Physical Development and Health: Birth-5

Other New Hampshire Early Learning Standards sets

• Cognitive Development – Approaches to Learning: Birth-5
• Cognitive Development – Early Numeracy: Birth-5
• Cognitive Development – Early Numeracy: Birth-5
• Creative Expression and Aesthetic Appreciation: Birth-5
• Language Development and Emergent Literacy: Birth-5
• Social and Emotional Development: Birth-5

Birth to Nine Months: Develop head and trunk stability and ability to change positions2.1.1

Nine Months to Eighteen Months : Become mobile, progressing from crawling to walking, and show strong interest in climbing2.1.2

Eighteen to Twenty-Four Months: Move from one place to another by walking and running with basic control and coordination2.1.3

Twenty-Four to Thirty Months: Have more control with their arm and leg movements for walking, running, climbing, etc.2.1.4

Thirty Months to Three Years: Purposefully explore with their whole body and use objects and equipment2.1.5

Three Years: Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles2.1.6

Four- and Five-Year-Olds: Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.)2.1.7a

Four- and Five-Year-Olds: Increase their strength, balance, flexibility, and stamina2.1.7b

Four- and Five-Year-Olds: Use a variety of materials and equipment in gross motor activities2.1.7c

Birth to Nine Months: Move from awareness of hands to ability to reach and grasp objects of varying sizes3.1.1

Nine Months to Eighteen Months : Coordinate eyes and hands while exploring or holding objects3.1.2

Eighteen to Twenty-Four Months: Reach, grasp, and release objects with more control and experiment with using tools 3.1.3

Twenty-Four to Thirty Months: Use tools purposefully to accomplish a goal (E.g. Shelby uses a glue stick to glue paper onto a wall collage.)3.1.4

Thirty Months to Three Years: Use smaller manipulatives with ease3.1.5

Three Years: Show increased confidence in ability to coordinate small muscles and interest in new ways to use small muscles 3.1.6

Four- and Five-Year-Olds: Continue to develop small muscle control and coordination (E.g. 4-year-old Emily uses her index finger and her thumb to form the clay into animal like shapes.)3.1.7a

Four- and Five-Year-Olds: Demonstrate greater dexterity with a variety of tools such as eating utensils, crayons, keyboards, paint brushes, and scissors3.1.7b

Birth to Nine Months: Suck and swallow liquids and associate breast or bottle with being fed4.1.1

Nine Months to Eighteen Months : Chew and bite and develop the ability to eat finger foods4.1.2

Eighteen to Twenty-Four Months: Successfully chew and bite foods of varying textures 4.1.3

Twenty-Four to Thirty Months: Demonstrate a willingness to try new foods if offered on multiple occasions4.1.4

Thirty Months to Three Years: Show some awareness that some foods are more nutritious than others (E.g. After Brian reads We Eat Food That’s Fresh, Kara points to the fresh strawberries on her plate at snack time.)4.1.5

Three Years: Try healthy foods from a variety of cultures when given the opportunity4.1.6

Four- and Five-Year-Olds: Recognize and eat a variety of nutritious foods4.1.7a

Four- and Five-Year-Olds: When asked, are able to name nutritious alternatives 4.1.7b

Birth to Nine Months: Cry to indicate stress and to seek help5.1.1

Nine Months to Eighteen Months : Seek physical contact with primary caregivers when faced with new or unfamiliar people or environments Relates to social/emotional construct of relationships with primary caregivers5.1.2

Eighteen to Twenty-Four Months: Look to primary caregivers when faced with new or unfamiliar people or environments Relates to social/emotional construct of relationships with unfamiliar adults5.1.3

Twenty-Four to Thirty Months: May acknowledge potentially unsafe situations, but are not yet able to be responsible for their own safety (E.g. Felipe climbs to the top of the toddler loft but needs a teacher’s assistance to get down.)5.1.4

Thirty Months to Three Years: Show increasing awareness of health and safety practices5.1.5

Three Years: Can identify and explain familiar health and safety signs in the community5.1.6

Four- and Five-Year-Olds: Follow basic health and safety rules with some reminders and/or guidance from adults (E.g. 5-year-old Miles stops at the curb while on a walk with his mother. He looks both ways, holds his mom’s hand, and then crosses the street at the crosswalk.)5.1.7

Birth to Nine Months: Note: Infants at this age rely on adults to care for them (E.g. Joey washes 8-monthold Dana’s hands after a diaper change.)6.1.1

Nine Months to Eighteen Months : May be able to participate, with adult assistance, in selfcare tasks such as dressing and undressing, and feeding themselves, if culturally appropriate6.1.2

Eighteen to Twenty-Four Months: Show increasing interest in and sometimes insistence on doing things for themselves, if culturally appropriate (E.g. Preda insists on putting the soap on her hands without help.)6.1.3

Twenty-Four to Thirty Months: Are able to participate in and occasionally initiate simple health routines, if culturally appropriate6.1.4

Thirty Months to Three Years: Are more likely to willingly participate in self-care routines, if culturally appropriate 6.1.5

Three Years: Seek to accomplish self-care and house-keeping tasks with reminders, if culturally appropriate 6.1.6

Four- and Five-Year-Olds: Demonstrate increasing independence with basic health care skills, if culturally appropriate (E.g. 4-year-old Saygan blows his nose using a tissue and then goes to the sink to wash his hands with soap and water.)6.1.7