Early learning standards

              Arizona Early Learning Standards 9/2005 i
Arizona Department of Education
EARLY LEARNING STANDARDS
ADMINISTRATION
Tom Horne
Superintendent of Public Instruction
Margaret Garcia Dugan
Deputy Superintendent of Public Instruction
Lillie Sly
Associate Superintendent of Education Services and Resources
FACILITATING EARLY CHILDHOOD EDUCATION SECTION STAFF MEMBERS
Karen Woodhouse
Deputy Associate Superintendent
Sally Downing Delores Roulhac-Nance
Education Program Administrator Education Program Specialist
Cheryl Blackwell Sue Yale
Education Program Administrator Education Program Specialist
Allison Landy Patricia Immele
Education Program Specialist Education Program Specialist
Alisa Cusseaux Vivian Nava
Administrative Assistant lll Administrative Assistant lll
Arizona Early Learning Standards 9/2005 ii
ACKNOWLEDGEMENTS
Original Edition Contributors
The development process of the Arizona Early Childhood Education Standards began in February of 2001, through
an Even Start Family Literacy Statewide Initiative Grant, which was housed in the Department of Education’s
Adult Education Section. Under the leadership of Karen Liersch, Deputy Associate Superintendent, the first team
of dedicated early childhood practitioners developed and wrote the original Arizona Early Childhood Standards.
The Arizona State Board of Education approved the original standards document in May 2003.
The Arizona Department of Education wishes to acknowledge the contributions and foundations created by the
following early childhood experts: Holly Abbott, Pauline Baker, Elaine Bridschge, Marilyn Box, Kelvin Broad, Eva
Curley, Eleanor Droegemeier, Sandy Foreman, Olivia Jimenez, Dari Johnson, Wanda Billings-Reber, Bonnie Lund,
Leonor Lundholm, Karen McIlroy, Catherine Mulligan, Garthanne de Ocampo, Nancy Perry, Kay Stritzel Rencken,
Rhonda Richardson, Natalie Scott, Ramona Staires, Lois Schneider, Kimberly Tan, June Torrance, Gloria Williams,
Sue Yale and Lizzie Zamora.
Refined Edition Contributors
In January of 2004, new focuses, new mandates, and new research brought new attention to the Early Childhood
arena. The newly created Early Childhood Education Section of the Arizona Department of Education under the
leadership of Karen Woodhouse, Deputy Associate Superintendent, began the refinement process of the Early
Childhood Standards. The “Refinement Team” consisted of the many faces and facets of early childhood
stakeholders from throughout the state.
The Department wishes to acknowledge and extend its appreciation to “Refinement Team Members” for their
commitment, expertise and wisdom in refining the Early Learning Standards:
Elayne Achilles Janna Finnegan Susan Pond
Carolyn Alcadida Bobbi Firebush Pamela Powell
Jenni Brasington Becky Hancock Jacquelyn Power
Arizona Early Learning Standards 9/2005 iii
In addition, the Department wishes to acknowledge the hundreds of early childhood practitioners, parents and
stakeholders who attended focus sessions conducted around the state and who sent comments and suggestions
throughout the refinement process. Through their assistance, the newly refined Early Learning Standards have
evolved into a quality framework that can be utilized by parents, caregivers, teachers, instructors and
administrators.
We acknowledge the assistance provided by Susan Pimentel and the Aha Consultants, as well as many Department
personnel and other outside expert reviewers.
Ana Bribiesca
Carmelita Briones
Patricia Butler
Jerry Cabrera
Angela Capone
Vicki Callett-Newby
Debbie Caviglia
Latrisha Centers-Broom
Gloria Chee
Cynthia Come
Amy Corriveau
Garthanne de Ocampo
Terry Doolan
Rosanne Dlugosz
Claude Endfield
Laurel Endfield
Judy Haubert
Hazel Heard
Sally Hurwitz
Verna Johnson
Gay Kohl
Margaret Larsen
Tammy Lee
Denise Lopez
Avis Macktima
Konnie Marcum
Antoinette Means
Lydia Medina
Barbara Mezzio
Karen McIlroy
Lavonne Navakuku
Nancy Perry
Cecilia Ramirez
Kathy Rice
Jill Rosenzweig
Anne Schnable
Susan Shinn
Alicia Smith
Laurie Stockton
Garry Taylor
Susan Taylor
Monique Tilton
Lynn Tuttle
Sandy Uterhardt
Carol Warren
Dale Waters
Lacey Wieser
Lin Wright
Arizona Early Learning Standards 9-2005 Introduction
1
STATEMENT OF PURPOSE
The Arizona Early Learning Standards have been developed to provide a framework for the planning of
quality learning experiences for all children 3 to 5 years of age. The standards cover a broad range of
skill development and provide a useful instructional foundation for children from diverse backgrounds and
with diverse abilities. The standards are intended for use by all those who work with young children in
any early care and education setting in urban, rural and tribal communities.
Every Child
Is a unique, complex learner;
Is a social being who learns through the development of
relationships with peers and adults;
Is entitled to learning environments that support optimal
development of the whole child;
Is entitled to opportunities to learn through active
exploration;
Learns through child-initiated, child-directed, teacher-supported
play.
Introduction
Arizona Early Learning Standards 9-2005 Introduction
2
GUIDING PRINCIPLES
• Each child progresses at a unique rate, has an individual learning style and possesses diverse abilities.
• Young children learn through active exploration of their environment where there is a balance between self-discovery
and adult initiated/selected activities.
• Children’s learning is based on prior knowledge and experiences that are constructed through play, social
interactions with other children, and consistent experiences guided by nurturing adults.
• Optimal learning occurs in environments where the adult is respectful of the child, the family, the language, the
culture, and the community.
• Children’s progress is best understood through observable behavioral change using ongoing observation,
anecdotal recordkeeping, and collection of children’s work.
• Children develop a sense of empowerment by having many opportunities to make choices within their daily
routines.
• Children learn best when their health and nutritional needs are met.
• Families are the primary caregivers and educators of young children.
• Young children are capable and competent regardless of their backgrounds, their experiences and their varying
abilities.
Although the Early Learning Standards document is separated into specific domains of learning, the intent is
not to suggest that children’s skills develop separately or apart from each other. Nor is it the intent that
isolated skill instruction be used as an appropriate way to support learning during the preschool years. The
standards document is based on the premises that learning occurs on a continuum and that developmental
domains are highly interrelated. Children succeed to their highest potential in nurturing environments that
support their learning across domains.
Arizona Early Learning Standards 9-2005 Introduction
3
INCLUSIVE PRACTICES
Early Childhood Special Education
Standards are an essential first step for designing effective preschool curricula since they represent an agreed
upon agenda for teaching and learning. They assist all early education professionals in setting high expectations for
children rather than lowering expectations for children with disabilities or other challenges. Therefore, the
Arizona Early Learning Standards should be used for students with disabilities as well as with typically developing
children. Because these standards establish the content for learning, the focus for classrooms no longer needs to
be on an age, grade, or specific functional level but on actual performance on a standard. Like any quality standard,
the Arizona Early Learning Standards are designed to be used to plan creative experiences that support children in
reaching their highest potential, capture their interest in learning, and build on what they already know.
English Language Learners
All children have acquired knowledge as a result of the language used in their home since birth. The richer the
home language and background experiences, the easier it is for children to learn a second language. Children
develop language much the same way they acquire other skills, along a continuum, at different rates, and with
individual learning styles. Some children may experience a silent period while they learn English; other children may
practice their knowledge by mixing or combining languages; still others may quickly acquire English-language
proficiency. Each child’s progress in learning English needs to be respected and viewed as acceptable, logical, and
part of the ongoing process of learning any new skill. The skills needed for young English language learners to
become proficient in English are fully embedded in the Arizona Early Learning Standards. Using the standards to
plan enriching experiences will enhance children’s proficiency in English and enable them to become successful
learners.
Arizona Early Learning Standards 9-2005 Introduction
4
The Arizona Early Learning Standards are:
• A framework that provides an essential first step for designing and/or choosing an effective, high-quality
preschool curricula
• Common, agreed upon goals and outcomes for teaching and learning
• Building blocks that illustrate the interconnectedness of emotional, social, language, cognitive and physical
development and learning that address the whole child
• A reflection of current brain development, early childhood research and best practices
• A continuum of learning outcomes for preschool children
• A link between early learning expectations and school readiness
• A framework that links content and curriculum, professional development and assessment tools to ensure
age-appropriate activities, goals and performance outcomes for three to five year old children
• Appropriate for all children regardless of background, language and diverse needs
• Flexible; can be modified up or down to meet the specific needs of all children
• A step toward eliminating fragmentation in early care and education programs throughout Arizona
• Separated into domains; yet the indicators in each domain are interrelated and interdependent. They all
need to be woven together into daily routines, activities and play
• A tool to assist parents, caregivers and teachers in creating meaningful and appropriate learning experiences
for preschool children
The Arizona Early Learning Standards are not:
• Intended for use as a curriculum
• Intended for use as a checklist
• Intended for use as an assessment tool
• Meant to be used in isolation
• Meant to stifle the creativity of caregivers or teachers
• Intended to imply that only formal and structured activities are to be planned for young children
Arizona Early Learning Standards 9-2005 Introduction
5
A Visual Explanation of the Arizona Early Learning Standards Components
Standard: An agreed upon framework of skills that young children need to experience in order to develop
a foundation for higher levels of learning. (Mathematics)
Concept: One element, topic or sub-skill of the strand. Strand: A component of the standard.
Indicators:
Define the
desired
outcomes for
young children.
Indicators are not
placed in
developmental
sequence. Letter
designation is for
the convenience
of planning and
writing IEPs
(Individual
Education
Plans). Children
may accomplish
indicators in any
order.
Context
Statement:
Statements that
describe more
fully what a
young child
should learn.
Often related to
meaningful
experiences that
a child develops
and practices
within an early
learning setting,
home or
community.
Examples in the Context of Daily Routines, Activities and Play:
These are samples of activities that children might perform in the context of play and daily routines that
demonstrate learning of a particular skill or knowledge and understanding of a particular concept.
STRAND 4: Geometry and Measurement
Concept 2: Measurement
The child uses measurement to make and describe comparisons in the environment.
Starting at a very young age, children compare who is taller and who has more. Immersing
children in measurement activities provides them with opportunities to explore, compare, and
discuss the use of measurement in their environment.
Indicators:
a. Compares objects using nonstandard
units of measurement (e.g. hands,
bodies, containers).
b. Compares objects and uses terms such
as longer-shorter, hotter-colder, and
faster-slower.
c. Uses various standard measuring
tools for simple measuring tasks.
d. Uses appropriate vocabulary to
describe time and sequence related to
daily routines.
Examples in the Context of Daily Routines, Activities,
and Play:
♦ Child stacks blocks as tall as his friend.
♦ Child uses outstretched arms to measure a
doorway.
��� Child says, “My car is going faster than yours.”
♦ Child says, “I can’t pull the wagon. You’re too
heavy. Get out!”
♦ Child says, “I need a bigger box for these blocks.”
♦ Child takes measuring tape and pretends to
measure objects in a room.
♦ Child helps measure cups of flour for bread.
♦ Child helps measure a doorway with a yardstick to
see if a wheelchair will fit.
♦ Child says, “After snack, we go outside.”
♦ Child responds appropriately when asked, “What
did you do this morning?”
Social Emotional
Standard
Arizona Early Learning Standards 4-2005 Social Emotional Standard 1
Overview
Children learn and thrive when they feel emotionally secure and physically safe. Early in life children demonstrate
feelings of competence and take pride in their accomplishments. Children need to develop the capacity to
experience, express, and gain self-control over their emotions and social interactions in order to mature socially
and emotionally. This development is enhanced through nurturing relationships and positive early learning
experiences.
A consistent and predictable environment strengthens a child’s confidence in approaching new challenges.
Confident children approach new tasks and situations enthusiastically. They recognize and express emotions
appropriately as well as share information about themselves and others.
Social and emotional development is the building block of children’s cognitive development and life long learning.
This domain becomes the foundation for helping children understand themselves, form constructive social
relationships and relate to the larger world.
The Social/Emotional Standard is organized into the following strands and related concepts:
Strand 1: Knowledge of Self Strand 3: Responsibility for Self and Others
• Self Awareness • Self Control
• Recognition and Expression of Feelings • Respect
Strand 2: Social Interactions with Others Strand 4: Approaches to Learning
• Separation • Curiosity • Creativity
• Cooperation • Initiative • Problem-Solving
• Persistence • Confidence
SOCIAL EMOTIONAL STANDARD
For Young Children From Three to Five Years Old
Arizona Early Learning Standards 4-2005 Social Emotional Standard 2
Social Emotional Standard Definitions
Cognitive Development is the development of knowledge and skills, which help children think about and understand
the world around them.
Empathy is the ability to recognize, respond and share in another’s emotions, thoughts or feelings.
Initiative is the action of taking the first step.
Refusal Skills are evident when a child states “no” upon determining that an action would be wrong, harmful or
dangerous.
Self-awareness is the ability to look at one’s self and to understand one’s self.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 3
STRAND 1: KNOWLEDGE OF SELF
Concept 1: Self-Awareness
The child demonstrates an awareness of his or her self.
Children develop a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals and to build
self-esteem.
Indicators:
a. Demonstrates self-confidence
b. Makes personal preferences known to others.
c. Demonstrates knowledge of self-identity.
d. Shows an awareness of similarities and differences between self
and others.
Examples in the Context of Daily Routines, Activities, and Play:
• Child acknowledges his own accomplishments and says, “I can hit
the ball.”
• Child tells her friends, “I don’t like that.”
• When asked to name a favorite color, child signs, “red.”
• Child says, “I like chocolate ice cream.”
• While looking in the mirror, child says, “I have new glasses.”
• Child says, “My birthday is in May.”
• Child says, “I am bigger than you.”
• Child points to his shirt and then to his friend’s, indicating that
they are wearing the same color of shirt.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 4
STRAND 1: KNOWLEDGE OF SELF
Concept 2: Recognition and Expression of Feelings
The child recognizes and expresses feelings of self and others.
Children develop the ability to effectively and appropriately express themselves and learn that their attitudes and feelings are an important aspect
of emotional well-being. Children develop an awareness of the feelings of others through daily interactions with friends and family.
Indicators:
a. Associates emotions with words and facial expressions.
b. Identifies and describes own feelings.
c. Demonstrates refusal skills by saying “No” to/in harmful
situations.
d. Identifies and describes feelings of others.
e. Expresses empathy for others
Examples in the Context of Daily Routines, Activities, and Play:
• When shown a puppet with a smile, child uses Sign Language to
sign “happy”.
• While listening to a story child covers his eyes and says, “This is
scary!”
• A child says, “I am happy today, it’s my birthday!”
• When playing outside, child says, “It makes me mad when you take
my bike!”
• Child walks away when a stranger asks” What’s your name?”
• Child says “No, I won’t jump off the slide.”
• Child approaches an adult and says, “Jamal is sad. He is crying.”
• After drawing a picture of her mom, child says, “My mom will be
so happy to see my picture.”
• Child sees his friend crying, and then gives her a hug.
• After seeing his friend fall down, child asks, “Are you OK?”
Arizona Early Learning Standards 4-2005 Social Emotional Standard 5
STRAND 2: SOCIAL INTERACTIONS WITH OTHERS
Concept 1: Separation
The child demonstrates the ability to separate from familiar adults.
Positive social relationships between adults and children develop in an environment where children feel safe and secure.
Indicators:
a. Interacts with others when family member is nearby.
b. Separates from family members without undue stress.
c. Seeks comfort and security from familiar adults.
Examples in the Context of Daily Routines, Activities, and Play:
• While child’s mother talks to another parent, their children play
together on the slide.
• Child continues to play after acknowledging a family member’s
arrival.
• Child runs off to play, when his Nana drops him off at his
friend’s house.
• Child doesn’t cry when dropped off at school or child care
provider’s home.
• When child hurts her finger while playing with a toy truck, she
runs to her caregiver for comfort.
• Child occasionally seeks hugs from her teacher.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 6
STRAND 2: SOCIAL INTERACTIONS WITH OTHERS
Concept 2: Cooperation
The child demonstrates the ability to give and take during social interactions.
Children’s cooperation with peers and adults implies an understanding of mutual rights and the ability to balance their needs with those of
others.
Indicators:
a. Responds when adults or other children initiate interactions.
b. Initiates and sustains positive interactions with adults and
friends.
c. Demonstrates positive ways to resolve conflict.
Examples in the Context of Daily Routines, Activities, and Play:
• Child pretends to eat a hamburger and answers “Yes” when asked
“Do you want French fries?”
• Child says, “I want to play outside when asked, “What do you want
to do now?”
• While putting together a puzzle, child asks if he can help. The
children finish putting the puzzle together.
• Child says, “Let’s build a road for our cars.” Children work
together to build a road.
• Child trades toys with a friend.
• Child agrees to share blocks with her friend who wants to play
with them.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 7
STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS
Concept 1: Self-Control
The child follows and understands rules and routines in various environments.
Young children develop self-control as they acquire the ability to regulate impulses and follow rules and routines. This enables children to
function successfully and independently in both personal and social contexts.
Indicators:
a. Manages transitions, daily routines and unexpected events.
b. Understands and follows rules in the learning environment.
c. Accepts the consequences of actions positive or negative.
d. Adjusts behavior for alternate activities and in different
settings of the learning environment.
Examples in the Context of Daily Routines, Activities, and Play:
• When it is time for a story, child puts away the blocks and goes
to where the children are gathered.
• Child asks, “Who is that?” when seeing an unexpected visitor, and
then continues with activity.
• Child reminds friends that running is for outside.
• Child puts his puzzle away when “Clean Up Time” is announced.
• Child gets a sponge to wipe up his milk, after spilling it on the
table.
• Child gets an ice pack for her friend after accidentally hitting
him on the hand with a block.
• Child uses a quiet voice when visiting the library.
• Child shares learning materials during group activities.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 8
STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS
Concept 2: Respect
The child acknowledges the rights and property of self and others.
When children interact with others, they become aware of the limits and boundaries of acceptable behavior and begin to learn about the
possible consequences of their actions. They learn to manage their behavior and develop appropriate social interactions with other children.
Additionally, children thrive in environments when they have a sense of ownership.
Indicators:
a. Asks permission before using items that belong to others.
b. Defends own rights and the rights of others.
c. Uses courteous words and actions.
d. Participates in cleaning up the learning environment.
e. Shows respect for learning materials and toys.
Examples in the Context of Daily Routines, Activities, and Play:
• Child sees a doll in another child’s backpack and asks to play with
it.
• Child asks, “May I ride the trike next?”
• Child tells his friend not to knock down his block structure.
• Child says, “Elizabeth, Joe had the bike first.”
• Child says, “Thank you” after receiving a snack.
• Child waits for her turn during a conversation.
• Child helps put the crayons away.
• Child picks up books from the floor and places them on the shelf.
• Child reminds friends to take care of the toys.
• Child picks up crayons from the floor and returns them to the
correct container.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 9
STRAND 4: APPROACHES TO LEARNING
Concept 1: Curiosity
The child is inquisitive about new experiences.
Children are active learners, naturally curious, and eager to learn. Curiosity relates to children’s tendencies to explore all aspects of the
environment, from objects and people, to ideas and customs. It is through finding the answers to their own questions that children construct
knowledge.
Indicators:
a. Selects an activity when choices are provided.
b. Shows interest in learning new things and trying new experiences.
c. Expresses interest in people.
d. Asks questions to get information.
Examples in Context of Daily Routine, Activities, and Play:
• When given the choice to either play with the toys or paint, the
child chooses to paint.
• Child runs to the slide during outside activities.
• Child says, “Let me have a turn” when a microscope is brought into
the room for the first time.
• Child asks, “How did you make the play dough?”
• Child inquires why his friend is not at school.
• Child asks, “Do you have any sisters?”
• When going on a walk, the child asks, “Where are we going?”
• After listening to a story about a dog, child asks, “What kind of
dog do you have?”
Arizona Early Learning Standards 4-2005 Social Emotional Standard 10
STRAND 4: APPROACHES TO LEARNING
Concept 2: Initiative
The child demonstrates independence.
Initiative refers to a child’s ability to exhibit a spirit of independence and sense of control over his or her choices. It also reflects the child’s
ability to initiate social relationships, and demonstrates a growing sense of self-sufficiency and confidence while interacting with others.
Indicators:
a. Initiates interaction with others.
b. Makes decisions independently.
c. Develops independence during activities, routines and play.
Examples in the Context of Daily Routines, Activities, and Play:
• While playing outside, child asks a friend to play with her on the
slide.
• Child joins three other children to play in the sand.
• Instead of playing with friends, the child chooses to read a story
by himself.
• Upon entering the learning environment, the child hangs up his
coat and backpack.
• Child washes his hands when he is finished painting
without being told to do so.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 11
STRAND 4: APPROACHES TO LEARNING
Concept 3: Persistence
The child demonstrates the ability to maintain and sustain a challenging task.
Starting at a very young age, children develop an understanding of how to maintain and sustain a task. Children’s capacities to engage in what
they are doing and to meet challenges appropriate to their level of development, demonstrate persistence. The ability to persist in a task is an
important element in learning.
Indicators:
a. Continuously attends to a task.
b. Pursues challenges.
c. Copes with frustration or disappointment.
Examples in the Context of Daily Routines, Activities, and Play:
• Child works on building a Lego structure throughout the course of
the day.
• Child repeatedly attempts to tape two paper towel tubes
together.
• Child asks for a puzzle with many pieces.
• Child attempts to swing across the monkey bars.
• Child spills a cup of juice on the floor, cleans it up and
asks for some more juice.
• Child says, “We have to go inside, it is raining. We can come back
out when it stops.”
Arizona Early Learning Standards 4-2005 Social Emotional Standard 12
STRAND 4: APPROACHES TO LEARNING
Concept 4: Creativity
The child demonstrates the ability to express his/her own unique way of seeing the world.
Creativity can be expressed in many ways. We commonly think of this word in association with the expressive arts. However, creativity involves
being able to cope with new situations and problems as well as to see things from a different perspective. A creative child extends and
elaborates on ideas and has a sense of humor.
Indicators:
a. Uses imagination to generate new ideas.
b. Appreciates humor.
Examples in the Context of Daily Routines, Activities, and Play:
• Child creates a story about a picture she has drawn.
• While playing house with a friend, child says, “Let’s take the
babies to the park.”
• Child reacts with a laugh or smile when something silly occurs
in the story.
Child says, “That is a funny story.”
Arizona Early Learning Standards 4-2005 Social Emotional Standard 13
STRAND 4: APPROACHES TO LEARNING
Concept 5: Problem-solving
The child demonstrates the ability to seek solutions to problems.
Problem solving involves the child’s ability to look for or find solutions for everyday problems. This ability is crucial for constructing knowledge
as the child builds on his or her prior experiences and integrates new information.
Indicators:
a. Recognizes problems.
b. Tries to solve problems.
c. Seeks adult assistance when support is required.
d. Works to solve a problem independently.
Examples in the Context of Daily Routines, Activities, and Play:
• When setting the table, child recognizes that there are not
enough cups and asks for additional cups.
• When child discovers paint on his pants, he wets a paper towel
and wipes the paint off.
• When putting on her jacket, the child asks, “Will you zip my
jacket?”
• Child tells adult, “He took my toy.”
• When ropes on the swing become tangled, child works to
untangle them.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 14
STRAND 4: APPROACHES TO LEARNING
Concept 6: Confidence
The child demonstrates self-assurance in a variety of circumstances.
Confident children feel positive about themselves and their ability to do things or to adapt to changing situations. A confident child is willing to take
a reasonable risk, to express or defend ideas, to try new experiences, or to engage in challenging tasks.
Indicators:
a. Expresses opinions or ideas.
b. Views self as competent and skilled.
c. Is willing to take risks and consider a variety of alternatives.
Examples in the Context of Daily Routines, Activities, and Play:
• Child indicates red is her favorite color and then chooses it.
• While building a castle, the child says to his friend, “I know
how to get the top to stay on.”
• The child says, “I can pour the juice myself.”
• Child tells his friend, “I don’t want you to help. I can do it!”
• When offered “broccoli and ranch dressing”, the child says, “I
want to try it.”
Arizona Early Learning Standards 4-2005 Social Emotional Standard 15
STRAND 1: KNOWLEDGE OF SELF
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Self-Awareness Social & Emotional Development Comprehensive Health
Demonstrates self-confidence. Develops growing capacity for
independence in a range of activities,
routines, and tasks.
Demonstrates growing confidence in a
range of abilities and expresses pride
in accomplishments.
Makes personal preferences known to
others.
Begins to develop and express
awareness of self in terms of specific
abilities, characteristics and
preferences.
Demonstrates knowledge of self-identity.
Develops ability to identify personal
characteristics including gender, and
family composition.
Shows an awareness of similarities
and differences between self and
others.
Progresses in understanding
similarities and respecting differences
among people, such as genders, race,
special needs, culture, language, and
family structures.
Interact positively with students in
class regardless of personal
differences.
Recognition and Expression of
Feelings
Social & Emotional Development Comprehensive Health
Associates emotions with words and
facial expressions.
Identify verbal and nonverbal
communication
Arizona Early Learning Standards 4-2005 Social Emotional Standard 16
STRAND 1: KNOWLEDGE OF SELF - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Recognition and Expression of
Feelings
Social & Emotional Development Comprehensive Health
Identifies and describes own feelings.
Identifies and describes feelings of
others.
Shows progress in expressing feelings,
needs, and opinions in difficult
situations and conflicts without harming
themselves, others, or property.
Identify basic emotions.
Identify a need, want, and feeling.
Demonstrates refusal skills by saying,
“No” to/in harmful situations.
Identify refusal skills that enhance
health.
Expresses empathy for others. Progresses in responding
sympathetically to peers who are in
need, upset, hurt, or angry; and in
expressing empathy or caring for
others.
Identify how to communicate care,
consideration, and respect of self and
others.
STRAND 2: SOCIAL INTERACTIONS WITH OTHERS
Separation Social & Emotional Development Comprehensive Health
Interacts with others when family
member is nearby.
Separates from family members
without undue stress.
Seeks comfort and security from
familiar adults.
Demonstrates increasing comfort in
talking with and accepting guidance
and directions from a range of familiar
adults.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 17
STRAND 2: SOCIAL INTERACTIONS WITH OTHERS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Cooperation Social & Emotional Development Comprehensive Health
Responds when adults or other
children initiate interactions.
Initiates and sustains positive
interactions with adults and friends.
Develops increasing abilities to give
and take in interactions; to take turns in
games or using materials, and to
interact without being overly
submissive or directive.
Shows progress in developing
friendships with peers.
Identify characteristics of attentive
listening skills that build and maintain
healthy relationships.
Share space and equipment with
others.
Demonstrates positive ways to resolve
conflict.
Show increasing abilities to use
compromise and discussion in working,
playing and resolving conflicts with
peers.
Differentiate between negative and
positive behaviors used in conflict
situations.
Demonstrate nonviolent strategies to
resolve conflict.
STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS
Self-Control Social & Emotional Development Comprehensive Health
Understands and follows rules in the
learning environment.
Adjusts behavior for alternate activities
and in different settings of the learning
environment.
Apply, with teacher reinforcement,
classroom rules and procedures and
safe practices.
Accepts the consequences of actions
positive or negative.
Develops growing understanding of
how their actions affect others and
begins to accept the consequences of
their actions.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 18
STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS – CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Respect Social & Emotional Development Comprehensive Health
Asks permission before using items
that belong to others.
Develops growing understanding of
how their actions affect others and
begins to accept the consequences of
their actions.
Defends own rights and the rights of
others.
Shows progress in expressing feelings,
needs and opinions in difficult
situations and conflicts without harming
themselves, others, or property.
Uses courteous words and actions. Shows progress in developing
friendships with peers.
Participates in cleaning up the learning
environment.
Shows respect for learning materials
and toys.
Demonstrates increasing capacity to
follow rules and routines and use
materials purposefully, safely and
respectfully.
STRAND 4: APPROACHES TO LEARNING
Curiosity Initiative and Curiosity Comprehensive Health
Selects an activity when choices are
provided.
Develops increased ability to make
independent choices.
Shows interest in learning new things
and trying new experiences.
Chooses to participate in an increasing
variety of tasks and activities.
Expresses interest in people.
Asks questions to get information.
Grows in eagerness to learn about and
discuss a growing range of topics,
ideas, and tasks.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 19
STRAND 4: APPROACHES TO LEARNING - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Initiative Initiative and Curiosity Comprehensive Health
Initiates interaction with others. Chooses to participate in an increasing
variety of tasks and activities.
Makes decisions independently.
Develops independence during
activities, routines, and play.
Develops increased ability to make
independent choices.
Persistence Engagement and Persistence Comprehensive Health
Continuously attends to a task.
Pursues challenges.
Grows in abilities to persist in and
complete a variety of tasks, activities,
projects and experiences.
Demonstrates increasing ability to set
goals and develop and follow through
on plans.
Copes with frustration or
disappointment.
Identify stressful situations, feelings,
and physical responses.
Creativity Reasoning and Problem-Solving Comprehensive Health
Uses imagination to generate new
ideas.
Develops increasing ability to find more
than one solution to a question, task,
or problem.
Problem-Solving Reasoning and Problem-Solving Comprehensive Health
Recognizes and tries to solve
problems.
Works to solve a problem
independently.
Grows in recognizing and solving
problems through active exploration,
including trial and error, and
interactions and discussions with peers
and adults.
Arizona Early Learning Standards 4-2005 Social Emotional Standard 20
STRAND 4: APPROACHES TO LEARNING - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Confidence Self-Concept; Initiative and
Curiosity
Comprehensive Health
Views self as competent and skilled. Demonstrates growing confidence in a
range of abilities and expresses pride
in accomplishments.
Is willing to take risks and consider a
variety of alternatives.
Approaches tasks and activities with
increased flexibility, imagination and
inventiveness.
Language & Literacy
Standard
AZ Early Learning Standards 4-2005 Language & Literacy Standard 1
Overview
Daily exposure to verbal and written language provides young children with the opportunities to begin acquiring a
basic understanding of the concepts of literacy and its functions. Through play, children learn to create meaning
from language and communicate with others using verbal and non-verbal language, pictures, symbols and print.
Environments rich with print, language, storytelling, books, technology, and writing materials allow children to
experience the joy and power associated with reading and writing, while mastering basic concepts about print. The
preschool environment is respectful and supportive of children’s cultural heritages and home languages while
encouraging English language acquisition. The abilities to listen, speak, read, and write emerge interdependently in
environments designed to meet each child’s unique skills, abilities, interests, and needs.
The Language and Literacy Standard is organized into the following strands and related concepts:
Strand 1: Oral Language Development Strand 3: Pre-writing Process
• Listening and Understanding • Written Expression
• Speaking and Communicating
Strand 2: Pre-reading Process
• Print Awareness
• Book Handling Skills
• Sounds & Rhythms of Spoken Language
• Letter Knowledge
• Vocabulary Development
• Comprehending Stories
LANGUAGE AND LITERACY STANDARD
For Young Children From Three to Five Years Old
AZ Early Learning Standards 4-2005 Language & Literacy Standard 2
Language and Literacy Standard Definitions
Alliteration contains the same consonant sounds at the beginning of words in a sentence, a group of words, or a
line of poetry. For example, the “P” in Peter Piper picked a peck of pickled peppers.”
Assistive Technology Devices are tools that help someone communicate, such as picture cards or boards, touch
screens, personal amplification systems, or television closed-captioning.
Comparative Words describe people, places, and objects relative to others with regard to such characteristics as
quantity, size, weight, or speed. For example, a child says, “My car went faster than Joey’s car.”
Discriminate is a verb that means to recognize or identify a difference.
Inflection is a change in the tone or pitch of the voice.
Inventive Writing is the application of the knowledge of letters and their sounds to create words that are not
necessarily spelled correctly.
Literacy is the ability to read and write at a competent level.
Manipulate is a verb that means to maneuver or work with something. For example, the child manipulates sounds
in words.
Phonemes are the smallest units of spoken language that combine to form words. For example, the word hat is
made up of three phonemes (h-a-t).
Phonemic Awareness is the ability to distinguish speech sounds in words.
Phonics is the association of letters with the speech sounds they represent, rather than visual recognition of the
whole word as a unit.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 3
Phonological Awareness is the ability to notice and work explicitly with the sounds of language. Phonological
awareness activities can involve work with alliteration, rhymes, and separating individual syllables into sounds.
Rare Words are words that are not commonly heard in conversations with young children. The phrase, “rare
words,” was coined by researcher, Catherine Snow, Harvard University.
Scribbles and Letter-Like Forms are common writing strokes (e.g., horizontal and vertical lines, points, circles,
spirals, zig-zag lines, wavy lines) used to approximate letters.
Syllable is a word or part of a word pronounced with a single uninterrupted sound of the voice.
Temporal Words pertain to the time of an event or the relationship between the time of two or more events, e.g.,
yesterday-today-tomorrow; days-weeks; morning-afternoon-evening; day-night; first-last; always-never-sometimes;
sooner-later; before-after.
Tone is the way something is said that is an indicator of what the speaker is feeling or thinking.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 4
STRAND 1: ORAL LANGUAGE DEVELOPMENT
Concept 1: Listening and Understanding
The child listens with understanding to directions, stories, and conversations.
During the preschool years, children learn language more quickly than at any other time in their lives. Associating language with pleasant and
stimulating experiences nurtures this development. Young children’s sense of words and sentences, sensitivity to tone, and understanding of
ideas communicated, influences their abilities to listen and to comprehend. Listening involves paying attention to adults and peers as they
share their ideas, feelings, and needs. Listening is a blend of building relationships and processing information.
Indicators:
a. Comprehends finger-plays, rhymes, chants, poems, conversations,
and stories.
b. Follows directions that involve
• One step
• Two steps
• A series of unrelated sequences of action.
Examples in the Context of Daily Routines, Activities, and Play:
• Child responds by gestures, actions, and language.
• Child points to blocks when asked, “Where would you like to
play?”
• Child claps when prompted with, “If you’re happy and you know
it, clap your hands.”
• Child places toy truck on shelf when adult says, “Please put the
truck on the shelf.”
• Child wipes his nose and puts the tissue in the trash when an
adult says, “Please wipe your nose and put the tissue in the
trash.”
• Child responds to directions, “Put the block on the table, put
your paper in the cubby, and line up to go outside.”
AZ Early Learning Standards 4-2005 Language & Literacy Standard 5
STRAND 1: ORAL LANGUAGE DEVELOPMENT
Concept 2: Speaking and Communicating
The child uses verbal and nonverbal communication to share ideas for a variety of purposes (e.g. ask questions,
express needs, and obtain information).
Children develop language by engaging in conversations with others and listening and responding to rhymes, chants, songs, stories, and poems. Children
who are encouraged to share their personal experiences, ideas, feelings, and opinions develop confidence using increasingly complex language.
Indicators:
a. Communicates needs, wants, and thoughts, through non-verbal
gestures, actions, or expressions.
b. Recites finger plays, rhymes, songs, or short poems.
c. Makes relevant responses to questions and comments from others.
d. Is understood when sharing experiences, ideas, and feelings with
others through the use of language and gestures.
e. Initiates conversations.
f. Uses appropriate tone and inflection to express ideas, feelings, and
needs.
g. Sustains or expands conversations.
h. Recognizes when the listener does not understand and uses
techniques to clarify the message.
Examples in the Context of Daily Routines, Activities, and Play:
• Child leads adult to the bookshelf and points to a book.
• Child sings the words of the song, “The Wheels on the Bus.”
• Child says, “I want to paint,” when asked, “What would you like
to do next?”
• When talking about puppies, child tells or uses sign language to
indicate that her dog had puppies. Another child asks, “How
many puppies are there?”
• Child approaches peers and asks, “What are you building?”
• Child comforts a crying child and softly speaks, “It’s going to be
OK.”
• After zipping his jacket, child exclaims, “I did it!”
• When someone is talking about a trip to a park, another child
adds, “I went to the park too. We had a picnic.”
• When child realizes he has been misunderstood, he uses a
gesture and/or a different word to clarify the intended
message.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 6
STRAND 2: PRE-READING PROCESS
Concept 1: Print Awareness
The child knows that print carries messages.
Through daily experiences with printed materials, young children delight in beginning to understand the connection between spoken and written
words. They learn to follow the print as it is read aloud and start to discover that reading and writing are ways to communicate information and to
provide pleasure. Children develop understanding that different forms of print, such as signs, letters, telephone books, storybooks, and magazines,
have different functions.
Indicators:
a. Distinguishes between print and pictures.
b. Identifies signs, symbols, and labels in the environment.
c. Recognizes that letters are grouped to form words.
d. Knows that each spoken word can be written and read.
e. Recognizes own written name.
f. Recognizes written names of friends and families.
g. Seeks information in printed materials.
Examples in the Context of Daily Routines, Activities, and Play:
• Child points to words under a picture and says, “What does
this say?”
• Child points to a McDonalds sign and says, “That says
McDonalds!”
• Child points to the label on a milk carton and says, “That
says milk.”
• Child completes a painting and asks an adult to write “to
Mom” on it.
• Child pretends to read a letter while playing post office.
• Child finds own name card in a basket filled with name
cards.
• Child picks up a name card and says, “This says Jose.”
• After a nature walk, child looks in a book about rocks and
says, “This is like the rock I found.”
• Child looks at grocery ads while creating a shopping list.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 7
STRAND 2: PRE-READING PROCESS
Concept 2: Book Handling Skills
The child demonstrates how to handle books appropriately and with care.
It is important to provide young children with many opportunities to interact with, and care for, books in all environments. Young children
need to have access to a variety of fiction and nonfiction books throughout the day, including those that reflect diverse cultures. Through
these experiences, children learn to hold books right side up and to turn the pages one at a time in order to view the illustrations and to gain
a sense of the story or content.
Indicators:
a. Holds a book right side up with the front cover facing the reader,
carefully turning the pages one page at a time.
b. Identifies where in the book to begin reading.
c. Understands a book has a title.
Examples in the Context of Daily Routines, Activities, and Play:
• When handed a book upside down, child turns the book right side
up before beginning to look at it.
• Child finds the front of the book, the first page of the text, and
the first word on the page.
• Child points to the first page and says, “Start here.”
• Child makes a book and says, “My book is called My Mom.”
AZ Early Learning Standards 4-2005 Language & Literacy Standard 8
STRAND 2: PRE-READING PROCESS
Concept 3: Sounds and Rhythms of Spoken Language (Phonological Awareness)
The child hears and understands the different sounds of spoken language.
Young children learn to discriminate between the similarities and differences in environmental sounds such as the difference between a
dog’s bark and a cat’s meow or the difference between the ringing of a telephone and the ringing of a doorbell. Such awareness is the
foundation of young children’s abilities to hear and discriminate different sounds in words (phonological awareness). Research indicates how
quickly and how easily children learn to read often depends on how much phonological awareness they have. Children’s abilities to play with
or manipulate the smallest units of speech (phonemes) are demonstrated in a variety of ways, including using rhymes, alliteration, and
experimenting with beginning and ending sounds. Phonological awareness and phonemic awareness are the foundations that enable some
preschool children to match letters and sounds (phonics). A preschooler’s phonetic skills will further develop at the kindergarten level.
Indicators:
a. Recognizes words that rhyme in familiar games, songs, and stories.
b. Invents rhymes and repetitive phrases.
c. Identifies syllables in words by snapping, clapping, or other
rhythmic movement.
d. Recognizes when different words begin or end with the same sound
(phonemic awareness).
Examples in the Context of Daily Routines, Activities, and Play:
• Child points to pictures of words that rhyme.
• Child whose name is Joy, while playing, spontaneously says, “Joy,
noy, boy, loy, toy.”
• Child claps each syllable of a name during a name game or name
song. (Ben-ja-min = clap, clap, clap)
• Child named Maria says, “My name starts like Monique’s name.”
AZ Early Learning Standards 4-2005 Language & Literacy Standard 9
STRAND 2: PRE-READING PROCESS
Concept 4: Letter Knowledge
The child demonstrates knowledge of the alphabet.
Young children begin to recognize some printed alphabet letters, especially those letters found in their own names. To support young
learners’ knowledge of letters, adults need to provide children with easy and repeated interactions with written letters and words that are
presented in fun and interesting ways.
Indicators:
a. Discriminates letters from other shapes and symbols.
b. Identifies similarities and differences in letters.
c. Identifies letters in familiar words, including those in own name.
d. Recognizes and names at least ten (10) letters of the alphabet.
e. Makes some letter-sound matches (phonics).
Examples in the Context of Daily Routines, Activities, and Play:
• Child discriminates between numerals and letters in puzzles,
games, or computer software activities.
• Child points to the upper case ‘E’ and the upper case ‘F’ and
says, “This one [F] lost a leg.”
• When Raul sees Rosa’s name, he points to it and says, “That’s my
name.”
• Child correctly names letters while playing with alphabet
stamps, magnets, cards, or puzzles.
• While writing her name, Taylor makes the “t” sound as she
prints the letter.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 10
STRAND 2: PRE-READING PROCESS
Concept 5: Vocabulary Development
The child understands and uses increasingly complex vocabulary.
The early childhood years are a period of vocabulary exploration. Research indicates that there is a strong connection between vocabulary
development and academic success. Children gain language and vocabulary skills by having multiple and frequent opportunities to listen, talk,
read, share ideas, relate experiences, and engage in interesting conversations. They need to play with familiar language and experiment with
language in different settings. Rhymes, songs, and read-alouds that use uncommon words allow children to talk about and develop an
understanding of words they would not otherwise hear in everyday conversations.
Indicators:
a. Identifies familiar objects, people, and events.
b. Describes familiar objects, people, events, and their attributes with
general and specific words and phrases.
c. Uses new and expanding vocabulary and grammar, including:
• positional and directional words (e.g. in, on, out, under, off, beside,
behind).
• temporal words (e.g. before-after )
• comparative words (e.g. faster-slower, heavier-lighter).
d. Uses multiple word sentences with grammatical complexity to describe
ideas, feelings, activities, and experiences.
e. Uses rare words (uncommon words) in communication.
Examples in the Context of Daily Routines, Activities, and Play:
• Child points to a cup when asked “Show me the cup.”
• Child says, “Fire truck,” while holding a fire truck.
• Child communicates through words, sign language, or other
assistive technology devices, “This red flower is a rose.”
• Child uses sign language to indicate, “On table,” when asked,
“Where is the bowl?”
• Child communicates, “After lunch, I’m going to Grandma’s.”
• Child says, “My car went faster than Joey’s.”
• Child says, “You build the bridge so I can push my car under
it.”
• Child says, “Aunt Lydia’s hat is magnificent!”
AZ Early Learning Standards 4-2005 Language & Literacy Standard 11
STRAND 2: PRE-READING PROCESS
Concept 6: Comprehending Stories
The child shows an interest in books and comprehends stories read aloud.
Children gain understanding about language and reading through their interactions with verbal language, print, and daily routines. In addition,
children learn about reading concepts by experiencing a learning environment rich in signs, symbols, words, numbers, and art that reflect
diverse cultures. When children are read to regularly and encouraged to interact with printed materials on their own, they develop motivation
and skills to read and write by themselves.
Indicators:
a. Takes an active role in reading activities.
b. Asks and answers a variety of questions about stories told or
read aloud.
c. Relates stories to life experiences and feelings.
d. Makes predictions from what is seen in illustrations or heard
from stories.
e. Makes connections between events in a story.
f. Retells a story in sequence with prompting or props.
Examples in the Context of Daily Routines, Activities, and Play:
• Child imitates reading printed materials.
• Child listens with interest to stories on tape.
• Child chooses a book and asks someone to read it.
• After hearing a story about whales, child asks a question about
where whales live.
• After hearing a story about pets, child shares by words,
gestures, or drawing, “I have a cat!”
• After hearing the story, Brown Bear, Brown Bear, or any other
predictable story, child attempts to guess what happens next.
• After hearing the story, The Cat in the Hat, child says, ”That
mom would be really mad if she knew what the cat did in the
house.”
• Child acts out a familiar story using dramatic play materials.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 12
STRAND 3: PRE-WRITING PROCESS
Concept 1: Written Expression
The child uses writing materials to communicate ideas.
Children begin to recognize the relationship between spoken and written messages by engaging in writing, drawing, and related activities that
have meaning and purpose for them. Children receive powerful messages about literacy’s pleasures and rewards by observing others reading
and writing. Children develop as writers when they are encouraged to write in an environment that has readily accessible writing materials.
Indicators:
a. Uses a variety of writing tools, materials, and surfaces to create
drawings or symbols.
b. Dictates thoughts, ideas, and stories to adults.
c. Produces scribbles and letter-like forms to represent words, convey
ideas, or tell a story.
d. Organizes writing from left to right, indicating an awareness that
letters cluster as words and words cluster into phrases or sentences by
use of spacing or marks.
e. Uses inventive writing to form words to convey ideas or to tell a story.
Examples in the Context of Daily Routines, Activities, and Play:
• Child draws or writes using pencils, markers, crayons, paint,
and/or shaving cream on paper, cardboard, chalkboard,
and/or dry erase board.
• Child draws random lines on a page.
• Child points to a picture he or she drew, and says, “This is
my dog.”
• Child asks adult to write, “This is my dog, we went for a
walk” on a drawing.
• While playing restaurant, child asks, “What would you like
to eat?” and scribbles the order on a pad.
• Child writes letter-like forms on a page and says, “This is a
note for my mommy.”
• Child plays at writing a message by placing spaces between
the “words” on the page.
• Child writes own name from left to right on the sidewalk
when playing with chalk on the outdoor patio.
• Child writes KP OT and says, “This says, ‘Keep out.”
AZ Early Learning Standards 4-2005 Language & Literacy Standard 13
STRAND 1 – ORAL LANGUAGE DEVELOPMENT
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Listening and Understanding Listening and Understanding
Comprehends finger-plays, rhymes,
chants, songs, stories, poems, and
conversations.
Demonstrates increasing ability to
attend to and understand
conversations, stories, songs, and
poems.
Follows directions that involve one
step, two steps and a series of
unrelated sequences of action.
Shows progress in understanding and
following simple and multiple-step
directions.
Speaking and Communicating Speaking and Communicating
Communicates needs, wants, and
thoughts through non-verbal gestures,
actions, or expressions.
Develops increasing abilities to
understand and use language to
communicate information, experiences,
ideas, feelings, opinions, needs,
questions; and for other varied
purposes.
Makes relevant responses to questions
and comments from others.
Initiates conversations.
Sustains or expands conversations.
Recognizes when the listener does not
understand and uses techniques to
clarify the message.
Progresses in abilities to initiate and
respond appropriately in conversation
and discussions with peers and adults.
** Oral language development is an
important set of skills encompassing
both the understanding of what is said
and the use of speech to engage in
conversation and express ideas,
wants, and needs. These skills begin
developing at birth and continue
progressing throughout a child’s pre-K
years and beyond. The abilities to
listen with understanding and
communicate clearly are important
precursors, or forerunners, that provide
the foundation necessary for
developing pre-reading and pre-writing
concepts.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 14
STRAND 2 PRE-READING PROCESS
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Print Awareness Print Awareness & Concepts Print Concepts / Expository Text
Distinguishes between print and
pictures.
Identifies signs, symbols, and labels in
the environment
Shows increasing awareness of print in
classroom, home, and community
settings.
Identify signs, symbols, labels, and
captions in the environment.
Recognizes that letters are grouped to
form words.
Recognizes a word as a unit of print, or
awareness that letters are grouped to
form words, and that words are
separated by spaces.
Distinguishes between printed letters
and words.
Knows that each spoken word can be
written and read.
Demonstrates increasing
awareness…that speech can be
written down, and that print conveys a
message.
Recognize that print represents spoken
language and conveys meaning (e.g.
his/her own name, Exit and Danger
signs)
Recognizes own written name
Recognizes written names of friends
and families.
Recognize that spoken words are
represented in written language by
specific sequences of letters.
Seeks information in printed materials. Develops growing understanding of the
different functions of forms of print
such as signs, letters, newspapers,
lists, messages, and menus.
Identify the purpose for reading
expository text.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 15
STRAND 2: PRE-READING PROCESS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD
Book Handling Skills Book Knowledge & Appreciation /
Print Awareness & Concepts
Print Concepts
Holds a book right side up with the
front cover facing the reader, carefully
turning pages from front to back, one
page at a time.
Understands that the book has a title,
author, and illustrator.
Progresses in learning how to handle
and care for books; knowing to view
one page at a time in sequence from
front to back; and understanding that a
book has a title, author, and illustrator.
Hold a book right side up and turn
pages in the correct direction.
Identify different parts of a book (e.g.
front cover, back cover, title page) and
the information they provide.
Identifies where in the book to begin
reading.
Demonstrates increasing awareness of
concepts of print, such as that reading
in English moves from top to bottom
and from left to right…
Start at the top left of the printed page,
track words from left to right, using
return sweep, and move from the top
to the bottom of the page.
Sounds & Rhythms of Spoken
Language (Phonological
Awareness)
Phonological Awareness Phonemic Awareness
Recognizes words that rhyme in
familiar games, songs, and stories.
Progresses in recognizing matching
sounds and rhymes in familiar words,
games, songs, stories, and poems.
Distinguish spoken rhyming words
from non-rhyming words (e.g. run, sun
versus run, man).
Invents rhymes and repetitive phrases. Orally produce rhyming words in
response to spoken words (e.g. What
rhymes with that?)
Identifies syllables in words by
snapping, clapping, or other rhythmic
movement.
Shows growing ability to hear and
discriminate separate syllables in
words.
Blend two or three spoken syllables to
say words.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 16
STRAND 2 – PRE-READING PROCESS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD
Sounds & Rhythms of Spoken
Language (Phonological
Awareness)
Phonological Awareness Phonemic Awareness
Recognizes when different words
begin or end with the same sound.
Shows growing awareness of
beginning and ending sounds of
words.
Orally produce groups of words that
begin with the same initial sound.
Letter Knowledge Alphabet Knowledge Phonics
Discriminates letters from other shapes
and symbols.
Knows that letters of the alphabet are a
special category of visual graphics
than can be individually named.
Identifies similarities and differences in
letters.
Shows progress in associating the
names of letters with their shapes and
sounds.
Identifies beginning letters in familiar
words, including those in own name.
Increases in ability to notice the
beginning letters in familiar words.
**Though a specific standard here
does not align, discrimination skills are
the forerunners to a child’s ability to
begin identification and naming of
specific letters of the alphabet**.
Recognizes and names at least ten
(10) letters of the alphabet.
Identifies at least 10 letters of the
alphabet, especially those in their own
name.
Identify letters of the alphabet (upper
and lower case).
Letter Knowledge Alphabet Knowledge Phonics
Makes some letter-sound matches.
(phonics)
Associates sounds with written words,
such as awareness that different words
begin with the same sound.
Say letter sounds represented by the
single-lettered consonants and vowels.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 17
STRAND 2: PRE-READING PROCESS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD
Vocabulary Development Listening & Understanding /
Speaking & Communicating
Vocabulary
Identifies familiar objects, people and
events.
Understands an increasingly complex
and varied vocabulary.
Describes familiar objects, people,
events, and their attributes with
general and specific words and
phrases.
Describe familiar objects and events in
both general and specific language.
Uses new and expanding vocabulary
and grammar in speech, including:
positional and directional words,
temporal words, and comparative
words.
Uses rare words.
Uses an increasingly complex and
varied spoken vocabulary.
Determine what words mean from how
they are used in a sentence, heard, or
read.
Uses multiple word sentences with
grammatical complexity to describe
ideas, feelings, activities, and
experiences.
Progresses in clarity of pronunciation
and towards speaking in sentences of
increasing length and grammatical
complexity.
Comprehending Stories Book Knowledge & Appreciation Comprehension Strategies /
Elements of Literature
Takes an active role in reading
activities.
Shows a growing interest in reading-related
activities, such as asking to
have a favorite book read; choosing to
look at books; drawing pictures based
on stories; asking to take books home;
going to the library; and engaging in
pretend-reading with other children.
Participate (e.g. react, speculate, join
in, read along) when predictably
patterned selections of fiction and
poetry are read aloud.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 18
STRAND 2: PRE-READING PROCESS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD
Comprehending Stories Book Knowledge & Appreciation Comprehension Strategies /
Elements of Literature
Asks and answers a variety of
questions about stories told or read
aloud.
Relates stories to life experiences and
feelings.
Shows a growing interest and
involvement in listening to and
discussing a variety of fiction and non-fiction
books and poetry.
Restate facts from listening to
expository text.
Makes predictions from what is seen in
illustrations or heard from stories.
Makes connections between events in
a story.
Retells a story in sequence with
prompting or props.
Demonstrates progress in abilities to
retell and dictate stories from books
and experiences; to act out stories in
dramatic play; and to predict what will
happen next in a story.
Retell or re-enact a story, placing the
events in correct sequence.
Derive meaning from books that are
highly predictable, use repetitive
syntax, and have linguistic
redundancy.
AZ Early Learning Standards 4-2005 Language & Literacy Standard 19
STRAND 3 – PRE-WRITING PROCESS
AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD
Written Expression Early Writing Writing Process / Writing Elements /
Writing Applications
Uses a variety of writing tools,
materials and surfaces to create
drawings or symbols
Experiments with a growing variety of
writing tools and materials, such as
pencils, crayons, and computers.
Draw a picture about ideas generated
through class discussion.
Dictates thoughts, ideas, and stories to
adults.
Begins to represent stories and
experiences through pictures, dictation,
and in play
Create a group draft, scripted by the
teacher.
Produces scribbles and letter-like
forms to represent words, convey
ideas, or tell a story.
Develops understanding that writing is
a way of communicating for a variety of
purposes.
Communicate by drawing, telling, or
writing for a purpose.
Use pictures that convey meaning.
Organizes writing from left to right
indicating an awareness that letters
cluster as words and words cluster into
phrases or sentences by use of
spacing or marks.
Consistently write left to right and top
to bottom.
Space appropriately between words
with some degree of accuracy.
Attempt simple sentences (some may
be fragments).
Uses inventive and phonetic writing to
form words to convey ideas or to tell a
story.
Progresses from using scribbles,
shapes, or pictures to represent ideas,
to using letter-like symbols, to copying
or writing familiar words such as their
own name.
Use pictures with imitative text, letters,
or recognizable words to convey
meaning.
Use knowledge of letter sound
relationship to spell simple words with
some consonants and few vowels (e.g.
I lik to d nts. – I like to draw knights).
Mathematics Standard
AZ Early Learning Standards 4-2005 Mathematics Standard 1
Overview
Mathematics is a way of describing the world -- a way of thinking, knowing, and problem-solving that is accessible
to all children regardless of their prior knowledge and experiences. Children use their senses to construct
knowledge of mathematical concepts through interactions with real objects and events and through their daily
observations. They approach these tasks with curiosity and a sense of experimentation. Children deserve
environments that encourage thinking and curiosity, are rich in mathematical language, and nurture their natural
drive to explore and experiment. Spontaneous and planned math experiences that are developmentally appropriate
and are made meaningful through play facilitate a child’s learning.
The Math Standard is organized into the following strands and related concepts:
Strand 1: Number Sense & Operations Strand 4: Geometry and Measurement
• Number Sense • Spatial Relationships & Geometry
• Numerical Operations • Measurement
Strand 2: Data Analysis Strand 5: Structure and Logic
• Collection and Organization • Logic and Reasoning
• Data Analysis
Strand 3: Patterns
• Patterns
MATHEMATICS STANDARD
For Young Children From Three to Five Years Old
AZ Early Learning Standards 4-2005 Mathematics Standard 2
Mathematics Standard Definitions
Attributes (of shapes) are characteristics or qualities of objects, such as color, position, roundness, shape, size,
number of corners. For example, a child notices that the plate is round.
Comparative words are words that describe people, places, and objects in relation to others with regard to such
attributes as quantity, size, weight, and speed. For example, a child says, “I have all of the blocks. Joey has none.“ Or,
“My car went faster than Joey’s car.”
Concrete Representation is a graph/table on which physical objects or pictures are arranged.
Data is information, often in the form of facts or figures, obtained from experiments or surveys, used as a basis for
making calculations or drawing conclusions.
Extend (a pattern) means to continue for a distance, in this case, the pattern; to increase the length of the pattern.
Facilitation is the process of making something easy or easier.
Geometric Shapes are forms such as triangles, rectangles, squares, circles, etc.
Graphs display information in an organized manner.
Match is a verb that means to pair items or objects that are identical.
Non-standard measurement is a unit of measure whose values may vary such as a person’s foot length, paper clips,
paces, or blocks. It is unlike a standard unit of measure, such as inch or pound, whose values do not vary.
Numeral is the written symbol that represents a number. For example “7” is the numeral for the number seven.
AZ Early Learning Standards 4-2005 Mathematics Standard 3
One-to-one Correspondence is used to describe a mathematical set of objects such that one object can be paired with
another object with another from another set, leaving no remainder (e.g., four forks with four knives).
Operations are mathematical processes such as addition, subtraction, multiplication, and division.
Patterns are regular or repetitive forms, orders, or arrangements of objects, sounds, or movements.
Physical Attribute is the size, color, shape, texture, or physical composition of materials and objects.
Positional Terms are words that describe people, places, and objects in relation to other things or in the way an object
is placed or arranged such as in, out, under, over, off, beside, behind, before, after, etc. For example, a child says, “I
put the bowl on the table.”
Spatial Reasoning is a sense of shapes and how they relate to each other in terms of their position or direction.
Sort is a verb that means to assign or classify objects that share certain attributes to a category. For example, assign
all red blocks to one category; assign all blue blocks to another.
Standard Measuring Tools are tools such as rulers, yardsticks, scales, thermometers, to measure length, height,
weight, temperature, etc.
Symbols are acts or printed signs that represent quantities in mathematics (e.g., using three fingers to represent “3”).
Three-Dimensional (geometric shapes) are solid geometric shapes such as cubes, cylinders, spheres, and cones.
Two-Dimensional (geometric shapes) are shapes with flat surfaces such as circles, triangles, squares, or rectangles.
AZ Early Learning Standards 4-2005 Mathematics Standard 4
STRAND 1: NUMBER SENSE AND OPERATIONS
Concept 1: Number Sense
The child uses numbers and counting as a means to determine quantity and solve problems.
Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature.
To build an understanding of numbers and to discover number relationships, children need daily experiences involving comparison and counting
in ways that are personally meaningful, challenging, and fun.
Indicators:
a. Uses number words in the context of daily routines, activities,
and play.
b. Uses and creates symbols to represent numbers.
c. Counts groups of objects using one-to-one correspondence.
d. Compares two sets of objects using terms such as more, fewer,
or the same.
e. Counts a collection of up to 10 items using the last counting word
to tell, “How many?”
f. Identifies numerals 1-10.
g. Matches numerals to the quantities they represent.
Examples in the Context of Daily Routines, Activities, and Play:
• Child participates in counting the number of children in the room.
• Child uses number words while pressing buttons on a play phone or
while playing store or restaurant.
• Child points to numerals on his shirt and says, “I have a two and a
five on my shirt.” (The numerals may or may not be a two and a
five.)
• Child holds up four fingers when asked, “How old are you?”
• Child pretends to write numerals while playing.
• Child touches or points to objects such as cookies while using
phrases, such as “One for you and one for me.”
• Child counts out 4 straws for the 4 children at the table.
• Child says, “I have more blocks than you do!”
• Child counts out six eggs. When adult asks, How many? Child
responds, “six.”
• While playing a board game, child says, “Five jumps!” when spinner
lands on the numeral “5.”
• Child works on puzzle matching the numeral on one half to the
number of objects on the matching half of the puzzle
AZ Early Learning Standards 4-2005 Mathematics Standard 5
STRAND 1: NUMBER SENSE AND OPERATIONS
Concept 2. Numerical Operations
The child uses numbers and counting as a means to compare quantity and understand number relationships.
Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature.
To build an understanding of numbers and to discover number relationships, children need daily experiences involving comparison and counting
in ways that are personally meaningful, challenging, and fun.
Indicators:
a. Describes changes in two or more sets of objects when they are
combined.
b. Describes changes in a set of objects when they are separated
into parts.
Examples in the Context of Daily Routines, Activities, and Play:
• Child adds her blocks to her friend’s blocks and says, “Now we
have more.”
• Child says, “I have four grapes.” Child eats one grape and says,
“Now I have three grapes.”
• Child shares a box of animal crackers among friends and states,
“Now we all have some.”
AZ Early Learning Standards 4-2005 Mathematics Standard 6
STRAND 2: DATA ANALYSIS*
Concept 1: Data Collection and Organization
The child collects, organizes, and displays relevant data.
Children are natural observers and questioners. To build upon this strength, adults should facilitate children’s opportunities to ask questions,
collect and display information, and talk about what is meaningful to them.
Indicators:
a. Gathers data about self or the environment.
b. Organizes and displays information by shared attribute or
relationship.
*This strand often requires adult facilitation.
Examples in the Context of Daily Routines, Activities, and Play:
• Child uses a photo of him/herself to indicate a favorite fruit on
a class graph.
• Child places objects on the appropriate trays in a “sink or float”
activity.
• Child places purple color samples (as from a paint store) in
order from lightest to darkest.
AZ Early Learning Standards 4-2005 Mathematics Standard 7
STRAND 2: DATA ANALYSIS*
Concept 2: Data Analysis*
The child uses data to see relationships and make sense of the environment.
Young children learn to use reasoning skills as they gather, collect, display and analyze data and information. Providing children with opportunities to
collect and then analyze or interpret information in their natural settings connects mathematics with children’s everyday experiences. As children
experiment with data collection and observation, they gain insight and understanding of how to ask questions and use the information they have
available to discover answers for themselves. With adult support, young children increase their use of comparative vocabulary and learn how to
describe similarities and differences discovered or evidenced in the data collected.
Indicators:
a. Uses descriptive language to compare data in picture graphs or
other concrete representations.
* This strand often requires adult facilitation.
Examples in the Context of Daily Routines, Activities, and Play:
• Child looks at picture graph of selected fruit and says, “A lot of
kids like bananas.”
• Child identifies which category has more, fewer, or the same
number of objects.
AZ Early Learning Standards 4-2005 Mathematics Standard 8
STRAND 3: PATTERNS
Concept 1. Patterns
The child recognizes, copies, and creates patterns.
Recognition and investigation of patterns are important components of a child’s development. Learning to use patterns to solve problems
develops naturally through play. A child’s ability to work with patterns is the precursor to mathematical thinking, especially algebraic
processes. Children need frequent opportunities to engage in pattern related activities such as sorting and matching objects using puzzles
and playing with repetitive sounds and movement.
Indicators:
a. Copies simple patterns.
b. Extends simple patterns
c. Creates simple patterns.
Examples in the Context of Daily Routines, Activities, and Play:
• Child creates a necklace from shaped beads matching the pattern
in the necklace to a pattern on a card or picture.
• When shown a series of dominoes with one up, one down, one up,
one down, child places the next two dominoes, one up and one down.
• Child extends a rhythmic pattern: clap, pat, clap, pat. . .
• Child makes a bead necklace using a red-blue-white, red-blue-white
pattern, and says, ”I need a red bead now,” after placing a white
bead on the necklace string.
AZ Early Learning Standards 4-2005 Mathematics Standard 9
STRAND 4: GEOMETRY AND MEASUREMENT
Concept 1. Spatial Relationships and Geometry
The child demonstrates an understanding of spatial relationships and recognizes attributes of common shapes.
Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Children
spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning experiences involving shape, position, and
orientation in space.
Indicators:
a. Demonstrates understanding of positional terms (e.g., between
inside, under, behind).
b. Identifies or names basic shapes (e.g. circles, cylinders, squares,
cubes, triangles) found in the environment.
c. Represents shapes found in the environment.
d. Compares and describes attributes of two- and three-dimensional
objects using own vocabulary.
e. Describes the position or location of objects in relation to self
or to other objects.
Examples in the Context of Daily Routines, Activities, and Play:
• Child is asked to stand next to Javier and moves next to him.
• Child follows the direction, “Put your milk on the table.”
• Child points to a door when requested to point to something that is
a rectangle.
• Child says, “Square” when asked, “What shape is this?”
• Child says, “My buttons are circles.”
• Child uses arms to form a circle to represent the sun.
• Child uses finger to draw basic shapes in shaving cream or sand.
• Child points to a square and counts the sides and then points to a
triangle and counts the sides.
• Child says, “The ball doesn’t have any corners.”
• Child plays with a car on a road constructed out of blocks and says,
“The car is on the road.”
• Child notices a puppy between two children in a magazine picture
and says, “The puppy is in the middle.”
AZ Early Learning Standards 4-2005 Mathematics Standard 10
STRAND 4: GEOMETRY AND MEASUREMENT
Concept 2: Measurement
The child uses measurement to make and describe comparisons in the environment.
Starting at a very young age, children compare who is taller and who has more. Immersing children in measurement activities provides them
with opportunities to explore, compare, and discuss the use of measurement in their environment.
Indicators:
a. Compares objects using nonstandard units of measurement (e.g.
hands, bodies, containers).
b. Compares objects and uses terms such as longer-shorter, hotter-colder,
and faster-slower.
c. Uses various standard measuring tools for simple measuring tasks.
d. Uses appropriate vocabulary to describe time and sequence
related to daily routines.
Examples in the Context of Daily Routines, Activities, and Play:
• Child stacks blocks as tall as his friend.
• Child uses outstretched arms to measure a doorway.
• Child says, “My car is going faster than yours.”
• Child says, “I can’t pull the wagon. You’re too heavy. Get out!”
• Child says, “I need a bigger box for these blocks.”
• Child takes measuring tape and pretends to measure objects in a
room.
• Child helps measure cups of flour for bread.
• Child helps measure a doorway with a yardstick to see if a
wheelchair will fit.
• Child says, “After snack, we go outside.”
• Child responds appropriately when asked, “What did you do this
morning?”
• Child relates a sequence of events from a trip to the store.
AZ Early Learning Standards 4-2005 Mathematics Standard 11
STRAND 5: STRUCTURE AND LOGIC
Concept 1: Logic and Reasoning
The child recognizes and describes relationships among/between objects relative to their observable attributes.
Recognizing relationships between objects allows young children to make generalizations and predictions beyond information directly available to
them. The ability to think logically and to reason (problem-solve) extends far beyond mathematical boundaries.
Indicators:
a. Matches and sorts objects by one attribute (e.g., size, color, shape,
use).
b. Matches and sorts objects by two or more attributes (e.g., by size
and by color).
c. Describes relationships between groups of objects.
Examples in the Context of Daily Routines, Activities, and Play:
• Child matches a star shape to a star shape.
• Child says, “I got out all the cars!”
• Child sorts all the large, red cars from a group of cars of
various sizes and colors.
• Child matches one shoe to its mate from a pile of shoes.
• Child says, “I put all of these together [helicopter, bee, plane,
birds] because they all fly.”
• Child sorts buttons and says, “All these have two holes. These
have four holes.”
AZ Early Learning Standards 4-2005 Mathematics Standard 12
STRAND 1 – NUMBER SENSE AND OPERATIONS
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Number Sense Number and Operations Number Sense / Estimation
Uses number words in the context of
daily routines, activities, and play.
Demonstrates increasing interest and
awareness of numbers and counting
as a means for solving problems and
determining quantity.
Uses and creates symbols to represent
numbers.
Make a model to represent a given
whole number 0 through 20.
Counts groups of objects (less than
five) using one-to-one correspondence.
Develops increasing ability to count in
sequence to 10 and beyond.
Begins to make use of one-to-one
correspondence in counting objects
and matching groups of objects
Count aloud, forward to 20 or
backward from 10, in consecutive
order (0 through 20).
Compares two sets of objects of five or
less items, using terms such as more,
fewer, or the same.
Begins to use language to compare
numbers of objects with terms such as
more, less, greater than, fewer, equal
to.
Compare two whole numbers through
20.
Counts a collection of up to 10 items
and uses the last counting word to tell,
“how many?”
Develops increasing abilities to
…name “how many” concrete objects.
Solve problems using a variety of
mental computations and reasonable
estimations.
Identifies numerals 1-10.
Matches numerals to the quantities
they represent.
Identify orally a whole number
represented by a model with a word
name and symbol 0 through 20. (Say 3
and write numeral 3 when presented
with three objects).
Identify whole numbers through 20 in
or out of order.
AZ Early Learning Standards 4-2005 Mathematics Standard 13
STRAND 1: NUMBER SENSE AND OPERATIONS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Numerical Operations Number and Operations Numerical Operations
Describes changes in two or more sets
of objects when they are combined.
Describes changes in a set of objects
when they are separated into parts.
Develops increased abilities to
combine, separate…concrete objects.
Model additions through sums of 10
using manipulatives.
Model subtraction with minuends of 10
using manipulatives.
STRAND 2 – DATA ANALYSIS
Data Collection and Organization Scientific Skills and Methods Data Analysis (Statistics)
Gathers data about self or the
environment.
Begins to use senses and a variety of
tools and simple measuring devices to
gather information, investigate
materials, and observe processes and
relationships.
Formulate questions to collect data in
contextual situations.
Organizes and displays information by
shared attribute or relationship.
Interpret a pictograph.
Data Analysis Scientific Skills and Methods Data Analysis
Uses descriptive language to compare
data in picture graphs and other
concrete representations.
Answer questions about a pictograph.
Solve problems based on simple
graphs, charts, and tables.
AZ Early Learning Standards 4-2005 Mathematics Standard 14
STRAND 3: PATTERNS
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Patterns Patterns & Measurement Patterns, Algebra and Functions
Copies simple patterns.
Extends simple patterns. Extend simple repetitive patterns using
manipulatives.
Creates simple patterns.
Enhances abilities to recognize,
duplicate, and extend simple patterns
using a variety of materials.
Create grade-level appropriate
patterns.
STRAND 4: GEOMETRY AND MEASUREMENT
Spatial Relationships and Geometry Geometry and Spatial Sense Geometry and Measurement
Demonstrates understanding of
positional terms (e.g. between, inside,
under, behind).
Describes the position or location of
objects in relation to self or to other
objects.
Builds an increasing understanding of
directionality, order, and positions of
objects, and words such as up, down,
over, under, top, bottom, inside,
outside, in front, and behind.
Identify concepts and terms of position
and size in contextual situations:
inside/outside, above/below/between,
smaller/larger, and longer/shorter.
Identifies or names basic shapes (e.g.
circles, cylinders, squares, cubes,
triangles) found in the environment.
Begins to recognize, describe,
compare, and name common shapes,
their parts and attributes.
Identify shapes in different
environments (e. g. buildings,
classroom)
Represents shapes found in the
environment.
Progresses in ability to put together
and take apart shapes.
Compares and describes attributes of
two- and three-dimensional objects
using own vocabulary.
Begins to be able to determine whether
or not two shapes are the same size
and shape.
Identify 2-dimensional shapes by
attribute (size, shape, number of
sides).
AZ Early Learning Standards 4-2005 Mathematics Standard 15
STRAND 4: GEOMETRY AND MEASUREMENT - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Measurement Patterns and Measurement /
Scientific Skills and Methods
Geometry and Measurement
Compares objects using nonstandard
units of measurement (e.g. hands,
bodies, containers).
Uses various standard measuring tools
for simple measuring tasks.
Shows progress in using standard and
nonstandard measures for length and
area of objects.
Communicate orally how different
attributes of an object can be
measured.
Compares objects and uses terms
such as longer/shorter, hotter/colder,
and faster/slower.
Develops increased ability to observe
and discuss common properties,
differences and comparisons among
objects and materials.
Verbally compare objects according to
observable and measurable attributes.
STRAND 5: STRUCTURE AND LOGIC
Logic and Reasoning Geometry / Patterns & Measurement Structure and Logic
Matches and sorts objects by one
attribute (e.g. size, color, shape, use).
Matches and sorts objects by two or
more attributes (e.g. by size and by
color).
Shows increasing abilities to match,
sort, put in a series, and regroup
objects according to one or two
attributes such as shape or size.
Sort objects according to observable
attribute.
Describes relationships between
groups of objects.
Begins to make comparisons between
several objects based on a single
attribute.
Provide rationale for classifying objects
according to observable attributes
(color, size, shape, weight, etc).
Science Standard
AZ Early Learning Standards 4-2005 Science Standard 1
Overview:
Children have a natural sense of wonder and curiosity. Scientific inquiry, for young children, is asking questions and
seeking answers based on their natural curiosity. Children learn by being actively engaged with hands on
experiences, real objects and natural occurrences.
As children seek answers, they will observe, predict, and form conclusions. Children’s observations, predictions,
explanations, and conclusions, correct or incorrect, should be respected and valued. Children’s experiences with
scientific inquiry form the basis for further exploration and investigation. Learning science through inquiry
requires both the child’s curiosity and adult guidance.
The Science Standard is organized into the following strands and related concepts:
Strand 1: Inquiry
• Observations, Questions, and Hypotheses
• Investigation
• Analysis and Conclusions
• Communication
SCIENCE STANDARD
For Young Children from Three to Five Years Old
AZ Early Learning Standards 4-2005 Science Standard 2
Science Standard Definitions
Analysis means breaking up a whole into parts to find out or study the parts.
Attributes are the characteristics of a person or thing.
Hypotheses (plural of hypothesis) are unproven theories or tentatively accepted explanations of a happening or
event.
Inquiry is the study of, investigation of, or research into a topic to gain knowledge and insight.
AZ Early Learning Standards 4-2005 Science Standard 3
STRAND 1: INQUIRY
Concept 1: Observations, Questions, and Hypotheses
The child asks questions and makes predictions based on observations of events in the environment.
Children use their senses to observe by looking, feeling, tasting, smelling and listening. Curiosity about the natural world leads children to ask
questions. They ask Why? Where? What if? How? Children explore answers to their questions and form conclusions.
Indicators:
a. Demonstrates curiosity about objects, living things, and other
natural events in the environment.
b. Uses one or more senses to observe and explore objects, living
things, and natural events in the environment.
c. Examines attributes of objects, living things, and natural events in
the environment.
d. Describes changes in objects, living things, and the natural events
in the environment.
e. Observes and describes the relationships between objects, living
things and natural events.
continued
Examples in the Context of Daily Routines, Activities, and Play:
• Child looks closely at a beautiful butterfly on the flower.
• Child asks about the sparkle in the rocks she picked up on the
playground.
• Child feels and smells the orange blossoms on the tree in his
care giver’s back yard.
• Child says, “Thunder makes a loud noise! “
• Child notices bean seeds planted in clear bags have sprouted
into plants with roots and a stem.
• Child moves in the sunlight and realizes that his own shadow
moves when he moves.
• After being measured on a growth chart, child describes how
he is bigger now than he was at the beginning of the year.
• Child describes observable changes in weather. “Today it is
cloudy; yesterday it rained.”
• Child places a picture of a baby chick with a hen.
• Child says, ”The sun will dry up the puddle.”
continued
AZ Early Learning Standards 4-2005 Science Standard 4
f. Responds to questions about relationships of objects, living things,
and events in the natural environment.
g. Asks questions about relationships of objects, living things, and
natural events in the environment.
h. Predicts the outcome of investigation based on observation.
• Child answers, “It will melt”, in response to the question, “What
will happen if we put the ice in the sun?”
• When asked, “What does the rabbit eat? “Child says, “He eats
lettuce.”
• Child asks, “What is the nest made of? How did a bird do this
without hands?”
• Child asks, “Does the magnet work under water?”
• Child predicts adding water to red Jell-O mix will turn the
water red.
• Child says, “If I step on the balloon, it will pop.”
AZ Early Learning Standards 4-2005 Science Standard 5
STRAND 1: INQUIRY
Concept 2: Investigation (Scientific Testing)
The child tests predictions through exploration and experimentation.
Children use their senses and a variety of tools and materials to gather information while investigating. Active experimentation requires questioning,
experimenting, refining, and persistence. Information gathered in the process extends a child’s knowledge of the world.
Indicators:
a. Uses a variety of appropriate tools and materials to complete a planned
task or investigation.
b. Test predictions through active experimentations.
c. Changes experiment plan if results are different than expected and
continues testing.
d. Persists with an investigation despite distractions and interruptions.
Examples in the Context of Daily Routines, Activities, and Play:
• Child uses a magnifying glass to examine the insects.
• Child uses tongs to move and examine pieces of a cactus.
• Child selects a scale to figure out how many small blocks will
weigh as much as a big block.
• Child puts paper clips and coins into the container and then
pours water into the container to make it sink.
• Child mixes blue, orange and red paint to make purple.
• Child continues to mix different colors of paint to try to
make purple.
• Child looks for another metal object when the magnet will
not stick to the coins.
• Child returns day after day to see if the quail eggs have
hatched.
• Child plants seeds and continues to care for them and
observe changes.
AZ Early Learning Standards 4-2005 Science Standard 6
STRAND 1: INQUIRY
Concept 3: Analysis and Conclusions
The child forms conclusions about his/her observations and experimentations.
Children form conclusions about their observations and experimentations through collecting and thinking about the information gathered.
Indicators:
a. Compares and contrasts the attributes of objects and living things.
b. Uses a variety of materials to record and organize data.
c. Identifies cause and effect relationships.
d. Forms logical conclusions about investigations.
Examples in the Context of Daily Routines, Activities, and Play:
• While looking at the rocks, child says, “These rocks are hard.
This one is shiny; this one isn’t.”
• As a result of taking care of animals and plants, child
recognizes that both animals and plants need water to live.
• Child uses journals or drawings to record information.
• Child creates a collection of items.
• While using a pulley to hoist a bucket, child says, “It fell
because I let go of the string.”
• Child wants mud and adds water to soil.
• After placing different objects on a ramp, child concludes that
round objects roll down the ramp and flat objects slide down
the ramp.
• Child says, “Your plant died because you didn’t water it.”
AZ Early Learning Standards 4-2005 Science Standard 7
STRAND 1: INQUIRY
Concept 4: Communication
The child describes, discusses or presents predictions, explanations and generalizations.
Based on past experiences, children use language or alternate communication system to show recognition of scientific principles.
Indicators:
a. Shares known facts about objects, living things, and other natural
events in the environment, through words or pictures.
b. Describes attributes of objects, living things and natural events.
(e.g. weight, texture, flavor, scent, flexibility, and sound).
c. Displays and interprets data.
d. Presents scientific ideas in a variety of ways.
Examples in the Context of Daily Routines, Activities, and Play:
• During the reading of a book about a caterpillar, child says,
“I saw a caterpillar in my yard.”
• Child shows his friend his pet bird and says, “It sings.”
• Child says, “The sun shines in the daytime, it makes things
hot.”
• Child reaches into sensory bag and describes the object
inside as bumpy and cold after touching it.
• During a sink/float activity, child places all floating
materials on one tray and all sinking items on another tray.
• After collecting leaves on a walk, the child comments that
he found 3 different kinds of leaves.
• Child makes own version of the bird nest with twigs,
feathers, and other materials.
• After planting seeds and watching them grow, child draws a
picture of the plant.
AZ Early Learning Standards 4-2005 Science Standard 8
STRAND 1: INQUIRY
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Observations, Questions, and
Hypotheses
Scientific Skills & Methods;
Scientific Knowledge
Observations, Questions and
Hypotheses
Demonstrates curiosity about objects,
living things, and other natural events
in the environment.
Asks questions about relationships of
objects, living things, and natural
events in the environment.
Asks questions based on experiences
with objects, organisms, and events in
the environment.
Uses one or more senses to observe
and explore objects, living things, and
natural events in the environment.
Examines attributes of objects, living
things and natural events in the
environment.
Observes and describes the
relationships between objects, living
things and natural events.
Begins to use senses and a variety of
tools and simple measuring devices to
gather information, investigate
materials and observe processes and
relationships.
Expands knowledge of and abilities to
observe, describe and discuss the
natural world, materials, living things
and natural processes.
Observe common objects using
multiple senses.
Describes changes in objects, living
things, and the natural events in their
environment.
Responds to questions about
relationships of objects, living things,
and events in the natural environment.
Predicts the outcome of investigation
based on observation.
Begins to describe and discuss
predictions, explanations and
generalizations based on past
experiences.
Predict results of an investigation
based on life, physical, and Earth and
space sciences.
AZ Early Learning Standards 4-2005 Science Standard 9
STRAND 1: INQUIRY - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Investigation (Scientific Testing) Scientific Skills & Methods Scientific Testing (Investigating and
Modeling)
Uses a variety of appropriate tools and
materials to complete a planned task
or investigation.
Perform simple measurements using
non-standard units of measure to
collect data.
Tests predictions through active
experimentations.
Changes experiment plan if results are
different than expected and continues
testing.
Persists with an investigation despite
distractions and interruptions.
Begins to participate in simple
investigations to test observations,
discuss and draw conclusions and
form generalizations.
Participate in guided investigations in
live, physical, and Earth and space
sciences.
Analysis and Conclusions Scientific Skills & Methods;
Scientific Knowledge
Analysis and Conclusions
Compares and contrasts the attributes
of objects and living things.
Compare objects according to their
measurable characteristics.
Develops growing abilities to collect,
describe and record information
through a variety of means, including
discussion, drawings, maps and
charts.
Uses a variety of materials to record
and organize data.
Organize (e.g. compare, classify, and
sequence) objects, organisms, and
events according to various
characteristics.
Identifies cause and effect
relationships.
Forms logical conclusions about
investigations.
Shows increased awareness and
beginning understanding of changes in
materials and cause-effect
relationships.
AZ Early Learning Standards 4-2005 Science Standard 10
STRAND 1: INQUIRY - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Communication Scientific Knowledge Communication
Shares known facts about objects,
living things, and other natural events
in the environment, through words or
pictures.
Describes attributes of objects, living
things and natural events.
Displays and interprets data.
Presents scientific ideas in a variety of
ways.
Develops growing awareness of ideas
and language related to attributes of
time and temperature.
Communicate observations with
pictographs, pictures, models, and/or
words.
Communicate with other groups to
describe the results of an investigation.
Social Studies
Standard
AZ Early Learning Standards 9-2005 Social Studies Standard 1
Overview
The inclusion of Social Studies in early childhood environments is important in order to nurture children’s
understanding of themselves and others. Social Studies in the preschool years are critical if children are expected
to become active, responsible citizens. Social Studies helps children acquire skills in problem solving, decision-making,
critical thinking and assist them in integrating these skills into other environments such as home, school
and community. US History, World History, Geography, Economics, Civics and Government are experienced by
children in the early years.
The Social Studies Standard is organized into the following strands and related concepts:
Strand 1: American History Strand 5: Economics
• Research Skills • Foundations of Economics
Strand 2: World History
• Contemporary World
Strand 3: Civics and Government
• Rights, Responsibilities and Roles of Citizenship
Strand 4: Geography
• The World in Spatial Terms
• Family Identity/Human Systems
SOCIAL STUDIES STANDARD
For Young Children From Three To Five Years Old
AZ Early Learning Standards 9-2005 Social Studies Standard 2
Social Studies Standard Definitions
Contemporary refers to taking place currently.
Economics pertains to the production, distribution and use of material goods and money.
Human Systems are sets or arrangements of people related or connected in some manner that forms a larger unit.
Spatial relates to existing in space.
AZ Early Learning Standards 9-2005 Social Studies Standard 3
STRAND 1: AMERICAN HISTORY
Concept 1: Research Skills
The child demonstrates an understanding that information can be obtained from a variety of sources to answer
questions about one’s life.
Children are curious about their world. They thrive on learning experiences that are meaningful and that connect to what they have previously
learned. Technology, such as television and computers, has become the way for many children to gather information about their community and world.
Children need to be provided with many opportunities and resources to obtain information about questions they have and what they want to know.
Indicators:
a. Child seeks information from a variety of sources (i.e. people,
books, videos, globes, maps, calendars, etc.).
b. Child relates past events with current events or activities.
c. Child uses time related words such as yesterday/today/tomorrow.
d. Child demonstrates awareness of technology and how it is used to
get information.
Examples in the Context of Daily Routines, Activities, and Play:
• Child gets a book about people and their homes to find an
example of what his/her house looks like.
• Child asks for a book on penguins after seeing a video about
Antarctica.
• During a party, a child says, “We had a piñata at my party too.”
• Child says, “Yesterday, I went to the store.”
• Child tells his friend, “I will play with you tomorrow.”
• Child asks to use a tape/CD player and headset to listen to a
story.
• Child describes an event she saw discussed on a television news
story.
AZ Early Learning Standards 9-2005 Social Studies Standard 4
STRAND 2: WORLD HISTORY
Concept 1: Diversity (Contemporary World )
The child recognizes that he lives in a place with many people, and that there are people and events in other parts of
the world.
Children become aware of and begin to recognize the similarities and differences between people through their experiences of cultural and
traditional events. Children gain awareness of people and their backgrounds through participation in their community and learning environment
experiences. Conversation with friends and exposure to the cultures of others helps children begin to understand that events occur outside their own
families and their own environment.
Indicators:
a. Child recognizes that places where people live are made up of
individuals from different cultures and who speak different
languages.
b. Child discusses and asks questions about similarities and
differences in other people.
c. Child discusses events happening in her/his neighborhood or other
parts of the world.
d. Child describes some characteristics (e.g. clothing, food, jobs) of
the people in his/her community.
Examples in the Context of Daily Routines, Activities, and Play:
• Child says, “Your uncle speaks Navajo.”
• Child says, “My uncle is from Mexico.”
• Child asks what kind of food is eaten in another country.
• Child says to a peer, “You have brown eyes just like me.”
• Child talks about how the Chinese New Year is celebrated.
• Child tells a friend about the parade seen during a Martin
Luther King Day celebration.
• Child describes the clothes worn by dancers at the Cinco de
Mayo celebration.
AZ Early Learning Standards 9-2005 Social Studies Standard 5
STRAND 3: CIVICS/GOVERNMENT
Concept 1: Rights, Responsibilities and Roles of Citizenship
The child demonstrates a sense of belonging to the community and contributes to its care.
Children recognize the importance of self and associate themselves as part of their home and learning environments. Children are given opportunities
to experience democratic ideas and to make their own decisions in order to demonstrate their roles as individuals. As children learn to demonstrate
respect for ideas and rules, they gain the skills necessary for being good citizens within the larger community.
Indicators:
a. Child demonstrates responsible behaviors.
b. Child shows an understanding of how to care for the environment.
c. Child recognizes the importance of his/her role as part of a group.
d. Child demonstrates choice by voting.
Examples in the Context of Daily Routines, Activities, and Play:
• Child assists with setting the table.
• Child cleans up the play area when appropriate.
• Child picks up trash outside.
• Child helps to plant flowers.
• Child participates in activities with the group.
• Child announces to the group, “I’m the line leader!”
• Child tells her friends, “Let’s vote for which song we want to
sing.”
• Child tells her friends to vote for having apples for snack time.
AZ Early Learning Standards 9-2005 Social Studies Standard 6
STRAND 4: GEOGRAPHY
Concept 1: The World in Spatial Terms
The child demonstrates an awareness of location and spatial relationships.
As young children explore their community and visit a variety of places, they begin to develop a sense of direction and location. While going for rides
on the bus or in a car, or while walking in their neighborhoods, children become aware of signs, symbols and other landmarks.
Indicators:
a. Child uses words to describe directionality and/or location.
b. Child names the city/state in which he/she lives.
c. Child describes some physical features (e.g. bodies of water,
mountains, weather) of the environment in which he/she lives.
Examples in the Context of Daily Routines, Activities, and Play:
• Child says, “We passed McDonalds on our way to the park.”
• Child says, “I live near the Grand Canyon.”
• Child tells a friend, “I live in Yuma, Arizona.”
• Child says, “I live on the Reservation.”
• Child says, “There are a lot of mountains where I live.”
• Child says, “There are a cactus and a palm tree in my yard.”
AZ Early Learning Standards 9-2005 Social Studies Standard 7
STRAND 4: GEOGRAPHY
Concept 2: Family Identity ( Human Systems)
The child recognizes self as a member of a family.
As young children begin to experience their own families’ cultural traditions, customs and celebrations, they begin to develop an awareness of their
unique family heritage and composition. They make observations about the make up of their families and begin to notice how their family is similar to
or different from that of others. Through these experiences, children begin to clearly view themselves as members of a family unit.
Indicators:
a. Child views self as a member of the family unit.
b. Child can identify family members (mother, father, sister, brother,
grandparents, cousins, etc).
c. Child describes/discusses own family’s cultural or family traditions.
d. Child identifies similarities and differences in her family
composition and the families of others.
e. Child shows knowledge of family members’ roles and responsibilities
in the home.
Examples in the Context of Daily Routines, Activities, and Play:
• Child says, “I’m going on vacation with my family.”
• Child says, “I have a baby brother and a big sister.”
• Child draws a picture of his/her family.
• Child points to or names family members in a photograph.
• During a story about a traditional celebration, child states, “We
do that at my house.”
• Child tells another child about a recent family activity (holiday,
birthday, dinner, wedding).
• Child participates in a chart-making activity showing the number
of siblings in each family.
• Child says, “Your grandmother lives with you and my aunt lives
with me.”
• Child says, “My big brother cleans up the kitchen after we eat.”
• Child says, “I take the trash out after my brother cleans up the
kitchen.”
AZ Early Learning Standards 9-2005 Social Studies Standard 8
STRAND 5: ECONOMICS
Concept 1: Foundations of Economics
The child demonstrates knowledge of the interactions between people, resources, and regions.
Through exploration and role-playing, young children demonstrate their understanding of the various roles of the people in their lives. They observe
family members as they go to work, purchase goods, prepare meals and care for children and begin to develop their own sense of how each person
relies on the other.
Indicators:
a. Child demonstrates awareness that money is used to purchase
goods and services.
b. Child shows an understanding that adults work to earn money to
buy things such as groceries.
c. Child recognizes that people rely on others for goods and
services such as farm goods, mail delivery, safety or health care.
Examples in the Context of Daily Routines, Activities, and Play:
• Child asks his mother to buy crayons.
• Child plays store using play money.
• Child announces to a friend, while playing, “You go to work while I
cook dinner.”
• Child dresses up like a fire fighter while playing.
• Child says, “My mother said this pineapple was grown in Hawaii and
came to the grocery store by airplane and truck.”
AZ Early Learning Standards 9-2005 Social Studies Standard 9
STRAND 1: AMERICAN HISTORY
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Research Skills Approaches to Learning Research Skills for History
Child seeks information from a variety of
sources.
Grows in eagerness to learn about and
discuss a growing range of topics, ideas
and tasks.
Use primary source materials (e.g.
photos, artifacts) to study people and
events from the past.
Child relates past events with current
events of activities.
Retell personal events to show an
understanding of how history is the story
of events, people, and places in the past.
Listen to recounts of historical events and
people and discuss how they relate to
present day.
Child uses time related words such as
yesterday/today/tomorrow.
Sequence recounts of historical events
and people using the concepts of before
and after.
Contemporary United States
Child demonstrates awareness of
technology and how it is used to get
information.
Discuss current events from various
resources (e.g., newspapers, magazines,
television, Internet, books, maps).
STRAND 2: WORLD HISTORY
Diversity (Contemporary World) Knowledge of Families and
Communities
Early Civilizations
Child recognizes that places where
people live are made up of individuals
from different cultures and who speak
different languages.
Recognizes that groups of people in early
civilizations moved from place to place
(e.g. Asians, people of the Americas,
Africans, Europeans).
AZ Early Learning Standards 9-2005 Social Studies Standard 10
STRAND 2: WORLD HISTORY - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Diversity (Contemporary World) Knowledge of Families and
Communities
(American History)
Contemporary United States
Child discusses and asks questions
about similarities and differences in other
people.
Child describes some characteristics
(e.g. clothing, food, jobs) of the people in
his/her community.
Progresses in understanding similarities
and respecting differences among
people, such as genders, race, special
needs, culture, language, and family
structures.
Recognizes that students in
classrooms/schools have diverse
backgrounds and customs.
Contemporary World
Child discusses events happening in
her/his neighborhood or other parts of the
world.
Discuss current events from various
resources (e.g., newspapers, magazines,
television, Internet, books, maps).
AZ Early Learning Standards 9-2005 Social Studies Standard 11
STRAND 3: CIVICS/GOVERNMENT
Some of the Early Learning Standards Indicators and the Head Start performance indicators for this strand are aligned under the
Social Emotional Standard section.
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Rights, Responsibilities and Roles of
Citizenship
Rights, Responsibilities and Roles of
Citizenship
Child demonstrates responsible
behaviors.
Identify examples of responsible
citizenship in the school setting and in
stories about the past and present.
Recognize the rights and responsibilities
of citizenship:
a. elements of fair play, good
sportsmanship, and idea of treating
others the way you want to be treated.
b. importance of participation and
cooperation in a classroom and
community
c. why there are rules and consequences
for violating them
Child demonstrates choice by voting Responsibility of voting (every vote
counts)
Foundations of Government
Child recognizes the importance of
his/her role as part of a group.
Discuss the importance of students
contributing to a community (e.g. helping
others, working together, cleaning up the
playground)
AZ Early Learning Standards 9-2005 Social Studies Standard 12
CIVICS/GOVERNMENT - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Rights, Responsibilities and Roles of
Citizenship
(STRAND 4 GEOGRAPHY –
Environment and Society)
Child shows an understanding of how to
care for the environment.
Identify ways of protecting natural
resources (reuse, recycle, reduce).
STRAND 4: GEOGRAPHY
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
The World in Spatial Terms Knowledge of Families and
Communities
The World in Spatial Terms
Uses words to describe directionality
and/or location.
Begins to express and understand
concepts and language of geography in
the contexts of their classroom, home
and community.
Determine the relative location of objects
using the terms near/far, behind/in front,
over/under, here/there, left/right/
up/down.
Physical Systems
Describes some physical features of the
environment in which he/she lives.
Identify plants and animals in the local
environment.
Identify the basic properties of earth
materials (rocks, soil, water; natural or
man-made; reusable and recyclable)
Family Identity (Human Systems) Human Systems
Child describes/discusses own family’s
cultural or family traditions.
Discuss the elements (e.g., food clothing,
housing, sports, holidays) of diverse
cultures, including those in your own
community.
Shows knowledge of family members’
roles and responsibilities in the home.
Develops growing awareness of jobs and
what is required to perform them.
AZ Early Learning Standards 9-2005 Social Studies Standard 13
STRAND 5: ECONOMICS
Foundations of Economics Foundations of Economic
Child demonstrates awareness that
money is used to purchase goods and
services.
Recognize people use money to
purchase goods and services.
Child shows an understanding that adults
work to earn money to buy things such
as groceries.
Discuss different types of jobs that
people do.
Match simple descriptions of work with
the names of those jobs.
Give examples of work activities that
people do at home.
(STRAND 3: CIVICS/GOVERNMENT –
Rights, Responsibilities, and Roles of
Citizenship
Child recognizes that people rely on
others for goods and services such as
farm goods, mail delivery, safety or
health care.
Identify people who help keep
communities and citizens safe. (e.g.
police, firefighters, nurses, doctors).
Physical Development,
Health, & Safety Standard
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 1
Overview
It is important to recognize that children’s physical development and their health and safety have as important a
place in the curriculum as cognitive development. Children develop higher-order thinking skills necessary for future
social and academic success as they explore, combine and refine their physical movements. Thoughtfully planned
movement experiences with vigorous outdoor and indoor activities should be part of the daily schedule. Children in
our care deserve environments that are safe and encourage healthy living. Therefore, it is important to model
healthy living practices and teach children the importance of good hygiene, a healthy diet and the need for
exercise and rest.
The Physical Development, Health and Safety Standard is organized into the following strands and related
concepts:
Strand 1: Physical and Motor Development
• Gross Motor Development
• Fine Motor Development
Strand 2: Health
• Personal Health and Hygiene
Strand 3: Safety
• Safety/Injury Prevention
PHYSICAL DEVELOPMENT, HEALTH AND SAFETY STANDARD
For Young Children from Three to Five Years Old
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 2
Physical Development, Health and Safety Standard Definitions
Body Awareness is the sensory understanding of one’s body and body parts and their uses.
Dexterity is having skill in using one’s hands, body or mind.
Eye-Hand Coordination involves visual and tactile senses working together in order to develop and perfect physical
skills.
Fine Motor refers to the physical development of the smaller muscles of the body, which includes the hands, feet
and eyes.
Fine Motor Skills are demonstrated when children attempt or perform activities that use and coordinate the small
muscles in the hand and wrists.
Gross Motor pertains to the physical development of the large muscles in the legs, arms and torso.
Manipulatives are small items used by children to gain control of their small muscles and to develop eye hand
coordination; they are concrete materials used to develop concepts and skills.
Spatial Awareness is the ability to make logical connections about one’s surroundings and the objects in them.
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 3
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT
Concept 1: Gross Motor Development
The child moves with balance and control.
Children are in constant motion. This movement develops young children’s large muscles as they run, jump, and play in both structured and
unstructured settings. Children increase their ability to control their bodies and learn that regular physical activity can enhance (their) overall
physical, social and mental health.
Indicators:
a. Moves with control (i.e. walks, runs, skips, jumps, gallops, hops).
b. Moves with balance.
Examples in the Context of Daily Routines, Activities, and Play:
• Child runs during a game of tag, slowing and accelerating
as needed to maneuver around equipment and people.
• Child walks backward.
• While taking a walk, child balances along the curb
without falling off.
• Child bends, stretches and twists while playing or
exercising.
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 4
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT
Concept 2: Gross Motor Development
Child demonstrates coordination of body movements.
As children grow, their minds and bodies work together to develop control, strength, flexibility, balance and coordination.
Indicators:
a. Coordinates movements to perform tasks.
b. Exhibits body awareness.
c. Exhibits body spatial awareness.
Examples in the Context of Daily Routines, Activities, and Play:
• Child throws a ball to a friend.
• Child navigates a riding toy through an obstacle course.
• Child draws a picture of himself with head, torso, arms and
legs.
• Child names the doll’s body parts as he put its clothes on.
• Child moves forward, backward, sideways, up and down.
• Child moves chair to allow enough room for her legs.
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 5
STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT
Concept 3: Fine Motor Development
The child uses fingers and hands to manipulate tools and materials.
Developing fine motor skills is an important foundation for other developmental areas such as cognitive development, artistic expression,
daily living skills and handwriting. Children begin to demonstrate an increased amount of strength, dexterity, and stamina to perform fine
motor tasks using a variety of manipulatives and tools. When children are engaged in appropriate activities and experiences, they develop
the ability to gain fine motor control, which leads to independence.
Indicators:
a. Uses hands and fingers to manipulate a variety of tools and materials,
(i.e. crayons, markers, chalk, sponges, paint brushes, scissors, pencils,
silverware).
b. Uses eye-hand coordination to perform simple tasks.
c. Manipulates smaller objects, tools and instruments that require wrist
and squeezing motions.
d. Uses fine motor skills in daily living.
Examples in the Context of Daily Routines, Activities, and Play:
• Child tears paper into pieces to make a collage.
• Child draws and paints a mural on paper taped to the wall.
• Child strings large beads.
• Child hits peg with a wooden hammer.
• Child pulls Pop-It beads apart and then pushes them back
together.
• Child twists the cap off of a jar.
• Child uses a paper punch to make holes.
• Child uses scissors to cut paper.
• Child buttons, unbuttons, snaps, buckles, laces or ties shoe.
• Child uses eating utensils at mealtimes.
• Child puts on and takes off jacket, sweater or sweatshirt.
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 6
STRAND 2: HEALTH
Concept 1: Hygiene and Health Practices
Child demonstrates knowledge of personal health practices and routines.
Personal hygiene and health are essential to one’s well being. Children begin at a young age to learn living skills that will assist them in making
age-appropriate healthy choices. They learn that good nutrition; exercise and rest are necessary for their young bodies.
Indicators:
a. Demonstrates hygiene practices.
b. Demonstrates healthy practices:
• Nutrition
• Physical Activity
• Rest and Relaxation
Examples in the Context of Daily Routines, Activities, and Play:
• Child gets a tissue to wipe nose when needed and throws the
tissue away.
• Child washes and dries hands after using the toilet.
• Child covers mouth/nose when coughing/sneezing, then washes
his hands.
• Child participates in a tasting experience and tries a variety of
food groups and unfamiliar foods.
• Child makes a collage, using magazine pictures of healthy foods.
• Child requests fruit for his snack.
• Child tells a friend, “Let’s play tag.”
• Child chooses to join friends in tossing a ball through the
basketball hoop.
• Child rests by lying on rug.
• Child puts doll in doll bed and says, “It’s your bedtime.”
AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 7
STRAND 3: SAFETY
Concept 1: Safety, Injury Prevention
Child demonstra