Area One: Approaches to Play and Learning

Other Virginia Early Learning and Development Standards sets

• Area Five: Cognitive Development
• Area Four: Health and Physical Development
• Area Three: Communication, Literacy, and Language Development
• Area Two: Social and Emotional Development

Explores toys and safe objects with hands and mouthAPL2.1a

Observes other people’s use of objectsAPL2.1b

Imitates simple actions (e.g., claps hands together, covers eyes with hands)APL2.1c

Uses everyday objects for a variety of purposesAPL2.1d

Uses realistic objects in pretend play (e.g., pretends to fit toy keys into a door lock) APL2.1e

Plays with stuffed animals as though they were realAPL2.1f

Shows imagination by using objects to stand-in for other objects (e.g., uses a block to represent a phone or a car)APL2.1g

Reenacts familiar events using props (e.g., pats a doll on the back, says, “night, night” and puts it in the toy bed)APL2.1h

Creates three dimensional structures using blocks and found materials (e.g., stones or sticks) APL2.1i

Incorporates props while talking about actions (e.g., takes play dough to the housekeeping area to fill muffin tins before putting them in the play oven)APL2.1j

Creates new words or rhymesAPL2.1k

Transitions between reality and imagination in cooperative play, dramatic play, or during guided drama experienceAPL2.1l

Begins to sequence actions in dramatic play (e.g., gathers pots, spoons, and plastic vegetables to “make soup”)APL2.1m

Connects dramatic play to story (e.g., acts as a familiar character) APL2.1n

Represents reality through the arts and with art materials (e.g., by creating stories, drawing, or enacting experiences in dramatic play)APL2.1o

Utilizes realistic and open-ended materials in cooperative playAPL2.1p

Shows purpose and inventiveness in play (e.g., collects different shapes of blocks to build a castle)APL2.1q

With adult support, starts to filter distractions to focus on people or objects in environmentAPL3.1a

Limits sensory input by breaking gaze and shifting attentionAPL3.1b

Demonstrates increasing ability to attend to people, objects, and activities (e.g., quiets motor movements and shows intense concentration)APL3.1c

Notices when something expected does not happenAPL3.1d

Kicks a toy repeatedly and notices the movement of the toyAPL3.1e

Participates in activities with people and materials that require attention like listening to simple stories as they are readAPL3.1f

Focuses on self-initiated activities for a short amount of time (e.g., works on a puzzle)APL3.1g

Sustains interest with one or two tasks that engage them (e.g., plays at the sensory table for 5-10 minutes) APL3.1h

With adult prompts and support, focuses attention on activities like listening to stories read to a group for short periods of time in spite of interruptions or distractionAPL3.1i

Stays with a variety of tasks that interest them (e.g., plays in the dramatic play and block areas for 10 minutes)  APL3.1j

Focuses attention on tasks and activities like painting or block building for longer periods of time with increasing independenceAPL3.1k

Sustains engagement with a task that interests them for long periods of time (e.g., works in the art center creating watercolor paintings for 30 minutes)APL3.1l

Begins to attend to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small or large group)APL3.1m

Shows recognition of familiar faces and voices by attending to that personAPL3.2a

Develops expectations of what will happen based on prior experiences (e.g., caregiver will come when baby cries)APL3.2b

Shows recognition and memory of familiar faces and objects over longer periods of time since last seenAPL3.2c

Correctly looks and reaches toward a toy’s hiding place when the place has been changed from one location to anotherAPL3.2d

Points to and names parents, siblings, body parts, and familiar objectsAPL3.2e

Sings some of the words to a favorite song  APL3.2f

Follows simple 1-step verbal directions like “put your spare clothes in your cubby”APL3.2g

Practices remembering by recounting a story or verbally describing a picture no longer in viewAPL3.2h

Remembers where materials are kept in familiar environments (e.g., can retrieve spare clothes from cubby) APL3.2i

Repeats a list of items needed for self-care or playAPL3.2j

Plays simple memory and matching gamesAPL3.2k

Remembers and follows 2-step directions to complete simple tasks (e.g., “wash your hands then help prepare or eat a snack”)APL3.2l

Remembers several steps in sequence to complete multi-step directions (e.g., complete a puzzle, return it to the shelf, and join the group at the rug)APL3.2m

Remembers actions that go with stories or songsAPL3.2n

Teaches another child the steps taken for a given action (e.g., shows a peer how to use soap to wash hands before snack)APL3.2o

Explores objects by putting in the mouth and then rattling or shakingAPL3.3a

Modifies expressions and actions based on others’ responses (e.g., begins to smile in response to caregiver’s smiling face)APL3.3b

Shows ability to shift focus to attend to something elseAPL3.3c

Participates in a new activity or tries new ways to solve a problem with little protestAPL3.3d

Allows caregiver to interrupt an activity to perform a routine as long as the caregiver notifies in advance (e.g., child playing with toy allows caregiver to wipe face)APL3.3e

Tries a variety of approaches to get what is wantedAPL3.3f

Modifies actions or behavior in social situations, daily routines, to problem solve APL3.3g

Adjusts to changes in routines when informed in advanceAPL3.3h

Identifies signals for changes between activitiesAPL3.3i

Makes transitions that are part of a daily scheduleAPL3.3j

Demonstrates “cognitive flexibility” by trying another approach, with adult support, when something does not work the first time (e.g., tries a different way to climb a structure when the first effort does not work or uses a tool or another person to get an item out of reach)APL3.3k

Shows ability to shift attention from one task or activity to another when necessaryAPL3.3l

Adapts to new rules in game or activity (e.g., sorting cards by color and then by shape) APL3.3m

Considers ideas from adults and other children in finding a solution or strategyAPL3.3n

Demonstrates flexibility and adaptability with less adult prompting (e.g., sharing toys or trying out new materials) APL3.3o

Responds consistently to adult suggestions to try out different activitiesAPL3.3p

Begins to take turns and waits in line for short periods of time with adult supportAPL3.4a

Seeks adult help when distressed with behavior of or interaction with a peerAPL3.4b

With adult support, begins to use words, signs or gestures to express distress with peers (instead of biting or pushing)APL3.4c

Begins to inhibit impulsive behaviors with adult support (e.g., inhibits initial response to call out an answer to a question during story time with educator's reminder)APL3.4d

Controls impulses with more independence (e.g., walks instead of runs; asks for a turn with a toy instead of grabbing; waits to share out instead of calling out)APL3.4e

Uses strategies to help control own actions more frequently such as creating physical distance or finding an alternative toy or activityAPL3.4f

Cries persistently until needs are metAPL3.5a

Repeats attempts to reach a desired object by looking at or moving toward the object  APL3.5b

Uses more than one strategy to get what they want (e.g., vocalizing as well as reaching or moving toward) APL3.5c

Repeats attempts to communicate or repeats actions to get desired action or object APL3.5d

Persists in looking to find things that are hiddenAPL3.5e

Uses trial and error to solve problems (e.g., pressing a lever to make a particular toy pop up) APL3.5f

Shows increasing ability to stay engaged and complete task (e.g., putting all shapes in a shape sorter)APL3.5g

Repeats preferred activities and gestures, signs, or asks for “more”APL3.5h

Turns puzzle pieces different ways to complete a puzzleAPL3.5i

Begins to use different strategies to solve a problem when one approach does not workAPL3.5j

Uses language to request helpAPL3.5k

Practices a skill or activity many times, even with difficulty (e.g., building a taller block tower or balancing on a log or balance beam)APL3.5l

Alters approach to tasks when initial approach does not work (e.g., tries different techniques when assembling a shape puzzle)APL3.5m

Responds to adult’s verbal encouragement to try a new object or experience or try again after an unsuccessful attempt at an activityAPL3.5n

Persists in preferred tasks that may be challenging, with or without adult support  APL3.5o

Remembers solutions discovered before and uses them (e.g., uses a spoon to mix flour and water for playdough when fingers get sticky from using hands)APL3.5p

Responds to adult’s positive feedback for effort to continue trying or practicing a new skillAPL3.5q

Sometimes persists in less preferred activities with or without adult supportAPL3.5r

Figures out more than one solution to a problem (e.g., using packing tape with strings to hold cardboard pieces together when masking tape doesn’t work)APL3.5s

Responds to caregivers’ attempts at regulation (e.g., by rocking, talking to child)APL4.1a

Looks to adult for guidance before acting in novel situations (e.g., looks at adults’ facial cues)APL4.1b

Follows simple routines established by adults (e.g., eating, napping, playing) APL4.1c

Follows simple instructions from adult (e.g., puts toy in a specified location)APL4.1d

Participates in simple routines with adult support (e.g., hand washing before eating, clean up after eating)  APL4.1e

Becomes familiar with basic safety rules (e.g., hold an adult’s hand when crossing the street)APL4.1f

Follows classroom rules and routines with prompting and reminders from adults (e.g., uses visual aids to meet behavioral expectationsAPL4.1g

Uses classroom materials with adult support (e.g., how to handle appropriately, how to properly store)APL4.1h

Follows classroom rules and routines more independently (e.g., morning arrival) APL4.1i

Uses classroom materials appropriatelyAPL4.1j

Manages actions, words, and behavior with increasing independence (e.g., matches behavior to context and expectations)APL4.1k