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Connecticut Standards Alignment

Connecticut Early Learning and Development Standards (2014), available online at
http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf

Each set of early learning standards or guidelines listed below include statements that detail particular benchmarks or
indicators that educators and caregivers use to identify a child’s growth and mastery in each domain. These benchmarks
or indicators are used when observing and documenting a child’s actions in order to develop appropriate goals.

Connecticut Early Learning Success Alignment Head Start

Birth to 5 years
Domain: Physical Development and Health
Strands:
 Support children to develop gross motor skills
- Mobility
- Large Muscle Movement and Coordination
 Support children to develop fine motor skills
- Visual Motor Integration
- Small Muscle Movement and Coordination
 Support children to acquire adaptive skills
- Feeding Routines/Nutrition
- Safety and Responsibility
- Dressing and Hygiene
 Support children to maintain physical health
status and well-being
- Physical Health Status
- Physical Activity
- Healthy Behaviors
Birth to age 12 Nationally Recognized
Standards
Domain: Physical and Motor Development Domain: Physical
Components for ages 0-12: Development and Health
 Gross Motor – the development of large motor Components:
muscles; this includes muscle control and  Physical Health Status
coordination, the development of body strength,  Health Knowledge and
balance, flexibility, and stamina; and the use of Practice
equipment for physical development  Gross Motor Skills
 Fine Motor Skills
 Fine Motor – the development of small motor
muscles; this includes control and coordination,
eye-hand coordination to perform a variety of
tasks; exploring and experimenting with a variety
of tools
 Healthy Living Practices – understanding
practices that are necessary for a healthy
lifestyle including eating, physical fitness,
hygiene and avoiding at-risk behaviors; these
healthy living practices promote a healthy self-
image

Standards Alignment
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General Cognition Domains Domain: General Cognition General Cognition

Mathematics Components for ages 0-12: Domains
Strands:  Mathematical Knowledge and Reasoning – Mathematics Knowledge
 Support children to understand counting and knowledge of number concepts and operations; and Skills
cardinality patterns and relationships; spatial relationships; Components:
- Number Names measurement; and mathematical reasoning  Number Concepts and
- Cardinality Quantities
- Written Numerals  Scientific Observation and Problem Solving –  Number Relationships
- Recognition of Quantity knowledge of scientific observation, inquiry, and and Operations
- Comparison investigation; life science; physical, earth, and  Geometry and Spatial
 Support children to understand and describe space science Sense
relationships to solve problems (operations and  Patterns
algebraic thinking)  Social Systems Understanding – knowledge of  Measurement and
- Number Operations family and human relationships; understanding Comparison
 Support children to understand the attributes the world in which we live including our
and relative properties of objects (measurement community and world; directional and map skills Science Knowledge and
and data) Skills
- Measurement Components:
- Data  Scientific Skills and
- Sorting and Classifying Method
 Support children to understand shapes and  Conceptual Knowledge
spatial relationships (geometry and spatial of the Natural and
sense) Physical World
- Spatial Relationships
- Identification of Shapes Logic and Reasoning
- Composition of Shapes Components
Science  Reasoning and Problem
Strands: Solving
 Support children to apply scientific practices  Symbolic Representation
- Questioning and Defining Problems
- Investigating Social Studies
- Using Evidence Knowledge and Skills

Standards Alignment
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 Support children to engage in the process of Components

engineering  Family and Community
- Design Cycle  History and Events
 Support children to understand patterns,  People and the
process and relationships of living things Environment
- Unity and Diversity of Life
- Living Things and Their Interactions with the
Environment and Each Other
 Support children to understand physical
sciences
- Energy, Force and Motion
- Matter and its Properties
 Support children to understand features of earth
- Earth’s Features and the Effects of Weather
and Water
- Earth and Human Activity

Social Studies
Strands:
 Support children to understand self, family and a
diverse community
- Individual Development and Identity
- Culture
 Support children to learn about people and the
environment
- Power, Authority and Governance
- People, Places and Environments
- Civic Ideals and Practices
 Support children to develop an understanding of
economic systems and resources
- Individuals, Groups and Institutions
- Production, Distribution and Consumption

Standards Alignment
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- Science, Technology and Society

 Support children to understand change over
time
- Time, Continuity and Change
Domain: Social and Emotional Development Domain: Social and Emotional Domain: Social and
Strands: Components for ages 0-12: Emotional
 Support children to develop trusting healthy  Self-Concept Development – the development of Components:
attachments and relationships with primary positive self-confidence, self-esteem, and  Social Relationships
caregivers understanding of themselves  Self-Concept and Self-
- Trusting Relationships Efficacy
- Managing Separation  Emotional Development – the understanding of  Self-Regulation
 Support children to develop self-regulation emotions of self and others, and developing  Emotional and
- Regulation of Emotions and Behavior strategies for self-regulation Behavioral Health
- Regulation of Impulses and Behavior
 Support children to develop, express, recognize  Social Competence and Relationship
and respond to emotions Development – the ability to establish
- Emotional Expression relationships with peers and adults, and the
- Recognition and Response to Emotions in understanding of positive social behavior
Others
 Support children to develop self-awareness,
self-concept and competence
- Sense of Self
- Personal Preferences
- Self-Concept and Competency
 Support children to develop social relationships
- Adult Relationships
- Play/Friendship
- Conflict Resolution
Domain: Cognition Domain: Approaches to Learning Domain: Approaches to
Strands: Components for ages 0-12: Learning
 Develop effective approaches to learning  Interest in Learning – including curiosity and risk Components:
- Curiosity and Initiative taking; how children approach new learning  Initiative and Curiosity

Standards Alignment
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- Engagement with Environment, People and  Persistence and

Objects  Learning Strategies – such as imagination, Attentiveness
- Eagerness to Learn invention, and persistence; how children apply  Cooperation
- Cooperation with Peers in Learning new learning
Experiences
 Support children to use logic and reasoning  Reflective Learning Practices – such as
- Cause and Effect reflection and interpretation; how children
- Attributes, Sorting and Patterns assimilate new learning into already acquired
- Problem Solving learning
- Symbolic Representation
 Support children to strengthen executive
functions
- Choosing and Planning
- Task Persistence
- Cognitive Flexibility
- Working Memory
- Regulation of Attention and Impulses
Domain: Language and Literacy Domain: Language and Literacy Domain: Language
Strands: Components for ages 0-12: Development
 Support children to understand language  Reading – understands the concepts of print Components:
(receptive language) materials including comprehension, print/book  Receptive Language
- Word Comprehension orientation, vocabulary development and  Expressive Language
- Language Comprehension phonetics, as well as enjoyment of having books
 Support children to use language (expressive read to them or reading themselves Domain: Literacy
language) Knowledge and Skills
- Vocabulary  Writing – demonstrates the mechanics of writing Components:
- Expression of Ideas, Feelings and Needs including fine motor skill development, and  Book Appreciation
- Language Structure understands that writing is a way of  Phonological Awareness
 Support children to use language for social communication including vocabulary and idea  Alphabet Knowledge
interaction development  Print Concepts and
- Conventions of Conversation Conventions
- Language for Interaction  Early Writing

Standards Alignment
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 Support children to gain book appreciation and  Speaking – (expressive language) the ability to
knowledge verbally express ideas, wants and thoughts, and Domain: English
- Interest and Engagement with Books development and use of vocabulary to Language Dev for
- Understanding of Stories or Information communicate with others; for some this includes children who are ESL
 Support children to gain knowledge of print and being able to speak English as well as their learners
its uses home language Components:
- Book Concepts  Receptive English
- Print Concepts  Listening – (receptive language) the ability to Language Skills
- Letter Recognition understand verbal and non-verbal cues, follow  Expressive English
 Support children to develop phonological verbal direction, and increased vocabulary Language Skills
awareness development for comprehending stories and  Engagement in English
- Phonological Awareness conversation Literacy Activities
 Support children to convey meaning through
drawing, letters, and words
- Drawing and Writing
Domain: Creative Arts Domain: Creativity and the Arts Domain: Creative Arts
Strands: Components for ages 0-12: Expression
 Support children to engage in and enjoy the arts  Creating – the ability to use a variety of art Components:
- Music mediums to create works of art including the  Music
- Visual Arts visual arts (painting, sculpting, photography, film  Creative Movement and
- Drama etc.), drama and theater, and music Dance
- Dance  Art
 Support children to explore and respond to  Expressing – the ability to talk about the process  Drama
creative works of creating, and to discuss feelings related to
 Appreciation of the Arts creating

 Evaluation – the ability to evaluate works of art

based on feelings, cultural contributions, and
preferences

Standards Alignment
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