Learning framework

1. What she is doing Standard What she is doing Standard What she is doing Standard
Rylie is parallel Makes and maintains a She runs, jumps, climbs Crawles through a She is not asking Asks "why" questions
playing with other friendship with at crawles under tables play tunnel or "Why" questions yet to show effort at
children. She will least one other child and can jump up under a table understasnding
interact with other Shows enjoyment in Walks and runs causation
Children if they playing with other in circular paths
initiate the interaction.children She does not organize Organizes objects
She struggles to throw Throws large beanbag toys by characteristics by more than one
She showes affectionExspresses affection a ball with accuracy. or ball with some such as animals, pre-selected
now that she has for significant adults She can toss it up in the accuracy trucks, blocks, she characteristic
gotten comfortable with air but struggles with groups them all
me. throwing it into a together
basket or to a friend.
She showes excitementExspresses feelings She is beginning to seek Seeks assistance from
about coming to school. She eats correctly with Eats with utensils assistance from the another child or adult
utensils teacher to help with a to solve a problem
She is not asking Asks questions of adults problem.
questions yet to frequently to obtain She is unable to hold Opens and closes
learn more informationinformation scissors correctly blunt scissors with She is beginning to play Uses objects to
and cut paper with them one hand make believe. She strugglesrepresent real items
She struggles to shareShares materials and toys pretending object are in make believe play
toys or other materialsdurring play, with She enjoys playing on the Enjoys pushing objects something other than
with other children. assistance slide, swings, and climbing short ladders what they are. Example
She says "Mine" when climbing in the play swinging on a swing she will not pretend a
other children approch yard on toys and sliding block is a play phone,
her to play with her but will pretend play
kitchen with play food
She struggles with Predicts what comes She is not putting on her Dresses and undresses
transitions from onenext in the day, when own shoes yet, or her coat. with minimal help She does compare sizes Compaires shape and
activity to another. Shethere is a established She does not dress herself Puts shoes on, without or toys or objects and cansize of objects
runs around the and consistant schedule assistance identify which object is
classroom durring smaller or larger
transitions.
Even with a well She counts to 10 with no helpCounts to at least 20
established routine. from Memory
Social/ Emotional Physical Cognative
Learning Framework
Childs Name: Rylie Age: 39 Months
materials, possativly reinforce sharing
Provide opportunities to use scissors, and other
fine motor activities. Play games that involve
throwing and catching balls or bean bags. Provide
activities that strengthen hand grasp, such
as playdough, hand held hole punches.
Encourage child to play dress up and dress self.
Provide opportunities for her to notice similaritiesProvide opportunities for child to engage in a
variety of play activities with peers. Allow
time for child to warm up and begin to feel
comfortable. Encourage interaction with peers.
Provide opportunities for child to share
Activities to help with areas of development
And diffrences in the environment.
Participate in imaginative play with her and
encourage her to use her imagination.
Provide opportunities for her to count objects
during daily routines.

2. What she is doing Standard What she is doing Standanrd
She does remain Remains engaged in She understands Responds appropriatly
engaged in an activityan activity for at least simple requests to a request
for a period of time 5 to 10 minutes like: bring me your
up to 30 minutes at a time shoes
She is beginning to tryPersists in trying to She understand Has a receptive
multiple times at a taskcomplete a task after everything I say to vocabulary of
to try and acomplish itpreviouse attempts her several hundred words
have failed in home language
She is not yet singing Makes up words, She does use new Uses new vocabulary
songs or telling songs, or stories words every day in spontaneous speech
stories
She does say words Uses words to exspress
She struggles to stay Participates in like "I'm happy" emotions
in her seat durring meal time with " I love school"
meal times. She is few distractions "he is mean"
improving every day! to exspress feelings
She does help clean upOffers to help with She is using two and Talks in sentances
toys she has played withchores three word sentences with five to six words to
but does not offer to with minimal variety describe people,
help with sweeping or in word usage places, events
whiping the tables
She does not engage Engages in conversation
in conversation that develops a thought
or idea
She does mimic animalMimics animal sounds
with encouragment
Activities to help with areas of development
Approach Toward Learning Language
Learning Framework
Childs Name: Rylie Age: 39 Months
and answer games that inspire her curiosity.
Provide opportunities for child to use and
expand language. Interact with child by
talking about books, laughing at her jokes.
Engage her in meaningful conversation during
daily routines. Talk about daily events with
child.
Comment positivly on her effort to try
hard at a problem. Encourage her to persue
favorite activities. Encourage her to help sweep
or wipe off tables. Identify and build upon
child's individual interests. Play question