4CD South Carolina State Standards

*NEW*  South Carolina Early Learning Standards - 4K

(revised August 2017)  

APL: Approaches to Play and Learning

Goal APL-1: Children show curiosity and express interest in the world around them.

*Discover things that interest and amaze them and seek to share them with others.

APL-1m

*Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal).  APL-1n

*Show interest in a growing range of topics, ideas, and tasks. APL-1o

*Demonstrate interest in mastering new skills (e.g., writing name, riding a bike, dancing, 

and building skills). APL-1p               

Goal APL-2: Children actively seek to understand the world around them.

*Ask questions to find out more about the things that interest them, including questions about future events. APL-2l

*Choose among different ways to explore the environment based on experience (use a 

magnifying glass that the class used before to explore something new). APL-2m

*Use what they know from experience to understand what is happening now (get an umbrella to go outside because it is raining). APL-2n

Goal APL-3: Children engage in increasingly complex play.

*Develop and sustain more complex pretend play themes in cooperation with peers. APL-3r

*Use more complex and varied language to share ideas and influence others during 

play. APL-3s

*Choose to use new knowledge and skills during play (add features to dramatic play scene related to class project, write list, build structure like displayed picture). APL-3t

*Demonstrate their cultural values and “rules” through play (tells another child, “That’s 

not what we eat for breakfast.”). APL-3u

Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.

*Plan play scenarios (dramatic play, construction), and use or create a variety of props or tools to enact them. APL-4l 

*Expand the variety of roles taken during dramatic play and add more actions, language, or props to enact roles. APL-4m 

*Use materials or actions in increasingly varied and resourceful ways to represent experiences or ideas. APL-4n 

*Make up stories, songs, or dances for fun during play. APL-4o 

*Invents new games. APL-4p

Goal APL-5: Children are willing to try new and challenging experiences.

*Express a belief that they can do things that are hard. APL-5o 

*Approach new experiences independently. APL-5p 

*Ask to participate in new experiences that they have observed or heard about. APL-5q 

*Independently seek new challenges. APL-5r

Goal APL-6: Children use a variety of strategies to solve problems.

*Seek and make use of ideas and help from adults and peers to solve problems (“How can I make this paint get off my pants?”). APL-6n 

*Describe the steps they will use to solve a problem.  APL-6o 

*Evaluate different strategies for solving a problem and select the strategy they feel will work without having to try it.  APL-6p 

*Explain how they solved a problem to another person. APL-6q

Goal APL-7: Children demonstrate initiative.

*Show increasing independence and purpose when making choices (“I’m going to the block area to make a track for my race car.”). APL-7k 

*Independently identify and seek things they need to complete activities or tasks (gather supplies and make a birthday card with a message). APL-7l 

*Set simple goals that extend over time, make plans and follow through (“Let’s make a rocket ship. We need blocks.”). APL-7m

Goal APL-8: Children maintain attentiveness and focus.

*Sometimes able to focus on what is relevant to a task (sort multicolored wooden beads by shape). APL-8k

*Consistently remain engaged in self-directed activities. APL-8l 

*Shift attention back to a task after having been diverted from it. APL-8m

Goal APL-9: Children persist in challenging activities.

*Seek help from others to complete a challenging activity (ask a teacher for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture). APL-9h 

*When something does not work, try different ways to complete the task (when a block tower falls, try putting the blocks together in a different way to build the tower again). APL-9i 

*Plan and follow through on longer-term tasks (planting a seed and caring for the plant). APL-9j 

*Keep trying until a challenging activity is complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later). APL-9k

ESD: Emotional and Social Development

Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.

*Describe themselves in concrete ways, with greater detail and accuracy (“My eyes are brown.” “I am tall.”). ESD-1o

*Express awareness that they are members of different groups (e.g., family, preschool class, ethnic group). ESD-1p

*Choose to spend more time on preferred activities, and express awareness of skills they are developing. ESD-1q

Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.

*Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ESD-2n 

*Express the belief that they can do many things. ESD-2o 

*Stick with tasks even when they are challenging. ESD-2p 

*Express opinions about their abilities in different areas (“I’m a good friend.” I can run fast.” “I know all my letters!”). ESD-2q

Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.

*Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem solving, and approval). ESD-3t 

*Form positive relationships with new teachers or caregivers over time. ESD-3u 

*Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something). ESD-3v

Goal ESD-4: Children form relationships and interact positively with other children.

*Demonstrate social skills when interacting with other children (turn taking, conflict resolution, sharing).  ESD-4p 

*Form and maintain friendships with other children of diverse cultural backgrounds and abilities. ESD-4q 

*Seek and give support with children they identify as friends.  ESD-4r 

*Use language effectively to have conversations with other children and influence another child’s behavior (negotiate sharing a toy, plan how to build a block tower together). ESD-4s 

*Play and interact cooperatively with other children (work on project together, exchange ideas). ESD-4t

Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

*Follow social rules, transitions, and routines that have been explained to them. ESD-5r 

*Make requests clearly and effectively most of the time. ESD-5s 

*Balance their own needs with those of others in the group. ESD-5t 

*Anticipate consequences and plan ways to solve problems effectively, with guidance and support. ESD-5u 

*Use a variety of strategies to solve problems and conflicts with increasing independence. ESD-5v 

*Express respect and caring for all people, including people with disabilities. ESD-5w 

*Recognize and honor cultural differences. ESD-5x

Goal ESD-6: Children identify, manage, and express their feelings.

*Express a range of emotions   happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ESD-6o 

*Independently manage and express feelings effectively most of the time. ESD-6p 

*Use a larger vocabulary for talking about different feelings (“I’m frustrated with that puzzle!” “I’m excited about our trip.”).  ESD-6q 

*Give reasons for their feelings that may include thoughts and beliefs as well as outside events (“I’m happy because I wanted to win and I did.”). ESD-6r 

*Use problem-solving strategies when feeling angry or frustrated. ESD-6s

Goal ESD 7: Children recognize and respond appropriately to the needs and feelings of others.

*Communicate understanding and empathy for others’ feelings. ESD-7n 

*Show awareness that their behavior can affect the feelings of others (say, “I didn’t mean to scare you when I yelled.”). ESD-7o 

*Choose to act in ways that show respect for others’ feelings and points of view most of the time with guidance and support (compliment each other during play, work out conflicts, show respect for opinions expressed by others). ESD-7p

HPD:  Health and Physical Development

Goal HPD-1: Children develop healthy eating habits.

*Try new foods. HPD-1s 

*Feed themselves with utensils independently. HPD-1t 

*Given a selection of familiar foods, identify which foods are nutritious and which are not. HPD-1u 

*Talk about variety and amount of foods needed to be healthy (can identify what is missing from their meal). HPD-1v 

*Name foods and beverages that help to build healthy bodies. HPD-1w

Goal HPD-2: Children engage in and sustain various forms of physical play indoors and out.

*Develop strength and stamina by spending extended periods of time engaged in active physical play indoors and out. HPD-2o 

*Communicate ways physical activity keeps us healthy and makes us feel good.  HPD-2p 

*Participate in structured and unstructured motor activities that build strength, speed, flexibility, and coordination (red light, green light; chase; free play). HPD-2q 

*Transition independently from active to quiet activities most of the time. HPD-2r

Goal HPD-3: Children develop healthy sleeping habits.

*Communicate ways sleep keeps us healthy and makes us feel good. HPD-3k 

*Independently start and participate in sleep routines most of the time. HPD-3l

Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.

*Coordinate movement of upper and lower body.  HPD-4p 

*Perform complex movements smoothly (skipping, balancing on beams, hopping from one place to another). HPD-4q 

*Move quickly through the environment and stop (run fast, pedal fast). HPD-4r 

*Show awareness of own body in relation to other people and objects while moving through space. HPD-4s

Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

*Draw and write smaller figures with more detail (faces with features, letters, or letter-like forms).  HPD-5m 

*Engage in complex hand-eye coordination activities with a moderate degree of precision and control (fasten clothing, cut shapes, put together small pieces). HPD-5n 

*Use tools that require strength and dexterity of small muscles with a moderate degree of control (spray bottle, hole puncher). HPD-5o

Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.

*Use language to ask adults or peers specifically for the kind of help needed in a particular situation. HPD-6i 

*Consistently use strategies to calm themselves when needed. HPD-6j

Goal HPD-7: Children develop independence in caring for themselves and their environment.

*Use adaptive equipment, ask for help with positioning and movement, and/or participate in medical care routines as needed.  HPD-7q 

*Dress and undress themselves independently. HPD-7r 

*Perform tasks to maintain the indoor and outdoor learning environment independently.

HPD-7s 

*Describe the value of good health practices (wash hands to get rid of germs, drink milk to build strong bones). HPD-7t

Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.

*Avoid potentially dangerous behaviors. HPD-8m 

*Consistently recognize and avoid objects, substances, and activities, within the environment that might cause harm. HPD-8n 

*Independently follow established safety rules. HPD-8o 

*Identify people who can help them in the community (police, firefighter, nurse). HPD-8p

LDC: Language Development and Communication

Goal LDC-1: Children understand communications from others.

*Show understanding of increasingly complex sentences. LDC-1n 

*Respond to requests for information or action. LDC-1o 

*Follow more detailed multistep directions. LDC-1p

Goal LDC-2: Children participate in conversations with peers and adults.

*Express an understanding that people communicate in many ways (gestures, facial expressions, multiple spoken languages, sign language, and augmentative communication). LDC-2l 

*Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation. LDC-2m 

*Initiate and participate in conversations related to interests of their own or the persons they are communicating with. LDC-2n 

*Participate in a group discussion, making comments and asking questions related to the topic. LDC-2o 

*Show an appreciation for and can use humor appropriately.  LDC-2p

Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.

*Answer more complex questions with an explanation (“I didn’t like camping out because it rained.” “Emily is my friend because she’s nice to me.”) LDC-3f

*Ask specific questions to learn more about their world, understand tasks, and solve problems. LDC-3g

Goal LDC-4: Children communicate thoughts, feelings, and ideas clearly.

*Use language and nonverbal cues to communicate thoughts, beliefs, feelings, and intentions. LDC-4k 

*Adapt their communication to meet social expectations (speak quietly in library, speak politely to older relative). LDC-4l 

*Speak clearly enough to be understood by most people. LDC-4m 

*States point of view, likes and dislikes. LDC-4n 

*Relays messages accurately.  LDC-4o 

*Expresses ideas in more than one way. LDC-4p

Goal LDC-5: Children describe familiar people, places, things, and events.

*Describe experiences and create and/or retell longer narratives. LDC-5f

Goal LDC-6: Children use most grammatical constructions of their home language well.

*Speak in full sentences that are grammatically correct most of the time.  LDC-6i

Goal LDC-7: Children respond to and use a growing vocabulary.

*Repeat familiar songs, chants, or rhymes. LDC-7p 

*Use a growing vocabulary that includes many kinds of words to express ideas clearly.

LDC-7q 

*Infer the meaning of different kinds of new words from the context in which they are used (for example, hear “sandals” and “boots” used to describe two pairs of shoes, and infer that the unfamiliar shoes must be sandals because they know that the other pair of shoes are boots). LDC-7r 

*Distinguishes between real and made up words.  LDC-7s

Goal LDC-8: Children develop interest in books and motivation to read.

*Engage in reading behaviors independently with increased focus for longer periods of time. LDC-8m 

*Use and share books and print in their play. LDC-8n 

*Listen to and discuss increasingly complex storybooks, information books, and poetry. LDC-8o

Goal LDC-9: Children develop book knowledge and print awareness.

*Hold a book upright while turning pages one by one from front to back. LDC-9k 

*Recognize print in different forms for a variety of functions (writing   a message to friend, pointing to print and saying, “Those words tell the story”, or reading familiar signs in the environment). LDC-9l 

*Recognize print and symbols used to organize classroom activities and show understanding of their meaning (put toys in box with correct symbol and name; check sign-up sheet for popular activity; check schedule to learn next activity). LDC-9m 

*With prompting and support, run their finger under or over print as they pretend to read text. LDC-9n 

*Demonstrate an understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print). LDC-9o 

*Identify their name and the names of some friends when they see them in print.  LDC-9p

Goal LDC-10 Children comprehend and use information presented in books and other print media.

*Imitate the special language in story- books and story dialogue with accuracy and detail. LDC-10o 

*Use informational texts and other media to learn about the world, and infer from illustrations, ask questions and talk about the information. LDC-10p 

*Use knowledge of the world to make sense of more challenging texts.  LDC-10q 

*Relate personal experiences to an increasing variety of events described in familiar and new books. LDC-10r 

*Ask more focused and detailed questions about a story or the information in a book. LDC-10s 

*Discuss storybooks by responding to questions about what is happening and predicting what will happen next. LDC-10t 

*Discuss storybooks by responding to questions about the beginning, middle, and end of the story.  LDC-10u

Goal LDC-11: Children develop phonological awareness.

*Distinguishes between similar sounding words (e.g., tree and three).  LDC-11j 

*Enjoy rhymes and wordplay, with songs, poems, and books and sometimes add their own variations. LDC-11k 

*Repeat a variety of rhythmic patterns in poems and songs using words, clapping, marching, and/or instruments to repeat the rhythm or beat syllables. LDC-11l 

*Play with the sounds of language, identify a variety of rhymes, create some rhymes, and recognize the first sounds in some words. LDC-11m 

*Associate sounds with specific words, such as awareness that different words begin with the same sound. LDC-11n

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle.

*Demonstrate an interest in learning the alphabet. LDC-12e 

*Show they know that letters function to represent sounds in spoken words. LDC-12f 

*Recognize and name many letters of the alphabet, especially those in their own name and in the names of others who are important to them. LDC-12g 

*Make some sound-to-letter matches, using letter name knowledge (notice the letter B with picture of ball and say, “Ball”; say, “A-a-apple.”). LDC-12h 

*Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. LDC-12i

Goal LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.

*Represent thoughts and ideas in drawings and by writing letters or letter-like forms. LDC-13f 

*Incorporate representations of signs, logos or others commonly used symbols into their drawing or writing to communicate the messages that they convey. LCD-13g 

*Communicate their thoughts for an adult to write. LDC-13h 

*Independently engage in writing behaviors for various purposes (e.g., write symbols or letters for names, use materials at writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols). LDC-13i 

*Engage in discussions regarding different purposes (enjoyment, information) and forms of writing (narrative, informational and opinion). LCD-13j

Goal LDC-14: Children use knowledge of letters in their attempts to write.

*Use known letters and approximations of letters to write their own name and some familiar words. LDC-14d 

*Try to connect the sounds in a spoken word with letters in the written word (write “M” and say, “This is Mommy.”). LDC-14e

Goal LDC-15: Children use writing skills and conventions.

*Use a variety of writing tools and materials with increasing precision. LDC-15i 

*Imitate adult writing conventions that they have observed (write groups of letter-like forms separated by spaces, try to write on a line, press Enter key on computer after typing a series of “words”). LDC-15j 

*Use some conventional letters in their writing.  LDC-15k

MTE:  Mathematical Thinking and Expression

Goal MTE-1: Children demonstrate a beginning understanding of numbers and quantity during play and other activities.

*Compare the amount of items in small sets of objects (up to 5 objects) by matching or counting and use language such as “more than” and “less than” to describe the sets of objects.  MTE-1q 

*Show an understanding of magnitude by recognizing larger sets when compared to smaller sets and describe how they are different.   MTE-1r 

*Rote count to 20 with increasing accuracy. MTE-1s 

*Count up to 10 objects in a variety of ways (e.g., left to right, right to left, in stacks, etc.) MTE-1t 

*Count up to 10 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many are there?” MTE-1u 

*Recognize numerals up to 10 and attempt to write them or number-like forms during play and daily activities. MTE-1v

*Match numerals 1–10 to sets of objects, with guidance and support. MTE-1w 

*Recognize that objects can be counted as part of different groups (forks can be counted alone, or as part of a set of utensils) MTE-1x 

*Given a number 0–5, count out that many objects.  MTE-1y 

*State the number of objects in a small collection (1–5) without counting (when a friend holds up two fingers, look at her hand and say, “Two fingers” without counting). MTE-1z 

*Tell what number comes next or what number came before another number when counting 1–5. MTE-1aa 

*Show understanding of first, next, and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, “The engine is first, and the caboose is last” when making a train). MTE-1ab

Goal MTE-2: Children demonstrate a beginning understanding of numbers and operations during play and other activities.

*Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). MTE-2d 

*Show different ways a set of up to five objects can be decomposed (broken apart) or composed (put together) (e.g., 5 objects can be broken into 2 and 3 objects and 2 and 3 can be combined to make 5 objects). MTE-2e

Goal MTE-3: Children demonstrate a beginning understanding of algebraic thinking by sorting, describing, extending, and creating simple patterns during play and other activities.

*Sort a group of objects (0–10) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and place like-shaped blocks on the shelf; sort beads by color or another attribute). MTE-3h 

*Describe, duplicate, and extend simple repeating patterns (two-part patterns) using concrete objects (look at a pattern of beads and tell what bead comes next in the pattern). MTE-3i 

*Show beginning abilities to create simple repeating patterns. MTE-3

Goal MTE-4: Children begin to identify, describe, classify, and understand shape, size, direction and movement during play and other activities.

*Consistently use a variety of words for positions in space (in, on, over, under, etc.), and follow directions using these words. MTE-4l 

*Use 2- and 3-dimensional shapes to represent real world objects (say, “We are building a castle and we need a round block for the tunnel.” “I glued a circle and a square on my picture to make a house.”). MTE-4m 

*Identify basic 2- and 3-dimensional shapes (square, circle, triangle) in the environment. MTE-4n 

*Name basic 2 and 3-dimensional shapes (square, prism, circle, sphere, triangle, pyramid, hexagon), and describe their characteristics using informal descriptive and geometric attributes (“That’s a triangle; it’s pointy.” “It’s a circle because it’s round.”). MTE-4o

Goal MTE-5: Children demonstrate a beginning understanding of measurement (the idea of repeating the use of an object to measure) and a beginning understanding of data analysis through comparing, and interpreting data during play and other activities.

*Use descriptive language for size, length, or weight (short, tall, long, heavy, and big).  MTE-5k 

*Directly compare more than two objects by size, length, or weight (“That rock is heavier than these others; I can’t lift it.” Look at three strings that are different lengths and select the longest string). MTE-5l 

*Put a few objects in order by size, length, or weight (arrange a group of 3 blocks in order from the shortest to the longest). MTE-5m 

*Use simple measurement tools with guidance and support to informally measure objects (a ruler, measuring cup, scale). MTE-5n 

*Describe the weather as hot or cold. (Continue to engage in explorations with temperature.) MTE-5o 

*Recognize routines with time passing throughout the day (identifying circle time, snack time, outside play, etc.) MTE-5p

Goal MTE-6 Children use mathematical thinking to solve problems in their everyday environment.

*Seek answers to questions during play and daily activities using an increasing variety of mathematical strategies (figure out how to balance a block structure; to build a bridge; to create a pattern with Legos®). MTE-6d 

*Use drawing, writing, and concrete materials to represent and communicate a variety of mathematical ideas (draw shapes to represent pattern; stack different-colored blocks to represent classmates’ answers to a survey question). MTE-6e 

*Begin to explain how a mathematical problem was solved (“I saw that there was always a blue flower after a red flower so I knew to put a blue one next.” “I counted four friends who didn’t have crackers, so I got four more.”). MTE-6f 

*Identify and describe strategies used to complete increasingly difficult puzzles (e.g., when completing a floor puzzle, working on the edges first). MTE-6g

CD: Cognitive Development

Goal CD-1: Children use their senses to construct knowledge about the world around them.

*Explore objects, tools, and materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom). CD-1l

*Express knowledge gathered through their senses using play, various art forms, language, and other forms of representation (show an understanding that one block is heavier than another, that play dough can be modeled into longer and shorter logs, that blocks can be used to represent a telephone). CD-1m 

*Distinguish appearance from reality (the person behind a mask is still the same person; recognize that a fantasy story could not be real). CD-1n 

*Organize and use information through matching, grouping, and sequencing. CD-1o

Goal CD-2: Children recall information and use it for addressing new situations and problems.

*Demonstrate their ability to apply what they know about everyday experiences. CD-2u 

*Describe past events in an organized way, including details or personal reactions. CD-2v 

*Improve their ability to make predictions and explain why things happen using what they know. CD-2w 

*Introduce more elaborate or detailed ideas or actions into play based on previous knowledge or experience. CD-2x 

*Try to reach logical conclusions (including conclusions regarding cause and effect) about familiar situations and materials, based on information gathered with their senses. CD-2y 

*Speculate and imagine what might happen next. CD-2z

Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.

*Uses language to identify pretend or fantasy situations (say, “Let’s pretend we’re going on a trip.” “That’s a pretend story.”). CD-3j 

*Express understanding that others may have different thoughts, beliefs, or feelings than their own (“I like ketchup and you don’t.”). CD-3k 

*Use language to describe their thinking processes with adult support. CD-3l 

*Work on a project over several days, solving problems and making their work more elaborate. CD-3m

Goal CD-4: Children demonstrate appreciation for different forms of artistic expression.

*Express pleasure in different forms of art (express preferences, choose to look at book of photographs or listen to music again). CD-4i 

*Participate in, describe, and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). CD-4j 

*Use art-specific vocabulary to express ideas and thoughts about artistic creations more clearly (say, “We need a stage for our puppet show”).  CD-4k 

*Recognize the value of artistic expression and the role the arts play in human’s lives. CD-4l

Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, theater, and dance.

*Choose to participate and express themselves through a variety of creative experiences, such as art, music, movement, dance, and dramatic play.  CD-5r 

*Plan and act out scenes based on books, stories, everyday life, and imagination. CD-5s 

*Plan and complete artistic creations such as drawings, paintings, collages, and sculptures. CD-5t 

*Recall and imitate different musical tones, rhythms, rhymes, and songs as they make music or participate in musical activities (clap previous beat to a new song). CD-5u 

*Recall and imitate patterns of beat, rhythm, and movement as they create dances or participate in movement and dance activities. CD-5v

Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.

*Talk about a wide circle of family members and other people important to the family, their relationships to each other, and shared experiences. CD-6k 

*Adopt roles of a wide variety of family and community members during dramatic play, using props, language, and actions to add detail to their play. CD-6l 

*Recognize and identify the roles of a wide variety of community helpers (police, fire fighters, garbage collectors, doctors, dentists). CD-6m

Goal CD-7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group).

*Identify and express self as a part of several groups (e.g., family, preschool class, faith community). CD-7e

Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.

*Show acceptance of people who are different from themselves as well as people who are similar. CD-8f 

*Talk about how other children have different family members and family structures than their own (“I live with my Grandma and Shanika lives with her Mom and Dad.” “David’s dad works but my Daddy stays home and takes care of me.”). CD-8g 

*Show acceptance of different cultures through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, music, art, etc.). CD-8h

Goal CD-9: Children explore concepts connected with their daily experiences in their community.

*Describe characteristics of the places where they live and play (say, “My house is big and there are trees in my yard.” “The playground has swings and a sandbox.”). CD-9f 

*Observe and talk about changes in themselves and their families over time. CD-9g 

*Observe and talk about how people adapt to seasons and weather conditions (put on sunscreen on sunny days, wear rain gear). CD-9h 

*Show awareness of the basic needs all families have (food, shelter, clothing) and how needs are met (work, help each other). CD-9i 

*Demonstrate positive social behaviors and take personal responsibility as a member of a group (share, take turns, follow rules, take responsibility for classroom jobs). CD-9j

Goal CD-10: Children observe and describe characteristics of living things and the physical world.

*Collect items from nature (rocks, leaves, and insects) and classify them using physical characteristics (color, size, shape, texture). CD-10k 

*Notice and react to the natural world and the outdoor environment. CD-10l 

*Describe some things plants and animals need to live and grow (sunlight, water, food). CD-10m 

*Take responsibility for the care of living things (independently feed classroom pet as daily chore, water plant when dry, weed vegetable garden).  CD-10n 

*Notice and describe weather conditions, position of the sun and moon at different times, and seasonal changes. CD-10o 

*Notice, describe, and attempt to explain properties of materials and changes in substances (metal railing is hot because the sun shines on it; ice melts when it gets warmer). CD-10p 

*Participate in activities that help to care for the environment and explain why they are important with guidance and support (gathering cans for recycling, planting trees). CD-10q

Goal CD-11: Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.

*Represent what they learn during scientific exploration through drawing, modeling, building, movement, or other methods. CD-11n 

*Ask questions and identify ways to find answers (look in a book, use the computer, try something and watch what happens). CD-11o 

*Compare objects, materials, and phenomena by observing and describing their physical characteristics. CD-11p 

*Use an increasing variety of tools to investigate the world around them (measuring tools, balance, prism, droppers). CD-11q 

*Make and check predictions through observations and experimentation, with adult support and guidance. CD-11r 

*Manipulate the environment to produce desired effects and invent solutions to problems (attach a piece of string to the light switch so they can independently turn off the lights). CD-11s 

*Engage in the scientific process by observing, making predictions, recording predictions (through photographs, drawings or dictations), developing plans for testing hypotheses, trying out ideas and communicating outcomes.  CD-11t 

*Analyze the result of an attempted solution and use new information to solve a problem (e.g. after observing a paper boat sinking in the water, making a new boat out of a different material to see if it would float).  CD-11u