Infant Toddler

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    OhiosInfant & ToddlerGuidelines

    Early Experiences Last a Lifetime

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    Physical Health

    Physical health is optimal when safe healthpractices and nutrition are combined withnurturing and responsive caregiving. Protectingchildren from illness and injury, and providingthem with individually appropriate nutrition anda sanitary environment that reduces the risk ofinfectious disease, is important for all caregivers.

    Social DevelopmentSocial development is the child's emergingdevelopment of an understanding of self andothers, and the ability to relate to other peopleand the environment.

    Motor Development

    Motor development is the increasing ability to useone's body to interact with the environment.

    Language & CommunicationDevelopment

    Language and communication development is theincreasing ability to communicate successfully withothers to build relationships, share meaning andexpress needs in multiple ways.

    Cognitive DevelopmentCognitive development is the building ofthinking skills.

    Emotional DevelopmentEmotional development is the child's emergingability to become secure, express feelings,

    develop self-awareness and self-regulate.

    The six developmental domains at the heart of school and life success.

    Early Experiences Last a Lifetime

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    ParentsYou are your childs first and best teacher. The guidelines aremeant to assist you in your understanding of infant and toddlerdevelopment. Within the guidelines document, posters for eachage range (birth-8 months, 6-18 months and 16-36 months)

    provide a snapshot of potential milestones for each of thedevelopmental domains (physical health, emotional, social, motor,language & communication and cognitive). If you want to learnmore about where your child is developmentally in relationship toa particular domain, you can tab to that domain. Each domainhas guidelines with indicators and examples of behaviors that

    you might see your child demonstrate across the three stagesof infancy.

    ProvidersIn Ohio, approximately 90,000 infants and toddlers are cared foroutside of their homes. The only requirement to care for children

    is a high school diploma. These two facts make it imperative thatthose caring for our most valuable and vulnerable resource havethe knowledge necessary to do this work well. When usedeffectively, the guidelines can assist programs and care teachersin focusing on early development and learning in order tosupport and strengthen the developmental outcomes of thechildren they serve.

    Purpose Statement: Why are these guidelines important?

    Policy makersTo have prepared children and productive adults, Ohio must havestate policies that strengthen the developmental trajectories of its

    youngest citizens, babies and toddlers. It has been estimatedthat every three-year-old that becomes a productive adult will

    contribute approximately $600,000 in taxes over the course ofa lifetime in taxes. There are more than 48,000 three-year-oldscurrently in child care programs across the state. When youcalculate the revenue potential, it is more than $28 billion.Ultimately though, we want it said that Ohio takes care of itsinfants and toddlers because it is the right thing to do.

    What a responsibility! In our hands and under our influence,

    there is the ability to shape experiences that last a lifetime.

    Ohio believes that babies truly are the nicest way to start

    people. Babies are ready for us, are we ready for them?

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    Because early experiences last a lifetime and infancy is the morning of lifeThe guidelines are seen as the critical first step to ensuring that all Ohio children, birth to three, have responsive, reciprocal and

    respectful care. And as a result of that care, children will be ready for both school and life. There are 1,892 days from the time

    babies are born until they enter school. This 1,892 day journey is remarkable, complex and far reaching. Approximately 150,000

    babies are born every year in Ohio. Who they spend time with and how they are cared for affects who they will become. Ohios

    Infant and Toddler Guidelines are meant for three diverse yet profoundly important groups of people in the lives of infants and

    toddlers: parents, providers and policy makers.

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    The guideline must be evidence-based.To ensure that each guideline was evidence-based, a thoroughreview of research was conducted. In addition, widely usedassessment tools were reviewed to determine the alignmentof relevant developmental milestones with each guideline.

    The guideline must take into account differencesin temperament, development and culture.To ensure that each guideline was inclusive of individualdifferences in temperament, development and culture, eachguideline was examined from these perspectives.

    The guideline must be sensitive to bothcultural and linguistic differences.To ensure that each guideline was sensitive to both cultural andlinguistic differences, each guideline was thoroughly reviewed tosee if the way a behavior might be expressed would be differentdepending on a childs cultural and/or linguistic background.

    The guideline must be inclusive of childrenwith special needs.To ensure that each guideline was inclusive of children with specialneeds, universal design was utilized. Universal design means that

    each guideline was written to be as inclusive as possible.

    Ohios Guiding Principles

    The guideline must link to best practicesthat support childrens optimal development.To ensure that each guideline linked to best practices, eachguideline was reviewed for its developmental appropriateness.

    The guideline must be useful to parents,providers and policy makers.To ensure that each guideline was useful to parents, providers andpolicy makers, information was presented in an easy-to-use formatwith examples from the childs point of view.

    The guideline may be assessed or measuredthroughout the birth to three-year period.To ensure that each guideline can be assessed or measured frombirth to three years, each guideline was written to allow forobservation and documentation.

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    The following were absolutely essential to the writing team members

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    FormingForming Team members need guidance and direction, as rolesand responsibilities are unclear.

    Build Ohio, an organization aimed at supporting early care andeducation systems building, identified the need to create infant andtoddler guidelines. A leadership team from Build Ohio, composedof representation from the Ohio Department of Education (ODE),the Ohio Department of Health (ODH), the Ohio Department ofJob and Family Services (ODJFS) and the Ohio Child Care Resource

    and Referral Association (OCCRRA), collaboratively mapped out aplanning process and timeline.

    The leadership teams first decision was to enlist the expertiseof WestEds Center for Child and Family Studies. The Center isnationally and internationally known for its work in creating theProgram for Infant/Toddler Care (PITC), the training approach thatis being implemented in Ohio as part of First Steps: Ohios Infantand Toddler Initiative, as well as in other states across the country.

    Ohios Path to Creating Infant & Toddler Guidelines

    The teams second decision was to create guidelines that wouldreflect the best thinking of every profession that works with infants,toddlers and their families in Ohio. With this purpose in mind,the leadership team identified the developmental domains thatwould be included in the guidelines and then widely distributedapplications to find the best people to create the guidelines.Best with regard to this work was defined as having contentexpertise, experience and a demonstrated passion to work onbehalf of infants and toddlers. The team members listed on

    the next page represent the organizational, educational andexperiential diversity that the leadership team envisioned.Ohio is very fortunate to have been able to assemblea team such as this one.

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    In 1965, Bruce Tuckman published his Forming, Storming, Norming, Performing Team Development Model. In the 1970s,

    he added a fifth stage, adjourning. In 2006, this model aptly describes the process of how Ohios Infant & Toddler

    Guidelines were born.

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    Physical HealthConnie Bacon Child FocusShannon Cole Ohio Department of HealthTami Jaynes Coshocton County Board of MRDD

    Bethany Moore** Ohio Department of HealthMichelle Moore Child Care ChoicesMarie Vunda Pashi Cincinnati-Hamilton County CAAJulie Piazza Berea Children's Home & Family ServicesLinda Primrose-Barker Council on Rural Service ProgramsEllen Steward* Columbus Children's HospitalCindy Wright Coshocton County Board of MRDD

    Emotional DevelopmentJeanine Bensman Council on Rural Service ProgramsHeather Childers Ellison The Children's HomeJudee Gorezynski Portage Chi ldren Center Jamie Gottesman** Ohio Department of Job & Family ServicesDavid Hunter Athens County Help Me Grow

    John Kinsel* Samaritan Behavioral Health Inc.Jane Pernicone Starting PointJune SciarraSherry Shamblin Tri-County Mental Health and Counseling Services, Inc.Cindy Sherding Ohio Department of Job & Family ServicesJane Sites Cincinnati Children's Hospital Medical Center

    Social DevelopmentAnn Bowdish Positive Education ProgramMichelle Figlar Invest In ChildrenDiane Frazee The Family Information Network of OhioSandy Grolle WSOS Community Action CommissionMarla Himmeger Ohio Department of Mental HealthLaurie Kennard Coshocton County Board of MRDD

    Michelle Koppleman Apple Tree Nursery SchoolDannette Lund Early Childhood Resource Center Marla Michelsen Medical College of Ohio Early LearningKelly Smith** Ohio Department of Job and Family ServicesKathy Vavro Lake County Crossroads

    Kim Whaley* COSI

    * Team Leader

    ** Facilitator

    Ohios Infant & Toddler Guidelines: The Writing Team

    Motor DevelopmentJane Case-Smith Ohio State School of Allied Medical ProfessionsSherri Guthrie Corporation for Ohio Appalachian DevelopmentSophie Hubbell

    Adrienne Nagy Ohio UniversityLinda Pax-Lowes* Columbus Children's HospitalDebra Riley Stark County Board of MRDDHolly Rine Coshocton County Board of MRDDChris Stoneburner** Build OhioMi llette Tucker Center for Famil ies and ChildrenChristine Wisniewski Medical College of Ohio Early Learning

    Language & Communication DevelopmentKristi Hannan Lucas County Help Me GrowJulie Hartwick Help Me Grow of Cuyahoga CountyJane Haun Eastgate Early ChildhoodCarla Kossordji YMCA-North Educare

    Sara Kuhlwein Hancock County Help Me Grow ProgramAlicia Leatherman** Ohio Child Care Resource and Referral AssociationDebra Loyd Community Act ion Wayne/Medina Ear ly Head StartGinger O'Conner* Ewing SchoolAmy Rudawsky The Compass SchoolHolly Scheibe Action for ChildrenSonya Will iams Akron Summit Community Action Agency

    Cognitive DevelopmentBecky Evemy Creative World of Child CareKimberly German NC State/OSU Mansf ie ldSheila Jenkins Cincinnati-Hamilton County CAAAvalene Neininger Coshocton County Board of MRDD Angela Parker* Cognitive Early Childhood Resource Center

    Beth Popich Clermont County Board of MRDDWilla Ann Smith Akron Summit Community Action AgencyMichelle Wright Community Action Wayne/Medina Early Head StartYu-Ling Yeh Akron Summit Community Action AgencyBarbara Weinberg** Ohio Department of Education

    State Level Leadership TeamJamie Gottesman Ohio Department of Job & Family ServicesTerrie Hare Ohio Department of Job & Family ServicesAlicia Leatherman Ohio Child Care Resource and Referral AssociationBethany Moore Ohio Department of HealthChris Stoneburner Build OhioBarbara Weinberg Ohio Department of EducationDebb ie Wright Ohio Department of Health

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    StormingStorming Team members have increased clarity butuncertainties still persist; decisions dont come easily.

    The launch of Ohios Infant and Toddler Guidelines project inFebruary 2005 began with a two-day meeting facilitated by Drs.Ron Lally and Peter Mangione, co-directors of WestEds Center forChild and Family Studies. On the first day, key stakeholders fromthe fields of early childhood education, infant mental health, healthand early intervention, as well as higher education faculty, childcare resource and referral staff, parent educators, funders andpolicymakers participated in a series of discussions. Thesecentered on

    the three distinct ages of infancy: birth-8 months, 6-18 months

    and 16-36 months (the overlap reflects the impact of individualdifferences on the rate of development)

    the developmental drivers (security, exploration and identity)associated with the various ages of infancy

    the significance to infant and toddler development of the sixdevelopmental domains for which guidelines would be written:physical health, emotional development, social development,motor development, language & communication developmentand cognitive development

    the need to organize the work around six domains in order towrite guidelines, while recognizing that research demonstratesthat all of the domains of development are of equal importanceand work synergistically

    Ohios Path to Creating Infant & Toddler Guidelines

    The second day with writing team members was spentdiscussing overarching goals of the leadership team including

    linking the infant and toddler guidelines to Ohios Early LearningContent Standards in order to have a seamless pathway frombirth to school entry

    creating a design that attracts interest as well as content thatis easily understood and relevant to three distinct audiences:parents, providers and policymakers

    defining guiding principles that would lay the foundationfor guidelines

    implementing a writing team process that would be fluid,flexible and adaptable to incorporate the latest and bestthinking from research and practice

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    NormingNorming Team members roles/responsibilities become clear;big decisions are made by group agreement, and consensus forms.

    The writing teams met once a month beginning in March 2005.Each meeting started with the leadership team providing updatesand clarifications for all the teams in a large group. The group thenbroke into the respective teams for the remainder of the day.

    WestEd staff were present at the monthly meetings to providecontent expertise as well as to lead writing team members througha reflective inquiry process. Between each of the monthly meetings,the leadership team met with WestEd about the unfolding process.The decision points along the way included

    the leadership teams putting in place a plan to create companion

    documents that clarified the role of the caregiver, the importanceof the environment and the accessibility to resources for parentsand providers

    the emotional and social development writing teams agreeing topresent their two domains separately

    the defining of a guiding principle that identifies the importantinfluences of infant temperament and cultural experiences onindividual differences in development

    Ohios Path to Creating Infant & Toddler Guidelines

    PerformingPerforming Team members have a shared vision, makedecisions based on agreed-upon criteria and work autonomously.

    During the spring of 2005, domain drafts began to take shape.As the writing teams completed their preliminary work in thesummer of 2005, WestEd thoroughly reviewed the contentand provided each team with key questions to consider. By August2005, each writing team incorporated WestEds feedback into a firstcomplete draft and submitted it to the leadership team. WestEdthen focused on editing the guidelines to make them consistentacross domains. WestEd worked with the leadership team toensure that the multi-disciplinary perspectives of the writing teammembers and the content were preserved as the presentation ofthe different guidelines were standardized and organized into a

    coherent document. A revised draft of the guidelines was submittedto the writing teams in December 2005 for their review and

    feedback. In January 2006, the leadership team and WestEdconsidered every question, comment and suggestion from thewriting team members. The following feedback was incorporatedinto the guidelines

    Definition of terms in this document, the person Imattached to is identified as people to whom a child is emotionallyattached. Caregivers may be parents, grandparents, otherrelatives, a family child care provider, a caregiver in a child carecenter or anyone else who consistently cares for the child.

    Gender use of he/she is meant to be inclusive of both genders.In some instances, one gender was used to refer to children oradults of both genders for readability purposes only.

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    Jargon an attempt was made to use everyday language in thedefinitions of guidelines, descriptions of indicators and examples.

    A technical term or jargon was used when the meaning of a

    concept being presented would have been compromised if aneveryday term were used. Special effort was made to presentsimple, straightforward examples from a babys point of view.

    Order of domains physical health was placed first in thisdocument because it plays a prominent role in a childs overall

    functioning. Emotional development follows because emotionis the root of all action. Motor development works hand-in-handwith the childs emerging language and cognitive abilities.Unfortunately, one of the six domains had to be last but thatplacement in no way is meant to diminish its importance.The age posters were added to the overall presentation of the

    guidelines to illustrate the synergistic nature of the domains.

    Teasing apart emotional and social development the writingteams decided to treat the emotional and social developmentdomains separately to draw attention to the importance anduniqueness of each. The emotional development domain focuseson the childs understanding of self. In contrast, the socialdevelopment domain refers to the childs understanding of theconnection between self and others, and the ability to relateto other people and the environment. Because attachmentrelationships are at the center of the emotional as well the socialdevelopment domains, attachment is a guideline under both ofthese domains. As a result, the definition of attachment, alongwith the indicator and examples under this guideline, is thesame for both.

    Ohios Path to Creating Infant & Toddler Guidelines

    Children with special needs although the principle of universaldesign was utilized in creating the guidelines, it should be notedthat children develop in different ways and at different rates.

    The content of the guidelines may not apply to every infant ortoddler. If there is concern about a childs development, the bestcourse of action is to talk to a professional. In Ohio, families mayshare concerns with their pediatrician, nurse practitioner or othermedical professionals. Families may also call Help Me Grow, astatewide program that helps identify child development issuesand coordinates supports and services to eligible children and

    families, at 1-800-755-GROW.

    Finally, the guidelines were put out to the field for feedback inearly February 2006. In an effort to be responsive to this feedback,the leadership team and WestEd finalized the guidelines. The

    leadership team then supervised the copy editing and formattingof the document for release to the field in March 2006.

    AdjourningAdjourning Team members have fulfilled their purposesuccessfully and are moving on to new things.

    The hope of the leadership team is that the guidelines will bewidely distributed and seen as a valuable support for parents,providers and policymakers. We especially want to thank thewriting team members for working to make the world a betterplace for Ohios babies.

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    Special AcknowledgementsThere was an overwhelming interest from around the state to bepart of this process. For people who could not serve on a writing

    team, thank you for your comments, guidance and enthusiasmabout the completion of this work. Our appreciation extends toall who participated and especially to the following

    Ron Lally and Peter Mangione, whose day-to-day work with theProgram for Infant Toddler Care (PITC) inspires us all to honorinfants and toddlers and all those that care for them.

    Cathy Tsao and Amy Wagner, from WestEd, thank you both forbeing such geeks about infant and toddler development. Yourunwavering support throughout the process and the incrediblepatience you exhibited was inspirational, even with all of the

    surprises along the way.

    Wendy Lapuh and Kathleen Murphy of MurphyEpson, thank youboth for making our dreams for babies come to life on paper.

    The family child care providers, infant/toddler teachers andinfant/toddler specialist in Franklin County who came out onshort notice to provide invaluable feedback.

    Ohios Path to Creating Infant & Toddler Guidelines

    Joan Lombardi, whose demand for quality infant and toddler caresparked what would become First Steps: Ohios Infant Toddler

    Initiative.

    Thelma Harms and Debby Cryer (Honorary Ohio residents),thank you for your pure, honest and supportive feedback onall of the work we do in Ohio.

    Susan Rohrbough and Lori Connors-Tadros, from the NationalChild Care Information Center (NCCIC), who are always willingto provide guidance and support for all of our work here in Ohio.

    Paul Noski, from the Federal Child Care Bureau, who hassupported this work from the beginning.

    Zero To Three, for the example it sets every day for allof us who care for and about infants and toddlers.

    Jeanne Lance, from the Ohio Department of Education, whoseformer life as a college English professor was resurrected to editthe final document.

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    During the early days and months of my life, I am primarily focusedon security. In essence, I am learning about what I can expect

    from life.

    When I feel discomfort, I cry. Someone comes to help me. Shehelps me when Im hungry when Im tired when Im outof sorts. When she helps, I feel everything is going to be all right,and I can relax. I like to look at her face. I like to listen to her voice.I feel her warmth. I feel the care she gives me time after time.I feel content. I coo. As I get older, I smile when I see her face andhear her voice. I try to make the sounds she makes. I try to movemy arms the way she does. I learn so much from her. Her responsesmake me feel so good. Ive learned to expect her to come whenI call.

    Birth to Eight Months

    I often dont have to cry. She knows what I need by watching meand by listening to me. She puts me in places where I can movearound. Thats exciting! I keep learning how to move my body

    my head, my arms, my legs, my whole body. I can count on her tohelp me when I need help and to play with me when Im ready toplay. I feel great knowing she is with me when I need her.

    All of this is very important! I have to feel emotionally secure inorder to have the confidence to learn new things. My level ofconfidence will influence how I approach the opportunities comingmy way. I know it seems like a long way off, but my ability to takechances and adapt to change will allow me to be successful in bothschool and in life.

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    During this middle period of my development, I am now primarilyfocused on exploration. Get ready, because I am ready to moveout. In essence, I am learning how things in the world work,

    including myself.

    When I know where my caregiver is, I feel safe. I feel I can moveaway from her to explore things. Not too far I stay close enoughso I can get back to her quickly. Thats what I do if something scaryhappens, or if I feel sad or if I feel like cuddling. That feels good.But after a while, I want to explore some more. I roll my body. Ialso creep and crawl. Eventually I figure out how to sit up, pull tostanding, take a step and walk! I like to fiddle with things, overand over again. Its fun to see how things work. I keep makingsounds my caregiver makes. I discover that each sound has adifferent meaning. When I say, Dada, he smiles.

    Six to 18 Months

    When I say, Mama, she smiles. I love when someone looks at methat way. When I point at something, my caregiver says what it is.I point and point and point. Thats one of the ways I learn. I do this

    with books too. I look at things with my caregiver. I like to listen toher. I like when she listens to me. Most of all, I like to be in a placewhere I can move to my hearts delight, where I can play withanything I can reach and where I can easily see my caregiverssmiling eyes.

    All of this is very important! My drive to explore the world andfigure things out helps me build knowledge and get ready for theworld of ideas. I know it seems like a long way off, but my beingintellectually curious and motivated to learn will help me besuccessful in both school and in life.

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    During this final stage of infancy, it is all about ME. I have a senseof who I am and how I am connected to others. In essence, I amlearning to make choices, and it can be difficult sometimes for me

    and for you.

    I feel powerful. I can run. I can do so many things. I know whatsmine and make sure other people do, too. I like to be in chargeand do things by myself. If someone tells me what to do, I oftensay, No. But sometimes I dont feel so big. I can get out of sortsand be quite loud. I may need help. I may need comfort. I mayneed to know what Im allowed to do and what Im not allowedto do. Then I feel big again and am excited about everything I cando. I know where I belong, who I am and who my family is. I usemore and more words to express myself. As I get older, I ask alot of questions. I look at books and listen to stories. I talk with my

    caregiver about books. Singing and rhyming games are a lot offun. I think about ideas all the time.

    Sixteen to 36 Months

    When I try to solve a problem, sometimes an idea just pops in myhead. I pretend to be different people and animals, too. I pretendwith other children. We play with dress-up clothes, kitchen utensils,

    puppets just about anything. Playing with other children isgreat! I often think about one or two or three special people.It may be my mom, my dad, my grandma or grandpa, or mycaregiver in child care. When I think about someone I feel closeto, I feel good. Even if they are not with me, I know that personwill take care of me. I feel that person loves me. Thats the best

    feeling of all!

    All of this is very important! I have to know myself before I canlearn how to get along with others and to appropriately expressmyself when Im frustrated. I know it seems like a long way off,but my ability to communicate and interact positively with peers

    and adults who will one day be colleagues and supervisors, alongwith my ability to negotiate conflict, will help me be successful inboth school and life.

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    Physical Health

    Babies need good health and nutrition right from the start. This is

    essential in laying the foundation for a babys optimal growth anddevelopment. Infants and toddlers depend on their caregivers tomake healthful choices for them. They also need adults to helpthem learn how to make good choices for themselves.

    Physical health affects functioning in all the other domains.This point becomes clear when a childs health or well-being iscompromised. For example, a child who is chronically ill may notbe able to learn through active exploration and movement. Or achild who is poorly nourished may not attend to learning. Frequentear infections may hinder a childs ability to communicate and learnlanguage. A child exposed to violence may not know how to formpositive social relationships. Each of these negative conditions canhave lifelong consequences.

    Each day, adults caring for babies can positively influence achilds health and well-being. All infants and toddlers needregular health and physical exams, preventive care, screening,immunizations and sick care. They all should have a primaryhealth and dental care provider, regardless of their familieseconomic status. A primary provider facilitates timely andappropriate preventive and sick care.

    Frequent well-child visits allow health professionals to monitor the

    childs physical health, behavioral functioning and overall development.These visits create opportunities for giving age-appropriate guidanceto parents. In addition, health professionals should screen youngchildren for common concerns, including lead poisoning, hearingand vision problems, behavior concerns, communication disordersand general development (language, cognitive, social, emotionaland motor domains). Screening is important because the soonera childs need for early intervention can be identified, the moreeffective that intervention is likely to be. Well-child care benefitsall children, including those with disabilities or other special needs.

    Physical health is optimal when safe health practices and nutrition are combined with nurturing and responsivecaregiving. Protecting children from illness and injury, and providing them with individually appropriatenutrition and a sanitary environment that reduces the risk of infectious disease, is important for all caregivers.

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    Physical Health

    Health care:The child will haveaccess to care from aprimary health provider,regardless of economicstatus and geographiclocation.

    Handwashing:The child will be exposedto and assisted withfrequent and properhandwashing.

    I need to receive regular check-upsthat include appropriate screenings,immunizations and guidanceabout my development.

    check-ups at birth and at one,two and four months of age.

    an evaluation within 48 - 72hours following discharge fromthe hospital, if I am a breast-fed

    baby, to check my weight gain,to evaluate breastfeeding and toprovide caregiver encouragementand instruction.

    I will receive handwashing atappropriate times. (If I am unableto stand or too heavy to holdsafely, my hands can be washedwith a damp paper towelmoistened with a drop of liquid

    soap, and then wiped clean witha clean, wet, paper towel.)

    after diapering.before and after eating or having

    a bottle.

    I need to receive regular check-upsthat include appropriate screenings,immunizations and guidanceabout my development.

    check-ups at nine, 12, 15 and 18months of age.

    With assistance from a caregiver, Iwill wash my hands once I am ableto stand safely at the sink.

    upon arrival at my child care setting.before and after eating.

    after diapering.before water play.after playing on the playground.after handling pets.whenever my hands are visibly

    dirty.

    I need to receive regular check-upsthat include appropriate screenings,immunizations and guidanceabout my development.

    check-ups at 24 and 36 monthsof age.

    With assistance from a caregiver, Iwill wash my hands once I am ableto stand safely at the sink.

    upon arrival at my childcare setting.

    before and after eating.after diapering.before water play.after playing on the playground.after handling pets.whenever my hands are

    visibly dirty.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Health PracticesThe child will display signs of optimal health consistent with appropriate primary health care and caregiver health practices.

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    Physical Health

    Diapering and toileting:The child will beappropriately diaperedor assisted with toiletingto prevent the spreadof illness.

    I will be appropriately diapered.

    changed when I give signs ofneeding to be changed, orchecked at least every twohours when awake, for signsof wetness or feces, andimmediately after waking.

    changed near a water source forquick handwashing to prevent

    the spread of infection.remain secure on a raised chang-

    ing surface with my caregiver'shand placed on me at all times.

    I will be appropriately diapered.

    changed when I give signs ofneeding to be changed, orchecked at least every twohours when awake, for signsof wetness or feces, andimmediately after waking.

    changed near a water source forquick handwashing to prevent

    the spread of infection.remain secure on a raised changing

    surface with my caregiver's handplaced on me at all times.

    I will be appropriately diaperedand, toward the end of thisperiod, I may show signs thatI am ready to learn to usethe toilet.

    changed when I give signs ofneeding to be changed, orchecked at least every twohours when awake, for signs

    of wetness or feces, andimmediately after waking.

    changed near a water source forquick handwashing to preventthe spread of infection.

    remain secure on a raised changingsurface with my caregiver's handplaced on me at all times.

    show through gestures, expressions,body language or words that Iam about to urinate or have abowel movement.

    help with undressing myself.ask to use the toilet or potty

    chair.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Health PracticesThe child will display signs of optimal health consistent with appropriate primary health care and caregiver health practices.

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    Physical Health

    Tooth eruption:The child will displayappropriate tootheruption.

    Oral health:

    The child will displaygood oral health.

    Dental care:The child needs toreceive appropriatedental check-ups from adentist and appropriatedental treatment.

    I will display appropriate tootheruption.

    drooling, irritability and soregums caused by tooth eruption.

    eruption of the lower and upperincisors.

    I will display good oral health.

    pink, firm gums.smooth, white teeth.

    I need to have my first oralexamination from a dentistwithin six months of the firsttooth eruption and by 12months of age.

    I will display appropriate tootheruption.

    drooling, irritability and sore gumscaused by tooth eruption.

    eruption of the lower and uppercentral and lateral incisors, caninesand first molars.

    I will display good oral health.

    pink, firm gums.smooth, white teeth.

    I need to have my first oralexamination from a dentistwithin six months of the firsttooth eruption and by 12months of age.

    I will display appropriate tootheruption.

    drooling, irritability and soregums caused by tooth eruption.

    eruption of the lower and upperlateral incisors, canines and firstand second molars.

    I will display good oral health.

    pink, firm gums.smooth, white teeth.

    I need to have my second oralexamination, as recommendedby my dentist, based on myindividual needs or risk of disease.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Oral HealthThe child will display growth and behaviors associated with good oral health.

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    Physical Health

    Physical growth:The child will displayappropriate increasesin length, weight andhead circumference.

    I will display appropriate increasesin length, weight and headcircumference.

    lose about six percent of mybody weight immediately afterbirth because of fluid loss andsome breakdown of tissue, butthen regain my birthweightwithin 10 to 14 days

    following birth.double my birthweight by four

    to six months of age.increase in length at the rate

    of approximately one inch permonth during the first sixmonths of life.

    grow without major deviationsin growth chart percentages.

    I will display appropriate increasesin length, weight and headcircumference.

    triple my birthweight by 12 to 18months of age.

    increase in length at the rate ofapproximately one-half inch permonth between six and 12months of age.

    grow without major deviationsin growth chart percentages.

    I will display appropriate increasesin length, weight and headcircumference.

    quadruple my birthweight by24 to 36 months of age.

    gain approximately 4.5 to 6.5pounds per year.

    increase in height at the rate ofapproximately 2.5 to 3.5 inches

    per year.grow without major deviations

    in growth chart percentages.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Positive Nutritional StatusThe child will display growth and behaviors associated with a positive nutritional status.

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    Emotional Development

    Babies experience emotions right from the start. From their first cry

    of hunger to their first giggle of delight, their emotional experiencegrows. Young children learn many ways to express emotions suchas happiness, sadness and anger. As they interact with their caregivers,they come to understand and appreciate the uniqueness of theiremotional experience. Eventually they gain some control over theirsometimes strong emotions. Positive early experiences help a childbecome emotionally secure.

    The childs evolving sense of security and well-being has a profoundeffect on all areas of the childs development, including cognitiveand language development. For example, an emotionally secureinfant will more readily explore and learn than an insecurelyattached infant. In a secure relationship, the child engages in richback-and-forth interaction. The dance between the caregiverand child fosters increasingly advanced communication andlanguage development.

    New research shows how emotions are key in organizing theexperience and behavior of young children. Emotions drive earlylearning. For instance, the pleasure an infant experiences whenmaking a discovery or mastering a motor skill inspires the child tocontinue to learn and to develop skills. Emotional experiences affectthe childs personal health, well-being and school readiness.

    The infants emotions are nurtured in relationships with parents,

    grandparents and child care providers. Studies of attachment showthat children who are in emotionally secure relationships early inlife are more likely to be self-confident and socially competent.Sensitive caregivers who read the childs cues and meet emotional,physical and dependency needs help the child become securelyattached to them. Caregivers who gently stimulate a babys sensesand share emotional states provide the babys brain the experiencesit needs to grow. Because sensitive, responsive care leads toattachment security, its impact is profound. Secure attachmentrelationships have a positive effect on every aspect of earlydevelopment, from emotional self-regulation to healthybrain development.

    Emotional development is the child's emerging ability to become secure, express feelings,develop self-awareness and self-regulate.

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    Emotional Development

    Attachment:The child will formrelationships withconsistent caregivers.

    In the beginning of this period,I respond automatically to bothcaregivers and unfamiliar adults.By the end of this period, I signalto caregivers in order to stayclose, and I may have formed anattachment relationship with one(or a few) of these caregivers.

    For example, I may

    turn toward the sight, smell orsound of my mama over that ofan unfamiliar adult.

    stop crying upon seeing a faceor hearing a voice.

    grasp my caregiver's sweaterwhen she holds me.

    lift my arms to be picked up bymy papa.

    be more likely to smile whenapproached by a caregiver thanby an unfamiliar adult.

    babble back and forth with acaregiver.

    seek comfort from the personI'm attached to when I am crying.

    cry out or follow after my momwhen she leaves the room.

    In the beginning of this period, Isignal to caregivers to stay close.Later, I develop an attachmentrelationship with one or a few ofthese caregivers, whom I use as asecure base from which to moveout and explore my environment,checking back from time to time.By the end of this period, I spendmore time playing farther away

    from my attachment figure(s),and am more likely to use gestures,glances or words to stay connected,though I still need to be physicallyclose when I'm distressed.

    For example, I maycry out or follow my mom when

    she leaves the room.seek comfort from my favorite

    blanket or toy, especially when theperson I'm attached to is absent.

    turn excitedly and raise my armstoward the person I'm attached toat pick-up time.

    display anxiety when an unfamiliaradult gets too close to me.

    reconnect with the person I'mattached to by making eyecontact with him or her fromtime to time.

    play confidently when my attach-ment figure is in the room, butcrawl or run to her when I'm

    frightened.

    In the beginning of this period, Ispend more time playing fartheraway from the person I'm attachedto than I did in the earlier ageperiod, and I use gestures, glancesor words to stay connected. Bythe end of this period, I am beginningto understand that the person I'mattached to may have a point ofview (including thoughts, plans

    and feelings) that is differentfrom my own.

    For example, I maycall, "Papa!" from across the room

    while I'm playing with blocks tomake sure that my Papa is payingattention to me.

    feel comfortable playing on theother side of the yard from theperson I'm attached to, but cry tobe picked up when I fall downand hurt myself.

    say, "I go to school, mama goesto work," after my mom dropsme off in the morning.

    gesture for one more hug as mydaddy is leaving for work.

    say, "you do one and I do one,"when asked to put books awaybefore separating from my momin the morning, in order to gether to stay a bit longer.

    bring my grandma's favorite bookto her to see if she will read it tome one more time after grandma

    says, "We're all done reading.Now it's time for nap."

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: AttachmentThe child will develop an attachment relationship with a caregiver(s) who consistently meets the child's needs.*Special Note: Because attachment has developmental relevance to both the emotional and social domains, it is shown identically in both places.

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    Emotional Development

    Expression of emotion:The child will expressfeelings through facialexpressions, gesturesand sounds.

    In the beginning of this period,I express contentment anddistress. By the end of this period,I express a variety of primaryemotions (contentment, distress,joy, sadness, interest, surprise,disgust, anger and fear).

    For example, I maysmile at my caregiver when he

    rocks me and sings to me.show distress by crying, kicking

    my legs and stiffening my body.coo when I'm feeling comfortable.cry intensely.express joy (by waving my arms

    and kicking my legs) when mydad comes to pick me up.

    express sadness (by crying)when my caregiver puts medown in my crib.

    spit out things that taste "icky"

    and make a face of disgust.laugh aloud when playing

    peek-a-boo with my caregiver.get angry when I am frustrated.be surprised when something

    unexpected happens.exhibit wariness, cry or turn

    away when approached by anunfamiliar adult.

    be more likely to react withanger than just distress whensomeone accidentally hurts me.

    In the beginning of this period,I express a variety of primaryemotions (contentment, distress,joy, sadness, interest, surprise,disgust, anger and fear). Laterin this period, my emotionalexpressions become clearer andmore intentional. By the end ofthis period, I begin to expresscomplex (self-conscious) emotions

    such as pride, embarrassment,shame and guilt.

    For example, I maybe more likely to react with anger

    than just distress when someoneaccidentally hurts me.

    show affection for my caregiver byhugging her.

    express fear of unfamiliar peopleby moving near my caregiver.

    knock a shape sorting toy away

    when it gets to be too frustrating.show my anger by grabbing a toythat was taken from me out of theother child's hands.

    express fear when I hear a dog bark.express sadness when I lose a

    favorite toy and cannot find it.smile with affection as my sibling

    approaches.cling to my dad as he says,

    "good-bye," and express sadnessas he leaves.

    express fear by crying when I seesomeone dressed up in a costume.

    In the beginning of this period,I begin to express complex (self-conscious) emotions such as pride,embarrassment, shame and guilt.By the end of this period, I canuse words to describe how I amfeeling, although sometimes myfeelings are so strong that I havetrouble expressing them in words.

    For example, I mayhide my face in my hands when

    feeling embarrassed.express guilt after taking a toy

    out of another child's cubbywithout permission.

    express frustration throughtantrums.

    express pride by saying, "I did it!"use words to express how I am

    feeling, such as, "Im sad."say, "I miss grandma," after I get

    off the phone with her.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Expression of EmotionThe child will experience and express a variety of feelings.

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    Emotional Development

    Self-awareness:The child will recognizeherself or himself as aperson with an identity,wants, needs, interests,likes and dislikes.

    In the beginning of this period,I am not aware that you are aseparate person from me. By theend of this period, I beginto understand that I am myown separate person.

    For example, I maynot experience distress when my

    mommy leaves the room.

    experiment with moving myown body.

    watch my own hands withfascination.

    use my hands to exploredifferent parts of my body.

    be able to tell the differencebetween when someone touchesmy face and when I touch myown face.

    smile at my mirror image, eventhough I don't recognize it as an

    image of myself.react to hearing my own name.cry when my caregiver leaves

    the room.

    In the beginning of this period, Ibegin to understand that I am myown separate person. By the endof this period, I recognize myselfin the mirror and in photos.

    For example, I mayrecognize that I am a separate

    person from my caregiver.recognize my own body.

    begin to identify parts ofthe body.

    understand that the reflectionin the mirror is actually myown image.

    In the beginning of this period,I recognize myself in the mirrorand in photos. Later in this period,I use pronouns like "I," "me" and"mine" when referring to myself.By the end of this period, I candescribe who I am by usingcategories such as girl or boy,big or little.

    For example, I maypoint to myself in a family

    photograph.point to different body parts

    when you name them, and namea few body parts by myself.

    say, "big girl," when referring tomyself.

    begin to make comparisonsbetween myself and others.

    claim everything I want as"mine."

    refer to myself by name, or withthe pronouns "me" and "I."say, "No!" to express that I am an

    individual with my own thoughtsand feelings.

    point to and name members ofmy family in a photograph.

    say, "I'm the big sister," whenmy caregiver meets my newbaby brother.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Self-AwarenessThe child will develop an understanding of and an appreciation for his/her uniqueness in the world.

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    Emotional Development

    Awareness of emotions:The child will recognizehis or her own feelings.

    In the beginning of this period, Irespond reflexively or automaticallywith emotions of distress orcontentment. By the end of thisperiod, I express a variety ofprimary emotions (contentment,distress, joy, sadness, interest,surprise, disgust, anger and fear).

    For example, I may

    show satisfaction or dissatisfaction.cry to indicate that I'm distressed.show pleasure and joy when

    interacting with a caregiver.show displeasure or sadness

    when my caregiver suddenlystops playing with me becauseanother child needs him.

    become anxious when my familychild care provider leaves theroom.

    smile joyfully in response to my

    caregiver's interesting facialexpressions.

    In the beginning of this period,I express a variety of primaryemotions (contentment, distress,joy, sadness, interest, surprise,disgust, anger and fear). By theend of this period, my emotionalexpressions become clearer andmore intentional.

    For example, I may

    be more likely to react with angerthan just distress when someoneaccidentally hurts me.

    show affection for my caregiver byhugging her.

    express fear of unfamiliar peopleby moving near my caregiver.

    knock a shape sorting toy awaywhen it gets to be too frustrating

    for me.show my anger by grabbing a toy

    that was taken from me out of theother child's hands.

    express sadness when I lose afavorite toy and cannot find it.

    smile with affection as my siblingapproaches.

    cling to my dad as he says,"good-bye," and express sadnessas he leaves.

    express fear by crying when I seesomeone dressed up in a costume.

    exhibit a play smile while playingchase.

    express jealousy when my caregiver

    holds another child by trying tosquish onto her lap too.

    In the beginning of this period,my emotional expressions becomeclearer and more intentional.Later, I express complex (self-conscious) emotions such aspride, embarrassment, shameand guilt. By the end of this period,I use words to describe my feelingsand I show an understandingof why I have these feelings.

    Sometimes, however, my feelingsare so strong I have troubleexpressing them in words.

    For example, I mayexpress jealousy when my

    caregiver holds another childby trying to squish onto thecaregiver's lap too.

    show delight by clapping tomyself after stacking some blocksinto a tower.

    use one or a few words to tell mycaregiver how I am feeling.act out different emotions during

    pretend play by pretending tocry when I'm a sad baby andpretending to coo when I'm ahappy baby.

    say, "I'm sad," and then respond,"I miss Mommy," when mycaregiver asks why I'm sad.

    say, "I'm mad," after another childtakes my toy, and then say to theother child, "That's mine," as Itake the toy out of his hands.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Self-AwarenessThe child will develop an understanding of and an appreciation for his/her uniqueness in the world.

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    Emotional Development

    Sense of competence:The child will recognizehis or her ability to dothings.

    In the beginning of this period,I respond automatically andexplore my own abilities. By theend of this period, I understandthat I can make things happen.

    For example, I mayexplore my own abilities through

    movements.shake a rattle over and over

    again to hear the sound.touch a toy to make the music

    come on again after the musichas stopped.

    look at my caregiver when I cryso she can meet my need.

    try to roll over and over again,even though I may not rollcompletely over.

    In the beginning of this period, Iunderstand that I can make thingshappen. By the end of this period, Iexperiment with different ways ofmaking things happen, and I takepride in what I can do.

    For example, I mayunderstand that I can get my

    caregiver to play peek-a-boo

    with me if I look at her and thencover my face with my hands.

    smile at my mom and giggle in aplayful way as I crawl by her, toentice her to chase me in a gameof "I'm gonna get you."

    point at a toy that I want andsmile with satisfaction after mycaregiver gets it down for me.

    roll a toy car back and forth onthe ground and then push itreally hard and let go, to see

    what happens.clap to myself after I climb up thestairs on the inside climber.

    In the beginning of this period, Iexperiment with different ways ofmaking things happen and takepride in what I can do. By theend of this period, I have anunderstanding of what I can doand what I'm not able to do yetby myself. I can also describemyself in terms of what I can do.

    For example, I maysay, "Did it!" or "I can't."insist, "Me do it!" when my

    caregiver tries to help me withsomething I already know howto do.

    say, "I climb high" when tellinga caregiver about what I didoutside during play time.

    say, "Look what I made you" andhold up a picture I painted formy mommy with a big smile

    on my face.describe myself to my caregiverby saying, "I'm a helping boy"because I know I am a goodhelper.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Self-AwarenessThe child will develop an understanding of and an appreciation for his/her uniqueness in the world.

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    Emotional Development

    Self-comforting:The child will managehis or her internal statesand feelings, as well asstimulation from theoutside world.

    In the beginning of this period,I depend on my caregiver tocomfort me. By the end of thisperiod, I use simple strategies tocomfort myself, and I am able tocommunicate my needs moreclearly to my caregiver.

    For example, I maycry when I'm hungry, tired or wet.

    settle down and be soothedwhen my caregiver picks me upand cuddles me, feeds me ormeets my other needs.

    kick my legs and wave my armswhen in distress.

    turn away from interactions thatI find to be too intense, thenturn back to continue interactingwhen I'm ready.

    calm myself when I'm upset bysucking on my fingers or hand.

    turn my head away or yawnwhen I'm feeling overstimulated.focus on a nearby toy that I find

    interesting when something elseis making me feel overwhelmed.

    have different kinds of cries totell my caregiver what I need tomake me feel better.

    move away from something thatis bothering me and move towarda caregiver who comforts me.

    In the beginning of this period,I use simple strategies tocomfort myself, and I am ableto communicate my needs moreclearly to my caregiver. By the endof this period, I use more complexstrategies for making myself feelbetter.

    For example, I may

    move away from something thatis bothering me and move towarda caregiver who comforts me.

    shift attention away from adistressing event onto an object asa way of managing my emotions.

    try to control my distress bybiting my lip or hugging myself.

    use gestures or simple words toexpress distress and seek specifickinds of assistance from caregiversin order to calm myself.

    use comfort objects, such as aspecial blanket or a stuffed animal,to help myself calm down.

    play with a toy as a way todistract myself from my owndiscomfort.

    In the beginning of this period, Iuse more complex strategies formaking myself feel better. By theend of this period, I anticipatethe need for comfort and try toplan ahead.

    For example, I maycontinue to rely on adults for

    reassurance and help in controlling

    my feelings and behavior.reenact emotional events in my

    play in order to gain mastery.ask for food when I'm hungry,

    but get my blankie and liedown in the quiet cornerwhen I'm sleepy.

    say, "Can you rub my back?"when I'm having trouble settlingdown for a nap.

    put my blanket on my cot beforesitting down for lunch, because I

    know I'll want it during naptime.ask, "Who will hold me whenI'm sad?" as I talk with my momabout going to a new classroom.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Emotional Self-RegulationThe child will develop strategies to control emotions and behavior.

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    Emotional Development

    Impulse control:The child will managehis or her behavior.

    In the beginning of this period, Idepend on my caregivers tomeet my needs and comfort me.By the end of this period, I showvery early signs of controllingsome impulses when my caregiverguides and supports me.

    For example, I maycry when hungry, until my

    caregiver feeds me.sleep when I'm sleepy.explore how someone's hair feels

    by pulling it.crawl too close to a younger

    infant who is lying on thesame blanket.

    reach for a snack out of the bowlbefore it's snacktime and thenpull my hand back when youask me to wait.

    refrain from exploring the way

    another baby's hair feels whenyou remind me to be gentle.

    In the beginning of this period, Ishow very early signs of controllingsome impulses when my caregiverguides and supports me. By theend of this period, I am awareof my caregiver's wishes andexpectations, and sometimeschoose to comply with them.I also have some simplestrategies to help myself wait.

    For example, I mayrefrain from exploring the way

    another baby's hair feels whenyou remind me to be gentle andshow me how.

    respond to limits that you setwith your voice or gestures.

    recover quickly and be able toplay soon after a tantrum.

    use self-talk to control my behavior;e.g., say "no, no" while considering

    taking a cupcake from the platebefore it's time for thebirthday party.

    In the beginning of this period, Iam aware of my caregiver's wishesand expectations, and sometimeschoose to comply with them. Ialso have some simple strategiesto help myself wait. By the end ofthis period, I have internalizedsome of my caregiver's rules so Idon't always need as much supportwhen trying to control my behavior.

    For example, I mayuse self-talk to control my

    behavior; e.g., say "no, no" whileconsidering taking a cupcake

    from the plate before it's timefor the birthday party.

    begin to use words and dramaticplay to describe, understand andcontrol my impulses and feelings.

    begin to turn tantrum behavioron and off with less adult assistance.

    throw a tantrum when I'm reallyfrustrated.push or hit another child who

    takes my toy.begin to remember to follow

    simple rules as a means ofcontrolling behavior.

    understand or carry out simplecommands or rules.

    yell, "mine, mine!" when anotherchild picks up a doll.

    begin to share.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Emotional Self-RegulationThe child will develop strategies to control emotions and behavior.

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    Social Development

    Babies are social right from the start. Attachment relationships areat the heart of social development. In secure relationships, the babyeventually learns to follow social rules and be respectful towardothers. As infants grow, they also gain the necessary social skills(turn taking when communicating, negotiation, etc.) to get alongwith others. Infants begin to show concern and empathy towardothers. They also start to see themselves as belonging to socialgroups, in particular their families.

    The ability to relate with adults and other children and to learnfrom others influences the infants development in all of the otherdomains. As the childs interaction skills grow, the child learns fromothers through imitation and communication. Language learning,problem solving, fantasy play and social games all depend on social

    development. Through social guidance and imitation, the childlearns safety rules and basic health procedures, such as handwashing before meals. With proper support, the infant eventuallydevelops the ability to participate in a social group. Successfulsocial development during the first three years prepares the child

    for both preschool and school.

    Just as healthy attachment relationships support emotionalself-regulation, so do these relationships contribute to thedevelopment of the childs social understanding and skills.In an attachment relationship, the infant looks to the adult forguidance. Because attachment relationships are critically important

    for emotional as well as social development, the same attachmentguideline appears in both of these domains.

    In order to fully understand social development, the role of culturemust be recognized and respected in definitions of appropriatesocial interactions, social skills and social abilities. Different culturalcommunities may have different definitions of social competence.For example, one culture may look upon a childs behavior as shyand inhibited, while another culture may regard the same behavioras respectful.

    Support and guidance from caregivers are essential for infantspositive social development. Caregivers support social developmentin three major ways: providing an appropriate environment,creating opportunities for responsive social interactions andbuilding stable relationships. The environment should make it easy

    for caregivers to be available to the children and responsive to their

    needs. Above all, the program should foster relationships betweencaregivers and infants, and between infants. Continuity of care,ample time for caregivers and children to be together, guidance

    from caregivers and consistent, predictable social experiencesall contribute to stable, strong relationships and positivesocial development.

    Social development is the child's emerging development of an understanding of self and others, and the abilityto relate to other people and the environment.

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    Social Development

    Attachment:The child will formrelationships withconsistent caregivers.

    In the beginning of this period,I respond automatically to bothcaregivers and unfamiliar adults.By the end of this period, I signalto caregivers in order to stayclose. I may have formed anattachment relationship to one(or a few) of these caregivers.

    For example, I may

    turn toward the sight, smell orsound of my mom over that ofan unfamiliar adult.

    stop crying upon seeing a faceor hearing a voice.

    grasp my caregiver's sweaterwhen she holds me.

    lift my arms to be picked up bymy dad.

    be more likely to smile whenapproached by a caregiver thanby an unfamiliar adult.

    babble back and forth witha caregiver.seek comfort from an attachment

    figure when I am crying.cry out or follow after my mom

    when she leaves the room.

    In the beginning of this period, Isignal to caregivers to stay close.Later, I develop an attachmentrelationship with one or a few ofthese caregivers, whom I use as asecure base from which to moveout and explore my environment,checking back from time to time.By the end of this period, I spendmore time playing farther away

    from my attachment figure(s), andam more likely to use gestures,glances or words to stay connected,though I still need to be physicallyclose when I'm distressed.

    For example, I maycry out or follow my mom when

    she leaves the room.seek comfort from my favorite

    blanket or toy, especially when theperson I'm attached to is absent.

    turn excitedly and raise my armstoward the person I'm attached toat pick-up time.

    display anxiety when an unfamiliaradult gets too close to me.

    look for cues from the person I'mattached to when I'm unsure ifsomething is safe.

    play confidently when the personI'm attached to is in the room,but crawl or run to her whenI'm frightened.

    In the beginning of this period, Ispend more time playing fartheraway from the person I'm attachedto than I did in the earlier ageperiod, and I use gestures, glancesor words to stay connected. Bythe end of this period, I ambeginning to understand thatthe person I'm attached to mayhave a point of view (including

    thoughts, plans and feelings)that is different from my own.

    For example, I maycall "Papa!" from across the room

    while I'm playing with blocks tomake sure that my Papa is payingattention to me.

    feel comfortable playing on theother side of the yard from theperson I'm attached to, but cry tobe picked up when I fall downand hurt myself.

    say, "I go to school, mama goesto work," after my mom dropsme off in the morning.

    gesture for one more hug as mydaddy is leaving for work.

    say, "You do one and I do one"when asked to put books awaybefore separating from my momin the morning, in order to gether to stay a bit longer.

    bring my grandma's favorite bookto her to see if she will read it tome one more time after grandma

    says, "We're all done reading.Now it's time for nap."

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: AttachmentThe child will develop an attachment relationship with a caregiver(s) who consistently meets the child's needs.*Special Note: Because attachment has developmental relevance to both the emotional and social domains, it is shown identically in both places.

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    Social Development

    Interactions with adults:The child will engage ingive-and-take exchangeswith an adult.

    In the beginning of this period,I respond automatically to mycaregiver's attempts to interact.By the end of this period, I givecues to initiate interaction withmy caregiver.

    For example, I maymatch the facial expressions of

    an adult.

    give a social smile or engage inmutual gazing.

    coo or babble in response to mycaregiver's vocalizations.

    follow my caregiver's gaze tolook at a toy.

    In the beginning of this period,I give cues to initiate interactionwith my caregiver. By the end ofthis period, I engage in a series ofactions with my caregiver.

    For example, I mayfollow my caregiver's gaze to

    look at a toy.become wary or anxious of

    unfamiliar adults.take my caregiver's hands and

    rock forward and backward,saying "Row, row," as a way ofasking her to sing "Row, Row,Row Your Boat" to me.

    cooperate during a diaper changeby lifting my bottom.

    pick up a toy phone and say"Hello?" while I walk around theroom, as I've seen my daddy do.

    show a toy to my caregiver, and

    later give a toy to my caregiverwhen she asks.initiate an interaction with my

    caregiver by pointing to anunfamiliar object as if to ask,"What's that?"

    In the beginning of this period, Iengage in a series of actions withmy caregiver. By the end of thisperiod, I can work with a caregiverto solve problems or communicateabout ideas or experiences.

    For example, I mayinitiate an interaction with my

    caregiver by pointing to an

    unfamiliar object as if to ask,"What's that?"

    bring my shoes from mybedroom when my grandmaasks me to.

    practice being a grown-up in mypretend play by dressing up orusing a play stove.

    participate in storytelling withmy family child care provider.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Expression of Social BehaviorThe child will demonstrate the ability to get along with others.

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    Social Development

    Interactions with peers:The child will engagewith other children.

    In the beginning of this period, Irespond automatically and preferthe human face and sound. Bythe end of this period, I aminterested in other children andexplore their faces and bodies.

    For example, I mayturn toward the sight, smell or

    sound of a familiar caregiver

    over that of an unfamiliar adult.initiate a social smile.look at a peer for a short time.touch or mouth the hair of

    another child.

    In the beginning of this period, Iam interested in other childrenand explore their faces andbodies. By the end of this period,I engage in play with peers foran extended time.

    For example, I mayprefer familiar peers, and play in

    more complex play with them

    than with unfamiliar peers.play pat-a-cake with a caregiver

    or peer.sit beside a peer, filling my sand

    bucket, while she fills hers.roll a ball with a peer.pretend to cook dinner or bathe

    the baby using props such aspots, pans, baby dolls andwash cloths.

    In the beginning of this period, Iengage in play with peers for anextended time. By the end of thisperiod, I show a greater likelihoodto engage in mutual social play.

    For example, I maypretend to cook dinner or bathe

    the baby using props such aspots, pans, baby dolls and

    wash cloths.have one or two favorite peers

    within my class.pretend to order pizza, using a

    banana as a phone.stand at the play dough table,

    rolling balls of dough, while mypeers play beside me.

    push, hit or bite when anotherchild takes my toy.

    say, "Let's chase!" to a peer orengage in other complementary

    interactions, such as feeding astuffed bear that another child isholding.

    tell you the names of my friends.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Expression of Social BehaviorThe child will demonstrate the ability to get along with others.

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    Social Development

    Empathy:The child will understandand respond to theemotions of others.

    In the beginning of this period,I respond automatically to theemotions of others. By the endof this period, I demonstrate anawareness of others' feelings.

    For example, I maylook at my mama's face.match the facial expressions of

    my papa.

    smile responsively.cry or grimace at the discomfort

    of others.

    In the beginning of this period,I demonstrate an awareness ofothers' feelings. By the end ofthis period, I respond to a peer'sdistress by doing something forhim that would make mefeel better.

    For example, I mayinterpret facial cues as emotional

    expressions.exhibit "social referencing" by

    looking at my caregiver for cueswhen I'm in an uncertain situation.

    gently pat a crying peer on hisback.

    comfort a crying peer by offeringmy own blanket or getting myown mother to help.

    say, "Hug?" in an attempt to helpa crying peer.

    In the beginning of this period,I respond to a peer's distress bydoing something for him thatwould make me feel better. Bythe end of this period, I respondto a peer's distress in a way thatshows that I understand whatwould make him feel better. Ialso understand that others havefeelings independent from mine.

    For example, I maycomfort a crying peer by offering

    my own blanket or getting myown mother to help.

    say, "Hug?" in an attempt to helpa crying peer.

    bring a peer her favorite blanketin an attempt to comfort her.

    put a bowl on my head in aneffort to make a cryingpeer smile.

    say, "Daddy happy." when I seemy daddy laugh.say, "Curious George is scared"

    and point at his picture ina book.

    say, "Alexandra's crying becauseshe misses her mommy."

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Expression of Social BehaviorThe child will demonstrate the ability to get along with others.

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    Social Development

    Social identity:The child will have anawareness of his or herrelationship to othersin a group.

    In the beginning of this period,I am not aware that you are aseparate person from me. By theend of this period, I begin tounderstand that I am a separateperson who is connected toothers in the world.

    For example, I maynot experience distress when

    you leave the room.use my hands to explore

    different parts of my body andexplore my mom's facial features.

    be able to tell the differencebetween familiar and unfamiliarpeople.

    smile and light up when my bigbrother comes to talk to me.

    show anxiety when mydad leaves.

    cry and expect a caregiver to

    meet my needs.

    In the beginning of this period, Iunderstand that I am a separateperson who is connected to othersin the world. By the end of thisperiod, I demonstrate an under-standing of the practices orcharacteristics of my group.

    For example, I mayshow anxiety when my dad

    leaves.express anxious behavior around

    unfamiliar adults.demonstrate a sense of "we" when

    playing games like "peek-a-boo"or "I'm gonna get you."

    talk on the phone and walkaround like I've seen my mommydo at home.

    clap and say "yeah" after singinga song at home, because that'swhat we do at my family

    child care.

    In the beginning of this period, Idemonstrate an understanding ofthe practices or characteristics ofmy group. By the end of this period,I identify myself and others asbelonging to one or more groups,according to characteristicsI notice.

    For example, I may

    talk on the phone and walkaround like I've seen my mommydo at home.

    clap and say "yeah" after singinga song at home, because that'swhat we do at my familychild care.

    use pronouns like "you," "me"and "I."

    say, "Adrian is a boy, and I'm aboy."

    say, "I'm not a baby. I'm a big

    girl."name some family members orfriends.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Awareness of Social BehaviorThe child will develop a sense of belonging to a larger community through social interactions and relationships.

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    Motor Development

    Babies use their bodies to interact with their physical and socialenvironment, right from the start. Through movement, babiesmake discoveries about themselves and the environment and gaina sense of mastery. As infants develop emotional security, theybecome increasingly confident about using their emerging motorabilities to explore the environment, try out new skills and learnabout the world of people and things. The control of smalland large muscles allows toddlers to participate increasingly intheir daily care such as feeding, dressing and toileting.

    Motor development affects infants development in all of the otherdomains. For example, control of their limbs and hands enablesbabies to communicate by gesturing and pointing. Fine motordevelopment is necessary to participate in finger plays and

    eventually handle and look at a book, grasp a marker and scribbleand make marks. These early developments lead to emergentliteracy and writing, and contribute to childrens eventual schoolreadiness. In the area of cognitive development, fine and largemuscle development allows very young children to explore theenvironment and manipulate materials. Of course, a childs abilityto move plays a big role in his or her social interactions withother children.

    Caregivers can nurture and support babies motor developmentin many ways. Caregivers need to create a safe space for freeexploration of movement with appropriate levels of challenge.Supervision of young children is always necessary. Caregiversshould place young infants on their backs to sleep. Babies alsoneed time on their stomachs while awake to develop theirmovement skills (www.cdc.gov/actearly). Baby equipmentsuch as exercise saucers, play pens and swings restrict motordevelopment and should be used sparingly. Infant walkers andjumpers can cause serious injuries and should not be used.

    Because all children learn through moving, adaptation of theenvironment may be necessary to support the movement of achild, particularly those with a disability or other special need.

    All infants and toddlers benefit from adult encouragement. It helpsthem to take on new challenges and to strengthen their developingsense of security and self-confidence.

    Motor development is the increasing ability to use one's body to interact with the environment.

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    Motor Development

    Movement, balance,and coordination:The child will coordinatethe movements of hisor her body in order tomove and to interactwith the environment.

    In the beginning of this period,I move my body automatically.Later, I gain strength and morevoluntary control of my head,arms and legs. By the end of thisperiod, I use this strength andcontrol to coordinate the move-ments of my body parts and tomove my whole body.

    For example, I maytry to hold my head steady

    when mommy holds me againsther chest and shoulder.

    turn my head to both sides whilelying on my back.

    roll from front to back or backto front.

    hold myself up, first on twohands and then on one, whileon my tummy.

    scoot backward on my belly.

    crawl forward on my handsand knees.

    In the beginning of this period, Icoordinate the movements of mybody parts to move my wholebody. Later, I develop the strength,balance and coordination tochange the position of my bodyfrom lying to sitting, and later tostanding. By the end of this peri-od, I can move my body from oneplace to another without support

    while upright on two feet.

    For example, I mayget into and out of a sitting

    position independently.reach for toys that are lying on

    the floor around me while Iam sitting.

    get up on my hands and knees.crawl on my hands and knees

    toward my mommy.creep up and down stairs on my

    belly, one step at a time.use the couch to pull myself upinto a standing position.

    cruise around the coffee tablewhile holding onto it.

    stand up by myself.take two or three steps.walk across the room, stopping

    and changing direction whensomething is in my way.

    stand and rock side to side orbounce up and down to "dance"to music.

    In the beginning of this period,I can move my body from oneplace to another without supportwhile upright on two feet. Bythe end of this period, I cancoordinate my whole body tomake complex movements.

    For example, I mayhold onto a string to pull a

    wooden duck with wheels behindme while walking.

    back up and sit down in the chairthat's just my size at my childcare center.

    walk up and down steps whileholding my caregiver's hand orholding onto the railing.

    bend over to pick up objects offthe floor and then stand upstraight again.

    carry a large stuffed bear as I

    walk to my cubby.run.kick a ball.jump.walk up and down stairs

    independently, stopping withboth feet on each step.

    walk up and down stairs, alternatingmy feet, one on each step.

    use a riding toy with or withoutpedals.

    climb on outdoor play equipment.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Large MuscleThe child will develop large-muscle strength and control to move within the environment.

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    Motor Development

    Touch, grasp, reachand manipulate:The child will coordinatethe use of his or herhands, fingers andsight in order tomanipulate objectsin the environment.

    In the beginning of this period,I use my hands, arms and eyesautomatically. Later, I can followa moving object or person withmy eyes, and I can bring myhands and objects to my mouth.By the end of this period, I lookat my hands or an object whilemanipulating that object.

    For example, I mayblink when the sun shines inmy eyes.

    grasp my mother's finger whenshe places it in my tiny palm.

    follow a moving person withmy eyes.

    move my arms when I see a toy.clasp my hands together.bring my hand to my mouth.reach for and grasp an object.use a full-hand grasp to pick up

    an object.transfer a toy from one handto another.

    In the beginning of this period,I look at my hands or an objectwhile manipulating that object. Bythe end of this period, I use bothof my hands together to accom-plish a task.

    For example, I maytransfer a toy from one hand to

    the other.

    hold an object in each hand.release my grasp on a toy so I canwatch it fall to the floor.

    bang objects together.turn the pages of a board book.take a block out of the plastic bin.use my index finger and thumb to

    pick up a piece of cereal and bringit to my mouth.

    put a block back in the plastic bin.look up and point at the object I

    want that is out of reach.

    scribble with a fat crayon ona large piece of paper whileholding onto the crayon witha full-hand grasp.

    hold a toy with one hand whilelooking at it and pushing atdifferent parts with the index

    finger of my other hand.

    In the beginning of this period,I use both of my hands togetherto accomplish a task. By theend of this period, I am able tocoordinate the use of my arms,hands and fingers to accomplishmore challenging fine motor tasks.

    For example, I mayscribble with a fat crayon on a large

    piece of paper while holding thecrayon with a full-hand grasp.hold a toy with one hand while

    looking at it and pushing differentparts of it with the index finger ofmy other hand.

    put pegs into the holes of a foampeg board.

    use a spoon to scoop up foodand bring it to my mouth, eventhough I may get some food onmy face.

    wash my hands.

    string a large wooden bead ontoa shoelace.

    make snips in a piece of paperwith child-sized scissors.

    hold a piece of chalk using myfingers and thumb.

    unbutton a large button on mysweater.

    consistently favor the use of oneof my hands over the other.

    build a tall tower with a numberof blocks.

    complete a puzzle with three tofour interlocking pieces.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Small MuscleThe child will develop small-muscle strength and control for detailed exploration and manipulation of objects.

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    Motor Development

    Oral-motor:The child will developthe skill to coordinatethe use of his or hertongue and mouth inorder to suck, swallowand eventually chew.

    In the beginning of this period,I automatically root and suck.Later, I use my mouth andtongue to explore objects.By the end of this period, I gainmore control over my abilityto suck, swallow and chew.

    For example, I maysuck on my own fist.

    turn my head toward a finger ornipple that brushes my cheek.suck on the breast or bottle.push my tongue against a spoon

    that you put into my mouth.coordinate sucking, swallowing

    and breathing.stick out my tongue.explore the texture of objects

    with my lips and tongue.drool while playing and

    teething, but drool less

    while eating.use my tongue to move foodinside my mouth.

    In the beginning of this period, Igain more control over my abilityto suck, swallow and chew. By theend of this period, I can take bitesof food and drink from a cup, ifthese choices are offered to me.

    For example, I maychew pieces of finger food, like

    chunks of banana.

    drink from a sippy cup.bite a biscuit or gnaw on achew toy.

    tolerate various textures of foods.take a bite from a piece of bread.drink from a cup without a lid,

    even though I may spill someon myself.

    In the beginning of this period, Itake bites of food and drink froma cup, if these choices are offeredto me. By the end of this period, Ieat a variety of table foods andcan drink through a straw.

    For example, I maydrink from a cup without a lid,

    even though I may spill some

    on myself.chew using rotary jawmovements.

    drink from an open cup, usuallywithout spilling.

    drink through a straw.eat a variety of table foods.

    Birth - 8 months 6 - 18 months 16 - 36 months

    Guideline: Oral-MotorThe child will develop skill in biting, chewing and swallowing during eating and drinking.

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    Language & Communication Development

    Babies tune into familiar sounds and voices and express needswithin minutes after birth. All humans communicate to build

    relationships, share meaning with one another and express needs.The ways humans communicate include sound, speech, bodymovements, facial expressions, gestures, signs, pictures, print,and Braille. Language competence is one of the most amazingdevelopmental accomplishments during the first three years of life.Infants rapidly learn to understand language, express themselvesverbally and use language to get their needs met.

    The development of language and communication skills duringthe infant and toddler years supports development in all of theother domains. It helps infants to learn about healthful routines, toregulate their actions and thinking, to understand their emotional

    experiences and to get along with others socially. It also lays thefoundation for the acquisition of skills necessary to learn to read,write, and communicate effectively with others in school. Youngchildrens ability to understand and express spoken language by theend of the toddler period prepares them to hear and understandthe sounds of spoken language (phonological awareness), continueto understand and use new words (vocabulary acquisition), andcommunicate through listening, viewing and speaking.

    Some infants and toddlers have conditions that affect their abilityto learn to communicate. For example, children who are born withpartial or full hearing loss may rely more on vision than on hearing

    to communicate. Children with developmental disorders such asautism or severe speech delays also may heavily rely on non-verbalcommunication.

    Children with disorders progress through many of the samelanguage development sequences as other children, though

    they may develop at different rates and with different modesof communication such as sign language or picture systems.

    Many children in infant and toddler care programs live in familieswith a home language different from English. Infants and toddlersneed to learn their home language, because it is an important partof their identity development, their self-concept, their relationshipsat home and their ability to develop concepts and thinking skills.

    When caring for an infant or toddler with a home languagedifferent from English, adults should support children in usingand learning their home language, as the children begin tolearn English.

    Most children learn language without anyone directly teachingthem, no matter which language is spoken at home. However, theamount and kind of language infants and toddlers experience hasan enormous effect on the number of words they will learn anduse, their success at learning to read and write in school, andtheir long-range school success. Babies and toddlers need richexperiences with language-related emergent reading and writing.For example, caregivers should read to infants and toddlers

    frequently, and recite to them songs, rhymes and fingerplays.In addition, learning opportunities such as manipulating playmaterials, playing with short stubby paintbrushes and using

    eating utensils provides infants and toddlers the experiencesthey need to become ready to play at writing during thepreschool years.

    Language and communication development is the increasing ability to communicate successfully with othersto build relationships, share meaning and express needs in multiple ways.

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    Language & Communication Development

    Understanding language:The child will comprehendthe message of another'scommunication.

    In the beginning of this period, Irespond automatically to soundsin the environment. By the endof this period, I recognize thenames of familiar people andfavorite objects.

    For example, I mayturn my head toward the direc-

    tion of a loud sound and startlewhen very loud sounds occur.

    watch my grandmother's face asshe speaks to me.

    turn my head in the direction ofmy father's voice.

    look at my