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Infant and Toddler Maine Early Learning and Development Standards (Infant Toddler MELDS)

K–12 Standards

Physical Development and Health
Other Maine Infant and Toddler Early Learning and Development Standards sets
Approaches to Learning
Cognitive Development
Early Language and Literacy
Social and Emotional Development

Perceptual Development1

1
Birth-8 months1.1
1. 1
  Reflexes at birth: stepping, palmar grasp, startle reflex, rooting and sucking, handto-mouth, and moves arms in swimming motion.1.1.1
2. 2
  Reflexes that develop after birth: bicycle kicking, body follows turn of head, and protects self when falling.1.1.2
3. 3
  Initially visual system immature (attentive to objects of contrasting colors). 1.1.3
4. 4
  Increased ability to detect detail and coordinate visual information from each eye.1.1.4
5. 5
  Infant may become fixated visually.1.1.5
6. 6
  Preference for slower, high pitched sounds.1.1.6
7. 7
  Can distinguish parents’ voice from that of a stranger. 1.1.7
8. 8
  Shows enjoyment of motion such as rocking, jiggling, bouncing, or being carried around.1.1.8
9. 9
  Can distinguish smell of mother from others.1.1.9
10. 10
  Respond to what they see (i.e. move toward desired person or object, look for source of noise).1.1.10
11. 11
  Begins to show taste preference.1.1.11
2
6-18 months1.2
1. 1
  Continue to integrate information gathered from the senses:1.2.1
  a
  shows increased ability to concentrate and begin to show sustained interest in people, objects and activities1.2.1.a
  b
  shows increased desire to explore sensory information1.2.1.b
  c
  oral exploration of objects decreases with age1.2.1.c
  d
  shows increased enjoyment of varieties of sensory information1.2.1.d
2. 2
  Visual information more refined:1.2.2
  a
  depth perception established; seeks and responds to increased visual stimulation1.2.2.a
3. 3
  Hearing information more refined: ability to discriminate sounds in a noisy setting.1.2.3
3
Indicators: 16-36 months1.3
1. 1
  Sensory thresholds do not interfere with desire to explore surroundings:1.3.1
  a
  continues to show increased ability to concentrate with multiple sensory stimulation present1.3.1.a
  b
  increased cognitive and motor skills allows increased ability to explore and form meaning from sensory information1.3.1.b
2. 2
  Visual discrimination more refined: 1.3.2
  a
  ability to discriminate finer detail in tandem with cognitive development (i.e. may notice caregiver’s earring)1.3.2.a
3. 3
  Hearing discrimination more refined:1.3.3
  a
  ability to isolate familiar sounds in tandem with cognitive development (i.e. hears siren outside, points and says, “Fire truck!”)1.3.3.a

Gross Motor (Large Muscle)2

1
Birth-8 months2.1
1. 1
  Exhibits beginning stages of large muscle control:2.1.1
  a
  head control, lifts chin, lifts head, lifts both head and shoulders, supports self on flexed elbows2.1.1.a
  2
  Coordination of muscle control: 2.1.2
  a
  turns from back to stomach and stomach to back, moves by rolling, inches forward on stomach or back, sits unsupported, begins bouncing when held2.1.2.a
2. 3
  Begins to use arms and legs purposefully:2.1.3
  a
  claps hands, pounds on things, kicks at objects, holds arms out for jacket or so shirt can be taken off 2.1.3.a
2
6-18 months 2.2
1. 1
  Exhibits increasing control of large muscles and body movement:2.2.1
  a
  sits up, crawls or creeps, pulls to stand, cruises while holding on to furniture, stands alone, climbs out of crib, walks alone, runs with a wide stance, walks upstairs holding a hand, stops and walks backwards a few steps, climbs simple structures2.2.1.a
2. 2
  Uses arms and legs with increasing purposefulness:2.2.2
3. 3
  throws, carries, pushes, pulls, dumps objects, scoots on or rides wheel toys without pedals2.2.3
3
Indicators: 16-36 months2.3
1. 1
  Exhibits more control and coordination of large muscle and body movement:2.3.1
  a
  walks fast, walks on tiptoes, walks backwards, walks upstairs holding a railing (or hand), runs with control, climbs well, throws a ball with aim, may jump in place, may balance briefly on 1 foot, rides tricycle2.3.1.a
2. 2
  Uses arms and legs with more purposefulness:2.3.2
  a
  catches a ball by trapping it with arms and hands, pounds object with intention and precision, creates simple block structures, pushes foot into shoe, takes off shoes2.3.2.a
3. 3
  Engages in creative movement spontaneously and when prompted by music or adult.2.3.3

Fine Motor (Small Muscle)3

1
Birth-8 months3.1
1. 1
  Stares at objects, especially faces; begins to coordinate eyes.3.1.1
2. 2
  Grasp reflex diminishing.3.1.2
3. 3
  Reaches for objects with both arms, but hands are fisted:3.1.3
  a
  reaches with one arm and grasps at will, grasps – releases – “re-grasps” and releases again, begins to grasp with thumb and forefinger 3.1.3.a
4. 4
  Brings objects to mouth. 3.1.4
5. 5
  Beginning eye hand coordination:3.1.5
  a
  Transfers object from one hand to another3.1.5.a
6. 6
  Follows slow moving object with eyes.3.1.6
2
6-18 months3.2
1. 1
  Scoops up and takes with hand to manipulate or pick up objects, sand, food, etc.3.2.1
2. 2
  Brings two blocks together to make noise.3.2.2
3. 3
  Uses thumb and forefinger to pick up small items.3.2.3
4. 4
  Handles a cup or spoon for self-feeding.3.2.4
5. 5
  Begins to show preference for one hand.3.2.5
6. 6
  Undresses self and unties shoes.3.2.6
7. 7
  Can turn pages of a board book3.2.7
3
Indicators: 16-36 months3.3
1. 1
  Uses a crayon to imitate marks/scribble.3.3.1
2. 2
  Holds object with one hand and manipulates it with the other:3.3.2
  a
  brushes dolls hair, holds and winds a music box3.3.2.a
3. 3
  Folds blanket, cloth, paper, etc.3.3.3
4. 4
  Pours liquid from small pitcher.3.3.4
5. 5
  Shows preference for one hand.3.3.5
6. 6
  Puts on easy clothing.3.3.6
7. 7
  Holds spoon, fork, cup, but may still spill.3.3.7
8. 8
  Can use paintbrush, but doesn’t control drips.3.3.8
9. 9
  Can turn pages of a book.3.3.9

Self-Help and Adaptive Skills 4

1
Birth-8 months 4.1
1. 1
  Displays signs of self-comforting:4.1.1
  a
  Sucks thumb to pacify self4.1.1.a
2. 2
  Shows signs of self-feeding: 4.1.2
  a
  begins to hold own bottle/cup, begins to feed self with fingers4.1.2.a
3. 3
  Alerts caregiver in own way when physically uncomfortable: 4.1.3
  a
  hungry, tired, wet pants, etc.4.1.3.a
2
6-18 months4.2
1. 1
  Making progress with self-feeding.4.2.1
2. 2
  Shows interest in dressing self:4.2.2
  a
  pushes arm through sleeve, takes clothes off, unties shoes4.2.2.a
3. 3
  Shows interest in toileting at end of this stage:4.2.3
  a
  watches others engaged in toileting,4.2.3.a
  b
  explores sitting on potty chair4.2.3.b
4. 4
  Shows interest in helping with chores, mimics adult behavior.4.2.4
5. 5
  Makes attempts at self-help:4.2.5
  a
  takes off socks4.2.5.a
  b
  pulls on bib4.2.5.b
3
Indicators: 16-36 months4.3
1. 1
  Progressing well with self-feeding and self-serving:4.3.1
  a
  holds spoon, fork, cup 4.3.1.a
  b
  feeds self4.3.1.b
  c
  pours own water from small container4.3.1.c
  d
  sets items on table and removes after eating4.3.1.d
2. 2
  Continues to show interest in dressing:4.3.2
  a
  undresses self, puts on clothes (no buttoning), shoes, jacket, hat4.3.2.a
3. 3
  Shows increased interest and proficiency with toileting skills:4.3.3
  a
  willing to use toilet4.3.3.a
  b
  washes hands after toileting4.3.3.b
4. 4
  Increased interest in helping with chores and physical care:4.3.4
  a
  attends to blowing nose4.3.4.a
  b
  cleans tables4.3.4.b
  c
  picks up toys4.3.4.c

Frequently asked questions

What grade levels do these standards cover?: PRE-K
Where can I read the official document?: Infant and Toddler Maine Early Learning and Development Standards (Infant Toddler MELDS)

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