Early Learning and Development Standards

Fun Family Activity Cards

Fun Family Activity Cards give parents information and enjoyable ways to support the development and learning of young children at home. The activities are meant to help your child develop skills that are important for future learning and will further support a Standards-based education children may receive in early care and education settings.

• RIELDS Fun Family Activity Cards [PDF, 5.4MB]
• RIELDS Fun Family Activity Cards (Spanish) [PDF, 5.5MB]

Fun Family Activity Card Training

The training series titled Fun Family Activities is based on the knowledge that parents have a critical role in supporting children’s learning and development and preparing children for later school success. The content of the training builds upon information published within the Fun Family Activity cards and incorporated the latest research and best practice in both early childhood development and parenting. 

At the start of the training, each participant receives a packet of Fun Family Activity Cards and a treasure box to hold their initial set of activity cards. During subsequent sessions, participants focus on the nine domains addressed in the RI Early Learning and Development Standards. They learn about each domain, review relevant research that impacts their role as parents, and experience fun and creative ways to support their child’s learning in each area through home and community activities. 

The trainings are built on the premise that children learn best through play and as a result the trainings are very interactive, hands on and play-based. Thus, participants engage in a variety of activities utilizing materials and resources that are low cost and accessible. Participants are then encouraged to replicate the activities with their own child when they return home. Participants also spend time individualizing their treasure boxes by creating additional activity cards that represent their own child’s development, interests, and learning styles and reflect each family’s unique culture. As a result of participation in this training, families will:

• discover new, enjoyable, and creative ways to support their child’s growth and development,
• learn specific ways to support their child in the nine areas of learning addressed in the RI Early Learning Standards,
• create individualized Family Treasure Boxes with activities that reflect each family’s unique culture and values,
• strengthen connections with community organization and public institutions such as the public schools, libraries, parks and recreation facilities and more, and
• commit to ongoing involvement in their child’s education.

About the Training

At the start of the training, each participant receives a packet of Fun Family Activities and a treasure box to hold their initial set of activity cards. During subsequent sessions, participants focus on the eight domains addressed in the RI Early Learning Standards. They learn about each domain, review relevant research that impacts their role as parents, and experience fun and creative ways to support their child’s learning in each area through home and community activities.

Participants engage in a variety of activities utilizing materials and resources that are low cost and accessible. Participants are then encouraged to replicate the activities with their own child when they return home.

Participants then spend time individualizing their treasure boxes by creating additional activity cards that represent their own child’s development, interests, and learning styles and reflect each family’s unique culture.

About Fun Family Facilitators

The Fun Family Activities trainings are led by well-qualified facilitation teams whose members hold the following credentials:

• Expert knowledge in early childhood development
• Knowledge and experience in the areas of family engagement and parent training
• Experience facilitating a group process
• Knowledge of the Rhode Island Early Learning and Development Standards through participation in Early Learning and Development Standards professional development plus experience applying the Standards to early childhood and parenting practice
• Experience working with the population represented by the participant group

To learn more about upcoming Fun Family Activities training sessions please contact: 
Elaine Remillard, Professional Development Coordinator, (401) 222-2118

Additional Resources

RIDE has also developed a Parent Guide which includes information for families and caregivers on how they can use the Standards with their child, why Standards for children are important, what families should know about selecting a Standards-based early care and education program as well as resources for additional information. The Parent Guide is meant to serve as a brief guide which provides families the key information they should know about the Standards.

• RI Early Learning and Development Standards Parent Guide 
• RI Early Learning and Development Standards Parent Guide - Spanish 
• Fun Familiy Activities Toolkit English
• Fun Family Activities Toolkit Spanish
• FFA Families Poster English
• FFA Families Poster Spanish

Standards

• 2013 Rhode Island Early Learning and Development Standards (English)
• 2013 Rhode Island Early Learning and Development Standards (Spanish)
• RIELDS Poster (English)
• RIELDS Poster (Spanish)
• Rhode Island Early Learning and Development Standards Printing Specifications

Instructional Resources

• Growing Great Kids Curriculum Alignment
• RIELDS-PAT ALIGNMENT
• Fun Familiy Activities Toolkit (English)
• Fun Family Activities Toolkit (Spanish)
• Fun Family Activity Cards (English)
• Fun Family Activity Cards (Spanish)
• Fun Family Activities Poster (English)
• Fun Family Activities Poster (Spanish)

Curriculum

• 2021 Curricula Aligned to the Rhode Island Early Learning and Development Standards: Guidance Document [PDF]

The Early Learning Standards should be used to:

• Guide early educators in the development of curriculum
• Inform families about learning milestones
• Provide a framework for implementing high-quality early childhood programs
• Promote optimal early learning trajectories into kindergarten

The Early Learning Standards are not intended to be used to:

• To be used as a specific teaching practice
• To be used as a checklist of competencies
• To be used as a stand-alone curriculum or program

The Rhode Island Early Learning and Development Standards are organized into domains, components, learning goals and indicators. The nine domains are as follows:

• Physical Health and Motor Development
• Social and Emotional Development
• Language Development
• Literacy
• Cognitive Development
• Mathematics
• Science
• Social Studies
• Creative Arts

Components are specific areas within a domain. For example, the domain of physical health and motor development is divided into three components: health and safety practices, gross motor development, and fine motor development.

Learning Goals state the general competencies, behaviors, knowledge and skills that children develop in increasing degrees with increasing sophistication as they grow. For example, the gross motor development component includes two learning goals:
a) Children develop large muscle control, strength, and coordination
b) Children develop traveling skills

Indicators establish the specific developmental benchmark for the competencies, behaviors, knowledge and skills that most children possess or exhibit at a particular age. Seen altogether, the indicators depict the progression of development over time.

The Standards outline a birth-to-60 month continuum, with six developmental benchmarks:
9 months
18 months
24 months
36 months
48 months
60 months

The emphasis in this domain is on physical health and motor development as an integral part of children’s overall well-being. The healthy development of young children is directly related to practicing healthy behaviors, strengthening large and small muscles, and developing strength and coordination. As their gross and fine motor skills develop, children experience new opportunities to explore and investigate the world around them. Conversely, physical health challenges can impede a child’s development and are associated with poor child outcomes. As such, physical development is critical for development and learning in all other domains. The components within this domain address health and safety practices, gross motor development, and fine motor development.

Children with physical challenges may demonstrate alternate ways of meeting gross and fine motor goals; for example, by pedaling an adaptive tricycle, navigating a wheelchair, or feeding themselves with a specialized spoon. Children with disabilities may meet these same goals in a different way, often at a different pace, with a different degree of accomplishment, or in a different order than their peers. When observing how children demonstrate what they know and can do, teachers must consider appropriate adaptations and modifications, as necessary. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the physical health and motor development of all children.

While this domain represents general expectations for physical health and motor development, each child will reach the individual standards at their own pace and in their own way.

Social and emotional development encompasses young children’s evolving capacity to form close and positive adult and peer relationships; to actively explore and act on the environment in the process of learning about the world around them; and express a full range of emotions in socially and culturally appropriate ways. These skills, developed in early childhood, are essential for lifelong learning and positive adaptation. A child’s temperament (traits that are biologically based and that remain consistent over time) plays a significant role in development and should be carefully considered when applying social and emotional standards. Healthy social and emotional development benefits from consistent, positive interactions with educators, parents/primary caregivers, and other familiar adults who appreciate each child’s individual temperament. This appreciation is key to promoting positive self-esteem, confidence, and trust in relationships. The components within this domain address children’s relationships with others—adults and other children— their personal identity and self-confidence, and their ability to regulate their emotions and behavior.

All children, including multilingual learners and children with disabilities may demonstrate alternate ways of meeting social and emotional goals; for example, children with visual impairments and/or children from other cultures may vary in direct eye contact and demonstrate their interest in and need for human contact in other ways, such as through acute listening and touch. Children with disabilities may initiate play through use of subtle cues, at a different pace or with a different degree of accomplishment. In general, the presence of a disability may cause a child to demonstrate alternate ways of meeting social and emotional goals. The goals for all children are the same, even though the path and the pace toward realizing the goals may be different. When observing how children respond in relationships, teachers must consider appropriate adaptations and modifications, as necessary. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the social and emotional development as well as the cultural and experiential backgrounds of all children.

Healthy social and emotional development is aligned with cross-domain learning and development. Children’s development of a Self-Awareness and Competence, for example, is strongly linked to their learning in Social Studies (e.g., Civics & Government, History). Their development of emotional recognition and regulation contributes to their development of cognitive skills (e.g., Attention and Inhibitory Control) and their abilities to persist at learning activities in language, literacy, mathematics, and science. Successful experiences in the content areas also positively contribute to children’s social/emotional development. While this domain represents general expectations for social and emotional development, each child will reach the individual standards at their own pace and in their own way

The development of children’s early language skills is critically important for their future academic success. Language development indicators reflect a child’s ability to understand increasingly complex language (receptive language skills), a child’s increasing proficiency when expressing ideas (expressive language skills), and a child’s growing understanding of and ability to follow appropriate social and conversational rules. The components within this domain address receptive and expressive language, pragmatics, and English language development specific to multilingual learners.

For children who live in households where the primary spoken language is not English, this domain also addresses the language development of multilingual learners. Unlike most of the other progressions in this document, however, specific age thresholds do not define the indicators for English language development (or for development in any other language). Multilingual learners are exposed to their second language for the first time at different ages. As a result, one child may start the process of developing second-language skills at birth and another child may start at four, making the age thresholds inappropriate. So instead of using age, The RIELDS use research-based stages to outline a child’s progress in English language development. It is important to note that there is no set time for how long it will take a given child to progress through these stages. Progress depends upon the unique characteristics of the child, their exposure to English in the home and other environments, the child’s motivation to learn English, and other factors.

Children with disabilities may demonstrate alternate ways of meeting the goals of language development. If a child is deaf or hard of hearing, for example, that child may demonstrate progress through gestures, signs, symbols, pictures, augmentative and/or alternative communication devices as well as through spoken words. Children with disabilities may also demonstrate alternate ways of meeting the same goals, often meeting them at a different pace, with a different degree of accomplishment, and in a different order than their peers. When observing how children demonstrate what they know and can do, the full spectrum of communication options – including the use of multiple languages (e.g., Spanish, American Sign Language), or low- and high-technology augmentative/assistive communication systems - should be considered. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the language development of all children.

When considering Principles of UDL, consider the variation in social and conversational norms across cultures. Crosstalk and eye-contact, for example may have varying degrees of acceptability in different cultures. While this domain represents general expectations for language development, each child will reach the individual standards at their own pace and in their own way.

Development in the domain of literacy serves as a foundation for reading and writing acquisition. The development of early literacy skills is critically important for children’s future academic and personal success. Yet children enter kindergarten varying considerably in these skills; and it is difficult for a child who starts behind to close the gap once they enter school (National Early Panel, 2008). The components within this domain address phonological awareness, alphabet knowledge, print awareness, text comprehension and interest, and emergent writing.

As a growing number of children live in households where the primary spoken language is not English, this domain also addresses the literacy development of multilingual learners. However, specific age thresholds do not define the indicators for literacy development in English, unlike most of the other developmental progressions. Children who become multilingual learners are exposed to English (in this country) for the first time at different ages. As a result, one child may start the process of developing English literacy skills very early in life and another child not until age four, making the age thresholds inappropriate. So instead of using age, The RIELDS use research-based age ranges to outline a child’s progress in literacy development. It is important to note that there is no set time for how long it will take a given child to progress through these stages. Progress depends upon the unique characteristics of the child, their exposure to English in the home and other environments, the child’s motivation to learn English, and other factors.

Children with disabilities may demonstrate alternate ways of meeting the goals of literacy development. For example, a child with a visual impairment will demonstrate a relationship to books and tactile experiences that is significantly different from that of children who can see. As well, children with other special needs and considerations may reach many of these same goals, but at a different pace, in a different way, with a different degree of accomplishment, or in a different order than their peers. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the literacy development of all children.

While this domain represents general expectations for literacy development, each child will reach the individual standards at their own pace and in their own way.

Development in the domain of cognition involves the processes by which young children grow and change in their abilities to pay attention to and think about the world around them. Infants and young children rely on their senses and relationships with others; exploring objects and materials in different ways and interacting with adults both contribute to children’s cognitive development. Everyday experiences and interactions provide opportunities for young children to learn how to solve problems, differentiate between familiar and unfamiliar people, attend to things they find interesting even when distractions are present, and understand how their actions affect others. Research in child development has highlighted specific aspects of cognitive development that are particularly relevant for success in school and beyond. These aspects fall under a set of cognitive skills called executive function and consist of a child’s working memory, attention and inhibitory control, and cognitive flexibility. Together, these skills function like an “air traffic control system,” helping a child manage and respond to the vast body of the information and experiences they are exposed to daily. The components within this domain address logic and reasoning skills, memory and working memory, attention and inhibitory control, and cognitive flexibility.

Children with disabilities may reach many of these same goals of cognitive development. For example, a child with a physical disability may require adaptive toys to explore cause-and-effect relationships and a child with a speech impairment may use augmentative and/or alternative communication devices to retell a familiar story or activity. Children with disabilities may each many of these same goals, but at a different pace, with a different degree of accomplishment, or in a different order than their peers. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the cognitive development of all children.

While this domain represents general expectations for cognitive development, each child will reach the individual standards at their own pace and in their own way

The development of mathematical knowledge and skills contributes to children’s ability to make sense of the world and to solve problems they encounter in their everyday lives. Knowledge of basic math concepts and the skill to use math operations to solve problems are fundamental aspects of school readiness and are predictive of later success in school and in life. The components within this domain address number sense and quantity; number relationships and operations; classification and patterning; measurement, comparison, and ordering; and geometry and spatial sense.

Children with disabilities may demonstrate alternate ways of meeting the goals of mathematics development. In particular, children with cognitive impairments may reach many of these same goals, but at a different pace, with a different degree of accomplishment, and in a different order than typically developing children. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best serve the mathematics development of all children.

While this domain represents general expectations for mathematics development, each child will reach the individual standards at their own pace and in their own way.

From the moment they are born, children share many of the characteristics of young scientists. They are curious and persistent explorers who use their senses to investigate, observe, and make sense of the world around them. As they grow and develop, they become increasingly adept at using the practices that scientists use to learn about the world—including asking questions, planning, and carrying out investigations, collecting and analyzing data, and constructing explanations based on evidence. Like young engineers, they also become increasingly skilled at identifying and addressing problems that arise in their play and designing and testing solutions, especially in their constructive play with objects and materials. The RIELDS science domain includes a standard focused on the science and engineering practices as well as standards that address children’s learning of basic concepts in physical, Earth/space and life science. Children deepen their understanding of these concepts gradually over time and many experiences. Crosscutting concepts, including cause and effect, patterns, and structure and function (e.g., how something is made relates to how it is used) are also incorporated and embedded within each standard. Engaging in the science and engineering practices in the service of building their understanding of science concepts creates many opportunities for children to develop mathematics knowledge and abilities as well as skills in the physical, language, literacy, cognitive, and social-emotional domains including essential, but less readily observable executive function skills such as working memory, attention to tasks, and cognitive flexibility.

All children come to a school or community-based setting with a variety of prior experiences in science can take part in and learn science. In relation to the standards, each child will express their development and learning in different ways, at different times, and at different paces. Children with disabilities may demonstrate alternate ways of meeting the goals of the science domain. For example, a child with a cognitive delay may require additional hands-on-learning opportunities to generalize science content and a child with an expressive language delay may require pictures or photographs to contribute observations and predictions after classroom-based investigations. Children with disabilities may reach many of these same goals, but at a different pace, with a different degree of accomplishment, and in a different order than their peers. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments, adopting curricula, and facilitating children’s experiences in ways that best support science learning for all children.

The practices of science incorporate a wide range of skills across the domains of development and learning. For example, the practices include multiple opportunities for children to engage in productive talk and exercise language and literacy skills as they formulate questions, explore and describe observable phenomena, record findings, and discuss their emerging ideas with others. As you plan science experiences it will be important to think broadly about children’s levels of development and learning and consider their day-to-day family, home, and community experiences so that you implement and facilitate science experiences that are meaningful and responsive to children’s lives, interests, cultural and linguistic backgrounds, and leverage their strengths, and support areas for growth in context.

The field of social studies is interdisciplinary, and intertwines concepts relating to government, civics, economics, history, sociology, and geography. Through social studies, children can explore and develop an understanding of their place within and relationship to family, com - munity, environment, and the world. Social studies learning supports children’s emerging understanding of social rules, and their ability to recognize and respect personal and collective responsibilities as necessary components for a fair and just society. By engaging with familiar adults and peers through the course of their everyday lives, children across the birth through five continua are introduced to the different perspectives that they and others share and to life within their community – such as an understanding of principles of community care, supply and demand, occupations, and currency (Civics & Government and Economics). In addition, social studies learning helps children to develop an awareness of the passage of time and diversity (History), and place (Geography). As children learn about their own history, the history of others, and the diversity in the environment in which they live, they place themselves within a broader context of the world around them and can think beyond the walls of their home and early childhood classroom.

Children with disabilities may demonstrate alternate ways of meeting the goals of social studies development. Children with a cognitive disability may reach many of these same goals but at a different pace, with a different degree of accomplishment, and in a different order than their peers. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support the social studies development of all children.

While this domain represents general expectations for social studies development, each child will reach the individual learning goals at their own pace and in their own way. As you plan social studies learning experiences, it will be important to reflect upon the diversity of the children in your classroom and how the components within this domain can be represented in ways that are meaningful to children’s individuality, their family, their homes, and their community.

The arts provide children with a vehicle and organizing framework to express ideas and feelings. Music, movement, drama, and visual arts stimulate children to use words, manipulate tools and media, and solve problems in ways that simultaneously convey meaning and are aesthetically pleasing. As such, participation in the creative arts is an excellent way for young children to learn and use creative skills in other domains. The component within this domain addresses a child’s willingness to experiment with and participate in the creative arts.

Children with disabilities may demonstrate alternate ways of meeting the goals of creative arts development. Children who cannot speak, for example, will focus on activities that are rhythmic rather than vocal, and children with hearing impairments will be able to respond to music by feeling the vibrations in the air. Children with cognitive disabilities also may reach many of these same goals, but at a different pace, with a different degree of accomplishment, and in a different order than typically developing children. However, the goals for all children are the same, even though the path and the pace toward realizing the goals may be different. Principles of universal design for learning (UDL) offer the least restrictive and most inclusive approach to developing environments and curricula that best support participation in creative arts for all children.

While this domain represents general expectations for creative arts development, each child will reach the individual learning goals at their own pace and in his or her own way