Step 1: Click on a domain to open. The measures in that domain will appear underneath.
Step 2: Click on measures to open them. The corresponding infant/toddler and preschool foundation strands will appear.
Step 3: Click on the strand to open the foundations. The infant/toddler foundations are shown at three points of development; the preschool foundations are shown at the two typical ages at the end of each preschool year.
Step 4: Locate the foundation that most aligns with the child's current level of mastery on the measure you selected.
Print the page or save to PDF by clicking the print button (top right corner). If your browser has not set the print layout to landscape, please do so for the best print format.
The Desired Results Developmental Profile (DRDP) and individual child reports (available at DRAccessReports.org) describe children's progress towards the California Early Learning Foundations, or state standards, on what all young children should know and be able to do. This tool links the DRDP domains and measures to the applicable foundations. When used together, the reports of DRDP results and the Foundations can inform:
Present levels of development and learning
Annual goal and outcome development
Short term learning targets (what to teach next)
Families of their child's progress in the curriculum
Administrators can provide staff development to show how the DRDP and the Early Learning Foundations align, with the goal of improving outcomes for children with IEPs and IFSPs.
Ways to use this tool
Link to levels of development and learning
The Child Report, an illustration of a child's DRDP results at the domain and measure level, helps you identify areas of strength and those needing support. Plan for learning and development by:
Producing a Child Report, available at DR Access Reports, to identify the measure or measures (specific skills) you wish to target for instruction or intervention.
Using the developmental sequences of the DRDP measures to help plan progress towards that next step.
Using the Linking Tool to align the measures of focus to the Foundations you will work towards.
Link to curriculum and instruction
The Foundations, like a road map, lay out what all children should know and be able to do. All children are on this road, starting at various places, moving at their own pace, and headed in the same direction in development and learning.
Working together, general education and special education teachers can determine modifications to the curriculum to increase the child's access, participation, and engagement. The Foundations inform curriculum and can provide an early learning standard for IFSP/IEP outcomes development. The Preschool Curriculum Frameworks provide many resources and examples of developmentally appropriate curriculum ideas.
Link to IFSP outcomes/IEP goals
To identify current Foundations a child has met for IEP/IFSPs, link the skills (measures) on the DRDP to the Foundations by the age that closest matches the child's level of mastery on the measure. You can also identify the next level of the Foundations to work toward.
Once the foundations and instructional goals are identified:
Break long term goals into short term learning targets.
Embed instruction into everyday routines, activities, and transitions.
You can share with families how children are making progress towards the early learning foundations by linking children's current level of mastery on DRDP measures to the corresponding foundations.
Children use simple behaviors to comfort themselves and begin to communicate the need for
help to alleviate discomfort or distress.
Children demonstrate a variety of responses to comfort themselves and actively avoid or
ignore situations that cause discomfort. Children can also communicate needs and wants
through the use of a few words and gestures.
Children anticipate the need for comfort and try to prepare themselves for changes in
routine. Children have many self-comforting behaviors to choose from, depending on the
situation, and can communicate specific needs and wants.
ATL-REG 3: Imitation
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children have learned what to expect from familiar people, understand what to do to get
another's attention, engage in back-and-forth interactions with others, and imitate the simple
actions or facial expressions of others.
Children know how to get the infant care teacher to respond in a specific way through
gestures, vocalizations, and shared attention; use another's emotional expressions to guide
their own responses to unfamiliar events; and learn more complex behavior through imitations.
Children also engage in more complex social interactions and have developed expectations for a
greater number of familiar people.
Children can talk about their own wants and feelings and those of other people, describe
familiar routines, participate in coordinated episodes of pretend play with peers, and
interact with adults in more complex ways.
Children understand that they are able to make things happen.
Children experiment with different ways of making things happen, persist in trying to do
things even when faced with difficulty, and show a sense of satisfactions with what they can
do.
Children show an understanding of their own abilities and may refer to those abilities
when describing themselves.
Children use simple behaviors to comfort themselves and begin to communicate the need
for
help to alleviate discomfort or distress.
Children demonstrate a variety of responses to comfort themselves and actively avoid or
ignore situations that cause discomfort. Children can also communicate needs and wants
through the use of a few words and gestures.
Children anticipate the need for comfort and try to prepare themselves for changes in
routine. Children have many self-comforting behaviors to choose from, depending on the
situation, and can communicate specific needs and wants.
Seek assistance in resolving peer conflict, especially when disagreements have escalated
into physical aggression.
Negotiate with each other, seeking adult assistance when needed, and increasingly use
words to respond to conflict. Disagreements may be expressed with verbal taunting in
addition to physical aggression.
Strive to cooperate with group expectations to maintain adult approval and get along with
others. Self-control is inconsistent, however, especially when children are frustrated or
upset.
Exhibit responsible conduct more reliably as children develop self-esteem (and adult
approval) from being responsible group members. May also manage others' behavior to ensure
that others also fit in with group expectations.
Respond to the feelings and needs of others with simple forms of assistance, sharing, and
turn-taking. Understand the importance of rules that protect fairness and maintain order.
Pay attention to others' feelings, more likely to provide assistance, and try to
coordinate personal desires with those of other children in mutually satisfactory ways.
Actively support rules that protect fairness to others.
Can use simple bargaining strategies and seek adult assistance when in conflict with other
children or adults, although frustration, distress, or aggression may also occurs.
More capable of negotiating, compromising, and finding cooperative means of resolving
conflict with peers or adults, although verbal aggression may also result.
Describe their physical characteristics, behavior, and abilities positively.
Compare their characteristics with those of others and display growing awareness of their
psychological characteristics, such as thoughts and feelings.
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children show clear awareness of being a separate person and of being connected with other
people. Children identify others as both distinct from and connected to themselves.
Children demonstrate awareness of their characteristics and express themselves as distinct
persons with thoughts and feelings. Children also demonstrate expectations of others'
behaviors, responses, and characteristics on the basis of previous experiences with them.
Children identify their feelings, needs, and interest, and identify themselves and others
as members of one or more groups by referring to categories.
Respond to the feelings and needs of others with simple forms of assistance, sharing, and
turn-taking. Understand the importance of rules that protect fairness and maintain order.
Pay attention to others' feelings, more likely to provide assistance, and try to
coordinate personal desires with those of other children in mutually satisfactory ways.
Actively support rules that protect fairness to others.
Seek to understand people's feelings and behavior, notice diversity in human
characteristics, and are interested in how people are similar and different.
Begin to comprehend the mental and psychological reasons people act as they do and how
they contribute to differences between people.
Children express a variety of primary emotions such as contentment, distress, joy,
sadness, interest, surprise, disgust, anger, and fear.
Children express emotions in a clear and intentional way, and begin to express some
complex emotions, such as pride.
Children express complex, self-conscious emotions such as pride, embarrassment, shame, and
guilt. Children demonstrate awareness of their feelings by using words to describe feelings
to others or acting them out in pretend play.
Children demonstrate awareness of others' feelings by reacting to their emotional
expressions.
Children change their behavior in response to the feelings of others even though their
actions may not always make the other person feel better. Children show an increased
understanding of the reason for another's distress and may become distressed by the other's
distress.
Children understand that other people have feelings that are different from their own and
can sometimes respond to another's distress in a way that might make that person feel
better.
Children have learned what to expect from familiar people, understand what to do to get
another's attention, engage in back-and-forth interactions with others, and imitate the
simple actions or facial expressions of others.
Children know how to get the infant care teacher to respond in a specific way through
gestures, vocalizations, and shared attentions; use another's emotional expressions to guide
their own responses to unfamiliar events; and learn more complex behavior through imitation.
Children also engage in more complex social interactions and have developed expectations for
a greater number of familiar people.
Children can talk about their own wants and feelings and those of other people, describe
familiar routines, participate in coordinated episodes of pretend play with peers, and
interact with adults in more complex ways.
SED 3: Relationships and Social Interactions with Familiar Adults
Interact comfortably with many peers and adults; actively contribute to creating and
maintaining relationships with a few significant adults and peers.
Understand the mutual responsibilities of relationships; take initiative in developing
relationships that are mutual, cooperative, and exclusive.
Identify as members of a group, participate willingly in group activities, and begin to
understand and accept responsibility as group members, although assistance is required in
coordinating personal interests with those of others.
Become involved as responsible participants in group activities, with growing
understanding of the importance of considering others' opinions, group decision making, and
respect for majority rules and the views of group members who disagree with the majority.
Strive to cooperate with group expectations to maintain adult approval and get along with
ithers. Self-control is inconsistent, however, especially when children are frustrated or
upset.
Exhibit responsible conduct more reliably as children develop self-esteem (and adult
approval) from being responsible group members. May also manage others' behavior to ensure
that others also fit in with group expectations.
Respond to the feelings and needs of others with simple forms of assistance, sharing, and
turn-taking. Understand the importance of rules that protect fairness and maintain order.
Pay attention to others' feelings, more likely to provide assistance, and try to
coordinate personal desires with those of other children in mutually satisfactory ways.
Actively support rules that protect fairness to others.
Seek to understand people's feelings and behavior, notice diversity in human
characteristics, and are interested in how people are similar and different.
Begin to comprehend the mental and psychological reasons people act as they do and how
they contribute to differences between people.
Children purposefully engage in reciprocal interactions and try to influence the behavior
of others. Children may be both interest in and cautious of unfamiliar adults.
Children may participate in routines and games that involve complex back-and-forth
interaction and may follow the gaze of the infant care teacher to an object or person.
Children may also check with a familiar infant care teacher when uncertain about something
or someone.
Children interact with adults to solve problems or communicate about experiences or ideas.
Children seek a special relationship with one (or a few) familiar adult(s) by initiating
interactions and seeking proximity, especially when distressed.
Children feel secure exploring the environment in the presence of important adults with
whom they have developed a relationship over an extended period of time. When distressed,
children seem to be physically close to these adults.
When exploring the environment, from time-to-time children reconnect, in a variety of
ways, with the adult(s) with whom they have developed a special relationship: shared
feelings; or conversations about feelings, shared activities, or plans. When distressed,
children may still seek to be physically close to these adults.
Children have learned what to expect from familiar people, understand what to do to get
another's attention, engage in back-and-forth interactions with others, and imitate the
simple actions or facial expressions.
Children know how to get the infant care teacher to respond in a specific way through
gestures, vocalizations, and shared attention; use another's emotional expressions to guide
their own responses to unfamiliar events; and learn more complex behavior through imitation.
Children also engage in more complex social interactions and have developed expectations for
a greater number of familiar people.
Children can talk about their own wants and feelings and those of other people, describe
familiar routines, participate in coordinated episodes of pretend play with peers, and
interact with adults in more complex ways.
SED 4: Relationships and Social Interactions with Peers
Interact comfortably with many peers and adults; actively contribute to creating and
maintaining relationships with a few significant adults and peers.
Understand the mutual responsibilities of relationships; take initiative in developing
relationships that are mutual, cooperative, and exclusive.
Identify as members of a group, participate willingly in group activities, and begin to
understand and accept responsibility as group members, although assistance is required in
coordinating personal interests with those of others.
Become involved as responsible participants in group activities, with growing
understanding of the importance of considering others' opinions, group decision making, and
respect for majority rules and the views of group members who disagree with the majority.
Strive to cooperate with group expectations to maintain adult approval and get along with
others. Self-control is inconsistent, however, especially when children are frustrated or
upset.
Exhibit responsible conduct more reliably as children develop self-esteem (and adult
approval) from being responsible group members. May also manage others' behavior to ensure
that others also fit in with group expectations.
Respond to the feelings and needs of others with simple forms of assistance, sharing, and
turn-taking. Understand the importance of rules that protect fairness and maintain order.
Pay attention to others' feelings, more likely to provide assistance, and try to
coordinate personal desires with those of other children in mutually satisfactory ways.
Actively support rules that protect fairness to others.
Can use simple bargaining strategies and seek adult assistance when in conflict with other
children or adults, although frustration, distress, or aggression also occurs.
More capable of negotiating, compromising, and finding cooperative means of resolving
conflict with peers or adults, although verbal aggression may also result.
Seek to understand people's feelings and how behavior, notice diversity in human
characteristics, and are interested in how people are similar and different.
Begin to comprehend the mental and psychological reasons people act as they do and how
they contribute to differences between people.
Seek assistance in resolving peer conflict, especially when disagreements have escalated
into physical aggression.
Negotiate with each other, seeking adult assistance when needed, and increasingly use
words to respond to conflict. Disagreements may be expressed with verbal taunting in
addition to physical aggression.
Children show interest in familiar and unfamiliar peers. Children may stare at another
child, explore another child's face and body, and respond to siblings and older peers.
Children engage in simple back-and-forth interactions with peers for short periods of
time.
Children engage in simple cooperative play with peers.
Children show interest in familiar and unfamiliar children.
Children prefer to interact with one or two familiar children in the group and usually
engage in the same kind of back-and-forth play.
Children have developed friendships with a small number of children in the group and
engage in more complex play with those friends than with other peers.
Children have learned what to expect from familiar people, understand what to do to get
another's attention, engage in back-and-forth interactions with others, and imitate the
simple actions or facial expressions.
Children know how to get the infant care teacher to respond in a specific way through
gestures, vocalizations, and shared attention; use another's emotional expressions to guide
their own responses to unfamiliar events; and learn more complex behavior through imitation.
Children also engage in more complex social interactions and have developed expectations for
a greater number of familiar people.
Children can talk about their own wants and feelings and those of other people, describe
familiar routines, participate in coordinated episodes of pretend play with peers, and
interact with adults in more complex ways.
Children become familiar with objects and actions through active exploration. Children
also build knowledge of people, action, objects, and ideas through observation.
Children use one object to represent another object and engage in one or two simple
actions of pretend play.
Children engage in make-believe play involving several sequenced steps, assigned roles,
and an overall plan and sometimes pretend by imagining an object without needing the
concrete object present.
Understand and use accepted words for objects, actions, and attributes encountered
frequently in both real and symbolic contexts.
Understand and use an increasing variety and specificity of accepted words for objects,
actions, and attributes encountered in both real and symbolic contexts.
Understand and use increasingly complex and longer sentences, including sentences that
combine two phases or two to three concepts to communicate ideas.
Understand and use increasingly complex and longer sentences, including sentences that
combine two to three phrases or three to four concepts to communicate ideas.
Understand and typically use age-appropriate grammar, including accepted word forms, such
as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns,
and possessives.
Understand and typically use age-appropriate grammar, including accepted word forms, such
as subject-verb agreement, progressive tense, regular and irregular past tense, regular and
irregular plurals, pronouns, and possessives.
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children participate in back-and-forth communicate and games.
Children use conventional gestures and words to communicate meaning in short
back-and-forth interactions and use the basic rules of conversational turn-taking when
communicating.
Children engage in back-and-forth conversations that contain a number of turns, with each
turn building upon what was said in the previous turn.
LLD 3: Communication and Use of Language (Expressive)
Understand and use accepted words for objects, actions, and attributes encountered
frequently in both real and symbolic contexts.
Understand and use an increasing variety and specificity of accepted words for objects,
actions, and attributes encountered in both real and symbolic contexts.
Understand and use increasingly complex and longer sentences, including sentences that
combine two phases or two to three concepts to communicate ideas.
Understand and use increasingly complex and longer sentences, including sentences that
combine two to three phrases or three to four concepts to communicate ideas.
Understand and typically use age-appropriate grammar, including accepted word forms, such
as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns,
and possessives.
Understand and typically use age-appropriate grammar, including accepted word forms, such
as subject-verb agreement, progressive tense, regular and irregular past tense, regular and
irregular plurals, pronouns, and possessives.
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children experiment with sounds, practice making sounds, and use sounds or gestures to
communicate need, wants, or interests.
Children say a few words and use conventional gestures to tell others about their needs,
wants, and interests.
Children communicate in a way that is understandable to most adults who speak the same
language they do. Children combine words into simple sentences and demonstrate the ability
to follow some grammatical rules of the home language.
Use language to communicate with others in familiar social situations for a variety of
basic purposes, including describing, requesting, commenting, acknowledging, greeting, and
rejecting.
Use language to communicate with others in both familiar and unfamiliar social situations
for a variety of basic and advanced purposes, including reasoning, predicting, problem
solving, and seeking new information.
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children participate in back-and-forth communication and games.
Children use conventional gestures and words to communicate meaning in short
back-and-forth interactions and use the basic rules of conversational turn-taking when
communicating.
Children engage back-and-forth conversations that contain a number of turns, with each
turn building upon what was said in the previous turn.
Children explore books and show interest in adult-initiated literacy activities, such as
looking at photos and exploring books together with an adult.
Children listen to the adult and participate while being read to by pointing, turning
pages, or making one- or two – word comments. Children actively notice print in the
environment.
Children show appreciation for books and initiate literacy activities: listening, asking
questions, or making comments while being read to; looking at books on their own; or making
scribble marks on paper and pretending to read what is written.
Demonstrate knowledge of main characters or events in a familiar story (e.g., who, what,
where) through answering questions (e.g., recall and simple inferencing), retelling,
reenacting, or creating artwork.
Demonstrate knowledge of details in a familiar story, including characters, events, and
ordering of events through answering questions (particularly summarizing, predicting, and
inferencing), retelling, reenacting, or creating artwork.
Children move their bodies, explore the size and shape of objects, and observe people and
objects as they move through space.
Children use trial and error to discover how things move and fit in space.
Children can predict how things will fit and move in space without having to try out every
possible solution and show understanding of words used to describe size and locations in
space.
Sort and classify objects by one attribute into two or more groups, with increasing
accuracy.
Sort and classify objects by one or more attributes, into two or more groups, with
increasing accuracy (e.g., may sort first by one attribute and then by another attribute).
Children distinguish between familiar and unfamiliar people, places, and objects, and
explore the differences between them.
Children show awareness when objects are in some way connected to each other, match two
objects that are the same, and separate a pile of objects into two groups based on one
attribute.
Children group objects into multiple piles based on one attribute at a time, put things
that are similar but not identical into one group, and may label each grouping, even though
sometimes these labels are overgeneralized.
Demonstrate awareness that objects can be compared by length, weight, or capacity, by
noting gross differences, using words such as bigger, longer, heavier, or taller, or by
placing objects side by side to compare length.
Compare two objects by length, weight, or capacity directly (e.g., putting objects side by
side) or indirectly (e.g., using a third object).
Demonstrate awareness that objects and materials can change; explore and describe changes
in objects and materials (rearrangement of parts; changes in color, shape, texture,
temperature).
Demonstrate an increased awareness that objects and materials can change in various ways.
Explore and describe in greater detail changes in objects and materials (rearrangement of
parts; changes in color, shape, texture, form, and temperature).
Observe and describe the motion of objects (in terms of speed, direction, the ways things
move), and explore the effect of own actions (e.g., pushing, pulling, rolling, dropping) on
making objects move.
Demonstrate an increased ability to observe and describe in greater detail the motion of
objects (in terms of speed, direction, the ways things move), and to explore the effect of
own actions on the motion of objects, including changes in speed and direction.
Children perform simple actions to make things happen, notice the relationships between
events, and notice the effects of others on the immediate environment.
Children combine simple actions to cause things to happen or change the way they interact
with objects and people in order to see how it changes the outcome.
Children demonstrate an understanding of cause and effect by making predictions about what
could happen and reflect upon what caused something to happen.
Children use simple actions to try to solve problems involving objects, their bodies, or
other people.
Children use a number of ways to solve problems: physically trying out possible solutions
before finding one that works; using objects as tools; watching someone else solve the
problem and then applying the same solution; or gesturing or vocalizing to someone else for
help.
Children solve some problems without having to physically try out every possible solution
and may ask for help when needed.
COG 9: Inquiry Through Observation and Investigation
Begin to identify and use, with adult support, some observation and measurement tools.
Identify and use a greater variety of observation and measurement tools. May spontaneously
use an appropriate tool, though may still need adult support.
Make predictions and check them, with adult support, through concrete experiences.
Demonstrate an increased ability to make predictions and check hem (e.g., may make more
complex predictions, offer ways to test predictions, and discuss why predictions were
correct or incorrect).
Observe, investigate, and identify the characteristics and physical properties of objects
and of solid and nonsolid materials (size, weight, shape, color, texture, and sound).
Demonstrate increased ability to observe, investigate, and describe in greater detail the
characteristics and physical properties of objects and of solid and nonsolid materials
(size, weight, shape, color, texture, and sound).
Demonstrate awareness that objects and materials can change; explore and describe changes
in objects and materials (rearrangement of parts; change in color, shape, texture,
temperature).
Demonstrate an increased awareness that objects and materials can change in various ways.
Explore and describe in greater detail changes in objects and materials (rearrangement of
parts; change in color, shape, texture, form, and temperature).
Observe and describe the motion of objects (in terms of speed, direction, the ways things
move), and explore the effect of own actions (e.g., pushing, pulling, rolling, dropping) on
making objects move.
Demonstrate an increased ability to observe and describe in greater detail the motion of
objects (in terms of speed, direction, the ways things move), and to explore the effect of
own actions on the motion of objects, including changes in speed and direction.
Investigate characteristics (size, weight, shape, color, texture) of earth materials such
as sand, rocks, soil, water, and air.
Demonstrate increased ability to investigate and compare characteristics (size, weight,
shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
Observe and describe natural objects in the sky (sun, moon, stars, clouds) and how they
appear to move and change.
Demonstrate an increased ability to observe and describe natural objects in the sky and to
notice patterns of movement and apparent changes in the sun and the moon.
California Infant/Toddler Learning & Development Foundations (I/T LDF)
Children use simple actions to try to solve problems involving objects, their bodies, or
other people.
Children use a number of ways to solve problems: physically trying out possible solutions
before finding one that works; using objects as tools; watching someone else solve the
problem and then applying the same solution; or gesturing or vocalizing to someone else for
help.
Children solve some problems without having to physically try out every possible solution
and may ask for help when needed.
Children perform simple actions to make things happen, notice the relationships between
events, and notice the effects of others on the immediate environment.
Children combine simple actions to cause things to happen or change the way they interact
with objects and people in order to see how it changes the outcome.
Children demonstrate an understanding of cause and effect by making predictions about what
could happen and reflect upon what caused something to happen.
COG 10: Documentation and Communication of Inquiry
Record observations or findings in various ways, with adult assistance, including
pictures, words (dictated to adults), charts, journals, models, and photos.
Record information more regularly and in greater detail in various ways, with adult
assistance, including pictures, words (dictated to adults), charts, journals, models,
photos, or by tallying and graphing information.
Observe, investigate, and identify the characteristics and physical properties of objects
and of solid and nonsolid materials (size, weight, shape, color, texture, and sound).
Demonstrate increased ability to observe, investigate, and describe in greater detail the
characteristics and physical properties of objects and of solid and nonsolid materials and
compare characteristics (size, weight, shape, color, texture, and sound).
Observe and describe the motion of objects (in terms of speed, direction, the ways things
move), and explore the effect of own actions (e.g., pushing, pulling, rolling, dropping) on
making objects move.
Demonstrate an increased ability to observe and describe in greater detail the motion of
objects (in terms of speed, direction, the ways things move), and to explore the effect of
own actions on the motion of objects, including changes in speed and direction.
Identify the habitats of people and familiar animals and plants in the environment and
begin to realize that living things have habitats in different environments.
Recognize that living things have habitats in different environments suited to their
unique needs.
Indicate knowledge of the difference between animate objects (animals, people) and
inanimate objects to initiate movement and to have different insides than inanimate objects.
Indicate knowledge of the difference between animate and inanimate objects, providing
greater detail, and recognize that only animals and plants undergo biological processes such
as growth, illness, healing, and dying.
Observe and explore growth and changes in humans, animals, and plants and demonstrate an
understanding that living things change over time in size and in other capacities as they
grow.
Observe and explore growth in humans, animals, and plants and demonstrate an increased
understanding that living things change as they grow and go through transformations related
to the life cycle (for example, from caterpillar to butterfly).
Investigate characteristics (size, weight, shape, color, texture) of earth materials such
as sand, rocks, soil, water, and air.
Demonstrate increased ability to investigate and compare characteristics (size, weight,
shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
Observe and describe natural objects in the sky (sun, moon, stars, clouds) and how they
appear to move and change.
Demonstrate an increased ability to observe and describe natural objects in the sky and to
notice patterns of movement and apparent changes in the sun and the moon.
Children distinguish between familiar and unfamiliar people, places, and objects, and
explore the differences between them.
Children show awareness when objects are in some way connected to each other, match two
objects that are the same, and separate a pile of objects into two groups based on one
attribute.
Children group objects into multiple piles based on one attribute at a time, put things that
are similar but not identical into one group, and may label each grouping, even though
sometimes these labels are overgeneralized.
Children perform simple actions to make things happen, notice the relationships between
events, and notice the effects of others on the immediate environment.
Children combine simple actions to cause things to happen or change the way they interact
with objects and people in order to see how it changes the outcome.
Children demonstrate an understanding of cause and effect by making predictions about what
could happen and reflect upon what caused something to happen.
PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts
Begin to show gross motor manipulative skills by using arms, hands, and feet, such as
rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing
overhand, and kicking.
Show gross motor manipulative skills by using arms, hands, and feet with increased
coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching,
striking, throwing overhand, and kicking.
Children easily reach for and grasp things and use eyes and hands to explore objects
actively.
Children are able to hold small objects in one hand and sometimes use both hands together
to manipulate objects.
Children coordinate the fine movements of the fingers, wrists, and hands to skillfully
manipulate a wide range of objects and materials in intricate ways. Children often use one
hand to stabilize an object while manipulating it.
Children seek a special relationship with one (or a few) familiar adult(s) by initiating
interactions and seeking proximity, especially when distressed.
Children feel secure exploring the environment in the presence of important adults with
whom they have developed a relationship over an extended period of time. When distresses,
children seek to be physically close to these adults.
When exploring the environment, from time to time children reconnect, in a variety of
ways, with the adult(s) with whom they have developed a special relationship: through eye
contact; facial expressions; shared feelings; or conversations about feelings, shared
activities, or plans. When distresses, children may still seek to be physically close to
these adults.
Practice health habits that prevent infectious diseases and infestations (such as lice)
when appropriate, with adult support, instruction, and modeling.
Begin to independently practice health habits that prevent infectious disease and
infestations (such as lice) when appropriate, with less adult support, instruction, and
modeling.
Children easily reach for and grasp things and use eyes and hands to explore objects
actively.'
Children are able to hold small objects in one hand and sometimes use both hands together
to manipulate objects.
Children coordinate the fine movements of the fingers, wrists, and hands to skillfully
manipulate a wide range of objects and materials in intricate ways. Children often use one
hand to stabilize an object while manipulating it.
Demonstrate a beginning understanding that eating a variety of food helps the body grow
and be healthy and choose from a variety of foods at mealtimes.
Demonstrate greater understanding that eating a variety of food helps the body grow and be
healthy and choose from a greater variety of foods at mealtime.
This resource displays the alignment of the measures of the Desired Results Developmental Profile with the California Early Learning Foundations. The content is based on the Correspondence to California Foundations documents developed by the WestEd Center for Child and Family Studies and funded by the California Department of Education, Early Education Division (CDE EED), found at DRDP (2015) Aligned to the California Foundations.