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Early Childhood Indicators of Progress
strategies for teachers & caregivers sto facilitate:
Domain: Social and Emotional Development
Emotional Development
- Establish warm, caring, engaged relationships with each child
- Respond predictably and appropriately to children’s physical, emotional, social, and cognitive needs
- Provide physical environments, schedules, and routines that promote self-control and selfregulation
- Model appropriate verbal and non-verbal conflict management strategies
- Provide opportunities for children to practice effective stress-reduction strategies
- Provide opportunities for children to understand and discuss their feelings and those of others (i.e., show empathy)
Self-Concept
- Allow children to experiment with their growing competence and independence
- Provide opportunities for children’s exposure to a wide variety of materials and experiences
- Provide ample time throughout the day for children’s active engagement, exploration, and experimentation with materials
- Demonstrate respect for individuals and groups of people
- Support children’s developing understanding of their gender and cultural identity
- Provide opportunities for children to learn about their own culture and the culture of others
- Model self-confidence in interactions with children and others
Social Competence and Relationships
- Help children practice listening and talking
- Help children understand and appreciate similarities and differences among people
- Provide children the opportunity to know and understand their culture and the culture of others
- Help children develop understanding of the
feelings, ideas, and actions of others - Model positive ways to interact with others
- Use peaceful conflict resolution strategies
- Encourage children to help others
Domain: Approaches to Learning
Curiosity
- Share children’s excitement in discoveries,
exploration, and manipulation of items in the
environment - Provide opportunities and time for children to
explore a variety of activities and material
including those in their larger community environment - Identify and build upon children’s individual ideas and interests
- Provide a variety of instructional approaches/strategies/materials that appeal to both genders
and to the full range of learning styles, cultures, and ability levels of children - Provide a variety and an appropriate amount of learning activities
- Model curiosity and information-seeking
Risk-Taking
- Provide opportunities for children to try new activities and experiences
- Recognize and plan for children’s individual differences and diverse ways of learning
- Create environments that offer an appropriate amount of stimulation for children using a
wide variety of equipment and materials - Facilitate and manage children’s use of
media including television, video/DVD, and
computers
Imagination and Invention
- Provide an environment of psychological safety where children are encouraged to experiment
without fear of making mistakes - Provide tasks in which the goal is trying different strategies or solutions rather than right or
wrong answers - Model exploration and use of a wide variety of familiar and new learning materials and activities
- Encourage children’s demonstration of flexibility and inventiveness in play and problem-solving
Persistence
- Provide sufficient time for children to engage in sustained activities
- Support children’s efforts to complete activities and projects
- Arrange the classroom to limit environmental distractions
- Follow the child’s lead in timing of suggestions
and interventions when problems are
encountered - Be available and respond to children when they encounter problems without being intrusive
Reflection and Interpretation
- Provide opportunities for children to express
their thoughts and feelings about experiences
through a variety of methods (e.g., discussion, conversation, journaling, art activities, music, etc.) - Allow children time to process experiences and information and devise alternatives
- Provide opportunities for children to think and talk about what and how they are learning
- Discuss sequencing and timing of experiences s(past, present, future, and relationships
among them)
Domain: Language and Literacy Development
Listening
- Provide clear instructions that help children
move from simple directions to a more complex
sequence of directions - Listen and respond to children’s attempts to communicate both verbally and non-verbally
- Model language for children using questions
and facial expressions to communicate
information - Provide time and opportunities for children to
have individual conversations with adults
and other children
Speaking
- Respond to children’s attempts to communicate whether verbal or non-verbal
- Communicate with children using home language with interpreters when necessary
- Facilitate language development in home
language and/or English (e.g., expand,
extend, elaborate language) - Talk about a variety of topics and illustrate ways
to use language to ask questions, give answers,
make statements, share ideas, or use pretend, fantasy, or word play - Build on children’s interests by introducing new vocabulary and ideas
- Provide opportunities for children to engage in turn-taking and dialogue in conversation
Emergent Reading
- Provide and share books with children, re-read favorite stories, and model reading behaviors
- Provide materials such as flannel board sets,
puppets, and other props to act out and
retell stories - Provide many types of children’s books, references, pictures, and posters in the environment
- Talk about what words mean and write down dictation of children
- Help children learn about sequences in books such as beginning, middle, and end
- Provide opportunities for children to repeat familiar rhymes and experiment with beginning
word sounds
Emergent Writing
- Provide many opportunities for children to draw and print using markers, crayons, and pencils
- Provide a literary-rich environment that includes
writing materials in many areas of the
classroom - Promote literacy-related play activities and respect children’s attempts at writing
- Display models of adult and child writing in the classroom environment
- Encourage children’s interest and attempts to copy or write letters and their own name ***
Domain: Creativity and the Arts
Creating
- Provide opportunities to explore and experiment with a variety of art materials and experiences
- Participate in community arts activities with family
- Encourage children’s interest in music, creative movement, and dance
- Display children’s artwork at home
Responding
- Show interest in creative and artistic activities of your child and others
- Encourage awareness and appreciation of the arts and creative expression of your own and other cultural groups
- Participate in activities to encourage creativity
Evaluating
- Encourage children to discuss their own art activities and the artistic work of others
- Discuss children’s likes and dislikes about the arts and creative expression
- Encourage children to respect their work and the work of others
- Attend community arts events and encourage discussion and reflection
Domain: Cognitive Development
Mathematical and Logical Thinking
- Provide opportunities for children to explore number, measurement, and patterns using household materials and experiences
- Provide opportunities for children to count, group, and order household objects and materials
- Provide opportunities for conversation using everyday words to indicate space, location, shape, and size of objects
- Read children’s books together about numbers, counting, shapes, and other concepts
Scientific Thinking and Problem-Solving
- Take walks in the neighborhood or community to observe natural objects and events
- Help children experience the world of nature
- Discuss objects and events that have been observed indoors and outdoors
- Encourage children to ask questions and find answers through active experimentation
- Encourage sand and water play and try growing things
Social Systems Understanding
- Help children describe and appreciate their own characteristics and those of others in the family
- Help children understand family roles, jobs, rules, and relationships
- Discuss family events and relationships within the family
- Participate as a family in community service projects
- Talk about the jobs people do in the community
- Discuss how people affect the environment
- Help children recall recent and past events and relationships about the family
- Explore and talk about land, water, and other features in the community
- Discuss technology used at home and in the neighborhood
Domain: Physical and Motor Development
Gross Motor Development
- Support children’s needs to move and be active
- Provide opportunities and time for outdoor large motor play
- Encourage children to learn and practice new skills
- Make physical activity part of everyday life
Fine Motor Development
- Provide opportunities for manipulation of small objects or tools in normal daily activities
- Provide opportunities for play with small manipulative objects and toys (e.g., puzzles, blocks, beads)
- Provide opportunities and materials for writing and drawing in the home
- Model uses of writing and drawing in everyday tasks
Physical Health and Well-Being
- Secure adequate nutrition for children
- Establish routines for eating, rest, and bedtime
- Ensure adequate exercise and physical activity
- Take children for regular well-child and dental examinations
- Take children for developmental, vision, and hearing screening
- Provide safe home and play environments for children
- Show children how to take care of personal care tasks, and help them when necessary (e.g., brushing teeth, wiping nose)
- Encourage children to show independence in self-care tasks (e.g., dressing, toileting, washing hands, feeding oneself)
Early Childhood Indicators of Progress:
Social and Emotional—Learning—Language and Literacy
Creativity and the Arts—Cognitive—Physical and Motor
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