Physical Development and Health

Other Connecticut Connecticut Early Learning and Development Standards (CT ELDS) sets

• Cognition
• Creative Arts
• Language and Literacy
• Mathematics
• Science
• Social and Emotional Development
• Social Studies

Locate an object using vision or sound, reach and grasp the objectPH.6.6

Follow an object with eyes across body, crossing the middle PH.6.7

Reach into containers or reach to activate a simple cause and effect toyPH.12.4

Combine and separate toys (e.g., replace and remove large rings from post in any order)PH.12.5

Engage in play that requires using vision and hands such as building a tower or structure, with several blocks balanced on top of each other or placing a large peg in a pegboard basePH.18.5

Orient pieces to match opening and complete a simple inset form board/puzzle or shape sorter PH.24.6

Use common tools that require eyehand coordination with precision and for their intended purpose (e.g., hammer peg, twist handle to open latch, put body parts on Mr. Potato)PH.36.6

Use smaller objects with precision (e.g., put small pegs in light board, use large needle to sew, use scissors to cut on curved line, etc.) PH.48.6

Use coordinated movements to manipulate materials, including cutting and drawing with control and using appropriate hand position to manipulate objects (e.g., thumb up position while using scissors) PH.60.3

Use voluntary and purposeful movements to bring hands to mouthPH.6.8

Bring hands together while lying on back PH.6.9

Move objects from one hand to another and combine items at center of body (e.g., banging two blocks together)PH.12.6

Use index finger to poke and point and grasp small objects between thumb and fingertips PH.12.7

Use both hands at the same time for different purposes (e.g., may stabilize tower with one hand and add an additional block with other hand)PH.18.6

Use a writing tool to scribble purposefully and imitate vertical and horizontal stroke. May use a fisted graspPH.24.7

Use writing tools or paint objects with some control and purposePH.36.7

Use writing/ drawing tools with increased precision to draw simple shapes, pictures and/or letter. May have immature pencil grasp with 3-5 fingers on pencil shaftPH.48.7

Have sufficient control of writing implements to copy simple forms or geometric shapes and write some letters (e.g., may write own name since these are most familiar)PH.60.4

Use a mature pencil grasp with 3 fingers on writing implementPH.60.5

Participate in feeding routines with consistent caregivers by holding onto bottle, and/or leaning forward in anticipation of food offered via bottle, breast or spoonPH.6.10

Participate in feeding routines by holding cups or bottles, using fingers for selffeeding and/ or using eating utensilsPH.12.8

Demonstrate increased proficiency using eating utensils and cups. May begin to serve self some food, but spills are commonPH.18.7

Begin to serve self food (dishing out helpings and pouring liquids) with adult assistancePH.24.8

Feed self with minimal spillingPH.36.8

Pour liquid from a small pitcherPH.48.8

Use butter knife to spread and cut. Open most containers to remove foodPH.60.6

Typically respond to adult requests to stop unsafe behaviorPH.18.8

Show awareness of items that are unsafe and point them out to familiar adults (e.g., point out open gate above stairs, show them a knife that is left on counter)PH. 24.9

Tell several basic safety rules at home and in familiar settings (e.g., school, library and playground). Bring other children’s rule-breaking to the attention of adultsPH.36.9

Understand basic safety rules at home and in familiar settings (e.g., school, library and playground). Generally follow rules and bring other children’s rule-breaking to the attention of adultsPH.48.9

Understand the reason for most basic safety rules at home, in familiar settings and in the communityPH.60.7

Participate in dressing, undressing and bathing by holding arms out, taking off socks, etc. PH.12.9

Show interest in doing things for self including dressing. Put arm in sleeve, step out of pants, attempt to put on socks or shoesPH.18.9

Engage in dressing and hygiene routines with increasing intention: pull pants up and down, take off jacket, dry own hands PH.24.10

Attempt to complete basic selfcare routines (e.g., dressing, undressing, toileting and washing) although may still need caregiver assistancePH.36.10

Manage most aspects of dressing, toileting, hand washing and tooth brushing independently with minimal caregiver reminders to guide and support PH.48.10

Typically manage own dressing, toileting and basic hygienePH.60.8

Children’s physical health status impacts learning and development in all areas. Children who possess good overall health (including oral, visual and auditory) with any appropriate supports (such as glasses, hearing aids, or alternative communication systems) have a solid foundation to help them grow and learn. Maintaining good overall health status involves regular screenings, a lack of illness or preventable diseases, age appropriate amounts of sleep and rest and healthy growth patterns (e.g., height and weight). 

Interact with caregivers in daily physical activities that involve varying positions and promote development of movement skillsPH.6.11

Interact with caregivers in daily physical activities that involve exploration and movement PH.12.10

Interact with caregivers in a variety of physical activity experiencesPH.18.10

Engage in physical activity in both indoor and outdoor environments that require use of large musclesPH.24.11

Demonstrate increasing strength and endurance sufficient to actively engage in a total of 60 minutes of physical activity spread over the course of a dayPH.36.11

Demonstrate increasing strength and endurance sufficient to actively engage in 60 minutes of moderate to vigorous physical activity spread over the course of a dayPH.48.11

Demonstrate increasing strength and endurance sufficient to actively engage in 60 minutes of moderate to vigorous physical activity spread over the course of a dayPH.60.9

Children participate in self-care routines, hygiene and nutrition with assistance and prompting from caregivers. These skills are addressed in the following strands: • Dressing and Hygiene • Feeding Routines/Nutrition

Name examples of healthy practice including hygiene, nutrition and sleepPH.48.12

Discuss healthy practices including hygiene, nutrition and sleepPH.36.12

Identify healthy practices including hygiene, nutrition and sleepPH.60.10