rent developmental levels, and how to
involve families in the program.

The Creative Curriculum for Preschool is a comprehensive curriculum that shows teachers how to set up a classroom and structure a day, what kinds of
experiences to provide for children, how to work with children at different developmental levels, and how to involve families in the program. It shows teachers
how to guide learning in literacy, math, science, social studies, the arts, and technology while also supporting childrens social/emotional development.

Curriculum and assessment are linked by use of The Creative Curriculum Assessment System. The Creative Curriculum for Infants, Toddlers & Twos
Developmental Continuum has four goals and 21 objectives for children ages birth36 months. Because children do not achieve an objective all at once, each
objective has five developmental steps showing the expected sequence of development. The Creative Curriculum

Developmental Continuum for Ages 35 has
10 goals and 50 objectives for children ages 35. Because children do not achieve an objective all at once, each objective has three developmental steps showing
the expected sequence of development. In addition, there may be children who, in one or more areas of development, are not yet in the typical range. Thus we
have created Forerunnerswhich also have three stepsfor each objective. (The Forerunners are not shown in this document.)

Literacy: The Creative Curriculum Approach and Mathematics: The Creative Curriculum Approach show teachers how to plan focused lessons and maximize
literacy and mathematics learning opportunities throughout the day. The Creative Curriculum Study Starters are a series of guides to help teachers implement
investigative, project-based learning in the classroom. With Study Starters, children learn science and social studies content as they explore, while also
developing skills in literacy, math, the arts, and technology.


Several of the Kansas Early Learning Standards do not align with The Creative Curriculum objectives. These are indicated in the text. Six of the objectives from
The Creative Curriculum

Developmental Continuum for Ages 35 do not align with the Kansas Early Learning Standards, either because other objectives
provided a more direct alignment, or because of the highly specific phrasing of the standards and benchmarks in the Kansas Early Learning Standards. These six
objectives relate to childrens: demonstrating appropriate trust in adults (Objective 2); demonstrating self-direction and independence (Objective 5); following
classroom routines (Objective 8); using thinking skills to resolve conflicts (Objective 13); approaching problems flexibly (Objective 23); and applying
knowledge or experience to a new context (Objective 26). All of the objectives from The Creative Curriculum for Infants, Toddlers & Twos Developmental
Continuum align with the Kansas Early Learning Standards.

Resources

Copley, J. V., Jones, C., & Dighe, J. (2007). Mathematics: The Creative Curriculum
®
Approach. Washington, DC: Teaching Strategies, Inc.
Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The Creative Curriculum
®

for preschool. Washington, DC: Teaching Strategies, Inc.
Dodge, D. T., Rudick, S., & Berke, K. (2006). The Creative Curriculum for Infants, Toddlers & Twos. Washington, DC: Teaching Strategies, Inc.
Heroman, C. & Jones, C. (2004). Literacy: The Creative Curriculum
®
Approach. Washington, DC: Teaching Strategies, Inc.
Kansas State Department of Education. Kansas Early Learning Standards. (2006). Developed and printed through the support of: [Kansas] Childrens Cabinet & Trust Fund,
Kansas Department of Health & Environment, Kansas State Department of Education, [Kansas] Social & Rehabilitation Services. Topeka, KS: Author.
Teaching Strategies, Inc. (2001). The Creative Curriculum
®
Developmental Continuum for Ages 35. Washington, DC: Author.
Teaching Strategies, Inc. (2006). The Creative Curriculum
®
for Infants, Toddlers & Twos Developmental Continuum. Washington, DC: Author.
Teaching Strategies, Inc. (2005, 2006). The Creative Curriculum
®
Study Starters: A Step-By-Step Guide to Project-Based Investigations in Science and Social Studies. (Vol. I,
2005: Boxes, Rocks, Ants, Clothes, Flowers, Buildings, Balls; Vol. II, 2006: Chairs and Things to Sit On, Wheels, Water Pipes, Trash & Garbage, Shadows, Exercise).
Washington, DC: Author. Alignment © 2007 Teaching Strategies, Inc. www.TeachingStrategies.com
2
Table of Contents: see next page.



Alignment of the

Kansas Early Learning Standards

With The Creative Curriculum
®
System


Table of Contents


Page Developmental/Content Area

3 Physical Health and Development

8 Social-Emotional Development

15 Communication and Literacy

27 Approaches to Learning

28 Science

30 Mathematical Knowledge

37 Social Studies

38 Fine Arts
Alignment © 2007 Teaching Strategies, Inc. www.TeachingStrategies.com
3

Kansas Early Learning Standards:
Standards, Benchmarks, and Indicators

The Creative Curriculum
®
for Infants, Toddlers & Twos or
The Creative Curriculum
®
for Preschool
Developmental Continuum Goals, Objectives, and Developmental Steps

The Creative Curriculum
®
for Infants, Toddlers & Twos or
The Creative Curriculum
®
for Preschool and Related Publications

DEVELOPMENTAL/CONTENT
AREA: PHYSICAL HEALTH AND
DEVELOPMENT


PHD Standard 1: Develops Gross
Motor Skills


PHD Benchmark 1.1: Moves body
with control and balance (spatial
awareness and coordination)


YI 1: Rolls from stomach to back
YI 2: Supports self on hands with arms
extended and head at 90 degrees
YI 3: Sits steadily unsupported
YI 4: Rocks forward and backward while
on hands and knees
MI 1: Creeps up/down stairs
MI 2: Pulls self to standing position
MI 3: Takes independent steps
T 1: Squats in play
T 2: Runs swiftly
PHYSICAL DEVELOPMENT / GOAL 2: TO LEARN
ABOUT MOVING
8: Demonstrates basic gross motor skills
Step 1: Begins moving purposefully
Step 2: Begins to gain balance and to move from place to
place
Step 3: Walks forward with increasing coordination
Step 4: Attempts a variety of large-muscle activities
Step 5: Balances while moving arms and legs in active
play

Chapter 1, Knowing Infants, Toddlers, and Twos: Physical
Development, pp. 2628
Sections in Routines Chapters: Supporting Development and
Learning: Learning About Moving
Sections in Experiences Chapters: Supporting Development and
Learning: Learning About Moving

Pre3 1: Balances on one foot
Pre3 2: Hops on one foot
Pre4 1: Runs around obstacles, turns
corners
PHYSICAL DEVELOPMENTGross Motor

14. Demonstrates basic locomotor skills (running,
jumping, hopping, galloping)
I. Moves with direction and beginning coordination
II. Moves with direction and increasing coordination
III. Moves with direction and refined coordination

15. Shows balance while moving
I. Attempts to walk along a line, stepping off
occasionally
II. Walks along wide beam such as edge of sandbox
III. Walks forward easily, and backward with effort,
along a wide beam

Chapter 1: Physical Development: Gross Motor, p. 20
Chapter 13: How Music and Movement Promote Physical
Development, pp. 423424
Chapter 16: How Outdoor Play Promotes Physical Development,
pp. 493494
Alignment © 2007 Teaching Strategies, Inc. www.TeachingStrategies.com
4

Kansas Early Learning Standards:
Standards, Benchmarks, and Indicators

The Creative Curriculum
®
for Infants, Toddlers & Twos or
The Creative Curriculum
®
for Preschool
Developmental Continuum Goals, Objectives, and Developmental Steps

The Creative Curriculum
®
for Infants, Toddlers & Twos or
The Creative Curriculum
®
for Preschool and Related Publications

PHD Benchmark 1.2: Coordinates
movements in space to accommodate
objects and boundaries


YI 1: Swipes at objects
YI 2: Reaches
YI 3: Crawls through and around objects
MI 1: Throws ball and other objects
independently
MI 2: Turns objects with hand
MI 3: Pushes/pulls toys
T 1: Catches a ball with both hands
T 2: Dances
PHYSICAL DEVELOPMENT / GOAL 2: TO LEARN
ABOUT MOVING
8: Demonstrates basic gross motor skills
Step 1: Begins moving purposefully
Step 2: Begins to gain balance and to move from place to
place
Step 3: Walks forward with increasing coordination
Step 4: Attempts a variety of large-muscle activities
Step 5: Balances while moving arms and legs in active
play
Chapter 1, Knowing Infants, Toddlers, and Twos: Physical
Development, pp. 2628
Chapter 11: Playing With Toys, pp. 291307
Chapter 14: Connecting With Music and Movement, pp. 343355
Chapter 17: Exploring Sand and Water, pp. 389401
Chapter 18: Going Outdoors, pp. 403421
Sections in Routines Chapters: Supporting Development and
Learning: Learning About Moving
Sections in Experiences Chapters: Supporting Development and
Learning: Learning About Moving
Pre3 1: Steers wheeled toys
Pre3 2: Kicks a large ball
Pre4 1: Moves body into position to catch
a ball, and then throws the ball in the
right direction
PHYSICAL DEVELOPMENTGross Motor

16. Climbs up and down
I. Climbs a short, wide ladder
II. Climbs up and down stairs and ladders, and around
obstacles
III. Climbs and plays easily on ramps, stairs, ladders, or
sliding boards

17. Pedals and steers a tricycle (or other wheeled
vehicle)
I. Pedals in forward direction, steering around wide corners
II. Pedals and steers around obstacles and sharp corners
III. Rides with speed and control

18. Demonstrates throwin