Illinois Early Learning and Development Standards

Below is the compiled text from the Illinois Early Learning and Development Standards, which were developed for the Illinois State Board of Education. A more detailed document can be found at this link. You can also download this Microsoft Word file, which contains the text below.

Illinois Early Learning and Development Standards (Revised September 2013)

Language Arts

Goal 1: Demonstrate increasing competence in oral communication (listening and speaking).

  • Demonstrate understanding through age-appropriate responses. (1.A)
    • Follow simple one-, two- and three-step directions. (A.ECa)
    • Respond appropriately to questions from others. (A.ECb)
    • Provide comments relevant to the context. (1.A.ECc)
    • Identify emotions from facial expressions and body language. (1.A.ECd)
  • Communicate effectively using language appropriate to the situation and audience. (1.B)
    • Use language for a variety of purposes. (1.B.ECa)
    • With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts. (1.B.ECb)
    • Continue a conversation through two or more exchanges. (1.B.ECc)
    • Engage in agreed-upon rules for discussions (e.g., listening, making eye contact, 
taking turns speaking). (1.B.ECd)
  • Use language to convey information and ideas. (1.C)
    • Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail. (1.C.ECa)
  • Speak using conventions of Standard English. (1.D)
    • With teacher assistance, use complete sentences in speaking with peers and adults in individual and group situations. (1.D.ECa)
    • Speak using age-appropriate conventions of Standard English grammar and usage. (1.D.ECb)
    • Understand and use question words in speaking.
  • Use increasingly complex phrases, sentences, and vocabulary. (1.E)
    • With teacher assistance, begin to use increasingly complex sentences. (1.E.ECa)
    • Exhibit curiosity and interest in learning new words heard in conversations and books. (1.E.ECb)
    • With teacher assistance, use new words acquired through conversations and 
book-sharing experiences. (1.E.ECc)
    • With teacher assistance, explore word relationships to understand the concepts represented by common categories of words (e.g., food, clothing, vehicles). (1.E.ECd)
    • With teacher assistance, use adjectives to describe people, places, and things. (1.E.ECe)

Goal 2: Demonstrate understanding and enjoyment of literature.

  • Demonstrate interest in stories and books. (2.A)
    • Engage in book-sharing experiences with purpose and understanding. (2.A.ECa)
    • Look at books independently, pretending to read. (2.A.ECa)
  • Recognize key ideas and details in stories. (2.B)
    • With teacher assistance, ask and answer questions about books read aloud. (2.B.ECa)
    • With teacher assistance, retell familiar stories with three or more key events. (2.B.ECb)
    • With teacher assistance, identify main character(s) of the story. (2.B.ECc)
  • Recognize concepts of books. (2.C)
    • Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs). (2.C.ECa)
    • Identify the front and back covers of books and display the correct orientation of books and page-turning skills. (2.C.ECb)
    • With teacher assistance, describe the role of an author and illustrator. (2.C.ECb)
  • Establish personal connections with books. (2.D)
    • With teacher assistance, discuss illustrations in books and make personal connections to the pictures and story. (2.D.ECa)
    • With teacher assistance, compare and contrast two stories relating to the same topic. (2.D.ECb)

Goal 3: Demonstrate interest in and understanding of informational text.

  • Recognize key ideas and details in nonfiction text. (3.A)
    • With teacher assistance, ask and answer questions about details in a nonfiction book. (3.A.ECa)
    • With teacher assistance, retell detail(s) about main topic in a nonfiction book. (3.A.ECa)
  • Recognize features of nonfiction books. (3.B)
    • With teacher assistance, identify basic similarities and differences in pictures and information found in two texts on the same topic. (3.B.ECa)

Goal 4: Demonstrate increasing awareness of and competence in emergent reading skills and abilities.

  • Demonstrate understanding of the organization and basic features of print. (4.A)
    • Recognize the differences between print and pictures. (4.A.ECa)
    • Begin to follow words from left to right, top to bottom, and page by page. (4.A.ECb)
    • Recognize the one-to-one relationship between spoken and written words. (4.A.ECc)
    • Understand that words are separated by spaces in print. (4.A.ECd)
    • Recognize that letters are grouped to form words. (4.A.ECe)
    • Differentiate letters from numerals. (4.A.ECf)
  • Demonstrate an emerging knowledge and understanding of the alphabet. (4.B)
    • With teacher assistance, recite the alphabet. (4.B.ECa)
    • Recognize and name some upper/lowercase letters of the alphabet, especially those in own name. (4.B.ECb)
    • With teacher assistance, match some upper/lowercase letters of the alphabet. (4.B.ECc)
    • With teacher assistance, begin to form some letters of the alphabet, especially those 
in own name. (4.B.ECd)
  • Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes). (4.C)
    • Recognize that sentences are made up of separate words. (4.C.ECa)
    • With teacher assistance, recognize and match words that rhyme. (4.C.ECb)
    • Demonstrate ability to segment and blend syllables in words (e.g., “trac/tor, tractor”). (4.C.ECc)
    • With teacher assistance, isolate and pronounce the initial sounds in words. (4.C.ECd)
    • With teacher assistance, blend sounds (phonemes) in one-syllable words (e.g., /c/ /a/ /t/ = cat). (4.C.ECe)
    • With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/). (4.C.ECf)
    • With teacher assistance, begin to manipulate sounds (phonemes) in words (e.g., changing cat to hat to mat). (4.C.ECg)
  • Demonstrate emergent phonics and word-analysis skills. (4.D)
    • Recognize own name and common signs and labels in the environment. (4.D.ECa)
    • With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds. (4.D.ECb)
    • With teacher assistance, begin to use knowledge of letters and sounds to spell words phonetically. (4.D.ECc)

Goal 5: Demonstrate increasing awareness of and competence in emergent writing skills and abilities.

  • Demonstrate growing interest and abilities in writing. (5.A)
    • Experiment with writing tools and materials. (5.A.ECa)
    • Use scribbles, letterlike forms, or letters/words to represent written language. (5.A.ECb)
    • With teacher assistance, write own first name using appropriate upper/ 
lowercase letters. (5.A.ECc)
  • Use writing to represent ideas and information. (5.B)
    • With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic. (5.B.ECa)
    • With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (5.B.ECb)
    • With teacher assistance, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened. (5.B.ECc)
  • Use writing to research and share knowledge. (5.C)
    • Participate in group projects or units of study designed to learn about a topic of interest. (5.C.ECa)
    • With teacher assistance, recall factual information and share that information through drawing, dictation, or writing. (5.C.ECb)


Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations.

  • Demonstrate beginning understanding of numbers, number names, and numerals. (6.A)
    • Count with understanding and recognize “how many” in small sets up to 5. (6.A.ECa)
    • Use subitizing (the rapid and accurate judgment of how many items there are without counting) to identify the number of objects in sets of 4 or less. (6.A.ECb)
    • Understand and appropriately use informal or everyday terms that mean zero, such as “none” or “nothing”. (6.A.ECc)
    • Connect numbers to quantities they represent using physical models and informal representations. (6.A.ECd)
    • Differentiate numerals from letters and recognize some single-digit written numerals. (6.A.ECe)
    • Verbally recite numbers from 1 to 10. (6.A.ECf)
    • Be able to say the number after another in the series up to 9 when given a “running start,” as in “What comes after one, two, three, four…?”. (6.A.ECg)
  • Add and subtract to create new numbers and begin to construct sets. (6.B)
    • Recognize that numbers (or sets of objects) can be combined or separated to make 
another number. (6.B.ECa)
    • Show understanding of how to count out and construct sets of objects of a given 
number up to 5. (6.B.ECb)
    • Identify the new number created when small sets (up to 5) are combined or separated. (6.B.ECc)
    • Informally solve simple mathematical problems presented in a meaningful context. (6.B.ECd)
    • Fairly share a set of up to 10 items between two children. (6.B.ECe)
  • Begin to make reasonable estimates of numbers. (6.C)
    • Estimate number of objects in a small set. (6.C.ECa)
  • Compare quantities using appropriate vocabulary terms. (6.D)
    • Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice. (6.D.ECa)
    • Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”. (6.D.ECb)

Goal 7: Explore measurement of objects and quantities.

  • Measure objects and quantities using direct comparison methods and nonstandard units. (7.A)
    • Compare, order, and describe objects according to a single attribute. (7.A.ECa)
    • Use nonstandard units to measure attributes such as length and capacity. (7.A.ECb)
    • Use vocabulary that describes and compares length, height, weight, capacity, and size. (7.A.ECc)
    • Begin to construct a sense of time through participation in daily activities. (7.A.ECd)
  • Begin to make estimates of measurements. (7.B)
    • Practice estimating in everyday play and everyday measurement problems. (7.B.ECa)
  • Explore tools used for measurement. (7.C)
    • With teacher assistance, explore use of measuring tools that use standard units to measure objects and quantities that are meaningful to the child. (7.C.ECa)
    • Know that different attributes, such as length, weight, and time, are measured using different kinds of units, such as feet, pounds, and seconds. (7.C.ECb)

Goal 8: Identify and describe common attributes, patterns, and relationships in objects.

  • Explore objects and patterns. (8.A)
    • Sort, order, compare, and describe objects according to characteristics or attribute(s). (8.A.ECa)
    • Recognize, duplicate, extend, and create simple patterns in various formats. (8.A.ECb)
  • Describe and document patterns using symbols. (8.B)
    • With adult assistance, represent a simple repeating pattern by verbally describing it or by modeling it with objects or actions. (8.B.ECa)

Goal 9: Explore concepts of geometry and spatial relations.

  • Recognize, name, and match common shapes. (9.A)
    • Recognize and name common two- and three-dimensional shapes and describe some 
of their attributes (e.g., number of sides, straight or curved lines). (9.A.ECa)
    • Sort collections of two- and three-dimensional shapes by type (e.g., triangles, 
rectangles, circles, cubes, spheres, pyramids). (9.A.ECb)
    • Identify and name some of the faces (flat sides) of common three-dimensional shapes 
using two-dimensional shape names. (9.A.ECc)
    • Combine two-dimensional shapes to create new shapes. (9.A.ECd)
    • Think about/imagine how altering the spatial orientation of a shape will change how it looks (e.g., turning it upside down). (9.A.ECe)
  • Demonstrate an understanding of location and ordinal position, using appropriate vocabulary. (9.B)
    • Show understanding of location and ordinal position. (9.B.ECa)
    • Use appropriate vocabulary for identifying location and ordinal position. (9.B.ECb)

Goal 10: Begin to make predictions and collect data information.

  • Generate questions and processes for answering them. (10.A)
    • With teacher assistance, come up with meaningful questions that can be answered through gathering information. (10.A.ECa)
    • Gather data about themselves and their surroundings to answer meaningful questions. (10.A.ECb)
  • Organize and describe data and information. (10.B)
    • Organize, represent, and analyze information using concrete objects, pictures, and graphs, with teacher support. (10.B.ECa)
    • Make predictions about the outcome prior to collecting information, with teacher support and multiple experiences over time. (10.B.ECb)
  • Determine, describe, and apply the probabilities of events. (10.C)
    • Describe likelihood of events with appropriate vocabulary, such as “possible”, “impossible”, “always”, and “never”. (10.C.ECa)


Goal 11: Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.

  • Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions. (11.A)
    • Express wonder and curiosity about their world by asking questions, solving problems, and designing things. (11.A.ECa)
    • Develop and use models to represent their ideas, observations, and explanations through approaches such as drawing, building, or modeling with clay. (11.A.ECb)
    • Plan and carry out simple investigations. (11.A.ECc)
    • Collect, describe, compare, and record information from observations and investigations. (11.A.ECd)
    • Use mathematical and computational thinking. (11.A.ECe)
    • Make meaning from experience and information by describing, talking, and thinking about what happened during an investigation. (11.A.ECf)
    • Generate explanations and communicate ideas and/or conclusions about their investigations. (11.A.ECg)

Goal 12: Explore concepts and information about the physical, earth, and life sciences.

  • Understand that living things grow and change. (12.A)
    • Observe, investigate, describe, and categorize living things. (12.A.ECa)
    • Show an awareness of changes that occur in oneself and the environment. (12.A.ECb)
  • Understand that living things rely on the environment and/or others to live and grow. (12.B)
    • Describe and compare basic needs of living things. (12.B.ECa)
    • Show respect for living things. (12.B.ECb)
  • Explore the physical properties of objects. (12.C)
    • Identify, describe, and compare the physical properties of objects. (12.C.ECa)
    • Experiment with changes in matter when combined with other substances. (12.C.ECb)
  • Explore concepts of force and motion. (12.D)
    • Describe the effects of forces in nature. (12.D.ECa)
    • Explore the effect of force on objects in and outside the early childhood environment. (12.D.ECb)
  • Explore concepts and information related to the earth, including ways to take care of our planet. (12.E)
    • Observe and describe characteristics of earth, water, and air. (12.E.ECa)
    • Participate in discussions about simple ways to take care of the environment. (12.E.ECb)
  • Explore changes related to the weather and seasons. (12.F)
    • Observe and discuss changes in weather and seasons using common vocabulary. (12.F.ECa)

Goal 13: Understand important connections and understandings in science and engineering.

  • Understand rules to follow when investigating and exploring. (13.A)
    • Begin to understand basic safety practices one must follow when exploring and engaging in science and engineering investigations. (13.A.ECa)
  • Use tools and technology to assist with science and engineering investigations. (13.B)
    • Use nonstandard and standard scientific tools for investigation. (13.B.ECa)
    • Become familiar with technological tools that can aid in scientific inquiry. (13.B.ECb)

Social Studies

Goal 14: Understand some concepts related to citizenship.

  • Understand what it means to be a member of a group and community. (14.A)
    • Recognize the reasons for rules in the home and early childhood environment and for laws in the community. (14.A.ECa)
    • Contribute to the well-being of one’s early childhood environment, school, and community. (14.A.ECb)
  • Understand the structures and functions of the political systems of illinois, the United states, and other nations. (14.B)
    • No standards for preschool age
  • Understand ways groups make choices and decisions. (14.C)
    • Participate in voting as a way of making choices. (14.C.ECa)
  • Understand the role that individuals can play in a group or community. (14.D)
    • Develop an awareness of what it means to be a leader. (14.D.ECa)
    • Participate in a variety of roles in the early childhood environment. (14.D.ECb)
  • Understand United States foreign policy as it relates to other nations and international issues. (14.E)
    • No standards for preschool age
  • Understand the development of United states’ political ideas and traditions. (14.F)
    • No standards for preschool age

Goal 15: Explore economic systems and human interdependence.

  • Explore roles in the economic system and workforce. (15.A)
    • Describe some common jobs and what is needed to perform those jobs. (15.A.ECa)
    • Discuss why people work. (15.A.ECb)
  • Explore issues of limited resources in the early childhood environment and world. (15.B)
    • Understand that some resources and money are limited. (15.B.ECa)
  • Understand that scarcity necessitates choices by producers. (15.C)
    • No standards for preschool age
  • Explore concepts about trade as an exchange of goods or services. (15.D)
    • Begin to understand the use of trade or money to obtain goods and services. (15.D.ECa)
  • Understand the impact of government policies and decisions on production and consumption in the economy. (15.E)
    • No standards for preschool age

Goal 16: Develop an awareness of the self and his or her uniqueness and individuality.

  • Explore his or her self and personal history. (16.A)
    • Recall information about the immediate past. (16.A.ECa)
    • Develop a basic awareness of self as an individual. (16.A.ECb)
  • Understand the development of significant political events. (16.B)
    • No standards for preschool age
  • Understand the development of economic systems. (16.C)
    • No standards for preschool age
  • Understand Illinois, United States, and world social history. (16.D)
    • No standards for preschool age
  • Understand Illinois, United States, and world environmental history. (16.E)
    • No standards for preschool age

Goal 17: Explore geography, the child’s environment, and where people live, work, and play.

  • Explore environments and where people live. (17.A)
    • Locate objects and places in familiar environments. (17.A.ECa)
    • Express beginning geographic thinking. (17.A.ECb)
  • Analyze and explain characteristics and interactions of the earth’s physical systems.
    • No standards for preschool age
  • Understand relationships between geographic factors and society.
    • No standards for preschool age
  • Understand the historical significance of geography.
    • No standards for preschool age

Goal 18: Explore people and families.

  • Explore people, their similarities, and their differences. (18.A)
    • Recognize similarities and differences in people. (18.A.ECa)
  • Develop an awareness of self within the context of family. (18.B)
    • Understand that each of us belongs to a family and recognize that families vary. (18.B.ECa)
  • Understand how social systems form and develop over time. (18.C)
    • No standards for preschool age

Physical Development and Health

Goal 19: Acquire movement skills and understand concepts needed to explore the environment, support learning, and engage in health-enhancing physical activity.

  • Demonstrate physical competency and control of large and small muscles. (19.A)
    • Engage in active play using gross- and fine-motor skills.
    • Move with balance and control in a range of physical activities. (19.A.ECb)
    • Use strength and control to accomplish tasks.
    • Use eye-hand coordination to perform tasks.
    • Use writing and drawing tools with some control. (19.A.ECe)
  • Demonstrate awareness and coordination of body movements. (19.B)
    • Coordinate movements to perform complex tasks.
    • Demonstrate body awareness when moving in different spaces.
    • Combine large motor movements with and without the use of equipment. (19.B.ECc)
  • Demonstrate knowledge of rules and safety during activity. (19.C)
    • Follow simple safety rules while participating in activities. (19.C.ECa)

Goal 20: Develop habits for lifelong fitness.

  • Achieve and maintain a health-enhancing level of physical fitness. (20.A)
    • Participate in activities to enhance physical fitness. (20.A.ECa)
    • Exhibit increased levels of physical activity. (20.A.ECb)
  • Assess individual fitness levels.
    • No standards for preschool age
  • Set goals based on fitness data and develop, implement, and monitor an individual fitness improvement plan.
    • No standards for preschool age

Goal 21: Develop team-building skills by working with others through physical activity.

  • Demonstrate individual responsibility during group physical activities. (21.A.ECa)
    • Follow rules and procedures when participating in group physical activities. (21.A.ECa)
    • Follow directions, with occasional adult reminders, during group activities. (21.A.ECb)
  • Demonstrate cooperative skills during structured group physical activity. (21.B)
    • Demonstrate ability to cooperate with others during group physical activities. (21.B.ECa)

Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury.

  • Explain the basic principles of health promotion, illness prevention, treatment, and safety. (22.A)
    • Identify simple practices that promote healthy living and prevent illness. (22.A.ECa)
    • Demonstrate personal care and hygiene skills, with adult reminders. (22.A.ECb)
    • Identify and follow basic safety rules. (22.A.ECc)
  • Describe and explain the factors that influence health among individuals, groups, and communities. (22.B)
    • No standards for preschool age
  • Explain how the environment can affect health.
    • No standards for preschool age

Goal 23: Understand human body systems and factors that influence growth and development.

  • Describe and explain the structure and functions of the human body systems and how they interrelate. (23.A)
    • Identify body parts and their functions. (23.A.ECa)
  • Identify ways to keep the body healthy. (23.B)
    • Identify examples of healthy habits. (23.B.ECa)
    • Identify healthy and nonhealthy foods and explain the effect of these foods on the body. (23.B.ECb)
  • Describe factors that affect growth and development. (23.C)
    • No standards for preschool age

Goal 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

  • Demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict. (24.A)
    • No standards for preschool age
  • Apply decision-making skills related to the protection and promotion of individual health. (24.B)
    • No standards for preschool age
  • Demonstrate skills essential to enhancing health and avoiding dangerous situations. (24.C)
    • Participate in activities to learn to avoid dangerous situations. (24.C.ECa)

The Arts

Goal 25: Gain exposure to and explore the arts.

  • Investigate, begin to appreciate, and participate in the arts. (25.A)
    • Movement and dance: build awareness of, explore, and participate in dance and creative movement activities. (25.A.ECa)
    • Drama: begin to appreciate and participate in dramatic activities. (25.A.ECb)
Music: begin to appreciate and participate in music activities.
    • Visual arts: investigate and participate in activities using visual arts materials. (25.A.ECc)
  • Display an awareness of some distinct characteristics of the arts. (25.B)
    • Describe or respond to their creative work or the creative work of others. (25.B.ECa)

Goal 26: Understand that the arts can be used to communicate ideas and emotions.

  • Understand processes, traditional tools, and modern technologies used in the arts. (26.A)
    • No standards for preschool age
  • Understand ways to express meaning through the arts. (26.B)
    • Use creative arts as an avenue for self-expression. (26.B.ECa)

Goal 27: Understand the role of the arts in civilizations, past and present.

  • Analyze how the arts function in history, society, and everyday life. (27.A)
    • No standards for preschool age
  • Understand how the arts shape and reflect history, society, and everyday life. (27.B)
    • No standards for preschool age

English Language Learner Home Language Development

Goal 28: Use the home language to communicate within and beyond the classroom.

  • Use the home language at age-appropriate levels for a variety of social and academic purposes. (28.A)
    • May demonstrate progress and mastery of benchmarks through home language. (28.A.ECa)
    • Use home language in family, community, and early childhood settings. (28.A.ECb)
    • Develop an awareness of the different contextual and cultural features in the early childhood and community settings the child participates in. (28.A.ECc)

Goal 29: Use the home language to make connections and reinforce knowledge and skills across academic and social areas.

  • Use the home language to attain benchmarks across all the learning areas and to build upon and develop transferable language and literacy skills. (29.A)
    • Use home cultural and linguistic knowledge to express current understandings and construct new concepts. (29.A.ECa)
    • With adult support, begin to bridge home language and English to demonstrate progress in meeting IELDS. (29.A.ECb)
    • Exhibit foundational literacy skills in home language to foster transfer to English. (29.A.ECc)

Social/Emotional Development

Goal 30: Develop self-management skills to achieve school and life success and develop positive relationships with others.

  • Identify and manage one’s emotions and behavior. (30.A)
    • Recognize and label basic emotions.
    • Use appropriate communication skills when expressing needs, wants, and feelings. (30.A.ECb)
    • Express feelings that are appropriate to the situation.
    • Begin to understand and follow rules.
    • Use materials with purpose, safety, and respect.
    • Begin to understand the consequences of his or her behavior. (30.A.ECf)
  • Recognize own uniqueness and personal qualities. (30.B)
    • Describe self using several basic characteristics. (30.B.ECa)
  • Demonstrate skills related to successful personal and school outcomes. (30.C)
    • Exhibit eagerness and curiosity as a learner.
    • Demonstrate persistence and creativity in seeking solutions to problems. (30.C.ECb)
    • Show some initiative, self-direction, and independence in actions. (30.C.ECc)
    • Demonstrate engagement and sustained attention in activities. (30.C.ECd)

Goal 31: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

  • Develop positive relationships with peers and adults. (31.A)
    • Show empathy, sympathy, and caring for others. (31.A.ECa)
    • Recognize the feelings and perspectives of others. (31.A.ECb)
    • Interact easily with familiar adults.
    • Demonstrate attachment to familiar adults. (31.A.ECd)
    • Develop positive relationships with peers. (31.A.ECe)
  • Use communication and social skills to interact effectively with others. (31.B)
    • Interact verbally and nonverbally with other children. (31.B.ECa)
    • Engage in cooperative group play. (31.B.ECb)
    • Use socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns. (31.B.ECc)
  • Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. (31.C)
    • Begin to share materials and experiences and take turns.
    • Solve simple conflicts with peers with independence, using gestures or words. (31.C.ECb)
    • Seek adult help when needed to resolve conflict. (31.C.ECc)

Goal 32: Demonstrate decision-making skills and behaviors in personal, school, and community contexts.

  • Begin to consider ethical, safety, and societal factors in making decisions. (32.A)
    • Participate in discussions about why rules exist. (32.A.ECa)
    • Follow rules and make good choices about behavior. (32.A.ECb)
  • Apply decision-making skills to deal responsibly with daily academic and social situations. (32.B)
    • Participate in discussions about finding alternative solutions to problems. (32.B.ECa)
  • Contribute to the well-being of one’s school and community. (32.C)
    • Refer to Social Studies, Standard 14.A