Post on 31-Dec-2020
Page 1 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Correlation Chart
New Mexico Early Learning Guidelines for Infants and Toddlers
Alignment with FunShine Online® Curriculum, by FunShine Express®. Ages 0-36 months.
New Mexico Early Learning Guidelines for Infants and Toddlers
FunShine Express® FunShine Online®
Learning Goals and Objectives
Beginning to Know About Ourselves and Others Social/Emotional Development
Self Regulation Self-Regulation, Self-Awareness, Communicating, Self-Reglation
Birth to 8 Months
• Expresses feelings• Begins to regulate feelings and impulses• Begins to develop some regulated patterns
SE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesSE14 Begins to manage own behavior and show self-regulation
6 to 18 Months
• Expresses a variety of emotions• Regulates emotions and behaviors with adult
support• Expresses own needs• Follows simple routines and rules in group setting
with educator support
SE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesL3 Uses sounds, gestures, or actions to express needs and wantsSE17 Understands simple routines, rules or limitations
16 to 24 Months
• Begins to recognize feelings in self and others• Demonstrates different emotions or moods• Shows more, but still limited, self-regulation• Shows comfort in daily routines and activities
SE7 Begins to recognize and respond to other children’s feelings and emotionsSE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesSE14 Begins to manage own behavior and show self-regulationSE17 Understands simple routines, rules or limitations
Page 2 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
24 to 36 Months
• Demonstrates an increasing ability to recognize feelings of self and others
• Begins to use strategies to regulate own emotions
• Begins to manage changes in emotional state• Is increasingly able to regulate behavior
SE7 Begins to recognize and respond to other children’s feelings and emotionsSE14 Begins to manage own behavior and show self-regulationSE15 Shows ability to cope with stress
Self-Awareness Wellness, Self-Awareness
Birth to 8 Months
• Shows beginning awareness of own body• Shows beginning awareness of personal
characteristics and those of others• Shows beginning awareness of own abilities
PH11 Becomes more aware of own bodySE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities
6 to 18 Months
• Shows awareness of self as an individual• Shows awareness of own abilities• Shows beginning understanding of
accomplishments• Begins to use abilities in interactions
SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities
16 to 24 Months
• Begins to demonstrate behaviors that reflect self-concept
• Shows increased awareness of own abilities• Displays assertiveness
SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities
24 to 36 Months
• Demonstrates behaviors that reflect self-concept• Demonstrates selfconfidence; learns to do things
by self• Shows awareness of self as part of a group
SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities
Page 3 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Relationships with Adults Trust, Relationships
Birth to 8 Months
• Shows responsiveness toward primary caregivers
• Participates in interactions• Initiates contact with regular caregivers• Establishes and maintains rhythmic interactions
with caregiver
SE1 Engages in behaviors that build relationships with familiar adults
6 to 18 Months
• Begins to solidify relationships with adults• Reacts differently toward familiar and unfamiliar• adults• Demonstrates increasing responsiveness in
interactions with others• Begins to take turns with caregiver during play
SE1 Engages in behaviors that build relationships with familiar adultsSE2 Responds differently to familiar and unfamiliar adults
16 to 24 Months
• Continues to need the emotional security of a trusted adult
• Continues to show caution around unfamiliar adults
• Demonstrates increased reciprocity in relationships with adults
SE4 Shows emotional connection and attachment to othersSE2 Responds differently to familiar and unfamiliar adultsSE1 Engages in behaviors that build relationships with familiar adults
24 to 36 Months
• Trusts and interacts comfortably with familiar adults
• Establishes relationships with consistent adults other than primary caregiver
• Begins to imitate or portray roles and relationships
SE4 Shows emotional connection and attachment to othersSE2 Responds differently to familiar and unfamiliar adultsSE1 Engages in behaviors that build relationships with familiar adultsSE10 Uses imitation or pretend play to learn new roles and relationships
Page 4 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Relationships with Peers Relationships, Communicating
Birth to 8 Months
• Shows awareness of other children• Begins to interact with peers• Shows enjoyment in interaction with other
children
SE5 Shows interest in and awareness of other childrenSE6 Responds to and interacts with other children
6 to 18 Months
• Begins to relate to other children• Demonstrates interest and enjoyment in
interactions• Exhibits prosocial behaviors• Demonstrates beginning interaction skills with
peers
SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotions
16 to 24 Months
• B Demonstrates increased interest and frustration with other children
• Acts on increased awareness of other children’s feelings
• Demonstrates increasing interaction skills with peers
SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotions
24 to 36 Months
• Demonstrates ability to interact with an increasing number of children
• Uses beginning negotiation skills with other children
• Begins to use words in social situations with peers
• Participates positively in activities with more than one other child
SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotionsL5 Uses consistent sounds, signs, or words for a variety of purposes
Page 5 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Beginning to Communicate Language Development
Listening and Understanding
Birth to 8 Months
• Shows sensitivity to noise and sudden sounds• Responds to sounds in the environment or
verbal communication• Begins imitating adult facial expressions• Begins to listen to words with understanding
L1 Listens and responds with interest to verbal and nonverbal communication of othersL4 Imitates sounds, gestures, or wordsL2 Begins to understand gestures, words, questions, or routines
6 to 18 Months
• Pays attention to what speaker is looking at or pointing to
• Responds nonverbally to gestures and/or words• Follows one-step requests when caregiver uses
gestures and words• Recognizes familiar routines or games
L1 Listens and responds with interest to verbal and nonverbal communication of othersL2 Begins to understand gestures, words, questions, or routinesL3 Uses sounds, gestures, or actions to express needs and wants
16 to 24 Months
• Responds appropriately to simple commands• Understands that words stand for objects• Demonstrates understanding of simple questions
L2 Begins to understand gestures, words, questions, or routines
24 to 36 Months
• Follows more complex directions and requests• Demonstrates active listening strategies• Demonstrates increased understanding of
questions • Shows increased receptive vocabulary
L2 Begins to understand gestures, words, questions, or routinesL5 Uses consistent sounds, signs, or words for a variety of purposes
Page 6 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Speaking and Communicating Communicating
Birth to 8 Months
• Uses sounds, gestures, or actions to express needs and feelings
• Coos, babbles• Uses sounds in social situations• Begins to initiate interactions• Requests continued action of a toy or activity
through body movements, eye contact, or vocalizations
• Vocalizes to get attention
L3 Uses sounds, gestures, or actions to express needs and wantsL4 Imitates sounds, gestures, or wordsL5 Uses consistent sounds, signs, or words for a variety of purposes
6 to 18 Months
• Imitates sounds, gestures, or words• Begins to use consistent sounds combinations,
words, and gestures to communicate• Begins to participate in socially expected
conversations• Asks simple questions
L4 Imitates sounds, gestures, or wordsL5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations
16 to 24 Months
• Uses words and gestures to communicate ideas• Combines words • Uses sounds and words in social situations• Has larger vocabulary in home language; is
beginning to acquire vocabulary in second language
L5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations
24 to 36 Months
• Combines words to express more complex ideas• Begins to follow grammatical rules, although not
always correctly• Initiates socially expected communication• Speaks clearly enough to be understood, most of
the time• Asks simple questions in home language; may
use gestures or single words to ask questions in second language
L5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations
Page 7 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Early Literacy Emergent Literacy
Birth to 8 Months
• Shows interest in books, pictures, songs, and rhymes
• Explores books as objects• Responds to rhythmic language in rhymes and
songs• Begins to develop eye-hand coordination• Manipulates materials with increasing precision
L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materials
6 to 18 Months
• Begins to participate in stories, songs, and fingerplays
• Explores books with interest• Listens to stories for a short period of time• Experiments with grasp using a variety of writing
tools• Scribbles spontaneously using large circular
motions
L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL12 Makes marks with writing tools
16 to 24 Months
• Participates in stories, songs, and fingerplays• Begins to develop imitative reading• Responds to early literacy activities• Explores writing as a means of communication
L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL11 Understands that people use writing to communicateL12 Makes marks with writing tools
24 to 36 Months
• Initiates and participates in stories, songs, and fingerplays
• Begins to follow what happens in a story• Shows awareness of pictures and symbols in
print• Demonstrates understanding that written symbols
have meaning• Starts to use own drawings to represent objects
and ideas• Expresses creativity using skills for writing
L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL10 Begins to recognize and understand that pictures or symbols can be “read” by others and have meaningL11 Understands that people use writing to communicateL12 Makes marks with writing tools
Page 8 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Beginning to Build Concepts Cognitive Development
Exploration and Discovery Exploration, Emergent Math, Curiosity, Communicating
Birth to 8 Months
• Observes to learn about the environment• Explores attributes of materials
C1 Pays attention to people, objects, and soundsC2 Uses senses to explore people, objects, and the environment
6 to 18 Months
• Explores size and shape • Actively explores the environment• Investigates new things in the environment
C2 Uses senses to explore people, objects, and the environmentC3 Becomes increasingly aware of colors, shapes, patterns, or picturesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)AL1 Exhibits interest, curiosity, and eagerness in exploring the world
16 to 24 Months
• Notices how items are the same or different• Uses sounds and simple words to describe things
or ask questions about the environment• Explores concepts of space
C3 Becomes increasingly aware of colors, shapes, patterns, or picturesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C11 Explores ways objects and people move and fit in spaceL5 Uses consistent sounds, signs, or words for a variety of purposes
24 to 36 Months
• Notices and describes how items are the same or different
• Begins to organize materials and information• Shows beginning interest in time and location
C9 Shows interest in and awareness of numbers and counting during daily routines and activitiesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C11 Explores ways objects and people move and fit in space
Page 9 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Concept Development and Memory Memory, Emergent Math, Communicating
Birth to 8 Months
• Differentiates between familiar and unfamiliar people and objects
• Imitates facial expressions immediately or later• Begins to know that objects still exist when out of
sight• Repeats actions to get the same reaction
C6 Recognizes familiar people, places, and thingsC7 Recalls and uses information in new situationsC8 Searches for missing or hidden objectsC4 Makes things happen and watches for results or repeats
6 to 18 Months
• Develops an awareness of quantity and size• Imitates others’ actions, gestures, and sounds• Demonstrates object permanence• Observes and responds to different causes and
effects
C10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsL4 Imitates sounds, gestures, or wordsC4 Makes things happen and watches for results or repeats
16 to 24 Months
• Develops an increasing awareness of quantity and size
• Demonstrates a more complex level of object permanence
• Experiments with more complex cause-and-effect play
C10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsC4 Makes things happen and watches for results or repeats
24 to 36 Months
• Demonstrates beginning number and measurement concepts
• Experiments with effect of own actions on objects and people
• Expresses understanding of cause and effect• Shows increasing knowledge and memory for
details
C9 Shows interest in and awareness of numbers and counting during daily routines and activitiesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsC5 Shows ability to acquire and process new information
Page 10 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Problem-Solving and Use of Symbols Trust, Memory, Music and Movement, Problem Solving
Birth to 8 Months
• Experiments with self-soothing• Uses simple actions to make things happen• Responds to music or chanting
SE3 Seeks ways to find comfort in new situationsC4 Makes things happen and watches for results or repeats actionC16 Shows interest in music and songs
6 to 18 Months
• Begins to solve simple problems• Uses simple tools• Uses a person or object to solve a problem• Plays with dramatic play materials• Begins to use art media • Expresses self by moving to music
AL4 Experiments with different uses for objectsAL5 Uses a variety of strategies to solve problemsC13 Uses objects in new ways or in pretend playC15 Explores and uses a variety of art mediaC17 Explores musical rhythms
16 to 24 Months
• Solves simple problems using logical reasoning• Begins to express self creatively
AL5 Uses a variety of strategies to solve problemsC14 Uses imitation or pretend play to express creativity and imagination
24 to 36 Months
• Demonstrates increased problem-solving ability• Represents thoughts and feelings in a variety of
ways
AL5 Uses a variety of strategies to solve problemsC14 Uses imitation or pretend play to express creativity and imagination
Beginning to Move and Do Physical Development
Large Motor Gross Motor
Birth to 8 Months
• Gains control of head and body• Moves body, arms, and legs with increasing
coordination
PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination
6 to 18 Months
• Begins to control movements using arms and legs
• Demonstrates beginning coordination and balance
PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination
Page 11 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
16 to 24 Months
• Demonstrates increasing large motor control• Demonstrates increasing coordination and
balance
PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination
24 to 36 Months
• Demonstrates coordination, balance, and control in a variety of ways
PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordinationPH3 Develops increasing ability to change positions and move body from place to place
Fine Motor Fine Motor
Birth to 8 Months
• Uses hands or feet to make contact with objects or people
• Begins to coordinate hands and eyes• Showsgrowingcontrolofhandsandfingers
PH5 Uses hands or feet to make contact with objects or peoplePH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movements
6 to 18 Months
• Uses hands to explore objects with a variety of actions
• Gainscontrolofhandsandfingers• Builds on beginning eye-hand coordination
PH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasks
16 to 24 Months
• Useshandsandfingersinmorecomplexandrefinedways
• Begins to use simple tools• Shows increasing eye-hand coordination
PH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasks
24 to 36 Months
• Coordinates several senses• Uses simple tools independently• Demonstrates eye-hand coordination
PH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasksPH9 Uses different actions on objects (kicks, shakes, pats, swipes)
Page 12 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Self-Help, Safety, Health, and Physical Well-Being Skills Self-Regulation, Wellness
Birth to 8 Months
• Begins to regulate self• Begins to help with feeding, dressing, and
personal hygiene
SE14 Begins to manage own behavior and show self-regulationPH12 Responds when physical needs are met; tries/consumes a variety of nutritious foodsPH13 Participates in physical care routinesPH14 Begins to develop self-help skills
6 to 18 Months
• Shows beginning awareness of personal needs• Helps with feeding, dressing, and personal
hygiene• Understands safe and unsafe situations
PH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors
16 to 24 Months
• Begins to attend to personal needs• Shows increasing abilities in feeding, dressing,
and personal hygiene• Participates in safety routines
PH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors
24 to 36 Months
• Shows increased attention to personal needs• Shows increasing independence in personal
care• Participates in healthy care routines• Pays attention to safety instructions
PH11 Becomes more aware of own bodyPH12 Responds when physical needs are met; tries/consumes a variety of nutritious foodsPH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors
Page 13 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
Approaches to Learning Approaches to Learning
Curiosity, Initiative, Persistence, and Problem-Solving
Curiosity, Persistence, Problem Solving, Self-Awareness
Birth to 8 Months
• Shows curiosity and interest in people, objects, and events
• Begins to demonstrate initiative• Demonstrates creativity by exploring objects in
multiple ways• Begins to focus on interesting things: persistence• Begins to use senses to solve problems
AL1 Exhibits interest, curiosity, and eagerness in exploring the worldAL4 Experiments with different uses for objectsAL2 Stays attentive and engaged for increasing periods of timeAL5 Uses a variety of strategies to solve problems
6 to 18 Months
• Demonstrates curiosity by using senses to explore the environment
• Demonstrates initiative by showing likes and dislikes
• Uses creative expression in beginning role-play• Focuses longer on interesting things• Responds to order and routine and notices
changes• Beginstofinddifferentwaystosolveproblems
AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersSE10 Uses imitation or pretend play to learn new roles and relationshipsAL2 Stays attentive and engaged for increasing periods of timeAL5 Uses a variety of strategies to solve problems
16 to 24 Months
• Demonstrates curiosity by using all senses to explore new things in the environment
• Demonstrates preferences and makes independent choices
• Engages in more complex pretend play based on everyday events
• Engages in activity toward a goal• Demonstrates more complex problem-solving
skills
AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersSE10 Uses imitation or pretend play to learn new roles and relationshipsAL2 Stays attentive and engaged for increasing periods of timeAL3 Finishes self-selected tasks, such as completing a puzzle or listening to a storybookAL5 Uses a variety of strategies to solve problems
Page 14 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.
24 to 36 Months
• Actively attempts to learn new things she is curious about
• Shows initiative by making choices and taking risks
• Pretends and uses creativity and imagination during play
• Persists toward a goal with an activity, object, or toy
• Begins to find novel solutions to problems
AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersAL2 Stays attentive and engaged for increasing periods of timeAL3 Finishes self-selected tasks, such as completing a puzzle or listening to a storybookAL5 Uses a variety of strategies to solve problems