2.C.01 Infants and toddlers/twos are provided an environment that Level 2, Standard 10b.2 allows them to move freely and achieve mastery of their Standard 10c.2 bodies through self-initiated movement. They have multiple Standard 10c.3 opportunities to practice emerging skills in coordination, movement and balance, and perceptual-motor integration. 2.C.04 Children have varied opportunities and are provided 2, Standard 10b.2 equipment to engage in motor experiences than Level 3, Standard 11.2 stimulate a variety of skills, enhance sensory-motor Standard 11.3 integration, develop controlled movement, enable children with varying abilities to have large-motor experiences similar to those of their peers, range from familiar to new and challenging, help them learn physical games with rules and structure. 2.D.03 Children have varied opportunities to develop competence in 3, Standard 9a.1 verbal and nonverbal communication by responding to questions, communicating needs, thoughts and experiences, describing things and events. 2.E.01 Infant have varied opportunities to experience songs, Level 2, Standard 12b.1 rhymes, routine games and books through individualized Standard 12b.2 play that includes simple rhymes, songs and interactive Level 3, Standard 9a.2 games, daily opportunities for each child to heard and Standard 9a.6 respond to various types of books including picture books, Standard 9a.8 wordless books and books with rhymes, access to durable books that enable children’s independent exploration. 2.E.02 Toddlers/twos have varied opportunities to experience 2, Standard 12b.1 books, songs, rhymes and routine games through Standard 12b.2 individualized play that includes simple rhymes, songs, and Standard 12b.3 sequences of gestures, daily opportunities to hear and Level 3, Standard 9a.2 respond to various types of books including picture books, Standard 9a.6 wordless books and books with rhymes, access to durable Standard 9a.8 books that enable independent exploration, experiences that help them understand that pictures represent real things in their environment. 2.E.03 Children have opportunities to become familiar with print. Level 2, Standard 12a.5 They are actively involved in making sense of print, and they Standard 12b.4
2.C.01 Infants and toddlers/twos are provided an environment that allows them to move freely and achieve mastery of their bodies through self-initiated movement. They have multiple opportunities to practice emerging skills in coordination, movement and balance, and perceptual-motor integration. Level 2, Standard 10b.2 Standard 10c.2 Standard 10c.3 2.C.04 Children have varied opportunities and are provided equipment to engage in motor experiences than stimulate a variety of skills, enhance sensory-motor integration, develop controlled movement, enable children with varying abilities to have large-motor experiences similar to those of their peers, range from familiar to new and challenging, help them learn physical games with rules and structure. 2, Standard 10b.2 Level 3, Standard 11.2 Standard 11.3 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions, communicating needs, thoughts and experiences, describing things and events. 3, Standard 9a.1 2.E.01 Infant have varied opportunities to experience songs, rhymes, routine games and books through individualized play that includes simple rhymes, songs and interactive games, daily opportunities for each child to heard and respond to various types of books including picture books, wordless books and books with rhymes, access to durable books that enable children’s independent exploration. Level 2, Standard 12b.1 Standard 12b.2 Level 3, Standard 9a.2 Standard 9a.6 Standard 9a.8 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures, daily opportunities to hear and respond to various types of books including picture books, wordless books and books with rhymes, access to durable books that enable independent exploration, experiences that help them understand that pictures represent real things in their environment. 2, Standard 12b.1 Standard 12b.2 Standard 12b.3 Level 3, Standard 9a.2 Standard 9a.6 Standard 9a.8 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they Level 2, Standard 12a.5 Standard 12b.4
Class-6-PTQ-into-NAEYC-standards-Speaker-handout-Updated-10122016.....docx