks across room for caregiver)
Integrated
Emerging
Result: Domain: Indicator
Not yet
California Desired Results Developmental Profile: Older Infants: (18 to 35 mos. ) (Adapted)
Observation
6. Uses words or actions to request assistance from familiar
adults (e.g., asks familiar adults for help to get toys or resolve
conflicts with peers)
7. With adult direction, finds items needed for an activity (e.g.,
uses adult’s suggestions to find missing pieces to a toy or
items needed for an art activity)
8. Approaches or seeks out a particular peer to be near or play
with
9. Engages in joint exploration and some peer play (e.g., plays
with others in sandbox, joins in spontaneous small-group
games such as Ring Around the Rosie or Hokey Pokey)
10. Shows concern for a child who is crying or in distress (e.g.,
stops playing after noticing that another child is hurt)
11. Creates role play, modeling everyday activities (i.e., being a
mommy, daddy, or baby; vacuuming, sweeping, cooking,
talking on phone)
Indicator 3: Children demonstrate effective selfregulation of their behavior
12. Exhibits the beginnings of impulse control and selfregulation (e.g., says “No” when reaching for forbidden object,
restrains self from stepping on a book on the floor)
Integrated
Emerging
Result: Domain: Indicator
Not yet
60
Observation
13. Anticipates and follows multi-step, daily routines when
prompted (e.g., washes hands and helps set table at snack
time, helps to pick up and put away blocks at clean-up time)
Indicator 4: Children show awareness, acceptance,
understanding, and appreciation of others' special
needs, gender, family structures, ethnicities,
cultures, and languages
14. Notices differences (e.g., pats others’ hair, stares at
someone who is different)
Indicator 5: Children show growing abilities in
communication and language
15. Understands a variety of simple two-step requests (e.g.,
“Pick up the book and bring it here”)
16. Understands names for common objects, familiar people,
actions, and expressions (e.g., identifies or points to people,
objects, clothing items, toys, or actions when they are named)
17. Learns and uses new vocabulary in everyday experiences
18. Combines words into simple sentences (e.g., “Go potty,” “I
want to play,” “Keisha have car”)
19. Asks and answers simple questions (e.g., "Go to park
now," "Where is mommy?")
Integrated
Emerging
Result: Domain: Indicator
Not yet
61
Observation
Child Desired Result 2: Children are effective
learners
Indicator 1: Children are interested in learning new
things
20. Independently explores the immediate environment to
investigate what is there (e.g., asks about a new toy he/she
finds, actively searches through collection of toy cars)
21. Tries new activities, materials, and equipment (e.g., shows
willingness to try unfamiliar art materials, musical instruments,
toys)
Indicator 2: Children show cognitive competence
and problem-solving skills through play and daily
activities
22. Uses familiar objects in combination (e.g., spoon in bowl,
doll in bed, person in car)
23. Acts out simple dramatic play themes with others (e.g.,
“You baby, me mommy,” pretends to be an animal)
24. Works simple "insert" puzzles (e.g., completes 3-piece
simple puzzle, uses simple shape sorter box)
Indicator 3: Children show interest in real-life
mathematical concepts
Integrated
Emerging
Result: Domain: Indicator
Not yet
62
Observation
25. Counts to two or three (e.g., recites, “1, 2, 3”)
26. Imitates counting rhymes or songs (e.g., Three Little
Monkeys; One, Two, Buckle My Shoe)
27. Uses some number words (e.g., asks for “two,” says there
are “three” ants)
28. Fills and empties containers (e.g., with sand or water)
29. Shows interest in patterns or sequence (e.g., attempts to
use or follow patterns with materials suchas peg boards,
magnetic shapes, stringing beads)
30. Shows some understanding of daily time sequence(e.g.,
time to eat, time to go home, group time, nap time)
31. Matches simple shapes in form boards and puzzles(e.g.,
circles, squares, triangles)
32. Classifies, labels, and sorts objects by group (e.g.,hard vs.
soft, large vs. small, heavy vs. light; by colors)
33. Arranges objects in lines (e.g., makes a row ofblocks)
Indicator 4: Children demonstrate emerging literacy
skills
34. Names objects or actions in pictures or books
Integrated
Emerging
Result: Domain: Indicator
Not yet
63
Observation
35. Recognizes signs and symbols in the environment(e.g.,
identifies stop sign, identifies label or logo fromboxes of favorite
cereal)
36. Memorizes phrases of songs, books, and rhymes
37. Looks through picture books, magazines, catalogs, as if
he/she is reading (e.g., turns several pages, makes sounds
that relate to pictures in book, turns pages at right time)
38. Scribbles with marker or crayon
39. Names scribbles (tells others about what scribbles are)
Child Desired Result 3: Children show physical and
motor competence
Indicator 1: Children demonstrate an increased
proficiency in motor skills
40. Stands and walks on tip toes
41. Walks backwards
42. Walks up stairs holding a hand or railing
43. Catches a ball by trapping it with arms and hands
44. Pounds object with intent and precision (e.g.,hammers peg
with accuracy)
Integrated
Emerging
Result: Domain: Indicator
Not yet
64
Observation
45. Creates simple block structures
46. Pushes foot into shoe
47. Takes off shoes
48. Rides tricycle using pedals most of the time
49. Uses a paintbrush
50. Holds object with one hand and manipulates it withthe other
(e.g., winds music box while holding it, spins blades of toy
helicopter, brushes doll's hair)
51. Folds blanket, cloth diaper, or paper
52. Pours liquid from small pitcher or cup
Child Desired Result 4: Children are safe and
healthy
Indicator 1: Children show an emerging awareness
and practice of safe and healthy behavior
53. Washes and dries hands without assistance
54. Uses tissue to wipe nose with help
55. Tries some new foods
Integrated
Emerging
Result: Domain: Indicator
Not yet
65
Observation
56. Pays attention to safety instructions (e.g., cooperates when
told, “I need to hold your hand while we cross the street”)
2001. California Department of Education. Reprinted with permission.
Integrated
Emerging
Result: Domain: Indicator
Not yet
66
Observation