INFANTS And TODDLERS Pennsylvania Learning Standards
INFANTS and TODDLERSPennsylvania Learning Standards for Early ChildhoodTable of ContentsIntroduction. 6Uses for the Early Learning Standards . 7Infant and Toddler Learning: Essential Points to Consider . 8The Early Learning Standards for Infants and Toddlers Format . 11Guiding Principles . 15Terms and Definitions. 17Birth to Three Months. 18Approaches to Learning and Cognitive Development. 18Standard AL 1: Demonstrate initiative, curiosity, and imagination. . 18Standard AL 3: Demonstrate reasoning, problem solving, and persistence. . 19Communication and Emerging Literacy. 20Receptive Communication. 20Standard RC 1.6: Develop and expand listening and understanding skills. . 20Expressive Communication . 21Standard EC 1.6A: Engage in non-verbal communication. 21Standard EC 1.6B: Engage in verbal communication. . 21Emerging Literacy . 22Standard EL 1.1A: Respond to early literacy experiences such as storytelling, nursery rhymes, songs, and finger plays. 22Standard EL1.1B: Demonstrate interest in pictures, books, and environmental print. 22Standard EL 1.1 C: Demonstrate beginning book handling skills. 23Creative Expression . 24Standard CE 9.1: Respond to a variety of sensual art forms. . 24Standard CE 9.2: Respond to music. . 24Standard CE 9.3: Participate in a variety of dramatic play experiences. 25Physical and Motor Development. 26Infant-Toddler StandardsFinal 4/5/071
Standard PM 10.4: Develop gross motor coordination. 26Standard PM 10.5: Develop fine motor control. 26Social, Emotional, and Personal Development. 27Standard SEP 3.2 a: Develop emotional expressions. . 27Standard SEP 3.3: Exhibit pro-social behavior and develop social interactions with peers. 27Standard SEP 3.2 b: Develop self regulation and self control skills. . 27Standard SEP 1: Demonstrate dyadic synchrony and reciprocity in interactions with adults. . 28Three to Nine Months . 29Approaches to Learning and Cognitive Development. 29Standard AL 1: Demonstrate initiative, curiosity, and imagination. . 29Standard AL 3: Demonstrate reasoning, problem solving, and persistence. . 30Communication and Emerging Literacy. 31Receptive Communication. 31Standard RC 1.6: Develop and expand listening and understanding skills. . 31Expressive Communication . 32Standard EC 1.6 a: Engage in non-verbal communication. . 32Standard EC 1.6 b: Engage in verbal communication. . 33Emerging Literacy . 34Standard EL 1.1 a: Respond to early literacy experiences such as storytelling, nursery rhymes, songs, and finger plays. . 34Standard EL 1.1 b: Demonstrate interest in pictures, books, and environmental print. . 34Standard EL 1.1c: Demonstrate beginning book handling skills. 35Creative Expression . 36Standard CE 9.1: Recognize a variety of sensual art forms. 36Standard CE 9.2: Respond to music. . 36Standard CE 9.3: Participate in a variety of dramatic play experiences. 37Physical and Motor Development. 38Standard PM 10.4: Develop gross motor coordination. 38Standard PM 10.5: Develop fine motor control. 39Social, Emotional, and Personal Development. 40Standard SEP 3.2 a: Develop emotional expressions. . 40Standard SEP 3.3: Exhibit pro-social behavior and develop interactions with peers. 41Infant-Toddler StandardsFinal 4/5/072
Standard SEP 3.2 b and PS 2: Develop self-regulation, self control, and self help skills. . 41Standard SEP 1: Demonstrate dyadic synchrony and reciprocity in interactions with adults. . 42Nine to Eighteen Months . 43Approaches to Learning Cognitive Development. 43Standard AL 1: Demonstrate initiative, curiosity, and imagination. . 43Standard AL 3: Demonstrate reasoning and problem solving. . 44Communication and Emerging Literacy. 45Receptive Communication. 45Standard RC 1.6: Develop and expand listening and understanding skills. . 45Expressive Communication . 46Standard EC 1.6 a: Engage in non-verbal communication. . 46Standard EC 1.6 b: Engage in verbal communication. . 47Emerging Literacy . 48Standard EL 1.1 a: Respond to early literacy experiences such as storytelling, nursery rhymes, songs, and finger plays. . 48Standard EL 1.1 b: Demonstrate interest in pictures, books, and environmental print. . 49Standard EL 1.1 c: Demonstrate beginning book handling skills. 50Creative Expression . 51Standard CE 9.1: Use a variety of sensual art forms. . 51Standard CE 9.2: Express self through music and movement. . 51Standard CE 9.3: Participate in a variety of dramatic play experiences. 52Physical and Motor Development. 54Standard PM 10.4: Develop gross motor coordination. 54Standard PM 10.5: Develop fine motor control. 55Social, Emotional, and Personal Development. 56Standard SEP 3.2 a: Develop emotional expressions. . 56Standard SEP 3.3: Exhibit pro-social behavior and develop interactions with peers. 57Standard SEP 3.2 b., PS 1, and PS 2: Develop self-regulation, self control, and self help skills. 57Standard SEP 1: Demonstrate dyadic synchrony and reciprocity in interactions with adults. . 59Eighteen Months to Two Years (24 Months) . 60Approaches to Learning and Cognitive Development. 60Standard AL 1: Demonstrate initiative, curiosity, and imagination. . 60Infant-Toddler StandardsFinal 4/5/073
Standard AL 3: Demonstrate reasoning and problem solving. . 60Communication and Emerging Literacy. 63Receptive Communication. 63Standard RC 1.6: Develop and expand listening and understanding skills. . 63Expressive Communication . 64Standard EC 1.6 a: Engage in non-verbal communication. . 64Standard EC 1.6 b: Engage in verbal communication. . 64Emerging Literacy . 66Standard EL 1.1 a: Respond to early literacy experiences such as storytelling, nursery rhymes, songs, and finger plays. . 66Standard EL 1.1 b: Demonstrate interest in pictures, books, and environmental print. . 67Standard EL 1.1 c: Demonstrates beginning book handling skills. . 68Creative Expression . 69Standard CE 9.1 and 9.4: Recognize and use a variety of sensual art forms. 69Standard CE 9.2: Express self through music and movement. . 70Standard CE 9.3: Participate in a variety of dramatic play experiences. 71Physical and Motor Development. 72Standard PM 10.4: Develop gross motor coordination. 72Standard PM 10.5: Develop fine motor control. 73Social, Emotional, and Personal Development. 74Standard SEP 3.2 a: Develop emotional expressions. . 74Standard SEP 3.2 b and PS 2: Develop self-regulation, self control, and self help skills. . 74Two Years (24 Mos.) to Three Years (36 Mos.). 75Approaches to Learning and Cognitive Development. 75Standard AL 1: Demonstrate initiative, curiosity, and imagination. . 75Standard AL 3: Demonstrate reasoning and problem solving. . 77Communication and Emerging Literacy. 79Receptive Communication. 79Standard RC 1.6: Develop and expand listening and understanding skills. . 79Expressive Communication . 80Standard EC 1.6 a: Engage in non-verbal communication. . 80Standard EC 1.6 b: Engage in verbal communication. . 81Infant-Toddler StandardsFinal 4/5/074
Emerging Literacy . 82Standard EL 1.1 a: Respond to early literacy experiences such as storytelling, nursery rhymes, songs, and finger plays. . 82Standard EL 1.1 b: Demonstrate interest in pictures, books, and environmental print. . 83Standard EL 1.1 c: Demonstrate beginning book handling skills. 84Creative Expression . 85Standard CE 9.1: Use a variety of sensual art forms. . 85Standard CE 9.2: Express self through music and movement. . 86Standard CE 9.3: Participate in a variety of dramatic play experiences. 87Physical and Motor Development. 88Standard 10.4: Develop gross motor control. . 88Standard PM 10.5: Develop fine motor control. 89Social, Emotional, and Personal Development. 90Standard SEP 3.2 a: Develop emotional expressions. . 90Standard SEP 3.3: Exhibit pro-social behavior and develop interactions with peers. 91Standard SEP 3.2 b and PS 2: Develop self-regulation, self control, and self help skills. . 92Standard SEP 1: Demonstrate dyadic synchrony and reciprocity in interactions with adults. . 93Family, Early Learning Settings and Community Partnerships. 94Standard PS 1: Help families advance infant/toddler learning. . 94Standard PS 2: Use screenings and assessments to advance infant/toddler development and learning. . 96Standard PS 6: Connect parents with community services. 97Standard PS 4: Help parents transition their infants/toddlers. . 100Standard PS 5: Parents provide input on program services and procedures. 101Committee Participants. 102Resources . 109Infant-Toddler StandardsFinal 4/5/075
IntroductionOver 30 years of research confirms the foundational importance of early learning for children’s school and life success. AsPennsylvania seeks to emphasize its early learning programs, a standards-based approach to programs serving children birth to threeyears of age is vital. Infants are born with an incredible capacity and desire to learn. The largest portion of brain development occursbetween birth and three years with approximately 85% of the brain’s core structure developed by the time a young child is three-yearsold. It is critical that their first steps are in the right direction. Research-based standards are essential to building the foundation for astrong start—one that effectively provides infants and toddlers with skills and gives them the confidence to stay the course, graduatefrom high school or college, and contribute productively to communities and workplaces.The Pennsylvania Early Learning Standards for Infants and Toddlers were developed as a joint project of the Department of Educationand the Department of Public Welfare’s Office of Child Development and Early Learning (OCDEL) and Office of Mental Health andSubstance Abuse Services (OMHSAS) as part of Governor Rendell’s commitment to early childhood education and care. The EarlyLearning Standards for Infants and Toddlers are meant to guide the development of programs serving children birth to three years ofage programs and were developed by a Task Force consisting of early childhood practitioners and administrators, policy analysts andresearchers, and university faculty. The Task Force membership is listed in Appendix A. The document is meant to guide decisionsabout curricula and assessments but is not meant to be used as a curriculum or assessment as written. Support for the development ofthe standards was provided through the national Build Initiative, which is a multi-state partnership that helps states construct acoordinated system of programs and policies that responds to the needs of young children. The document includes early learningstandards, indicators of early learning, examples of how infants/toddlers demonstrate the learning, and suggested practices that adultscan use to support the development of the skills.Infant-Toddler StandardsFinal 4/5/076
Uses for the Early Learning StandardsThe Pennsylvania Early Learning Standards for Infants and Toddlers are designed as a framework for quality in programs servingchildren birth to three years of age and to provide guidance about what infants and toddlers generally should know or be able to dowithin specific age ranges. The Standards are inclusive of all infants and toddlers. If an infant/toddler has a known disability, use ayounger age range to identify what the child is capable of doing and Supportive Practices that practitioners can use to help the skillsdevelop. The Standards can be used to: Inform teachers and administrators about curriculum and assessment and to guide the selection of program materials; Inform parents of appropriate expectations for infants and toddlers; and Support community early learning partnerships by providing a common framework for discussions about curriculum,assessment, and transition between programs.The Early Learning Standards are NOT meant to be used: As a specific curriculum or to mandate specific teaching practices and materials or To assess the competence of infants/toddlers or teachers.Infant-Toddler StandardsFinal 4/5/077
Infant and Toddler Learning: Essential Points to ConsiderThe Pennsylvania Infant and Toddler Standards outline the growth and development of the child by listing indicators that are skill- andage-specific. However, infants and toddlers are complex human beings whose potential for growth and development are impacted by avariety of factors. In order for early learning practitioners to create environments that maximize each child's potential for growth anddevelopment, practitioners need to have an understanding of the both the Standards and Indicators and these Essential Points toConsider. Most importantly, practitioners need to become highly skilled in adapting daily practices with infants and toddlers inresponse to the current knowledge base in the field and any future research. Excellent early learning requires practitioners to makejudgments and decisions on how to interact with infants and toddlers with a profound respect for the complexity of humandevelopment. Therefore, Pennsylvania asks that you not only consider these essential points but also become knowledgeable enoughabout each of them to analyze how they impact every child in your care and subsequently, your methods and strategies for supportingeach child's growth and development.Healthy at BirthInfants who are born healthy have a significant advantage to maximize early learning opportunities throughout their childhood. Thus,it is essential to provide good prenatal care as early and consistently as possible. Good prenatal care reduces the incidence ofpremature birth and low birth weight, which have been linked to learning challenges later in childhood. Children who are exposed todrugs, such as nicotine, alcohol, and illegal substances, in utero tend to fall behind their unexposed peers in social, behavioral, andacademic domains later in childhood. In short, good prenatal development that results in healthy births is a key ingredient to helpinfants and toddlers meet early learning standards.Brain ResearchThe infant/toddler period is the time of fastest brain growth and development in a human’s life. A newborn's brain is about 25 percento
Infant and Toddler Learning: Essential Points to Consider The Pennsylvania Infant and Toddler Standards outline the growth and development of the child by listing indicators that are skill- and age-specific. However, infants and toddlers are complex human beings who
technology and infants and toddlers . This is not an exhaustive list of references, but a guide to help think about what content to include when designing coursework. The articles are organized by the two content areas—Technology in the Lives of Infants and Toddlers and Technology Learning and Development—which are tied to the
Art Experiences for Infants and Toddlers Lisa Terreni Because infant and toddler development is so focussed on sensory and physical learning, there is a presumption by many that art experiences for infants and toddlers are not particularly useful to their development. However, observing the fierce concentration of an under two year old engaged in
Locate the three foundation volumes and The Guide to The Creative Curriculum for Infants, Toddlers & Twos in Box 1. Review The Guide to The Creative Curriculum for Infants, Toddlers & Twos to refresh your knowledge of the components of the curriculum. Review the table of conte
infants, toddlers and preschool children. A. Administrator’s Role . The transportation supervisor (or designee) should be responsible for the supervision of transportation services for infants, toddlers and pre-school children. It is essential that this individual be knowledgea
Herb Garden Activities Appropriate for Infants/Toddlers and Connections to the Wisconsin Model Early Learning Standards Activity 1 - Sensory Exploration Allow infants and toddlers to see into the containers as the plants grow and talk about the changes. Take some leaves or a sprig of the herb and invite the infants to touch and play
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3) with Michigan's Early Childhood Standards of Quality This document aligns the content from the Early Development and Learning Strands for Infants and Toddlers in Michigan's Early Childhood Standards of Quality for Infants and Toddler Programs [revised 2013] and Early Learning
Infants should to be taken there by their caregivers, while toddlers may be directed to these areas to ppylay. Explain to children that they need so me shade time so they can be safe from sunburn and skin damage. Important: Infants under 6 months of age should not be exposed to direct sunlight or reflected sun rays.
Software development is a source of security vulnerabilities. Software-developing organizations therefore need to pay at-tention to security and apply secure development practices. However, managing software development is a challenge in itself even without the added complexity of security work. Agile methodologies like Scrum are commonly .
