Desired Results Developmental Proﬁle

Desired Results Developmental Profile—Preschool© (2010)

Measure 1 SSD1: Identity of self
Definition: Child shows increasing awareness of own physical characteristics, preferences, and experiences as separate from those of others
 * Exploring
 * Shows recognition of self as individual, recognizing own name and names of familiar people
 * Developing
 * Describes self or others based on obvious physical characteristics
 * Building
 * Describes self and others in terms of preferences
 * Integrating
 * Accurately compares self to others and displays a growing awareness of own thoughts and feelings

Measure 2 SSD2: Recognition of own skills and accomplishments
Definition: Child evaluates and takes pleasure in own ability to perform skillfully
 * Exploring
 * Shows interest and/or pleasure when someone reacts to something he or she has done
 * Developing
 * Characterizes self positively in terms of specific activity that he or she is doing or has just finished
 * Building
 * Characterizes positively own skills involved in doing a task
 * Integrating
 * Characterizes self positively in terms of generalized ability or skills

Measure 3 SSD3: Expressions of empathy
Definition: Child shows awareness of other’s feelings and responds to expressions of feelings in ways that are increasingly appropriate to the other’s needs
 * Exploring
 * Shows awareness when others are unhappy or upset
 * Developing
 * Offers simple assistance when he or she thinks it is needed—even if not really needed
 * Building
 * Accurately labels others’ feelings and may offer assistance
 * Integrating
 * Uses words or actions to demonstrate concern for what others are feeling

Measure 4 SSD4: Impulse control
Definition: Child develops strategies for regulating responses in increasingly socially appropriate ways
 * Exploring
 * Accepts active adult guidance and support to stop self from acting impulsively on desires or needs
 * Developing
 * Sometimes follows simple social rules and routines to refrain from acting impulsively but often needs adult guidance and support
 * Building
 * Tries to refrain from acting impulsively by using simple strategies such as distracting self, verbal reminders to self, or asking for adult help
 * Integrating
 * Consistently uses a variety of socially acceptable strategies to stop self from acting impulsively

Measure 5 SSD5: Taking turns
Definition: Child develops increased understanding of taking turns and begins to propose strategies for taking turns
 * Exploring
 * Needs adult prompting or support to wait for turn
 * Developing
 * Uses adult-structured procedures for taking turns, including rules and cues
 * Building
 * Demonstrates knowledge of rules and procedures for taking turns and abides by them most of the time
 * Integrating
 * Routinely proposes taking turns as a solution to conflicts over materials and equipment

Measure 6 SSD6: Awareness of diversity in self and others
Definition: Child acknowledges and responds to similarities and differences between self and others and learns to appreciate the value of each person in a community
 * Exploring
 * Shows awareness of physical differences in others
 * Developing
 * Identifies physical differences and similarities between self and others
 * Building
 * Expresses awareness of differences and similarities between self and others, such as language, culture, or special needs
 * Integrating
 * Demonstrates an understanding of inclusion or fairness through actions or words

Measure 7 SSD7: Relationships with adults
Definition: Child interacts with adult in ways that become increasingly cooperative, including sharing, joint planning, and problem solving
 * Exploring
 * Seeks interaction with familiar adult for company, help, or comfort
 * Developing
 * Attempts to establish a relationship with an adult by cooperating and interacting
 * Building
 * Seeks to share experience, engage in cooperative activity, or get information from adults
 * Integrating
 * Works cooperatively with an adult to plan and organize activities and to solve problems
 * Works cooperatively with an adult to plan and organize activities and to solve problems

Measure 8 SSD8: Cooperative play with peers
Definition: Child interacts with peers through play that becomes increasingly cooperative and oriented towards a shared purpose
 * Exploring
 * Interacts with other children side by side as they play with similar materials
 * Developing
 * Engages with another child or children in play involving a common idea or purpose
 * Building
 * Shows preference forparticular playmates, but plays cooperatively with a variety of children
 * Integrating
 * Leads or participates in planning cooperative play with other children
 * Leads or participates in planning cooperative play with other children

Measure 9 SSD9: Socio-dramatic play
Definition: Child learns to play with others using organized role-playing and symbolic play
 * Exploring
 * Engages in brief pretend play on own
 * Developing
 * Communicates about pretend play with a peer
 * Building
 * Takes a role in a play situation with other children, but without planning the role or the pretend play
 * Integrating
 * Takes a role in a play situation with other children where they have agreed on roles and how they will pretend play

Measure 10 SSD10: Friendships with peers
Definition: Child forms increasingly closer relationships with certain peers, sharing experiences and activities
 * Exploring
 * Child positively interacts with many peers
 * Developing
 * Identifies another child as a friend or seeks a particular child with whom to play
 * Building
 * Engages in social games and pretend play
 * with a particular child
 * Integrating
 * Prefers to play with a particular child who also expresses preference for him or her

Measure 11 SSD11: Conflict negotiation
Definition: Child learns how to understand the needs of other children and to negotiate constructively within the constraints of social rules and values
 * Exploring
 * Asserts self using facial expression, words, or actions in conflict situations, but needs an adult to suggest resolutions
 * Developing
 * Starts to use appropriate words and actions to express own desires and, sometimes, seeks adult help to resolve a conflict when needed
 * Building
 * Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs
 * Integrating
 * Considers the needs or interests of another child when there is a conflict and accepts or suggests some mutually acceptable solutions

Measure 12 SSD12: Shared use of space and materials
Definition: Child develops the ability to share with others and initiates sharing of space and objects
 * Exploring
 * Tries to keep control over space and materials he or she is using
 * Developing
 * Maintains control of materials or space that he or she cares about, but allows others to use the rest
 * Building
 * With adult prompting, shares with
 * another child material or space he or she is using or wants to use
 * Integrating
 * Without adult prompting, invites others to share materials or space he or she is using

Measure 13 LLD1: Comprehension of meaning
Definition: Child receives, understands, and responds to oral language that uses increasingly complex words, phrases, and ideas
 * Exploring
 * Shows understanding of the meaning of simple words, phrases, stories, and songs
 * Developing
 * Shows understanding of more complex words and phrases* in conversations, stories, and learning activities*Includes categories, basic grammatical units, and words that describe relations between objects
 * Building
 * Shows understanding that language refers to imaginary, past, or future events
 * Integrating
 * Shows understanding that language describes how and why things happen

Measure 14 LLD2: Following increasingly complex instructions
Definition: Child understands and responds to increasingly complex directions and requests
 * Exploring
 * Shows understanding of one- and twostep instructions and requests about familiar routines
 * Developing
 * Shows understanding of one- and twostep instructions and requests about unfamiliar routines or unrelated events
 * Building
 * Shows understanding of three-step instructions and requests that are part of a familiar routine
 * Integrating
 * Shows understanding of three-step instructions and requests that are about a new or unfamiliar situation

Measure 15 LLD3: Expression of self through language
Definition: Child uses language to communicate with increasingly complex words and sentences
 * Exploring
 * Produces phrases and simple sentences that communicate basic ideas and needs
 * Developing
 * Uses three- to five-word sentences that contain nouns, verbs, and recently learned vocabulary
 * Building
 * Uses words that are relatively precise and makes longer sentences by connecting shorter sentences
 * Integrating
 * Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict
 * Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict

Measure 16 LLD4: Language in conversation
Definition: Child engages in increasingly extended conversations following the appropriate social use of language
 * Exploring
 * Communicates with others, using language for basic purposes, such as requesting, rejecting, and describing; speaks clearly enough to be understood by familiar adults and children
 * Developing
 * Has short conversations
 * Building
 * Has extended conversations about real or imaginary experiences
 * Integrating
 * Has extended conversations that build on emotions, ideas, and information shared with the other person; speaks clearly enough to be understood by most familiar and unfamiliar adults and children

Measure 17 LLD5: Interest in literacy
Definition: Child shows interest in books, songs, rhymes, stories, writing, and other literacy activities
 * Exploring
 * Participates in group literacy activities
 * Developing
 * Actively engages in literacy activities
 * Building
 * Seeks a variety of literacy activities
 * Integrating
 * Initiates literacy activities

Measure 18 LLD6: Comprehension of age-appropriate text presented by adults
Definition: Child understands and responds to details and ideas from age-appropriate text presented by adults
 * Exploring
 * Reacts to familiar books by commenting, asking, or responding to questions about characters, objects, or events
 * Developing
 * Shows knowledge of main characters, events, or information (e.g., who, what, where) in a familiar story or informational text
 * Building
 * Shows increased knowledge and understanding of details and sequencing in fictional and non-fictional text
 * Integrating
 * Demonstrates understanding of text (information or story facts) by describing, predicting, summarizing, or comparing and contrasting

Measure 19 LLD7: Concepts about print
Definition: Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning
 * Exploring
 * Shows understanding of the way books are handled and organized
 * Developing
 * Shows understanding that print carries meaning
 * Building
 * Shows understanding of print conventions on a page of text (such as top to bottom, left to right)
 * Integrating
 * Shows understanding that print is organized into units (such as letters and words) and knows some vocabulary that describes print

Measure 20 LLD8: Phonological awareness
Definition: Child shows awareness of the sounds that make up language, including the segmentation of sounds in words and recognition of word rhyming and alliteration
 * Exploring
 * Engages in play with sounds in words and songs
 * Developing
 * Begins to show awareness of word sound units, such as syllables
 * Building
 * Blends and segments compound words and syllables without support of pictures or objects
 * Integrating
 * Blends and segments parts of words (i.e., onsets, rimes, and phonemes), with support of pictures or objects

Measure 21 LLD9: Letter and word knowledge
Definition: Child shows increasing awareness of symbols and letters, that letters make up words, and eventually that letters have sounds
 * Exploring
 * Recognizes simple symbols (numbers, letters, logos) in the environment
 * Developing
 * Knows some letters by sight and by name or recognizes own name in print
 * Building
 * Knows ten or more letters by sight and by name
 * Integrating
 * Knows most of the letters by sight and by name; recognizes some familiar whole written words; and understands that letters make up words and have corresponding sounds

Measure 22 LLD10: Emergent writing
Definition: Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning
 * Exploring
 * Makes scribble-pictures of people, things, or events
 * Developing
 * Makes scribbles as pretend writing and attributes meaning to writing
 * Building
 * Writes letters or letter-like shapes
 * Integrating
 * Writes own name and simple words, with most letters correct

Measure 23 ELD1: Comprehension of English (receptive English)
Definition: Child is progressing toward fluency in understanding English
 * Exploring
 * Shows little understanding of English; begins to attend to interactions and activities conducted in English, when supported by home language and visual cues, such as body language or behaviors of others
 * Developing
 * Demonstrates understanding of a few English words (e.g., common nouns and verbs) and phrases (e.g., frequently used directions); more frequently attends to and participates in group activities conducted in English, with less home language support or other cues
 * Building
 * Often demonstrates understanding of basic vocabulary and concepts in English; actively engages in group and individual activities conducted in English, may occasionally be supported by home language or other cues
 * Integrating
 * Demonstrates understanding of vocabulary and concepts in English for both instructional and social situations, including complex words and phrases; actively engages in group and individual activities conducted in English, without the support of home language or other cues

Measure 24 ELD2: Self-expression in English (expressive English)
Definition: Child is progressing toward fluency in speaking English
 * Exploring
 * Communicates mostly or exclusively in home language or nonverbally
 * Developing
 * Uses single words or short memorized sequences of sounds in English to communicate about routines and needs; mixes English with the home language
 * Building
 * Communicates in English, using phrases and incomplete sentences in which words or parts of words are omitted; may mix English with the home language
 * Integrating
 * Communicates in English with mostly complete sentences about a variety of topics and concepts, including some abstract ideas; may make grammatical errors; may occasionally mix English with the home language

Measure 25 ELD3: Understanding and response to English literacy activities
Definition: Child shows an increasing understanding and response to books, stories, poems, and songs presented in English
 * Exploring
 * Demonstrates interest in literacy activities presented in English; shows interest in simple activities when supported by the home language and contextual cues
 * Developing
 * Demonstrates some understanding of what is being communicated during literacy activities in English; may respond using gestures or home language
 * Building
 * Communicates parts of a book, story, song, or poem told or read in English through actions and words/simple phrases in English; may mix English with home language
 * Integrating
 * Communicates content of a book, story, song, or poem using more elaborated English phrases; may occasionally mix English with home language

Measure 26 ELD4: Symbol, letter, and print knowledge in English
Definition: Child shows an increasing understanding of the conventions and physical organization of print material in English and that print in English carries meaning
 * Exploring
 * Demonstrates awareness that symbols carry meaning; may demonstrate awareness that print in the home language carries meaning
 * Developing
 * Demonstrates awareness that print in English carries meaning
 * Building
 * Knows that English print consists of letters; knows the names of a few English letters; is able to identify or write a few letters in English
 * Integrating
 * Knows that English words consist of letters that have names and sounds; recognizes or writes letters (10 or more) and familiar words in English

Measure 27 COG1: Cause and effect
Definition: Child shows increasing understanding of cause and effect relations
 * Exploring
 * Tries out actions to see what will happen
 * Developing
 * Anticipates that a routine action will have a specific result
 * Building
 * Shows understanding of familiar cause and effect through language or action
 * Integrating
 * Explains or predicts the result of a familiar action—will not always be accurate, but will be reasonable

Measure 28 COG2: Problem solving
Definition: Child shows increasing ability to reason logically or use strategies to solve challenging problems
 * Exploring
 * Tries to solve simple problems, including using trial and error
 * Developing
 * Tries a strategy he or she saw someone else use to help solve a problem
 * Building
 * Uses familiar objects or actions in a deliberate way to solve problems
 * Integrating
 * Tries out a set of actions to develop a strategy for solving problems

Measure 29 COG3: Memory and knowledge
Definition: Child stores, retrieves, and uses information about familiar and unfamiliar events, past experiences, people, and things
 * Exploring
 * Remembers a few key features of familiar objects and routines
 * Developing
 * Communicates memories about an unfamiliar event that happened earlier that day
 * Building
 * Communicates memories about an unfamiliar event that happened on a previous day
 * Integrating
 * Communicates memories about a sequence of related events that happened in the past

Measure 30 COG4: Curiosity and initiative
Definition: Child pursues knowledge or understanding of new materials or activities
 * Exploring
 * Shows interest in new materials or activities by intently watching others and/or handling the materials
 * Developing
 * Actively engages with new materials or activities by asking questions and performing simple investigations
 * Building
 * Uses a variety of strategies to learn more about objects or activities of interest
 * Integrating
 * Puts materials or objects together in new
 * and inventive ways to learn what will result or to create something

Measure 31 COG5: Engagement and persistence
Definition: Child persists in understanding and mastering a self-selected activity, even if challenging or difficult
 * Exploring
 * Continues self-selected activities on own for a while, but may be distracted and lose interest without adult encouragement
 * Developing
 * Continues self-selected activities on own even in a distracting environment
 * Building
 * Usually works through difficulties encountered in activities
 * Integrating
 * Returns to challenging or multi-step activities

Measure 32 MATH1: Number sense of quantity and counting
Definition: Child uses number names to represent quantities and counts increasingly larger sets of objects
 * Exploring
 * Recites some number names not necessarily in order; identifies, without counting, the number of objects in a collection of up to three objects
 * Developing
 * Recognizes and knows the name of some numerals; correctly recites numbers in order one through ten
 * Building
 * Counts at least five objects correctly, without counting an object more than once
 * Integrating
 * Counts at least ten objects correctly; recites numbers in correct order up to twenty; demonstrates understanding that the number name of last object counted is the total number of objects

Measure 33 MATH2: Number sense of mathematical operations
Definition: Child shows increasing ability to add and subtract small quantities of objects
 * Exploring
 * Demonstrates that items can be grouped and compared by quantity; communicates that result is “more” when objects from two groups are put together
 * Developing
 * Correctly identifies the larger of two groups without counting; adds or takes away objects from a group and communicates that the result is more or fewer
 * Building
 * Compares by matching or counting two small groups of objects and identifies which has more, fewer, or whether they are the same; identifies the number of objects in a small group after one object is added or taken away
 * Integrating
 * Solves simple addition and subtraction problems with a small number of objects

Measure 34 MATH3: Classification
Definition: Child shows increasing ability to compare, match, and sort objects into groups according to some common attribute
 * Exploring
 * Recognizes when two things are the same
 * Developing
 * Sorts some objects that are the same from a group of objects
 * Building
 * Sorts objects varying by one attribute (such as color, size, or shape) into two to three different groups
 * Integrating
 * Sorts objects varying by two or more attributes (such as color, size, and shape) into two or more different groups

Measure 35 MATH4: Measurement
Definition: Child shows increasing understanding of measurable properties such as length, weight, and capacity and begins to quantify those properties
 * Exploring
 * Shows understanding or uses words that describe some measurable property such as size, length, weight, or capacity (big or little)
 * Developing
 * Shows understanding or uses words that compare size, length, weight, or capacity of objects (bigger or smaller)
 * Building
 * Orders objects by one measurable property (e.g., size, length, weight, or capacity)
 * Integrating
 * Tries to measure using tools (standard or nonstandard)

Measure 36 MATH5: Shapes
Definition: Child shows increasing knowledge of shapes and their characteristics
 * Exploring
 * Recognizes differences among shapes without naming them
 * Developing
 * Correctly names or identifies circles, squares, and triangles
 * Building
 * Recognizes shapes when they are presented in new orientation or as parts of other objects
 * Integrating
 * Describes characteristics and differences of several shapes

Measure 37 MATH6: Patterning
Definition: Child shows increasing ability to recognize, reproduce, and create patterns of varying complexity
 * Exploring
 * Identifies simple patterns created by self or others
 * Developing
 * Copies simple patterns
 * Building
 * Creates or extends simple patterns
 * Integrating
 * Creates or extends more complex patterns (more than two repeating elements)

Measure 38 PD1: Gross motor movement
Definition: Child refines the ability to move in a coordinated way using large muscles (arms and legs)
 * Exploring
 * Makes basic movements with confidence and ease
 * Developing
 * Uses movement skills to go smoothly up, down, and through a variety of spaces
 * Building
 * Uses complex movement skills in active play
 * Integrating
 * Participates in extended or integrated physical activities

Measure 39 PD2: Balance
Definition: Child refines the ability to balance self in space
 * Exploring
 * Shows a developing a sense of balance and the ability to carry an object while moving
 * Developing
 * Balances without support
 * Building
 * Maintains balance while moving
 * Integrating
 * Coordinates multiple movements involving balance

Measure 40 PD3: Fine motor skills
Definition: Child refines the ability to plan and coordinate use of grasp, release, strength, and control of fingers and hands for functional and play activities
 * Exploring
 * Manipulates large objects using both hands in the same way to accomplish a simple task
 * Developing
 * Uses fingers and both hands, with each hand doing something different, to smoothly accomplish simple tasks
 * Building
 * Uses fingers to manipulate smaller objects or objects requiring precise eye-hand coordination
 * Integrating
 * Shows increasing refinement and detail in fine motor movements requiring finger strength or control

Measure 41 HLTH1: Personal care routines
Definition: Child shows increasing independence in performing personal care routines that support healthy growth and help prevent the spread of infection
 * Exploring
 * Participates in own personal cleanliness, with help or supervision from adult
 * Developing
 * Follows through on personal cleanliness, with some reminders
 * Building
 * Takes care of personal cleanliness on his own
 * Integrating
 * Shows an understanding of why personal cleanliness is important

Measure 42 HLTH2: Healthy lifestyle
Definition: Child shows increasing independence in making healthy life choices
 * Exploring
 * Follows guidance given by adults about rest, health, food choices, and physical activity
 * Developing
 * Begins to communicate about and take care of own health needs (food and rest), with occasional reminders from an adult
 * Building
 * Independently takes care of some basic needs like rest, healthy food choices, and physical activity
 * Integrating
 * Communicates to others about making healthy choices

Measure 43 HLTH3: Personal safety
Definition: Child shows increasing awareness of safety practices that minimize risk and support healthy growth
 * Exploring
 * Cooperates when requested to follow simple safety rules
 * Developing
 * Usually follows simple safety rules on her own
 * Building
 * Applies known safety rules in a variety of situations
 * Integrating
 * Communicates an understanding of safety rules to others