Dercher

Kansas Early Learning Standards: APPROACHES TO LEARNING (ATL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
No specific standards.
INITIATIVE  Curiosity and Initiative ATL.t.6: Explores materials in the
environment to cause a result (e.g.,
ATL.i.5: Shows preferences for ATL.mi.5: Explores the environ- takes things apart, turns faucet on ATL.p3.5: Investigates environ- ATL.p4.6: Seeks new and varied
certain toys or activities. ment through a variety of senses. and off, pours water in sand box to ment with purpose during play experiences and challenges
fill a hole). (e.g., opens, closes, fills, empties, through play.
ATL.i.6: Lifts arms toward caregiver ATL.mi.6: Chooses toys/things for ATL.t.7: Expresses preferences for builds up and knocks down objects
to be picked up; explores own play. familiar people, books, toys and and containers). ATL.p4.7: Chooses activities to do
fingers and toes. activities; often insists on some alone or with others.
choices. ATL.p3.6: Initiates play with other
ATL.t.8: Asks questions about children. ATL.p4.8: Invites other children to
items/objects. join groups or activities.
ATL.p3.7: Explores, practices,
understands social roles through ATL.p4.9: Makes and follows plans
play. for games or activities with other
children.

 Sense of Competence

ATL.i.7: Repeats an action to get ATL.mi.7: Shows a sense of ATL.t.9: Refers to own abilities ATL.p3.8: Recognizes own abilities ATL.p4.10: Shows pride in family No specific standards.
more effect (e.g., kicking in crib satisfaction when making things when communicating with others and expresses satisfaction when composition; recognizes self as
to shake mobile or smiling and happen (e.g., claps with delight (e.g., “I’ll do it!” or “Watch me!”). demonstrating them to others. important to family and friends.
cooing to get attention). after touching a toy to make the ATL.t.10: May show assertiveness ATL.p3.9: Knows self as part of
ATL.i.8: Comforts self by cooing, music play). (e.g., giving orders to others). family, culture, spiritual group or ATL.p4.11: Recognizes and
babbling, clutching or mouthing ATL.mi.8: Points or protests to ATL.t.11: Feels comfortable in community. respects similarities and differences
favorite object (e.g., blanket or toy). indicate likes and dislikes. a variety of places with familiar ATL.p3.10: Begins to be able to between self and others (e.g.,
adults. release and or redirect emotional gender, race, special needs, cul-
ATL.mi.9: Expresses and responds tensions, becoming more relaxed tures, languages, family structures).
to a variety of emotions. and cooperative afterwards.
ATL.p4.12: Associates emotions
with words and facial expressions.

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Kansas Early Learning Standards: APPROACHES TO LEARNING (ATL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
 Problem Solving
CREATIVITY ATL.i.9: Begins to exhibit ATL.mi.10: Seeks out trusted adult ATL.t.12: Seeks alternate method ATL.p3.11: Identifies a problem ATL.p4.13: Identifies a problem, No specific standards.
response inhibition (e.g., waits for comfort or support and/or when first attempt fails and/or and attempts multiple ways to demonstrates flexibility in solving
briefly if instructed not to touch accepts adult assistance. seeks adult assistance. solve it, including working with it and changes plans if a better
something). ATL.mi.11: Tries to do things on ATL.t.13: Observes and imitates others as part of a team, with some solution is proposed.
ATL.i.10: Looks for caregiver own. how other people solve problems adult assistance.
response in new or uncertain (e.g., blows on warm cereal after ATL.p4.14: Can delay gratification
situation. seeing someone blow on cereal). ATL.p3.12: Recognizes making a for better payoff later; anticipates
ATL.t.14: Sometimes remembers mistake and sometimes is able to consequences of own behavior.
 Creativity and Flexibility and follows simple rules and correct it.
ATL.i.11: Shows interest in looking routines, with adult guidance; ATL.p4.15: Understands what is
at, feeling or exploring new stops doing something when ATL.p3.13: Remembers and real and what is ‘make-believe’.
objects. directed by an adult. applies two rules simultaneously
(e.g., books go here, trucks there).

ATL.mi.12: Makes discoveries ATL.t.15: Imitates others in using ATL.p3.14: Creates own ideas ATL.p4.16: Invents new activities No specific standards.
about self, others and the environ- objects in new and/or unan- for play, using imagination through play
ment through play (e.g., loudly ticipated ways during play (e.g., and inventing new ways to use ATL.p4.17: Begins to enjoy games
bangs a spoon on the table, notices imitates child who puts basket on everyday materials. where must adjust response to
the sound and does it again). head as a hat). ATL.p3.15: Identifies questions changing rules (e.g., Simon Says);
and situations that are puzzling adjusts behavior to different
ATL.mi.13: May apply something ATL.t.16: May change behavior or interesting and has ideas for activities/settings.
already learned to something new based on previous learning. possible solutions. ATL.p4.18: Begins to hold an
(e.g., bangs spoon on table, then ATL.p3.16: Identifies ways to arbitrary rule in mind and follows it
bangs spoon on overturned bowl). change behavior to respond to to produce a response that differs
desires and needs of others. from natural instinct (e.g., sort
ATL.mi.14: May test caregiver’s animal cards by color rather than
response to new or uncertain situ- by animals).
ation (e.g., reaching for forbidden
object and then checking adult
response).

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APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Physical Health and Development

A child’s physical development is essential to his total

well-being and is basic for living and learning. Physical

development includes nutrition, safety, health (physical,

vision, hearing, oral), motor development and play skills of all

young children. Physical development includes growth and

change of the body such as increasing skill and coordination

of both fine (small muscle, hand-eye) and gross (large muscle)

motor skills, sensory development (vision, hearing, touch,

taste, smell) and dental development. Because it impacts the

quality of development, attention must be given to physical

health (including immunizations), physical activity, safety

and nutrition. Children [everywhere] play many
of the same games and at the
The early years set the stage for developing lifelong same ages because play is a
behaviors, habits and values. Young children need varied
opportunities for running, climbing, throwing (for large-

muscle development) as well as drawing, cutting, writing mirror of children’s thinking and
(for small-muscle development). It is particularly important motor abilities.
for activities to be unstructured and play-oriented. The best
opportunities are child selected and intentionally planned - Hirsh-Pasek, K. and Golinkoff, R. – 2003

to meet child interests and needs, not teacher-directed.

Although adults may need to adjust activities for differences in abilities (either accelerate or delay), all children need a wide

range of playful opportunities for optimal physical development.

Children are also learning self-help and adaptive skills during their early years. When children learn to take care of
themselves, they are able to wash their hands, brush their teeth and do other self-care tasks.

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Kansas Early Learning Standards: PHYSICAL HEALTH AND DEVELOPMENT (PHD)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
PHD.t.1: Maintains balance when
LARGE MOTOR SKILLS PHD.i.1: Crawls through and PHD.mi.1: Creeps up/down stairs. performing actions (e.g., squats PHD.p3.1: Uses locomotor skills PHD.p4.1: Demonstrates loco- PHD.K.1: Demonstrates the
around objects and stands back up, bends over, with increasing coordination and motor skills with control, coordina- ability to move using a variety of
PHD.mi.2: Takes independent picks up objects and stacks back balance (e.g., runs with a stride, tion and balance in active play locomotor skills.
PHD.i.2: Demonstrates strength steps. up).
and control of head, arms, legs and PHD.t.2: Catches a ball with both jumps, kicks a ball, uses alternating (e.g., hops, jumps, runs with control PHD.K.2: Demonstrates clear
trunk using purposeful movements PHD.mi.3: Throws ball and other hands. feet when climbing stairs). and direction, climbs ladders and contrasts between slow and fast
(e.g., rolls from stomach to back, objects independently. PHD.t.3: Begins to run. pumps swing on outdoor play movements traveling in different
equipment). directions (e.g., sideways, back-
holds head and torso up on two
hands, rocks back and forward PHD.p4.2: Demonstrates coordina- ward) and in personal and general
while on hands and knees, sits tion in using objects during active space.
steadily unsupported). play (e.g., riding a trike, catching a
ball, throwing, balancing, pushing). PHD.K.3: Maintains momentary
PHD.i.3: Reaches for objects. balance in a variety of positions
PHD.p4.3: Explores, practices and and levels.
performs skill sets (e.g., throwing,
pushing, pulling, catching, PHD.K.4: Projects objects through
balancing). space using various means (e.g.,
rolling, sliding, throwing).

PHD.K.5: Catches a self-tossed ball
after it bounces.

PHD.K.6: Strikes a balloon repeat-
edly with different body parts.

PHD.K.7: Performs a simple
rhythmic pattern.

FINE MOTOR SKILLS PHD.i.4: Transfers objects from one PHD.mi.4: Coordinates the use of PHD.t.4: Coordinates the use of PHD.p3.2: Uses classroom and PHD.p4.4: With fluency and accu-
hand to other. arms, hands and fingers to accom- arms, hands and fingers to accom- household tools independently racy uses classroom and household
plish tasks (e.g., drinks from bottle, plish more complex tasks (e.g., and with eye-hand coordination to tools independently and with
PHD.i.5: Grasps and releases cup by self, holds a spoon). uses a spoon to scoop up food and carry out more complex activities eye-hand coordination to carry out
object using entire hand. bring it to mouth, uses scissors (e.g., uses fork and spoon to eat, activities (e.g., uses scissors to cut
PHD.mi.5: Coordinates eye-hand to snip small cuts on a piece of manages large buttons, uses out shapes, zips, snaps and buttons
movements (e.g., putting things in paper). scissors to cut out simple shapes). to dress self ).
a box).

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Kansas Early Learning Standards: PHYSICAL HEALTH AND DEVELOPMENT (PHD)

NUTRITION/HEALTHY EATING PHYSICAL FITNESS Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
PHD.i.6: Interacts with caregivers PHD.mi.6: Participates in active PHD.t.5: Participates in active PHD.p3.3: Participates in active PHD.p4.5: Participates in active PHD.K.8: Participates in a variety
in physical activities (e.g., tummy physical play (e.g., crawls and physical play (e.g., runs, uses play exhibiting strength and play exhibiting strength and of games that increase breathing
time, reaches for toy, kicks arms climbs over and under ). playground equipment). stamina. stamina. and heart rate.
and legs when on back).
PHD.K.9: Demonstrates sufficient
muscular strength by supporting
body weight in various activities.

PHD.i.7: Communicates hunger PHD.mi.7: Eats during regular PHD.t.6: Makes simple food PHD.p3.4: Eats a variety of foods. PHD.p4.6: Demonstrates basic
and when full ( e.g., eagerly accepts meals and snack times; anticipates choices and has food preferences, PHD.p3.5: Drinks from a cup understanding that eating a variety
bottle, turns head or pushes away routine meals and asks for more if demonstrates a willingness to try without spilling and takes bites of foods helps the body grow and
when full). still hungry. new foods. from whole foods. be healthy.
PHD.p4.7: Demonstrates increas-
ingly complex oral motor skills
(e.g., drinking through a straw,
blowing bubbles).

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Kansas Early Learning Standards: PHYSICAL HEALTH AND DEVELOPMENT (PHD)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
PHD.i.8: Signals need by crying PHD.mi.8: Indicates when pants PHD.t.7: Washes hands and face PHD.p3.6: Follows basic health PHD.p4.8: Follows basic health
SAFETY PERSONAL HYGIENE (e.g., wet, hungry, tired, etc.). are wet and need to be changed. with assistance. practices (e.g., puts dirty tissues in practices (e.g., puts dirty tissues in
trash, washes hands, covers mouth trash, washes hands, covers mouth
PHD.t.8: May begin to initiate when sneezing) with occasional when sneezing).
interest in self-toileting. reminders.
PHD.p4.9: Completes personal
PHD.p3.7: Completes personal care tasks with increasing respon-
care tasks with increasing respon- sibility (e.g., bathroom routines,
sibility (e.g., bathroom routines, brushes teeth, etc.).
brushes teeth, etc.).

PHD.i.9: Shows preference for PHD.mi.9: Follows adult interac- PHD.t.9: Follows adult interaction/ PHD.p3.8: Knows common safety PHD.p4.10: Identifies and follows
major caregiver. tion/guidance regarding safety guidance regarding safety (e.g., rules that have been discussed or basic safety rules with possible
PHD.i.10: Stops/waits when care- (e.g., walk, gentle touch, climbs in walk, gentle touch, climbs in car taught. reminders, guidance and support
giver says “no” or gives a nonverbal car seat, holds caregivers hand). seat, holds caregivers hand). (e.g., does not talk to strangers,
cue for alarm/danger. PHD.p3.9: Alerts adults to poten- recognizes when someone is doing
PHD.t.10: Alerts adults to potential tially harmful situations. something unsafe, with reminders
harmful situations. goes down the slide feet first).
PHD.p4.11: Demonstrates an
ability to follow emergency
routines with adult support (e.g.,
lines up to exit building during a
fire drill).
PHD.p4.12: Identifies how adults
help to keep us safe (e.g., roles of
doctor, dentist, fire fighter, police
officer etc.).

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APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Social-Emotional Development

Social-emotional well-being determines how children think, The development of social-
feel, and act. Social skills are the foundation for optimal emotional competence in the
learning in all areas of growth and development. It is therefore first five years of life relies on the
critical for young children to be nurtured by caring adults to developing capacity of the child
develop socially and emotionally in healthy ways. Parents, to:
teachers, and all caregivers should help young children gain
confidence and competence in living and learning with „„ form close and secure adult and
others and functioning independently and cooperatively peer relationships;
by providing positive early experiences, especially positive
interactions. Children entering kindergarten demonstrate „„ experience, regulate, and express
a wide range of social-emotional competence. Social skills, emotions in socially and culturally
self-regulation, friendship skills and social problem-solving appropriate ways; and
should continue to be taught along side academic skills in
early childhood classrooms since they are likewise critical for „„ explore the environment and
school success. learn

- Center for Social Emotional Foundations for Early Learning, 2008

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

CHARACTER DEVELOPMENT: SED.CD. FOUNDATIONS OF CHARACTER DEVELOPMENT
 Develop, implement, promote and model core ethical and performance principles

N/A N/A N/A SED.CD.p3.1: Responds to posi- SED.CD.p4.1: Responds appro- SED.CD.K.1: Recognize and
tive and negative feedback from priately to positive and negative celebrate the natural beneficial
familiar adults. feedback from adults most of the consequence of acts of character.
time.
SED.CD.K.2: Identify community
needs in the larger community,
discuss effects on the community
and identify positive, responsible
action.

SED.CD.K.3: Learn about ethical
reasoning by giving examples of
what makes some behaviors appro-
priate and inappropriate.

SED.CD.K.4: Exhibit clear and
consistent expectations of good
character throughout all school
activities and in all areas of the
school.

SED.CD.K.5: Learn about, receive
and accept feedback for responsible
actions in academic and behavioral
skills.

 Create a caring community by considering it a high priority to foster caring attachments between fellow students, staff and the community.

SED.CD.i.1: Initiates and engages SED.CD.mi.1: Participates in SED.CD.t.1: Interacts with familiar SED.CD.p3.2: Becomes increasingly SED.CD.p4.2: Recognizes effect of SED.CD.K.6: Recognize characteris-
in reciprocal (i.e., mutual give and routines and experiences that adults to communicate about aware of effects of own behavior on own behavior on others most of tics of a caring relationship.
take) interactions with familiar involve give and take interaction experiences, ideas or to solve others. the time.
adults. with familiar adults. problems. SED.CD.K.7: Recognize characteris-
SED.CD.t.2: Feels comfortable in SED.CD.p4.3: Recognizes examples tics of a hurtful relationship.
a variety of places with familiar and non-examples of words and
adults. actions that are helpful or hurtful.

 Create a caring community by demonstrating mutual respect and utilizing strategies to build a safe and productive culture

SED.CD.i.2: Begins to form relation- SED.CD.mi.2: Demonstrates a SED.CD.t.3: Begins to more easily SED.CD.p3.3: Shows awareness SED.CD.p4.4: Shows awareness of SED.CD.K.8: Demonstrate caring
ships with consistent caregivers. secure relationship with at least separate from caregiver. of feelings of others with adult and responds to feelings of others and respect for others.
guidance and support. with adult guidance and support. SED.CD.K.9: Describe “active
one consistent caregiver. listening”.

 Create a caring community by taking steps to prevent peer cruelty and violence and dealing with it effectively when it occurs whether digitally, verbally, physically and/or relationally.

N/A N/A N/A SED.CD.p3.4: Expresses interests, SED.CD.p4.5: Demonstrates an SED.CD.K.10: Recognized and
acceptance, affection for others. understanding of what it means define bullying and teasing k-2: illus-
to be a friend (i.e., someone who trate or demonstrate what “tattling”
cares, listens, shares ideas, trust- is and what “telling” or “reporting” is.
worthy, provides comfort).
SED.CD.K.11: Model positive peer
interactions.

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

RESPONSIBLE DECISION MAKING & PROBLEM SOLVING: SED.R. (Page1of2)  Consider multiple factors in decision-making including ethical and safety factors, personal and community responsibilities and short-term and long-term goals

N/A SED.R.mi.1: Shows emerging signs SED.R.t.1: Demonstrates increasing SED.R.p3.1: Begin to understand SED.R.p4.1: Anticipates and SED.R.K.1: Identify and illustrate
of responding positively to limits capacity to manage actions and consequences of own actions with usually accepts consequences of safe and unsafe situations.
and choices offered by adults to emotional expressions with guid- adult support. own actions.
help guide behavior. ance from adults. SED.R.K.2: State the difference
between appropriate and inap-
propriate behaviors.

SED.R.K.3: Explain the conse-
quences and rewards of individual
and community actions.

 Organize personal time and managing personal responsibilities effectively

N/A SED.R.mi.2: Anticipates and SED.R.t.2: Remembers and follows SED. R.p3.2: Follows predictable SED.R.p4.2: Follows predictable SED.R.K.4: Identifies activities
participates in some familiar expectations for familiar routines classroom routines and manages classroom routines, manages scheduled for the day and how
routines with adult assistance. some of the time, but may find it transitions positively most of the transitions positively most of the much time is spent on each.
hard to transition from preferred time when supported by an adult. time with minimal adult support.
activities. SED.R.K.5: Identifies and performs
steps necessary to accomplish
personal responsibilities in sched-
uled activities.

 Play a developmentally appropriate role in classroom management and school governance

SED.R.i.1: Initiates interactions and SED.R.mi.3: Explores environment SED.R.t.3: Feels comfortable in SED.R.p3.3: Demonstrates confi- SED.R.p4.3: Demonstrates SED.R.K.6: Participate in individual
seeks close proximity to familiar in the presence of familiar adults a variety of places with familiar dence by participating in familiar confidence by participating in most roles and responsibilities in the
adults who provide consistent with whom they have developed adults nearby. classroom routines. classroom activities. classroom and in school.
nurturing. a relationship over an extended SED.R.t.4: Continues to play when SED.R.p3.4: Interacts with familiar
period of time. familiar adult leaves area.. adults with varying degrees of SED.R.p4.4: Interacts easily with SED.R.K.7: Recognize the various
comfort. familiar adults by engaging in roles of the personnel that govern
SED.R.p3.5: Begins to work with conversations, responding to the school (all staff ).
others as part of a team, makes questions and following directions.
decisions with other children, with
adult assistance. SED.R.p4.5: Works with others
as part of a team, make decisions
with other children, with adult
assistance.

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

RESPONSIBLE DECISION MAKING & PROBLEM SOLVING: SED.R. (Page2of2)  Develop, implement and model effective problem solving skills

SED.R.i.2: See ATL.i.10 SED.R.mi.4: Shows emerging signs SED.R.t.5: See SED.R.t.1 SED.R.p3.6: Manages (i.e., SED.R.p4.6: Manages (i.e., SED.R.K.8: Develop self-control
of responding positively to limits expresses, inhibits or redirects) expresses, inhibits or redirects) skills (e.g., stop, take a deep breath
and choices offered by adults to emotions, impulses and behaviors emotions, impulses and behaviors and relax).
help guide behavior. with support from an adult. with minimal guidance from adults. SED.R.K.9: Identify and illustrate
SED.R.p3.7: Uses simple conflict
resolution techniques (e.g., seeks SED.R.p4.7: Attempts to solve the problem.
adult assistance, asks for a turn
or finds something else to play social problems independently, SED.R.K.10: Identify desired
with) with adult modeling and by negotiation or with adult outcome.
facilitation. assistance.
SED.R.K.11: Identify possible
solutions and the pros and cons of
each solution.

SED.R.K.11: Identify and select the
best solution.

SED.R.K.12: Put the solution into
action.

SED.R.K.13: Reflect on the outcome
of the solution.

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
SED.PD.t.1: Shows awareness of
PERSONAL DEVELOPMENT: SED.PD. (Page1of2) SELF-AWARENESS own emotions and uses verbal and SED.R.K.14: Identify and describe
nonverbal ways to express simple basic emotions.
 Understand and analyze thoughts and emotions (e.g., happy, sad, mad, afraid) and SED.R.K.15: Identify situations that
more complex emotions (e.g., might evoke emotional responses.
SED.PD.i.1 Expresses a variety of SED.PD.mi.1 Communicates a pride, embarrassment, shame and SED.PD.p3.1: Recognizes and SED.PD.p4.1: Recognizes and SED.R.K.16: Identify positive and
emotions through facial expres- variety of emotions purposefully guilt). identifies own emotions and starts identifies more complex emotions negative emotions.
sions, gestures, movement and and intentionally. to recognize and identify the emo- (e.g., frustrated, disappointed,
sounds. tions of others, with adult support. jealous) in self and others, with
SED.PD.p3.2: Begins to express accuracy, with adult support.
and respond to a range of emotions SED.PD.p4.2: Expresses and
in socially acceptable ways. responds to a range of emotions in
socially acceptable ways.

 Identify and assess personal qualities and external supports SED.PD.t.2: Shows awareness of SED.PD. P3.3: Describes self by SED.PD.p4.3: Describes character- SED.R.K.17: Identify personal likes
SED.PD.i.2: Begins to understand SED.PD.mi.2: Recognizes self self as belonging to one or more using several basic characteristics. istics of self and others. and dislikes.
self as separate person from others. as separate person with distinct groups.
SED.PD.p3.4: States basic personal SED.PD.p4.4: States more complex SED.R.K.18: Identify personal
characteristics.

SED.PD.t.3: Identifies own feelings, information (e.g., name and age). personal information (e.g., names strengths and weaknesses.
needs and interests. of family members, names of
SED.PD.p3.5: Displays awareness neighbors). SED.R.K.19: Identify consequences
of own thoughts and feelings. of behaviors.

SED.R.K.20: Ask clarifying
questions.

SED.R.K.21: Identify positive
responses to problems (e.g., get
help, try harder, use a different
solution).

SED.R.K.22: Identify people, places
and other resources to go for help
(e.g., parents, relatives, school
personnel).

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

PERSONAL DEVELOPMENT: SED.PD. (Page2of2) SELF-MANAGEMENT

 Understand and practice strategies for managing thoughts and behaviors

SED.PD.i.3: Comforts self in by SED.PD.mi.3: Comforts self in a SED.PD.t.4: Anticipates the need SED.PD.p3.6: Makes known SED.PD.p4.5: Expresses prefer- SED.R.K.23: Describe and practice
rocking body or other simple ways. variety of ways. for comfort and tries to prepare for personal needs and desires. ences in a socially acceptable way a sending effective verbal and non-
SED.PD.i.4: Communicates needs SED.PD.mi.4: Seeks close proximity changes in routine. SED.PD.p3.7: Begins to be able to majority of the time. verbal messages.

for help through vocalizations and to familiar adults for security SED.PD.t.5: Seeks close proximity release and/or redirect emotional SED.PD.p3.6: Develops strategies SED.R.K.24: Describe and practice
gestures. and support, especially when to familiar adults for security tensions, with adult help, becoming to express strong emotion and sending effective verbal and non-
distressed. and support, especially when more relaxed and cooperative calm self, with adult help. verbal messages.
distressed. afterwards.
SED.R.K.25: Recognize behavior
choices in response to situations.

 Reflect on perspectives and emotional responses

SED.PD.i.5: Imitates the expression SED.PD.mi.5: Demonstrates an SED.PD.t.6 Demonstrates SED.PD.p3.8: Recognizes own SED.PD.p4.7: Recognizes and SED.R.K.26: Describe common
of feelings of those around them. awareness of others’ feelings (e.g., increasing awareness of others’ positive and negative feelings accurately describes own feelings a responses to failures and
cries or grimaces at the discomfort feelings when an adult labels them. majority of the time. disappointments.
of others; matches facial expression
of caregiver). SED.PD.t.7 May respond to peer’s
distress by doing something to
make him/her feel better (e.g., say
“hug” to crying peer; offer peer
their blanket or toy).

 Set, monitor, adapt and evaluate goals to achieve success in school and life

See ATL.i.4 SED.PD.mi.6: Seeks to achieve a See ATL.t.4 SED.PD.p3.9: Completes own goal- SED.PD.p4.8: Demonstrates age SED.R.K.27: Define success and the
specific goal (e.g., stretches to reach directed activity and recognizes appropriate independence in process of goal setting.
toy). accomplishments while learning decision-making regarding activi- SED.R.K.28: Identify personal goals
rules and values of family and ties and materials. and home goals (e.g., dreams,
See ATL.mi.3 culture. aspirations, hopes).
SED.R.K.29: Identify factors that
lead to goal achievement and
success (e.g., confidence, motiva-
tion, understanding).
SED.R.K.30: Identify specific steps
for achieving a particular goal.

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Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

SOCIAL DEVELOPMENT: SED.SD. (Page1of2) SOCIAL AWARENESS

 Demonstrate awareness of the thoughts, feelings and perspective of others

SED.SD.i.1: Reacts to emotional SED.SD.mi.1: Demonstrates SED.SD.t.1: Begins to identify own SED.SD.p3.1: Expresses concern for SED.SD.p4.1: Demonstrates an SED.SD.K.1: Identify a range of
expressions of others. awareness of feelings expressed by feelings, needs and interests and the needs of others and people in understanding of and responds emotions in others (e.g., identify
others. show awareness that others have distress. to needs of others and people in “sad” by facial expression; identify
feelings. SED.SD.p3.2: Describes situations distress. “mad” by tone of voice).
SED.SD.K.2: Identify possible
SED.SD.t.2: Responds in caring which can elicit various emotions SED.SD.p4.2: Demonstrates an causes for emotions (e.g., losing
ways to another’s distress in some (e.g., tells a story that is supposed understanding of which forms of dog may make you “sad,” your
situations. to make listener sad). emotional expression are accept- birthday may make you “happy”).
able for a given environment. SED.SD.K.3: Identify possible
behaviors and anticipate reactions
in response to a specific situation
(e.g., sharing candy may make your
classmate smile; taking pencil may
make your classmate yell at you).
SED.SD.K.4: Identify healthy
personal hygiene habits.

 Demonstrate awareness of cultural issues and a respect for human dignity and differences

SED.SD.i.2: Responds to people SED.SD.mi.2: Identifies similarities SED.SD.t.3: Expresses preferences SED.SD.p3.3: Compares own SED.SD.p4.3: Recognizes and SED.SD.K.5: Describe ways that
and objects in their immediate and differences in objects and for familiar people, books, toys and characteristics with those of others. respects similarities and differences people are similar and different.
environment based on past people by showing and pointing. activities. between self and others (e.g.,
experience. gender, race, special needs, cul- SED.SD.K.6: Use respectful lan-
SED.SD.t.4: Uses previous learning tures, languages, family structures). guage and actions with conflict or
to inform new experiences with differences of opinion.
people and objects in their SED.SD.p4.4: Treats others with
environment. respect when conflict or differences
occur, given adult support.

REV. 1-15-14 | 26

Kansas Early Learning Standards: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

SOCIAL DEVELOPMENT: SED.SD. (Page2of2) INTERPERSONAL SKILLS

 Demonstrate communication and social skills to interact effectively

SED.SD.i.3: Shows interest in other SED.SD.mi.3: Briefly engages in SED.SD.t.5: Plays side-by-side with SED.SD.p3.4: Follows rules and SED.SD.p4.5: Displays socially SED.SD.K.7: Follow rules that
children. simple interaction with another another child, at times observing, simple directions (1-2 steps). competent behavior with peers respect classmates’ needs and use
SED.SD.i.4: Repeats actions that child. imitating or engaging child in play. SED.SD.p3.5: Begins to display (e.g., helping, sharing and taking polite language (e.g., wait for their
turns). turn, stand in line, let classmate
elicit social responses from others. socially competent behavior with finish speaking).
peers (e.g., helping, sharing and SED.SD.p4.6: Participates in
taking turns). conversational turn taking by SED.SD.K.8: Use “I” statements.
listening and responding to what
SED.SD.p3.6: Begins to participate was said. SED.SD.K.9: Pay attention to others
in conversational turn taking. when they are speaking.
SED.SD.p4.7: Demonstrates
strategies to join a play group with SED.SD.K.10: Understand the
adult support. importance of respecting personal
space.
SED.SD.p4.8: Invites other children
to join groups or activities. SED.SD.K.11: Recognize how facial
expressions, body language and
tone communicate feelings.

SED.SD.K.12: Take turns and
practice sharing.

SED.SD.K.13: Practice sharing
encouraging comments.

SED.SD.K.14: Identify and demon-
strate good manners.

 Develop and maintain positive relationships

SED.SD.i.5: Initiates and engages SED.SD.mi.4: Participates in rou- SED.SD.t.6: Seeks out trusted adult SED.SD.p3.7: Shows interest in SED.SD.p4.9: Develops friendships SED.SD.K.15: Recognize how
in reciprocal (i.e., mutual give and tines and experiences that involve for comfort or support. having a friend. with one or two preferred peers. various relationships in life are
take) interactions with familiar mutual give and take interactions SED.SD.p4.10: Demonstrates an different.
adults. with familiar adults. SED.SD.t.7: Shows interest in
unfamiliar adults with support from understanding of which forms of SED.SD.K.16: Identify and practice
familiar adults. emotional expression are accept- appropriate behaviors to maintain
able for a given environment. positive relationships (e.g., personal
SED.SD.p4.11: Adjusts behavior space, voice volume).
to different settings (e.g., “inside
voice”).

 Demonstrate an ability to prevent, manage and resolve interpersonal conflicts

N/A SED.SD.mi.5: Shows emerging SED.SD.t.8: Demonstrates an SED.SD.p3.8: Begins to resolve SED.SD.p4.12: Resolves conflicts SED.SD.K.17: Identify conflict.
signs of responding positively to increasing capacity to manage conflicts with peers, given adult with peers, seeking adult assistance
limits and choices offered by adults actions and emotional expressions assistance. when necessary. SED.SD.K.18: Identify what actions
to help guide behavior. with guidance from adults. cause conflict.
SED.SD.p4.13: Demonstrates
SED.SD.t.9: Seeks adult assistance flexibility in solving problems; will SED.SD.K.19: Identify appropriate
when encountering a problem. change plans if a better idea is and inappropriate ways to resolve
thought of or proposed. conflict.

REV. 1-15-14 | 27

APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Communication and Literacy Skill Development

Language is not only the vehicle of thought but also its driver.
As we communicate through language, we clarify and expand
our thinking. Therefore, children must have opportunities to
develop ideas through language, listen to others and talk
about their thinking. Through language, children discover,
generate, express, explore, extend, examine, listen, reflect
and refine their ideas and thinking processes.

Children learn not only the language system of those around

them but also the values and attitudes that are a part of how

language is used. If we just give orders to children, they grow

up learning that language is mainly used to control. However,

if children are used to talking in a way that allows them to

say what they think, to question, to reflect on their thinking

and to form new ideas, they will learn the value of language “ T h e re l a t i o n o f t h o u g h t t o wo rd
as a means of gaining knowledge and of understanding the
world. is not a thing but a process.”

Literacy is the foundation for creating a well-educated and - L.S. Vygotsky, Thought and Language

responsible citizen. Each child must be ready to take advantage of materials, activities and interactions with others to

develop reading and writing skills. Printed words in a book or the child’s environment are the bridge allowing children to

connect their own lives to distant places or to new ideas. Through exposure to quality children’s literature, children discover

that written words are another way to share ideas. All through the early years, children build their understanding of the

purpose of a book or a story, develop an awareness of the alphabet and the ability to write a few letters and expand their

use of language to communicate their needs, thought and wishes.

Just as children seem to be compelled to learn language, they are excited about using pictures and letters to communicate.
Given appropriate experiences, children are more likely to be successful in learning to read and write.

Dual Language Learners All children under age six are at some stage of developing language, but
some may be dual language learners. Dual language learners are young
Did you know: children who are learning two or more languages at the same time or are
learning a second language while continuing to develop their first or home
 20.3% of Kansas house- language.

holds speak languages Research shows that overwhelming young children with a new language
other than English. at the expense of the home language does not help them learn the new
language faster and may, in fact, hinder cognitive development. Therefore
 25% of all U.S. children early childhood programs that include dual language learners should build
learning programs that strongly support continued development in the
are growing up in dual home language while also scaffolding English skill development.
language homes?

-- as per the 2010 U.S. Census

REV. 1-15-14 | 28

Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CL.L.t.1: With prompting and
LITERATURE: CL.L.  Key Ideas and Details support, asks and answers simple CL.L.p3.1: With prompting and CL.L.p4.1: With prompting and Kansas State Standard:
questions about story content support, asks and answers simple support, asks and answers ques- Reading Literature (RL)
CL.L.i.1: Sits on adult’s lap while CL.L.mi.1: Responds to a verbal using pictures. questions about the story content. tions about key details in a text.
being read to and gazes at pictures prompt by pointing to requested CL.L.t.2: Retells some events from CL.L.p3.2: Uses pictures and CL.L.p4.2: With prompting and RL.K.1: With prompting and
in books and pats individual picture (e.g., “Oh look there is a a familiar story with close adult illustrations to tell and retell parts support, retells stories with support, ask and answer questions
pictures. cow, can you show me the cow?”). prompting (e.g., T: Tell me what of a story. increasing detail and accuracy. about key details in a text.
happened to baby bear’s chair?” C: CL.L.p4.3: With prompting and RL.K.2: With prompting and
 Craft and Structure “It broke”). CL.L.p3.3: Asks and answers support, identifies characters, set- support, retell familiar stories,
CL.L.i.2: Shows interest in books, CL.L.mi.2: Actively participates CL.L.t.3: Shows an appreciation questions about unknown words/ tings and major events in a story. including key details.
pictures, songs and rhyming (e.g., in book reading, story telling and for reading books, telling stories pictures in a book. RL.K.3: With prompting and
cuddles and looks at caregiver’s singing (e.g., reaching for the pages and singing (e.g., initiates reading CL.L.p3.4 : Interacts with a variety CL.L.p4.4: Asks and answers support, identify characters,
face while being read to, follows of a board book when a caregiver a book, telling a story or singing a of common types of texts (e.g., questions about unknown words in settings and major events in a
caregivers gaze to look at a picture is reading a book and looking at it song, listens as caregiver reads a storybooks, poems, songs). a text. story.
in a book, babbles while being read with the child, points to picture of a short story). CL.L.p3.5: Understands that books CL.L.p4.5: Students interact with
to). dog and makes a barking noise). have both illustrations and print. a variety of common types of texts RL.K.4: Ask and answer questions
CL.L.t.4: Given a familiar repetitive (e.g., storybooks, poems, songs). about unknown words in a text.
 Integration of Knowledge and Ideas and predictable story, anticipates CL.L.p3.6: With prompting and CL.L.p4.6: With prompting and RL.K.5: Recognize common types
CL.L.i.3: Shows interest in photo- CL.L.mi.3: Randomly points to what comes next based on pictures support, makes connections support, can describe the role of an of texts (e.g., storybooks, poems).
graphs of familiar people/objects. familiar pictures in a book. and begins to fill in words in the between self, illustrations and the author and an illustrator. RL.K.6: With prompting and
story. story when taking a “picture walk” CL.L.p4.7: With prompting and support, name the author and
CL.L.mi.4: Names familiar people/ CL.L.t.5: Relates characteristics or of the book. support, uses the illustrations to illustrator of a story and define the
objects in photographs. actions of the characters in a story CL.L.p3.7: With prompting and retell major events in the story. role of each in telling the story.
to self (e.g., Daddy has a big chair support compares and contrasts CL.L.p4.8: With prompting and
 Range of Reading and Level of Text Complexity like that). the adventures and experiences of support, begins to compare and RL.K.7: With prompting and
the characters to self (e.g., “I have a contrast the adventures and support, describe the relationship
CL.L.i.4: Listens briefly to stories CL.L.mi.5: Listens to stories being CL.L.t.6 : Engages in reading activi- red cape just like Goldilocks!”). experiences of characters in between illustrations and the story
being read by an adult. read by an adult. ties with an adult and possibly one familiar stories. in which they appear (e.g., what
or two peers. CL.L.p3.8: Actively engages in moment in a story an illustration
small group reading activities with CL.L.p4.9: Actively engages in depicts).
purpose and understanding (e.g., large and small group reading RL.K.8: Not applicable to Litera-
asks for a favorite book to be read, activities with purpose and under- ture.
giggles when hears something standing (e.g., asks for a favorite RL.K.9: With prompting and
funny read in the story). book to be read, participates in support, compare and contrast
reciting rhymes and finger plays the adventures and experiences of
using accompanying gestures). characters in familiar stories.

RL.K.10: Actively engage in group
reading activities with purpose and
understanding.

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

INFORMATIONAL TEXT (NON-FICTION): CL.IT. (Page1of2) CL.IT.p3.1: With prompting and Kansas State Standard:
support, asks and answers simple Reading Informational Text (RI)
 Key Ideas and Details questions about the text.
CL.IT.i.1: See CL.L.i.1. CL.IT.mi.1: Responds to a verbal CL.IT.t.1: With prompting and CL.IT.p3.2: Retells some details of CL.IT.p4.1: With prompting and RI.K.1: With prompting and
prompt by pointing to requested support, asks and answers simple the text using pictures or props as support, asks and answers ques- support, ask and answer questions
picture. (e.g., “Oh look there is a questions about text using a support. tions about key details in a text. about key details in a text.
cow, can you show me the cow?”) pictures.
CL.IT.t.2: Retells some information CL.IT.p4.2: With prompting and RI.K.2: With prompting and
from a familiar text using pictures support, retells key details of a text. support, identify the main topic
or props as a support with close and retell key details of a text.
adult prompting (e.g., T: Here is a CL.IT.p4.3: With prompting and RI.K.3: With prompting and
picture of a fire truck, what do you support, describes the connection support, describe the connection
know about fire trucks?). between two events or pieces of between two individuals, events,
information in a text. ideas or pieces of information in a

text.

 Craft and Structure CL.IT.mi.2: Actively participates CL.IT.t.3: Exhibits curiosity CL.IT.p3.3: Exhibits curiosity CL.IT.p4.4: With prompting and RI.K.4: With prompting and
CL.IT.i.2: Shows interest in books in book reading, storytelling and and interest in learning new and interest in learning new support, asks and answers ques- support, ask and answer questions
and pictures (e.g., cuddles and singing (e.g., reaching for the pages vocabulary. vocabulary. tions about unknown words in a about unknown words in a text.
looks at caregiver’s face while of a board book when a caregiver CL.IT.p3.4: Identifies the front and text. RI.K.5: Identify the front cover,
being read to; follows caregiver’s is reading a book and looking at it CL.IT.t.4: Identifies the front cover back cover of a book. CL.IT.p4.5: Identifies the front back cover and title page of a book.
gaze to look at a picture in a book; with the child, points to a picture of of a book in order to orient the cover, back cover and title page of RI.K.6: Name the author and
babbles while being read to). a dog and makes a barking noise). book correctly for reading. CL.IT.p3.5: Understands that books a book. illustrator of a text and define the
have both illustrations and print. role of each in presenting the ideas
CL.IT.P6: With prompting and or information in a text.
support describes the role of an
author and an illustrator.

 Integration of Knowledge and Ideas

CL.IT.i.3: Randomly points to CL.IT.mi.3: See CL.L.mi.3. CL.IT.t.5: Draws meaning from CL.IT.p3.6: With prompting and CL.IT.p4.7: With prompting and RI.K.7: With prompting and
pictures in a book. pictures, print and text. support, engages in a picture walk support, use the illustrations to support, describe the relationship
to make connections between self, identify key details in the story. between illustrations and the text
illustrations and the information CL.IT.p4.8: With prompting and in which they appear (e.g., what
presented. support answers “why” questions person, place, thing or idea in the
CL.IT.p3.7: Answers simple based on information presented in text an illustration depicts).
“wh” questions about the topic the text. RI.K.8: With prompting and
presented in the text (e.g., what, CL.IT.p4.9: With prompting and support, identify the reasons an
where, when, why). support, identifies a similarity and author gives to support points in a
CL.IT.p3.8: With prompting and difference between two texts on text.
support identifies similarities the same topic (e.g., in illustrations, RI.K.9: With prompting and
between two texts on the same descriptions or procedures). support, identify basic similarities
topic (e.g., in illustrations, descrip- in and differences between two
tions or procedures). texts on the same topic (e.g.,
in illustrations, descriptions or
procedures).

REV. 1-15-14 | 31

Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

INFORMATIONAL TEXT (NON-FICTION): CL.IT. (Page2of2)  Range of Reading and Level of Text Complexity Kansas State Standard:
Reading Informational Text (RI)
CL.IT.i.4: Listens briefly to texts CL.IT.mi.4: Listens to texts being CL.IT.t.6: See CL.L.t.6. (page 33) CL.IT.p3.9: Actively engages in CL.IT.p4.10: Actively engages in
being read with an adult. read by an adult. small group reading activities large and small group reading RI.K.10: Actively engage in group
with purpose and understanding activities with purpose and reading activities with purpose and
(e.g., asks for a favorite book to be understanding (e.g., asks for a understanding.
read, says “I have a car like that” favorite book to be read, makes
or responds when appropriate to appropriate noises for different
text, with a comment about “my animals or vehicles).
house”).

REV. 1-15-14 | 32

Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
 Print Concepts (CL.F-PC)
FOUNDATIONAL SKILLS: CL.F. (page1of2) CL.F.i.1: Explores books by CL.F.p3.1: Demonstrates under- Kansas State Standard:
touching, patting and mouthing. standing of the organization and Reading Foundation Skills (RF)
basic features of print.
 Phonological Awareness CL.F.mi.1: Explores a book by CL.F.t.1 : Holds book right side up CL.F.p3.1a: Demonstrates an CL.F.p4.1: Demonstrates under- RF.K.1: Demonstrate understand-
CL.F.i.2: Plays and experiments turning the pages (may be more to look at pictures. understanding of how print is read standing of the organization and ing of the organization and basic
with sounds through cooing, than one at a time or back to front). CL.F.t.2: Begins to demonstrate an (i.e., left to right, top to bottom, basic features of print. features of print.
babbling and simple sounds (e.g., front to back).
“ee, ah, da, pa, ma”). CL.F.mi.2: Plays with objects with understanding that print conveys CL.F.p3.1b: Demonstrates an CL.F.p4.1a: Follows words from left RF.K.1a: Follow words from left to
letters on them (e.g., alphabet meaning (e.g., pretends to read a understanding that print conveys to right, top to bottom and page right, top to bottom and page by
blocks). favorite book). meaning (i.e., environmental print). by page. page.
CL.F.p3.1c: Recognizes letters in
their name. CL.F.p4.1b: Recognizes that RF.K.1b: Recognize that spoken
spoken words are represented words are represented in written
in written language by specific language by specific sequences of
sequences of letter. letters.
CL.F.p4.1c: Recognizes that letters RF.K.1c: Understand that words are
are grouped to form words. separated by spaces in print.
CL.F.p4.1d: Recognizes and names RF.K.1d: Recognize and name all
upper: and lowercase letters of the
some upper: and lowercase letters alphabet.
in addition to those in first name.

CL.F.mi.3: Shows a varied response CL.F.t.3: Differentiates between CL.F.p3.2: Plays with the sounds of CL.F.p4.2: Demonstrates under- RF.K.2b: Count, pronounce, blend
to sounds in the environment. sounds that are the same and language. standing of spoken words, syllables and segment syllables in spoken
CL.F.mi.4: Demonstrates enjoy- different (e.g., bell vs. drum). CL.F.p3.2a: Differentiates between and sounds (i.e., phonemes): words.
ment when listening to nursery CL.F.t.4: Participates in saying sounds that are the same and dif- CL.F.p4.2a: Recognizes and RF.K.2c: Blend and segment onsets
rhymes, finger plays, jingles, songs words in nursery rhymes, finger ferent (e.g., environmental sounds, produces rhyming words. and rimes of single-syllable spoken
and books that are read to them plays, jingles, songs and books that animal sounds, phonemes). CL.F.p4.2b: Blends and segments words.
(e.g., smiles, laughs, pats pictures are read to them. CL.F.p3.2b: Distinguishes whether syllables in spoken words (e.g., RF.K.2d: Isolate and pronounce
with hand). two words rhyme or not. /f/+/i/+/sh/= fish; or clapping or the initial, medial vowel and final
CL.F.p3.2c: Blends compound snapping out syllables ap-ple= 2 sounds (i.e., phonemes) in three-
words and syllables in spoken claps). phoneme (i.e., consonant-vowel-
words (e.g., base+ball= baseball; / CL.F.p4.2c: With prompting and consonant or CVC) words.*
d+ad= dad). support blends and segments
CL.F.p3.2d: Identifies two words initial sounds (i.e., onset) and *This does not include CVS ending
that start with the same sound ending sounds (i.e., rime) of single with /l/, /r/ or /x/.
(e.g., ball and bat both start with syllable words (e.g., /d/+/og/ = RF.K.2e: Add or substitute indi-
the /b/ sound). dog). vidual sounds (i.e., phonemes) in
CL.F.p4.2d: States the initial sound simple, one-syllable words to make
(phoneme) in consonant-vowel- new words.
consonant (CVC) words (e.g., cat
starts with /c/).

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

FOUNDATIONAL SKILLS: CL.F.(Page2of2)  Phonics and Word Recognition N/A CL.F.p3.3: Knows and applies age- CL.F.p4.3: Knows and applies age Kansas State Standard:
N/A N/A appropriate word analysis skills. appropriate word analysis skills in Reading Foundation Skills (RF)
CL.F.p3.3a: Begins to identify own decoding words.
name in print. CL.F.p4.3a: Demonstrates basic RF.K.3: Know and apply grade-
CL.F.p3.3b: Begins to recognize knowledge of letter-sound cor- level phonics and word analysis
and “read” familiar words or envi- respondence by producing the skills in decoding words.
ronmental print. sound of some letters. RF.K.3a: Demonstrate basic
CL.F.p4.3b: Identifies own name in knowledge of one-to-one
print. letter-sound correspondences by
CL.F.p4.3c: Recognizes and “reads” producing the primary or many of
familiar words or environmental the most frequent sounds for each
print. consonant.
RF.K.3b: Associate the long and
 Fluency CL.F.mi.5: Begins to vocalize as if CL.F.t.5: “Reading” may capture the CL.F.p3.4: Displays emergent short sounds with common
N/A reading when looking at a book. tone of voice and stress on words reading behaviors with purpose spellings (graphemes) for the five
major vowels.
the caregivers have when reading and understanding using a familiar RF.K.3c: Read common high-
a book. book (e.g., pretend reading). frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
RF.K.3d: Distinguish between
similarly spelled words by identify-
ing the sounds of the letters that
differ.

RF.K.4: Read emergent-reader
texts with purpose and under-
standing.

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CL.W.p3.1: Uses drawing, scrib- CL.W.p4.1: Uses a combination
WRITING: CL.W. (Page 1 of 2)  Text Types and Purposes CL.W.mi.1: Picks up objects CL.W.t.1: Uses thumb and fingers bling, letter like forms, random of drawing, dictating or emergent Kansas State Standard: Writing (W)
CL.W.i.1: Shows ability to transfer between thumb and finger (i.e., of one hand to hold writing tool. letter strings and/or dictation to writing to express thoughts and
and manipulate an object with pincer grasp). CL.W.t.2: Begins to use drawing express thought and ideas. ideas. W.K.1: Use a combination of
hands (e.g., grasps a rattle, lets go CL.W.mi.2: Uses a full-hand grasp to represent objects and ideas drawing, dictating and writing to
of it and tries to grasp it again). to hold a writing tool to make (e.g., scribbles a picture and compose opinion pieces in which
CL.W.i.2: Grasps objects using scribbles. labels it after the fact, pretends they tell a reader the topic or the
entire hand. to write own name, draws a circle name of the book they are writing
and straight line after watching about and state an opinion or
someone else do it). preference about the topic or book
(e.g., My favorite book is . . .).
W.K.2: Use a combination of
drawing, dictating and writing to
compose informative/explanatory
texts in which they name what they
are writing about and supply some
information about the topic.
W.K.3: Use a combination of
drawing, dictating and writing to
narrate a single event or several
loosely linked events, tell about the
events in the order in which they
occurred and provide a reaction to
what happened.

 Production and Distribution of Writing N/A CL.W.p3.2: Uses consistent marks CL.W.p4.2: Recognizably writes W.K.4: (Begins in grade 3)
N/A N/A to represent name when writing. a majority of the letters in their

name. W.K.5: With guidance and support
from adults, respond to questions
CL.W.p3.3: With guidance and and suggestions from peers and
support, imitates shapes and CL.W.p4.3: With guidance and
strokes. support, responds to questions add details to strengthen writing as
needed.
CL.W.p3.4: With guidance and and suggestions and adds details W.K.6: With guidance and support
support, explores a variety of to drawings or emergent writing as from adults, explore a variety
digital tools to express ideas (e.g., needed. of digital tools to produce and
asks for help searching the internet CL.W.p4.4: With guidance and publish writing, including in col-
for pictures of animals to illustrate support, explores a variety of laboration with peers.
a book “My Favorite Animals”). digital tools to produce and
publish emergent writing (e.g.,
uses the class camera to record the
growth of the class garden; asks
for help searching the internet for
pictures of animals to illustrate a
book or directions for a task).

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

WRITING: CL.W. (Page 2 of 2) Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
 Research to Build and Present Knowledge CL.W.t.3: Participates in conversa-
N/A N/A tions about past events. CL.W.p3.5: Participates in shared CL.W.p4.5: Participates in shared Kansas State Standard: Writing (W)
writing projects (e.g., contributes research and writing projects (e.g.,
to class chart about a topic of explores a number of books by W.K.7: Participate in shared
interest). a favorite author and expresses research and writing projects
CL.W.p3.6: With guidance and opinions about them). (e.g., explore a number of books
support from adults, collaborates CL.W.p4.6: With guidance and by a favorite author and express
with peers to recall information support from adults, recalls opinions about them).
from experiences. information from experiences or W.K.8: With guidance and support
gathers information from provided from adults, recall information from
sources to answer a question. experiences or gather information
from provided sources to answer a
question.

REV. 1-15-14 | 36

Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

SPEAKING & LISTENING: CL.SL. Kansas State Standard:
Speaking and Listening (SL)
 Comprehension and Collaboration

CL.SL.i.1: Reacts to adults through CL.SL.mi.1: Interacts with care- CL.SL.t.1: In a conversation with a CL.SL.p3.1: Participates in collab- CL.SL.p4.1: Participates in collab- SL.K.1: Participate in collaborative
vocalizations and/or facial expres- givers and peers using gestures, peer or caregiver: orative conversations with diverse orative conversations with diverse conversations with diverse partners
sions in response to social contact sounds and words (e.g., waves, partners about preschool topics partners about preschool topics about kindergarten topics and
and sounds produced by others. shakes head “no”, reaches to be CL.SL.t.1a: Answers simple ques- with peers and adults in small and texts with peers and adults in texts with peers and adults in small
CL.SL.i.2: Listens to and begins lifted up). tions and begins to ask questions groups. small and larger groups. and larger groups.
to respond to familiar words (e.g., CL.SL.mi.2: Shows understanding using inflection and intonation.
own name, bottle, mom). of simple requests and of state- CL.SL.p3.1a: Beginning to follow CL.SL.p4.1a: Follows agreed-upon SL.K.1a: Follow agreed-upon rules
CL.SL.i.3: Uses gestures, move- ments referring to people and CL.SL.t.1b: Sustains a conversation agreed-upon rules for discussions rules for discussions (e.g., listening for discussions (e.g., listening to
ments or vocalizations to gain objects around him or her (e.g., with two or more turns. (e.g., listening to others and taking to others and taking turns speaking others and taking turns speaking
attention of a familiar person. shakes head for “no”, says “mama”). CL.SL.t.2: Confirms understanding turns speaking about the topic about the topics and texts under about the topics and texts under
CL.SL.mi.3: Uses gestures, move- of information presented orally under discussion). discussion). discussion).
ments or vocalizations to initiate through verbalizations of one or CL.SL.p3.1b: Continues a con-
interactions to get needs met (e.g., two words or actions. versation through three or more CL.SL.p4.1b. Continues a conver- SL.K.1b: Continue a conversation
reaches to be lifted up, points to CL.SL.t.3: Uses language to seek exchanges. sation through multiple exchanges, through multiple exchanges.
desired item). help, get information or clarify CL.SL.p3.2: Confirms under- staying on topic. SL.K.2: Confirm understanding of
something that is not understood. standing of information presented a text read aloud or information
CL.SL.p4.2: Confirms under- presented orally or through other
orally or through other media standing of a text read aloud or media by asking and answering
by answering simple (e.g., what, information presented orally or questions about key details and re-
where, who) questions and asking through other media by asking and questing clarification if something
questions if something is not answering reasoning questions is not understood.
understood. (e.g., why, how) about key details SL.K.3: Ask and answer questions
and requesting clarification if in order to seek help, get informa-
something is not understood. tion or clarify something that is not

understood.

 Presentation of Knowledge and Ideas

CL.SL.i.4: Uses gestures, move- CL.SL.mi.4: Demonstrates an CL.SL.t.4: Uses words to label CL.SL.p3.3: Uses some basic CL.Sl.p4.3: Uses some basic spatial SL.K.4: Describe familiar people,
ments or vocalizations to com- understanding of a few simple actions. qualitative (e.g., wet/dry, hot/cold) (e.g., front/back, top/bottom) and places, things and events and, with
municate wants and needs. concepts (e.g., puts hands up to and quantitative (e.g., more/less, temporal (e.g., first/last, before/ prompting and support, provide
CL.SL.i.5: Uses differing cries to indicate they are “so big” or pulls CL.SL.t.5: Expresses wants and empty/full) concepts to describe after) concepts to describe familiar additional detail.
signal various needs. hand away when something is hot). needs, likes and dislikes. familiar people, places, things and people, places, things and events. SL.K.5: Add drawings or other
CL.SL.i.6: Uses some consonant- CL.SL.mi.5: Speaks so that familiar CL.SL.t.6: Speaks so that familiar events. CL.SL.p4.4: Able to tell another visual displays to descriptions as
vowel (CV) combinations (e.g., ba, adults can understand about 50% listeners are able to understand CL.SL.p3.4: Able to describe person about what they have desired to provide additional detail.
pa,ma). of what child says. ideas, feeling and need. objects and actions depicted in drawn. SL.K.6: Speak audibly and express
pictures. CL.SL.p4.5: Speaks understand- thoughts, feelings and ideas clearly.
CL.SL.p3.5: Speaks so that ably to express ideas, feelings and
unfamiliar listeners are usually able needs.
to understand ideas, feelings and
needs.

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

LANGUAGE STANDARDS: CL.LS. (part 1 of 2) Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
 Conventions of Standard English N/A
N/A N/A CL.LS.p3.1: Demonstrates CL.LS.p4.1: Demonstrates an Kansas State Standard: Language (L)
emerging understanding of the emerging command of the
conventions of standard English conventions of standard English L.K.1: Demonstrate command
grammar and usage when writing grammar and usage when writing of the conventions of standard
or speaking. or speaking. English grammar and usage when
CL.LS.p3.1a: Begins to make letter CL.LS.p4.1a: Prints some upper- writing or speaking.
like forms and print some letters and lower-case letters (e.g., letters L.K.1a: Print many upper: and
(e.g., letters in their name). in their name). lowercase letters.
CL.LS.p3.1b: Uses frequently CL.LS.p4.1b: Uses frequently L.K.1b: Use frequently occurring
occurring nouns and verbs when occurring nouns and verbs. nouns and verbs.
speaking. CL.LS.p4.1c: Forms regular plural L.K.1c: Form regular plural nouns
CL.LS.p3.1c: Beginning to form nouns orally by adding /s/ or /es/ orally by adding /s/ or /es/ (e.g.,
regular plural nouns orally by (e.g., dog, dogs; wish, wishes). dog, dogs; wish, wishes).
adding /s/ or /es/ (e.g., dog, dogs; CL.LS.p4.1d: Understands and L.K.1d: Understand and use
wish, wishes). uses most question words (i.e., question words (i.e., interrogatives)
CL.LS.p3.1d: Understands and interrogatives) (e.g., who, what, (e.g., who, what, where, when, why,
uses some question words (i.e., where, when, why, how). how).
interrogatives) (e.g., who, what, CL.LS.p4.1e: Uses the many L.K.1e: Use the most frequently
where, when, why, how). frequently occurring prepositions occurring prepositions (e.g., to,
CL.LS.p3.1e: Uses some preposi- (e.g., to, from, in, out, on, off, for, of, from, in, out, on, off, for, of, by,
tions (e.g., to, from, in, out, on, off, by, with). with).
for, of, by, with). CL.LS.p4.1f: Produces complete L.K.1f: Produce and expand
CL.LS.p3.1f: Communicates using sentences in shared language complete sentences in shared
at least 3-4 word sentences. activities. language activities.
CL.LS.p3.2: Demonstrates a CL.LS.p4.2: Demonstrates a begin- L.K.2: Demonstrate command
beginning awareness of writing by ning awareness of the conventions of the conventions of standard
using strings of letter- like forms or of writing by using some letters to English capitalization, punctuation
a series of random letters. match sounds in words (e.g., uses and spelling when writing.
the beginning letter to write or L.K.2a: Capitalize the first word in a
represent a word or “trk” for truck) sentence and the pronoun I.
and usually writing from left to L.K.2b: Recognize and name end
right. May reverse some letters. punctuation.
L.K.2c: Write a letter or letters for
most consonant and short-vowel
sounds (i.e., phonemes).
L.K.2d: Spell simple words pho-
netically, drawing on knowledge of
sound-letter relationships.

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Kansas Early Learning Standards: COMMUNICATIONS AND LITERACY STANDARDS (CL)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

LANGUAGE STANDARDS: CL.LS. (part 2 of 2)  Vocabulary Acquisition and Use Kansas State Standard: Language (L)

CL.LS.i.1: Recognizes the names CL.LS.mi.1: Shows understanding CL.LS.t.1: Shows an understanding CL.LS.p3.3: Provides a label when CL.LS.p4.3: Determines or clarifies L.K.4: Determine or clarify the
of familiar people and objects (e.g., of simple requests and of state- of requests and statements refer- given a “child-friendly” definition of the meaning of unknown and meaning of unknown and multi-
looks at mommy when someone ments referring to familiar people ring to familiar people and objects a familiar word (e.g., what is round multiple meaning words with ple-meaning words and phrases
says “where’s mommy?”, reaches for and objects around him/her (e.g., ( e.g., when asked “Where is your and bounces: a ball). assistance or cues from an adult based on kindergarten reading and
bottle when asked “do you want looks toward door when caregiver bear,“ child is able to retrieve the (e.g., providing a frame of refer- content.
your bottle?”). says, “Your daddy’s here”). bear and show it to the caregiver or CL.LS.p3.4: With guidance and ence, context or comparison) L.K.4a: Identify new meanings
friend). support from adults, explores word CL.LS.p4.4: With guidance for familiar words and use them
relationships and nuances in word accurately (e.g., knowing duck is a
meanings. and support, explores word bird and learning the verb to duck).
relationships and nuances in word L.K.4b: Use the most frequently
CL.LS.p3.4a: Demonstrates meanings. occurring inflections and affixes
an emerging understanding of (e.g., -ed, -s, re-, un-, pre-, -ful, -less)
frequently occurring verbs and CL.LS.p4.4a: Demonstrates an as a clue to the meaning of an
adjectives by relating them to their understanding of some frequently unknown word.
opposites (e.g., up, down; stop, go; occurring verbs and adjectives by L.K.5: With guidance and support
in, out). relating them to their opposites from adults, explore word
CL.LS.p3.4b: Distinguishes among (e.g., up, down, stop, go, in, out). relationships and nuances in word
a few verbs describing the same CL.LS.p4.4b: Distinguishes among meanings.
general action (e.g., walk, march, some verbs describing the same L.K.5a: Sort common objects into
strut, prance) by acting out the general action (e.g., walk, march, categories (e.g., shapes, foods) to
meanings. strut, prance) by acting out the gain a sense of the concepts the
CL.LS.p3.5: With prompting and meanings. categories represent.
support, begins to experiment with CL.SL.p4.5: With prompting and L.K.5b: Demonstrate understand-
new words and phrases acquired support, begins to use new words ing of frequently occurring verbs
through conversations, reading and phrases acquired through and adjectives by relating them to
and being read to and responding conversations, reading and being their opposites (i.e., antonyms).
to texts. read to and responding to texts. L.K.5c: Identify real-life connec-
tions between words and their use
(e.g., note places at school that are
colorful).
L.K.5d: Distinguish shades of
meaning among verbs describing
the same general action (e.g., walk,
march, strut, prance) by acting out
the meanings.
L.K.6: Use words and phrases
acquired through conversations,
reading and being read to and
responding to texts.

REV. 1-15-14 | 39

APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Mathematical Knowledge

Research is showing us that we have underestimated the “Most children are motivated
ability of young children to do math and solve problems. to learn by an intense desire to
We are finding out that long before entering school, young make sense out of their world
children spontaneously explore and use mathematics and do and achieve the competencies
it naturally. Children at play begin to learn essential math skills desired by the culture.”
such as counting, equality, addition, subtraction, estimation,
planning, patterns, classification and measurement. They
compare, notice similarities and differences, and group
toys and materials. This ability to organize information into
categories, quantify data and solve problems helps children
learn about time, space and numbers. Over time, they
develop the vocabulary and skills to:

„„ Measure

„„ Describe patterns

„„ Express order and position

„„ Describe relationships between objects in the
environment.

Mathematics helps children make sense of the physical and - Sue Bredekamp, Developmentally Appropriate Practice in Early Childhood
social worlds around them and the naturally incorporate
math as they make comments such as:

„„ “He has more than I do!”

„„ “That won’t fit in there, it’s too big.”

„„ “I can’t move it, it’s too heavy.”

Mathematical knowledge is too important to be left to chance and should be connected to children’s daily lives to make
it meaningful. By taking advantage of these moments when children are naturally using math and by carefully planning
a variety of experiences with mathematical ideas in mind, parents, caregivers and teachers can cultivate and extend
children’s natural interest in math. It is vital for young children to develop confidence in their ability to understand and
use mathematics and to see mathematics as something they can do. Positive experiences with using mathematics to solve
problems help children to develop curiosity, imagination, flexibility, inventiveness and persistence which all combine to
contribute to their future success in and out of school.

REV. 1-15-14 | 40

Kansas Early Learning Standards: MATHEMATICS (M)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
 Know number names and the count sequence M.CC.t.1: Verbally counts in
COUNTING & CARDINALITY: M.CC. (page 1 o f 2) N/A M.CC.mi.1: Names some number sequence to 3. M.CC.p3.1: Counts in sequence to M.CC.p4.1: Counts in sequence to M.CC.K.1: Count to 100 by ones
10. 30. and by tens.
(Knowing the last number you counted in the set) words but not in sequence. M.CC.t.2: Shows understanding M.CC.K.2: Count forward begin-
that numbers represent quantity M.CC.p3.2: Demonstrates an M.CC.p4.2: Represents a group ning from a given number within
 Count to tell the number of objects and demonstrate understanding understanding that number names of objects with a written numeral the known sequence (instead of
N/A M.CC.mi.2: Attends to quantities of words that identify how much can be represented with a written 0-12 (with 0 representing a count having to begin at 1).
(e.g., uses words such as “one, two, numeral. of no objects). M.CC.K.3: Write numbers from 0 to
when interacting with objects more, little, a lot”). 20. Represent a number of objects
(e.g., communicates “more” and M.CC.t.3: Matches large pegs M.CC.p4.3: Counts forward begin- with a written numeral 0–20 (with
“all gone” when eating from a to holes using one-to-one ning from a given number (under 0 representing a count of no
bowl of cheerios, fills containers of correspondence. 10) within the known sequence objects).
different sizes with objects). (instead of having to begin at 1).

M.CC.p3.3: Places objects in one M.CC.p4.4: Understands the M.CC.K.1: Understand the
to one correspondence during play relationship between numbers and relationship between numbers and
situations (e.g., gives each doll a quantities to 10; connect counting quantities; connect counting to
plate in the housekeeping area). to cardinality. cardinality.

M.CC.p3.4: Spontaneously counts M.CC.p4.4a: Uses one-to-one M.CC.K.1a: When counting
for own purposes. correspondence when counting objects, say the number names in
M.CC.p3.5: Uses number words to objects, says the number names the standard order, pairing each
indicate the quantity in small sets in the standard order pairing object with one and only one
of objects (e.g., 2, 3). with each object (e.g., counts out number name and each number
napkins for snack time, saying the name with one and only one
number aloud as they put each object.
one on the table).
M.CC.K.1b: Understand that the
M.CC.p4.4b1: Understands that last number name said tells the
the last number name said tells number of objects counted. The
the numbers of objects counted number of objects is the same
(cardinality). regardless of their arrangement
or the order in which they were
M.CC.p4.4b2: Understands that counted.
the number of objects remains the
same regardless of the order in M.CC.K.1c: Understand that each
which the objects were counted. successive number name refers to
a quantity that is one larger.
M.CC.p4.4c: Demonstrates an
understanding that each suc- M.CC.K.2: Count to answer “how
cessive number name refers to a many?” questions about as many
quantity that is one larger. as 20 things arranged in a line, a
rectangular array or a circle or as
M.CC.p4.5: Counts to answer “how many as 10 things in a scattered
many?” questions about as many configuration; given a number
as 10 things arranged in a line, a from 1–20, count out that many
rectangular array or a circle or as objects.
many as 5 things in a scattered
configuration.

REV. 1-15-14 | 42

Kansas Early Learning Standards: MATHEMATICS (M)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
M.CC.mi.3: Places objects using
COUNTING & CARDINALITY: M.CC. (page 2 o f 2)  Compare Numbers one to one correspondence but M.CC.t.4: Demonstrates an M.CC.p3.6: Identifies whether the M.CC.p4.6: Identifies whether the M.CC.K.1: Identify whether the
M.CC.i.1: Holds an object in each does not fully understand this understanding that one collection number of objects in one group number of objects in one group is number of objects in one group is
(Knowing the last number you counted in the set) hand. created equal groups (e.g., child has more than another when the is more or less as compared to greater than, less than or equal to greater than, less than or equal to
places one toy in each container the number of objects in another the number of objects in another
during play but doesn’t under- collections are quite different in the number of objects in another group up to 10 by using matching group (e.g., by using matching and
stand there are the same number size (one collection is at least twice group up to 5. and counting strategies (e.g., counting strategies).
of toys and containers). the other). compares the number of letters in M.CC.K.2: Compare two numbers
M.CC.p3.7: When shown a col- their friend’s names and indicates between 1 and 10 presented as
lection of up to 3 items creates who has more or less). written numerals.
another collection of equal M.CC.p4.7: Perceptually subitizes
amounts, not necessarily by to 5 (e.g., instantly recognizes
matching (precursor to subitizing). briefly shown collections up to
5 when presented in a variety of
arrangements and verbally names
the number of items).

M.CC.p4.8: Compares two
numbers between 1 and 5 when
presented as written numerals
(e.g., 3 is more than 1, 4 is less than
5).

REV. 1-15-14 | 43

Kansas Early Learning Standards: MATHEMATICS (M)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

OPERATIONS & ALGEBRAIC THINKING: M.OA.  Understand addition as putting together and adding to and understand subtraction as taking apart and taking from

M.OA.i.1: Initiates repeated M.OA.mi.1: Imitates adult-initiated M.OA.t.1: Demonstrates an M.OA.p3.1: Demonstrates an M.OA.p4.1: Demonstrates an M.OA.K.1: Represent addition and
movements (e.g., makes cooing movement patterns (e.g., copies understanding that adding to a understanding of addition by understanding of addition and subtraction with objects, fingers,
sound repeatedly when interacting adult movements such as clapping, group increases the number of using objects in practical situations subtraction by using objects, mental images, drawings, sounds
with an adult, kicks repeated times puts hands near eyes during a objects in the group (e.g., adds (e.g., has one slice of apple on a fingers and acting out practical (e.g., claps), acting out situations,
at an object). game of peek a boo). more blocks to their collection and plate, adds another slice of apple situations (e.g., if we have 3 toy verbal explanations, expressions or
indicates “I have more”). and communicates “Two”). giraffes in our block area and add 2 equations.
toy elephants, how many animals
M.OA.t.2: Copies and anticipates a M.OA.p3.2: Uses concrete objects will we have all together?). M.OA.K.2: Solve addition and
repeating pattern (e.g., follows and including shapes to copy simple subtraction word problems and
remembers movements in familiar patterns. M.OA.p4.2: Composes and add and subtract within 10 (e.g.,
songs or rhymes, recognizes a decomposes numbers less than or by using objects or drawings to
repeating pattern in a storybook equal to 5 into pairs in more than represent the problem).
(e.g., “Brown Bear, Brown Bear, one way by using objects.
What do You See?’). M.OA.K.3: Decompose numbers
M.OA.p4.3: Identifies patterns in less than or equal to 10 into pairs
the real world and in numbers (e.g., in more than one way (e.g., by
+1 pattern where one more than 3 using objects or drawings) and
is 4, one more than 4 is 5, written record each decomposition by a
numerals follow a definite number drawing or equation (e.g., 5 = 2 + 3
pattern as the ones digits repeat, and 5 = 4 + 1).
100’s chart).
M.OA.K.4: For any number from 1
to 9, find the number that makes
10 when added to the given
number (e.g., by using objects or
drawings) and record the answer
with a drawing or equation.

M.OA.K.5: Fluently add and
subtract within 5.

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Kansas Early Learning Standards: MATHEMATICS (M)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
M.MD.p3.1: Demonstrates an
MEASUREMENT & DATA: M.MD.  Describe and compare measurable attributes understanding that objects can
be compared by one attribute
M.MD.i.1: Explores properties M.MD.mi.1: Shows awareness of M.MD.t.1: Starts to use words to (e.g., weight, capacity, length) M.MD.p4.1: Describes and com- M.MD.K.1: Describe measurable
of objects (e.g., looks for what is the size of objects where the size describe measurable attributes and begins to use words such as pares objects using measurable attributes of objects (e.g., length or
making a sound, drops a toy and difference is great (e.g., communi- (e.g., big, heavy, empty). bigger/smaller and longer (e.g., attributes (length, size, capacity weight). Describe several measur-
watches it fall). cates “big ball”, shows a preference Attempts to pick up a big block and weight). able attributes of a single object.
for the bigger over the smaller toy). and exclaims “That’s heavier!”).
M.MD.p4.2: Directly compares M.MD.K.2: Directly compare
two objects with a measurable two objects with a measurable
attribute in common to see which attribute in common, to see which
objects has “more of ”/ “less of ” the object has “more of ”/“less of ”
attribute (e.g., compare the heights the attribute and describe the
of two children and describe one difference (e.g.,directly compare
child as taller or shorter). the heights of two children and
describe one child as taller/
shorter).

 Classify objects and count the number of objects in each category

M.MD.i.2: Notices the difference M.MD.mi.2 Matches two objects M.MD.t.2: Groups two or more M.MD.p3.2: Sorts objects into two M.MD.p4.3: Sorts objects into M.MD.K.3: Classify objects
between familiar and unfamiliar that are the same and selects objects by one attribute (e.g., or more groups by their properties categories; counts the numbers into given categories; count
people, objects and places (e.g., similar items from a group (e.g., labels all the big animals “mama” or uses (e.g., sorts blocks into 2 of objects in each category (limit the numbers of objects in each
looks back and forth between matches two identical toys, points and the small animals “baby”, puts piles; sorts by shape; indicates that category counts to less than or category and sort the categories
people or objects as if comparing out all the blue plates at snack). all the red items in one pile and the pizza, ice cream and hot dogs are equal to 10); makes comparisons by count.
them; explores objects by banging, non red items in another). all foods but a doll is not). between the categories based on
shaking or hitting them). quantity.
M.MD.t.3: Names groups of 1-2 M.MD.p4.4: Collects data by
items (e.g., shown an pair of shoes categories to answer simple
says “two shoes”) (precursor to questions.
subitizing).

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Kansas Early Learning Standards: MATHEMATICS (M)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

GEOMETRY: M.G.  Identify and Describe Shapes

M.G.i.1: Exhibits some sense of M.G.mi.1: Explores geometric (Circles, squares, typical triangles) (Squares, circles, triangles, rect- (Squares, circles, triangles, rect- (Squares, circles, triangles, rect-
size, color and shape recognition shapes through manipulating angles) angles, cubes, cones, cylinders and angles, hexagons, cubes, cones,
of objects in the environment. objects (e.g., blocks, containers, M.G.t.1: Demonstrates an spheres) cylinders and spheres)
other objects). understanding of simple location/ M.G.p3.1: Describes objects in
position words (e.g., under, in, out). the environment using names of M.G.p4.1: Describes objects in M.G.K.1: Describe objects in the
shapes and uses actions and words the environment using names of environment using names of
M.G.t.2: Matches basic shapes to indicate relative positions of shapes and describes the relative shapes and describe the relative
with different orientations and these objects (e.g., over, inside, positions of these objects using positions of these objects using
sizes (e.g., point to a group of close to, far away). terms (e.g., above, below, beside, in terms (e.g., above, below, beside, in
various size circles and communi- M.G.p3.2: Correctly names shapes front of, behind and next to). front of, behind and next to).
cates that they are all circles).
regardless of their orientations or M.G.p4.2: Correctly name shapes M.G.K.2: Correctly name shapes
overall size. regardless of their orientations or regardless of their orientations or
overall size. overall size.

M.G.K.3: Identify shapes as two-
dimensional (lying in a plane, “flat”)
or three-dimensional (“solid”).

 Analyze, compare, create and compose shapes

M.G.i.2: Explores the properties M.G.mi.2: Uses trial and error strat- M.G.t.3: Manipulates shapes to M.G.p3.3: Analyzes and compares M.G.p4.3: Analyzes and compares M.G.K.4: Analyze and compare
of objects by reaching for and egies to fit objects together (e.g., place in a form board or simple shapes in different sizes and two- and three-dimensional two- and three-dimensional
grasping a toy or by mouthing the experiments with how objects fit in puzzle. orientations and uses informal shapes, in different sizes and shapes, in different sizes and ori-
object. space: stack, sorts, dumps, pushes, language to describe their simi- orientations, using informal lan- entations, using informal language
pulls, twists, turns). larities, difference and part (e.g., guage to describe their similarities, to de- scribe their similarities,
number of sides and corners) and differences, parts (e.g., number of differences, parts (e.g., number of
other attributes (e.g., having sides sides and vertices/“corners”) and sides and vertices/“corners”) and
of equal length). other attributes (e.g., having sides other attributes (e.g., having sides
M.G.p3.4: Decomposes shapes of equal length). of equal length).
(i.e., “take apart” into smaller
shapes) by trial and error. M.G.p4.4: Creates shapes during M.G.K.5: Model shapes in the
play by building, drawing, etc. world by building shapes from
M.G.p4.5: Puts together several components (e.g., sticks and clay
shapes to make a picture and fill balls) and drawing shapes.
simple outline puzzles. M.G.K.6: Compose simple shapes
to form larger shapes (e.g., “Can
you join these two triangles with
full sides touching to make a
rectangle?”).

REV. 1-15-14 | 46

APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Science

Science learning provides children with the opportunity to Children are naturally curious.
explore, investigate and problem-solve. Through children’s The desire to question, hypoth-
science explorations, they learn to record and document esize, explore and investigate is
their observations of changes, identify patterns and discuss part of their very being.
relationships to help build understanding. Science feeds the
curiosity of children - and the scientific problem solving of
investigative play supports and enhances children’s learning,
helping them to better understand their world. Using a
curriculum aligned with the science standards adults can
provide these experiences through intentional teaching.
Children at all ages need to learn a variety of age appropriate
strategies to safely explore their world.

- Busse,S. Jacobs, G. and Anderson-Topete, T.; 2013

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Kansas Early Learning Standards: SCIENCE STANDARDS (S)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

ENERGY MOTION & STABILITY: FORCES & INTERACTIONS Kansas Early Learning Standard

S.i.1: Occasionally uses simple S.mi.1: Purposefully initiates S.t.1: Demonstrates an under- S.p3.1: Explores and experiments S.p4.1: Describes and compares K-PS2-1: Plan and conduct an
problem-solving to reach objects actions on objects to make things standing of basic cause and effect. with familiar and unfamiliar the effects of common forces (e.g., investigation to compare the
(e.g., pulls on blanket on which happen (e.g., banging on pots / objects to examine how objects pushes and pulls) on objects and effects of different strengths or
object lies). pan, touches different parts of a S.t.2: Acts upon objects to see move when acted on by force the impact of gravity, magnetism different directions of pushes and
S.i.2: Repeats behaviors to figure musical toy to make the music start any novel movement their action (e.g., pushing, pulling, throwing, and mechanical forces (e.g., ramps, pulls on the motion of an object.
out cause and effect (e.g., shakes again). causes (e.g., throwing a ball hard twisting, gravity). gears, pendulums and other simple
a rattle to make the sound; toy vs. soft, kicking a ball, hammering, machines). K-PS3-C: Relationship between
released from up high always S.mi.2: Notices objects in motion push toys on sloped surfaces). energy and forces. A bigger push
drops down). and acts on that object to replicate S.p4.2: Recognizes and describes or pull makes things go faster.
the motion (e.g., pushes button on the effect of his/her own actions
pop up toy, dropping items). on objects. K- PS2-2: Analyze data to deter-
mine if a design solution works as
intended to change the speed or
directions of an object with a push
or a pull.

K-PS2-A: Forces and Motion-
pushes and pulls can have different
strengths and directions.

K-PS2-B: Types of Interactions-
when objects touch or collide, they
push one another and can change
motion.

N/A N/A N/A S.p3.2: Makes simple observations S.p4.3: Demonstrates an under- K- PS3-1: Make observations to
of the characteristics of the sun standing that the sun provides determine the effect of sunlight
(e.g., “The sun is bright!”“ It’s hot light and warmth. on Earth’s surface.
out here in the sun.” “At night it
gets dark because the sun goes K-PS3-2: Use tools and materials
away”). to design and build a structure that
will reduce the warming effect of
sunlight on an area.

K-PS3-3-B: Conservations of
Energy and Energy Transfer- sun-
light warms the Earth’s surface.

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Kansas Early Learning Standards: SCIENCE STANDARDS (S)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

FROM MOLECULES TO ORGANISMS: STRUCTURES & PROCESSES S.i.3: Shows interest in animals. S.mi.3: Shows interest in living S.t.3: Names familiar objects, S.p3.3: Notices and asks questions S.p4.4: Asks /answers questions Kansas Early Learning Standard
things and observes and/or animals, body parts (e.g., arm, about what is the same and what is about objects, organisms and
engages with them in a respectful hand, arm). the difference between categories events in their environments. K-LS1-1: Use observations to
way ( e.g., is gentle with animals, S.t.4: Begins to identify traits of of plants and animals. describe patterns of what plants
plants). living things (e.g., the sound a S.p4.5: Understands and is able and animals (including humans)
duck makes). S.p3.4: Understands that living to explain why plants and animals need to survive.
S.t.5: Demonstrates an under- things need air, water and food. need air, food and water.
standing that people and animals K-LS1-C: Organization for Matter
need food and water to live. and Energy Flow in Organisms- All
animals need food in order to live
and grow. They obtain their food
from plants or from other animals.
Plants need water and light to live
and grow.

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Kansas Early Learning Standards: SCIENCE STANDARDS (S)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
S.t.6: Beginning to identify
EARTH’S SYSTEMS weather occurrences (e.g., sun, Kansas Early Learning Standard
rain, snow).
S.i.4: Turns head toward or away S.mi.4: Demonstrates a variety of S.p3.5: Identifies weather S.p4.6: Observes and discusses K-ESS2-1: Use and share observa-
from weather. responses to changes in weather. occurences (e.g., sun, rain and changes in weather and seasons tions of local weather conditions to
snow). using common weather related describe patters over time.
vocabulary (e.g., rainy, sunny, cold,
S.p3.6: Makes observations and windy). K-ESS2-D: Weather and Climate-
communicates findings with others weather is the combination of
(e.g., look this tree has big, green S.p4.7: Observes and explains sunlight, wind, snow or rain
leaves). how plants and animals respond to and temperature in a particular
changes in the environment and in region at a particular time. People
seasons. measure these conditions to
describe and record the weather
S.p4.8: Understands: and to notice patterns over time.
(1) how actions people take may
change the environment and K-ESS2-1: Construct an argument
(2) the impact actions have an on supported by evidence for how
the environment for better (e.g., plants and animals (including
watering plants) or for worse, humans) can change the environ-
(e.g., stomping on plants). ment to meet their needs.

K-ESS2.E: Biogeology - plants
and animals can change their
environment.

K-ESS3-C: Human Impacts on
Earth Systems- Things that people
do to live comfortably can affect
the world around them, but they
can make choices that reduce their
impacts on the land, water, air and
other living things.

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Kansas Early Learning Standards: SCIENCE STANDARDS (S)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)

EARTH & HUMAN ACTIVITY N/A N/A Kansas Early Learning Standard

S.t.7: Demonstrates an under- S.p3.7: Comments on an animal’s S.p4.9: Demonstrates an under- K-ESS3-1: Use a model to repre-
standing that people and animals appearance, behavior or habitat. standing that living things exist sent the relationship between the
can live in different places (e.g., fish in different habitats (e.g., fish can needs of different plants or animals
live in the water). S.p3.8: Acquires and uses basic live in the ocean because they can (including humans) and the places
S.t.8: Enacts animals’ activities vocabulary for plants, animals and breathe under water). they live.
humans (e.g., some names of parts,
(e.g., eating, sleeping) in pretend characteristics). S.p4.10: Demonstrates ways in K-ESS3-A: Natural Resources-
play. Moves toy animals to mimic which the environment provides Living things need water, air and
animals in the wild. S.p3.9: Makes comments about natural resources that are needed resources from the land and they
the weather. (e.g., it’s cold, it’s by people (e.g., wood for lumber to live in places that have the things
windy). build a shelter, water for drinking). they need. Humans use natural
S.p3.10: Participates, with adult S.p4.11: Demonstrates an under- resources for everything they do.
direction, in activities to preserve standing that different weather K-ESS3-2: Ask questions to obtain
the environment (e.g., disposing of conditions require different information about the purpose of
litter, saving things to be recycled). clothing/accessories (e.g., boots, weather forecasting to prepare for

mittens, rain coat). and respond to severe weather.

S.p4.12: Recognizes the difference K-ESS3-B: Natural Hazards- Some
between helpful and harmful kinds of severe weather are more
actions toward the natural environ- likely than others in a given region.
ment and demonstrates ways Weather scientists forecast severe
that individuals are responsible weather so that the communities
for protecting our planet (e.g., can prepare for and respond to
recycling, mending broken things these events.
instead of throwing them away,
etc.). K-ESS3-3: Communicate solutions
that will reduce the impact of
humans on the land, water, air and/
or other living things in the local
environment.

K-ESS3-C: Human Impacts on
Earth Systems- things that people
do to live comfortably can affect
the world around them. But they
can make choices that reduce their
impacts on the land, water, air and
other living things.

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APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Social Studies

Young children need to learn about and understand life Children are born with an innate
within their families and communities. Part of living is urge to connect with the people
understanding family life, the impact of culture and how and things in the world.
to live and eventually work together for the good of the
community and themselves (i.e., how it all works). ‘Social - Copple, C. 2012
studies’ includes learning about the world in which one lives
- and understanding how one’s family and community fit into
a larger world of the state and the country. Young children
need to begin their social studies within their own family
and progress to understanding about how other families,
larger groups or communities work and influence their
lives. Through daily life experiences, children will begin to
understand the impact of weather, the use of money, how
they are making choices and accepting consequences, and
the concept of time and what it means within their lives.
Young children need to understand how life ‘works’ and how
to incorporate that understanding into daily choices.

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Kansas Early Learning Standards: SOCIAL STUDIES (SS)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
SS.t.1: Identifies family members SS.p3.1: Names family members
ECONOMICS GOVERNMENT SS.i.1: Shows awareness of self and SS.mi.1: Prefers familiar adults by name. by relationships (e.g., dad, sister, SS.p4.1: Identifies leaders at home SS.K.1: Identifies leaders at home
of other people. over strangers. cousin). and school (e.g., parents, guard- and school (e.g., parents, guard-
ians, teachers, principal). ians, teachers, principal).

SS.i.2: Demonstrates beginning SS.mi.2: Identifies objects as SS.t.2: Shares with others and SS.p3.2: Trades or exchanges SS.p4.2: Recognizes that people SS.K.1: Understands that a person
awareness of objects in the “mine.” takes turns with adult guidance. materials or objects with others. have wants and must make choices cannot have everything he/she
environment. SS.p3.3: Discriminates between because resources and materials wants, so a choice has to be made
“yours” and “mine.” are limited ( e.g., offers to take (e.g., play video games or watch
turns with scissors when only one television; play on swings or play
pair is available). soccer).


SS.p4.3: Demonstrates an SS.K.2: Explains what he/she gives
understanding that money can be up when a choice is made.
exchanged for goods and services. SS.K.3: Understands the use of
money to purchase goods and
services.

SS.K.4: Discusses the benefits of
saving money.

SS.K.5: Gives examples of types of
jobs that he/she does within the
family.

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Kansas Early Learning Standards: SOCIAL STUDIES (SS)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
N/A SS.mi.3: Demonstrates an under- SS.t.3: Talks about objects and SS.p3.4: Uses words to indicate
GEOGRAPHY standing that objects and persons people in familiar environments direction. SS.p4.4: Identifies and correctly SS.K.6: Identifies and correctly
exist when not in sight. (e.g., home, grocery store). SS.p3.5: Creates representations uses terms related to location, uses terms related to location,
of familiar places through various direction and distance (e.g., up/ direction and distance (e.g., up/
materials (e.g., builds a fire station down, here/there). down, left/right, near/far, here/
with blocks, draws a picture of a SS.p4.5: Creates simple “maps” or there).
home). drawings of familiar places. SS.K.7: Locates major geography
SS.p3.6: Demonstrates an features (e.g., Equator, North Pole,
emerging understanding that SS.p4.6: Matches objects to usual South Pole, his/her Hometown,
helping with home and classroom locations and identifies features of Kansas).
routines improves the quality of familiar places (e.g., tree in a park,
the environment. bed in a bedroom). SS.K.8: Describes characteristics of
local surroundings (e.g., classroom,
SS.p4.7: Identifies the four seasons playground, neighborhood, city,
and relates each season to basic school).
clothing choices (e.g., shorts verses
mittens, swimsuit verses heavy SS.K.9: Describes seasonal
coat). changes and how they affect an
individual.
SS.p4.8: With adult support,
participates in activities to pre- SS.K.10: Identifies ways people
serve the environment (e.g., using can maintain or improve the
the trash can and saving items that quality of their environment.
can be recycled).

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Kansas Early Learning Standards: SOCIAL STUDIES (SS)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
N/A SS.mi.4: Recognizes and antici- SS.t.4: Identifies routines and SS.K.11: Identifies and explains
KANSAS, UNITED STATES & WORLD HISTORY pates familiar routines. common occurrences in his/her SS.p3.7 Questions why and/or SS.p4.9 Describes some of the how tools and technology used in
life. how people are similar or different. holidays, foods and special events the home/school meet people’s
related to his/her own culture or needs.
SS.t.5: Recognizes the start and SS.p3.8: Uses word or phrases that acts them out in dramatic play. SS.K.12: Explains how each
end of an event (e.g., clapping at differentiate between events that individual has a personal history.
2.
the end of a song). happened in the past, the present SS.p4.10: Names city and state (A) compares and contrasts his/her
and the future (e.g., “when I was a where he/she lives. own life with life in a city and/or a
baby…” , “ or before I moved into rural community.
my new house...”). SS.p4.11: Demonstrates an SS.K.13: Identifies family customs
understanding of time in the and traditions and explains
context of daily experiences (e.g., their
importance.
tells parent that her friend was sick SS.K.14: Understands that Kansas
yesterday). is a state in the United States
and the
significance of Kansas
Day as the celebration of the
state’s
birthday.
SS.K.15: Locates the state of
Kansas using a map of the United
States.
SS.K.16: Recognizes important
Kansas state symbols (e.g., state
bird –
meadowlark, state flower –
sunflower, state animal-buffalo).
SS.K.17: Places events in sequen-
tial order.
SS.K.18: Uses information to find
main idea.
SS.K.19: Scans historic photo-
graphs to gain information.
SS.K.20: Asks questions, shares
information and discusses ideas
about
the past.

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APPROACHES TO PHYSICAL HEALTH AND SOCIAL AND EMOTIONAL COMMUNICATION AND MATHEMATICS (M) SCIENCE (S) SOCIAL STUDIES (SS) CREATIVE ARTS (CA)
LEARNING (ATL) DEVELOPMENT (PHD) DEVELOPMENT (SED) LITERACY (CL)

Kansas Early Learning Standards

Creative Arts

Creativity and creative expression are not found only in the Research indicates that a child
arts, but throughout all areas of learning. The arts provide who is exposed to the arts will
opportunities for safe exploration of materials and a child’s have a better chance to grow
environment, fostering new ways of thinking through playful up to be a more creative, imagi-
expression. Daily opportunities for creative expression native, expressive, confident,
and aesthetic appreciation provide a way for meaningful self-reliant and critically thinking
integration of the arts into children’s learning in all domains, adult.
including academic, creative and social development.
- International Child Art Foundation
All children want to explore, experiment, practice what
they know and understand and discover new relationships.
As children develop, they experience their world through
play, learning to respond thoughtfully and sensitively to
their environment. Play is the way for children to interpret
their real and imagined worlds within a safe environment;
to express curiosity, feelings and understandings; and to
discover and appreciate aspects of culture and heritage.
Through music, movement, drama, dance and visual arts,
children can share themselves and their creativity expanding
their skills and knowledge. Play through the Creative Arts
provides children with the opportunities for creative, high
level learning supporting and enhancing pre-academic and
academic learning in domains such as math, literacy, social
studies and science.

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Kansas Early Learning Standards: CREATIVE ARTS (CA)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CA.i.1: Physical: CA.mi.1: Physical: CA.t.1: Physical: CA.p3.1: Physical:
DANCE CA.i.1a: Moves body parts (e.g., sits CA.mi.1a: Pulls up to standing. CA.t.1a: Moves head, arms, legs, CA.p3.1a: Explores moving all body CA.p4.1: Physical:
with support ). knees, elbows, fingers, toes in parts in isolation. CA.p4.1a: Explores one body part in
CA.i.1b: Can focus on an object and CA.mi.1b: Sits without support. isolation. conjunction with other body parts,
follow it with focus. CA.p3.1b: Explores cross lateral balance on one foot.
CA.t.1b: Walks, runs, jumps. movements.
CA.p4.1b: Skips, slides, leaps.

CA.i.2: Responding: CA.mi.2: Responding: CA.t.2: Responding: CA.p3.2: Responding: CA.p4.2: Responding:
CA.i.2a: Responds to sounds, visual CA.mi.2a: Reacts to vocal or CA.t.2a: When asked, moves CA.p3.2a: Moves one body part CA.p4.2a: Dances to music with
images and motions. observed cues. forward, backwards, up and, down. in response to a simple rhythm varying tempos.
pattern.
CA.mi.2b: Responds to movement CA.t.2b: Begins to balance on one CA.p4.2b: Creates simple rhythm
that has a beat or rhythm. foot. CA.p3.2b: Demonstrates the differ- patterns and is able to repeat them.
ence between still and moving.
CA.mi.2c: Follows some observed CA.t.2c: Bends, reaches, stretches, CA.p4.2c: Moves through combina-
actions. rocks, sways, shakes, kicks, different CA.p3.2c: Moves over, under and tions of pathways, straight, zigzag,
parts of the body. around objects. diagonal, curve.

CA.p4.2d: Expands movement
vocabulary by exploring words (e.g.,
suspend, swing, point, burst, float,
droop, carve, creep, open and close).

CA.i.3: Creating: CA.mi.3: Creating: CA.t.3: Creating: CA.p3.3: Creating: CA.p4.3: Creating:
CA.i.3a: Reaches for caregiver and CA.mi.3a: Starts and stops with CA.p4.3a: Creates movement based
objects. music cues with adult guidance. CA.t.3a: Stops and starts with music CA.p3.3a: Creates high, medium on imagery from pictures, books or
cues. and low shapes. other ideas.
CA.mi.3b: Explores bending,
stretching, small and big. CA.t.3b: Improvises movement to CA.p3.3b: Explores and creates CA.p4.3b: Improvises a dance that
fast and slow music. patterns. has a beginning and an ending that
uses 2 or more locomotor steps.
CA.p3.3c: Combines axial and
locomotor movements together.

CA.i.4: Understanding: CA.mi.4: Understanding: CA.t.2: Understanding: CA.p3.4: Understanding: CA.p4.4: Understanding:
CA.i.4a: Moves body when happy CA.mi.4a: Controls some body CA.p4.4a: Able to listen and carry
and excited. movements. CA.t.2a: Stops and starts with music CA.p3.4a: Listens to musical cues out instruction.
cues. and teacher instruction.
CA.mi.4b: Demonstrates following CA.p4.4b: Able to create movement
simple directions. CA.t.2b: Improvises movement to CA.p3.4b: Dances with purpose and discovery.
fast and slow music. attentive to music and instruction.

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Kansas Early Learning Standards: CREATIVE ARTS (CA)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CA.i.5: Physical: CA.mi.5: Physical: CA.p3.5: Physical:
MUSIC CA.i.5a: Attends to sounds. CA.mi.5a: Responds physically to CA.t.5: Physical: CA.p3.5a: Repeats sound and CA.p4.5: Physical:
various rhythmic patterns in sound. CA.t.5a: Begins to verbalize words rhythm patterns. CA.p4.5a: Participates in more
CA.i.5b: Begins to make vocal to simple songs. complex songs and involves
sounds. CA.mi.5b: Vocalizes in response to CA.p3.5b: Sings simple songs. physical movement - finger plays,
rhythm. chants, etc.

CA.i.6: Responding: CA.mi.6: Responding: CA.t.6: Responding: CA.p3.6: Responding: CA.p4.6: Responding:
CA.i.6a: Moves body to music. CA.mi.6a: Identifies sources of CA.p4.6a: Demonstrates movement
sounds (i.e., dog, cat, car, etc.). CA.t.6a: Responds to tempos CA.p3.6a: Moves to traditional without prompting: march, hop,
presented in a variety of ways: physi- music: march, gallop, hop, tiptoe. tiptoe, skip.
CA.mi.6b: Moves to music-rhythm. cally, verbally, with instruments.
CA.p4.6b: Vocally repeats a note
pattern using an 8 note scale.

CA.i.7: Creating: CA.mi.7: Creating: CA.t.7: Creating: CA.p3.7: Creating: CA.p4.7: Creating:
CA.i.7a: Demonstrates shaking or CA.mi.7a: Chooses from variety of CA.t.7a: Follows simple rhythmic CA.p3.7a: Repeats song patterns CA.p4.7a: Creates own songs
banging objects or toys. objects (instruments/toys). patterns with musical instruments. and rhythmic movements to music. and movements, includes musical
instruments.
CA.mi.7b: Explores bringing objects CA.t.7b: Explores simple music CA.p3.7b: Sings 5-8 note scale.
together to make sounds. -concepts: tempo, music scale-up to CA.p4.7b: Vocalizes and uses instru-
5 note scale. ments in more complex music/
songs.

CA.i.8: Understanding: CA.mi.8: Understanding: CA.t.8: Understanding: CA.p3.8: Understanding: CA.p4.8: Understanding:
CA.i.8a: Attends to music and CA.mi.8a: Follows and tracks CA.p4.8a: Demonstrates an
rhythm patterns through caregiver various types of music through CA.t.8a: Follows and tracks various CA.p3.8a: Demonstrates under- understanding of music vocabulary:
touch and music exposure. movement, facial expressions, types of music through movement, standing of concepts using vocal loud/soft - forte/piano, fast/slow
verbalizes. facial expressions, verbalize. and physical movement and instru- - staccato/legato.
ments: soft/loud, high/low,
CA.mi.8b: Creates rhythmic pat- CA.t.8b: Creates rhythmic patterns fast/slow. CA.p4.8b: Identifies basic notes and
terns (e.g., rhythmic poems, simple (e.g., rhythmic poems, simple songs, patterns: whole notes, ½ notes, ¼
songs, etc). etc.). notes.

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Kansas Early Learning Standards: CREATIVE ARTS (CA)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CA.i.9: Physical:
ACTING\THEATER CA.i.9a: Responds to sounds. CA.mi.9: Physical: CA.t.9: Physical: CA.p3.9: Physical: CA.P4:9: Physical:
CA.i.9b: Expresses needs with CA.mi.9a: Imitates words. CA.t.9a: Beginning to follow more CA.p3.9a: Recites nursery rhymes CA.p4.9a: Takes a role in acting out a
different sounds. complex directions. and simple songs. story.
CA.mi.9b: Responds to another
CA.i.10: Responding: voice. CA.t.9b: Initiates conversation. CA.p3.9b: Recalls familiar stories. CA.p4.9b: Creates dialogue specific
CA.i.10a: Responds to voices. to a type of character.
CA.i.10b: Repeats sounds vocally CA.mi.9c: Follows simple directions. CA.t.9c: Asks questions to under- CA.p3.9c: Memorizes words in
and physically. stand order of world’s story. books and stories. CA.p4.10: Responding:
CA.i.10c: Responds to songs, CA.p3.10: Responding: CA.p4.10a: Anticipates story plot and
chants, nursery rhymes, rhythms, CA.mi.10: Responding: CA.t.10: Responding: CA.p3.10a: Identifies feelings - structure of story.
pictures in books. happy, sad, mad, etc.
CA.mi.10a: Enjoys listening to CA.t.10a: Participates in acting out
CA.i.11: Creating: stories, songs. nursery rhymes, fingerplays, songs
CA.i.11a: Begins cooing, babbling. (e.g., Jack Be Nimble, Jack in the
CA.mi.10b: Understands and Box). CA.p3.10b: Beginning to differen- CA.p4.10b: Assumes roles in dra-
CA.i.12: Understanding: responds to pictures in books that tiate between real and pretend. matic play situations.
CA.i.12a: Listens to stories, books, create story. CA.t.10b: Recreates plot of familiar
etc. CA.mi.10c: Initiates interaction with stories or movies. CA.p3.10c: Participates in songs, CA.p4.10c: Interacts with others in
CA.i.12b: Looks at pictures and familiar people. stories, fingerplays, chants with listening and responding in dramatic
points. voice and body together. role.
CA.i.12c: Recognizes songs and
specific books or pictures. CA.p3.10d: Beginning to take a role CA.p4.10d: Demonstrates feelings
in dramatic play. with body and voice.

CA.mi.11: Creating: CA.t.11: Creating: CA.p3.11: Creating: CA.p4.11: Creating:
CA.mi.11a: Uses vocal intonation. CA.t.11a: Talks in play situations.
CA.p3.11a: Follows simple instruc- CA.p4.11a: Dictates a story.
CA.mi.11b: Demonstrates simple CA.t.11b: Moves inanimate objects tions to recreate story and dramatic
character/animal sounds with (e.g., toy characters) in a play movement. CA.p4.11b: Repeats dialogue and
motions. situation. movement to tell a story.
CA.p3.11b: Uses costumes to dis-
CA.t.11c: Changes voice, emotion, guise self and become a character in CA.p4.11c: Creates roles for self and
body in play situations. everyday environment. others in dramatic play situations
using body and dialogue.
CA.t.11.d: Likes to wear costumes
to pretend to be other than self. CA.p4.11d: Uses costumes to create
character with dialogue.

CA.p4.11e: Creates and executes
complicated plot with conflict and
resolution verbally and physically.

CA.mi.12: Understanding: CA.t.12: Understanding: CA.p3.12: Understanding: CA.p4.11f: Uses props/objects in
CA.mi.12a: Responds to favorite CA.t.12a: Participates in acting out CA.p3.12a: Creates action and creative ways to promote and create
stories. nursery rhymes, fingerplays, songs verbalization with costume prompt. story.
CA.mi.12b: Repeats repetitive (e.g., Jack Be Nimble, Jack in the CA.p4.12: Understanding:
phrases of stories at appropriate Box). CA.p3.12b: Creates story with CA.p4.12a: Retells stories.
times or anticipates and verbalizes props/manipulatives.
action of story. CA.t.12b: Recreates plot of familiar CA.p4.12b: Uses imagination to
stories or movies. create dramatic roles.

CA.p4.12c: Creates whole characters
using imagination, puppets, inani-
mate objects (e.g., stuffed animals).

CA.p4.12d: Critiques drama experi-
ences and find meaning/moral in
story.

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Kansas Early Learning Standards: CREATIVE ARTS (CA)

Young Infant: “i” (By 8 months) Mobile Infant: “mi” (By 18 months) Toddler: “t” (By 36 months) Pre 3: “p3” (By 48 months) Pre 4: “p4”(By 60 months) Kindergarten: “K” (By the end of K)
CA.i.13: Physical: CA.mi.13: Physical:
VISUAL ARTS CA.i.13a: Responds to light, color. CA.mi.13a: Scribbles with crayon. CA.t.13: Physical: CA.p3.13: Physical: CA.p4.13: Physical:
CA.p4.13a: Uses a variety of mate-
CA.i.13b: Explores sensory CA.mi.13b: Crawls on textures - CA.t.13a: Grips paint brush, crayons, CA.p3.13a: Begins use of scissors. rials to create art.
materials. fabric, wood, bubble wrap. pipette, spray bottle.
CA.p3.13b: Explores with natural
CA.t.13b: Makes random and and recycled objects. CA.p4.13b: Shows skill with scissors.
disordered scribbles.

CA.i.14: Responding: CA.mi.14: Responding: CA.t.14: Responding: CA.p3.14: Responding: CA.p4.14: Responding:
CA.i.14a: Responds to various CA.mi.14a: Examines small objects CA.t.14a: Explores variety of art CA.p3.14a: Explores more complex CA.p4.14a: Recognizes and
textures and sensory materials - and details. media: painting, gluing, printing, art activities. describes various art forms - sculp-
fabric, water, sand, etc. fingerpainting, clay, etc. ture, painting, printing.
CA.mi.14b: Grasps objects with CA.p3.14b: Mixes two basic
thumb and pointer finger. CA.t.14b: Shows control of paint, shapes - abstract rather than CA.p4.14b: Drawings suggest real
brushes, markers, etc. representational. life.

CA.p4.14c: Drawings becoming
better defined, more detail.

CA.i.15: Creating: CA.mi.15: Creating: CA.t.15: Creating: CA.p3.15: Creating: CA.p4.15: Creating:
CA.i.15a: Splashes water, blows CA.mi.15a: Explores sensory mate- CA.t.15a: Explores and manipulates
bubbles. rials - non-toxic paint, fingerpaint, sensory materials. CA.p3.15a: Creates work that CA.p4.15a: Tells stories/works out
paper, playdough, sand. requires some planning - usually a problems with drawings.
CA.t.15b: Demonstrates self- person with head and 2 vertical lines
expression with art materials. for legs. CA.p4.15b: Combines multiple
media (e.g., builds sculpture then
CA.p3.15b: Works independently. paints sculpture; paints paper then
prints on it).

CA.i.16: Understanding: CA.mi.16: Understanding: CA.t.16: Understanding: CA.p3.16: Understanding: CA.p4.16: Understanding:
CA.i.16a: Beginning to imitate CA.mi.16a: Repeats actions, sounds, CA.t.16a: Explores and manipulates CA.p3.16a: Mixes colors to create a CA.p4.16a: Demonstrates under-
sounds. activities, etc. sensory materials. new color. standing of art vocabulary and
concepts.
CA.i.16b: Favors objects/sensory CA.t.16b: Demonstrates self- CA.p3.16b: Names shapes.
materials. expression with art materials. CA.p4.16b: Discusses own artistic
creations and those of others.
CA.i.16c: May attach to a special
object - blanket, “lovey.

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