Early Learning Standards at PCP 24-36 months

Early Learning Curriculum and Development Standards at PCP: for students ages 24-36 months.


Physical Development/Self-Help Skills

Actively participates in games, outdoor play, and other forms of physical activity
Swings leg to kick ball (24-30 mos.)      
Runs easily (24-30 mos.)        
Pedals tricycle (30-36 mos.)        
Has awareness of the body in space and child’s relationship to objects in space
Tests objects to determine their purpose      
Develops coordination and balance      


Hand and Finger Skills

Builds a tower of more than 6 blocks (24-30 mos.)    
Use writing tools or paint objects with some control and purpose
Feeds self with minimal spilling        
Uses smaller objects with precision      


Language Milestones
  Understands physical relationships (on, in, under) (30-36 mos.)  
  Can say name, age, and sex (30-36 mos.)      
  Uses pronouns (I, you, me, we, they) (24-30 mos.)            
Receptive Language
  Listens to and responds to brief conversations and group discussions            
  Listens to and follows one-step directions      
  Responds to questions with appropriate answers          
  Understands words through actions and/or conversations            
Expressive Language
  Listens and understands familiar vocabulary from activities, stories and books
  Communicates needs and wants through non-verbal gestures and actions, in addition to verbal communication
  Gains awareness of how to communicate feelings using non-verbal gestures and actions
Strings sounds and/or words together with voice inflections      
Uses three to four word phrases and includes describing words      
  Early Reading
Uses words to describe or name pictures when reading      
Shows preference for familiar stories and can repeat phrases      
Answers simple questions about a story          
Listens to and initiates sounds in familiar nursery rhymes, songs, and chants    
Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named  
Recognizes and self-selects familiar books to mimic independent reading  
With prompting and support, discriminates words from pictures                
Holds book with two hands and turns pages              
With adult guidance, recognizes some environmental print                


Cognitive Milestones

    Thinking Skills
Explores the effects that simple actions have on objects    
Ask simple questions to try to understand        
     Problem Solving
Makes connections between objects and ideas      
Understands that familiar objects and people do not change when child is separated from them  
With adult prompting, uses clues to make predictions    
Tries several methods to determine the best solution to a problem  
Experiments with familiar objects to solve problems      
     Number and Quantity
Recites numbers up to five in sequence              
Recognizes some numerals in the everyday environment              
Uses simple vocabulary to describe concepts related to amount    
Matches two equal sets using one-to-one correspondence with adult guidance  
Counts one, two, and sometimes three objects      
Applies number and counting to daily routine      
Develops vocabulary for length, weight, and height      
Makes simple comparisons between two objects      
Orders a few objects by characteristic with adult guidance    


Social/Emotional  Milestones

     Trusting Relationships
  Approach caregivers for support and comfort particularly during stressful or frustrating situations  
  Seek out other children and will interact using common materials                
     Managing Separation
  Manage most separations without distress and adjust to new setting with support from a trusted adult  
     Regulation of Emotions and Behavior
  With adult support, use self-soothing techniques to calm      
     Regulation of Impulses and Behavior
  Begins to control behavior by responding to choice and limits provided by an adult  
  Make transitions and follow basic routines and rules with adult supervision  
     Emotional Expression
  Begins to communicate about feelings                
     Recognition and Response to Emotion in Others
  Shows awareness of appropriate responses to the emotional state of others  
     Sense of Self
  Identify self, family members, teachers and some peers by name                
Tries inventive or new ways of using materials or completing tasks    
Verbally expresses desire to complete tasks by self        
Independently selects materials and utilizes those materials      
Seeks information from others            
Asks questions about familiar objects, people and experiences      
Explores and manipulates familiar objects in the environment      
Engages in teacher-directed activity for short period of time      
Demonstrates focus on a teacher-directed activity for a short period of time  
Shows persistence in activities of interest despite interruptions      
Repeats successful actions and experiences        
Substitutes one object for another in pretend play or pretends with objects that may or may not be present  
Participates in play and learning activities with a small group of children for short periods of time  
Helps and shares in a social setting with adult guidance  
Shows creativity, inventiveness and flexibility in his/her approach to play with adult guidance  
    Adapted by Peñasquitos Christian Preschool.

©Peñasquitos Christian Preschool.

All Rights Reserved. 2016.

Connecticut Early Learning and Developmental Standards
Georgia Early Learning and Developmental Standards 2016          
Shelov, S. P., & Hannemann, R. E. (2004). Caring for Your Baby and Young Child Birth to Age 5: The Complete and  Authoritative Guide. New York: Bantam Doubleday Dell Pub.

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