Page 1 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Correlation Chart

New Mexico Early Learning Guidelines for Infants and Toddlers

Alignment with FunShine Online® Curriculum, by FunShine Express®. Ages 0-36 months.

New Mexico Early Learning Guidelines for Infants and Toddlers

FunShine Express® FunShine Online®

Learning Goals and Objectives

Beginning to Know About Ourselves and Others Social/Emotional Development

Self Regulation Self-Regulation, Self-Awareness, Communicating, Self-Reglation

Birth to 8 Months

• Expresses feelings• Begins to regulate feelings and impulses• Begins to develop some regulated patterns

SE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesSE14 Begins to manage own behavior and show self-regulation

6 to 18 Months

• Expresses a variety of emotions• Regulates emotions and behaviors with adult

support• Expresses own needs• Follows simple routines and rules in group setting

with educator support

SE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesL3 Uses sounds, gestures, or actions to express needs and wantsSE17 Understands simple routines, rules or limitations

16 to 24 Months

• Begins to recognize feelings in self and others• Demonstrates different emotions or moods• Shows more, but still limited, self-regulation• Shows comfort in daily routines and activities

SE7 Begins to recognize and respond to other children’s feelings and emotionsSE11 Expresses feelings and emotions through facial expressions, sounds, or gesturesSE14 Begins to manage own behavior and show self-regulationSE17 Understands simple routines, rules or limitations

Page 2 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

24 to 36 Months

• Demonstrates an increasing ability to recognize feelings of self and others

• Begins to use strategies to regulate own emotions

• Begins to manage changes in emotional state• Is increasingly able to regulate behavior

SE7 Begins to recognize and respond to other children’s feelings and emotionsSE14 Begins to manage own behavior and show self-regulationSE15 Shows ability to cope with stress

Self-Awareness Wellness, Self-Awareness

Birth to 8 Months

• Shows beginning awareness of own body• Shows beginning awareness of personal

characteristics and those of others• Shows beginning awareness of own abilities

PH11 Becomes more aware of own bodySE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities

6 to 18 Months

• Shows awareness of self as an individual• Shows awareness of own abilities• Shows beginning understanding of

accomplishments• Begins to use abilities in interactions

SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities

16 to 24 Months

• Begins to demonstrate behaviors that reflect self-concept

• Shows increased awareness of own abilities• Displays assertiveness

SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities

24 to 36 Months

• Demonstrates behaviors that reflect self-concept• Demonstrates selfconfidence; learns to do things

by self• Shows awareness of self as part of a group

SE12 Develops awareness of self as separate from othersSE13 Shows confidence in increasing abilities

Page 3 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Relationships with Adults Trust, Relationships

Birth to 8 Months

• Shows responsiveness toward primary caregivers

• Participates in interactions• Initiates contact with regular caregivers• Establishes and maintains rhythmic interactions

with caregiver

SE1 Engages in behaviors that build relationships with familiar adults

6 to 18 Months

• Begins to solidify relationships with adults• Reacts differently toward familiar and unfamiliar• adults• Demonstrates increasing responsiveness in

interactions with others• Begins to take turns with caregiver during play

SE1 Engages in behaviors that build relationships with familiar adultsSE2 Responds differently to familiar and unfamiliar adults

16 to 24 Months

• Continues to need the emotional security of a trusted adult

• Continues to show caution around unfamiliar adults

• Demonstrates increased reciprocity in relationships with adults

SE4 Shows emotional connection and attachment to othersSE2 Responds differently to familiar and unfamiliar adultsSE1 Engages in behaviors that build relationships with familiar adults

24 to 36 Months

• Trusts and interacts comfortably with familiar adults

• Establishes relationships with consistent adults other than primary caregiver

• Begins to imitate or portray roles and relationships

SE4 Shows emotional connection and attachment to othersSE2 Responds differently to familiar and unfamiliar adultsSE1 Engages in behaviors that build relationships with familiar adultsSE10 Uses imitation or pretend play to learn new roles and relationships

Page 4 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Relationships with Peers Relationships, Communicating

Birth to 8 Months

• Shows awareness of other children• Begins to interact with peers• Shows enjoyment in interaction with other

children

SE5 Shows interest in and awareness of other childrenSE6 Responds to and interacts with other children

6 to 18 Months

• Begins to relate to other children• Demonstrates interest and enjoyment in

interactions• Exhibits prosocial behaviors• Demonstrates beginning interaction skills with

peers

SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotions

16 to 24 Months

• B Demonstrates increased interest and frustration with other children

• Acts on increased awareness of other children’s feelings

• Demonstrates increasing interaction skills with peers

SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotions

24 to 36 Months

• Demonstrates ability to interact with an increasing number of children

• Uses beginning negotiation skills with other children

• Begins to use words in social situations with peers

• Participates positively in activities with more than one other child

SE6 Responds to and interacts with other childrenSE7 Begins to recognize and respond to other children’s feelings and emotionsL5 Uses consistent sounds, signs, or words for a variety of purposes

Page 5 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Beginning to Communicate Language Development

Listening and Understanding

Birth to 8 Months

• Shows sensitivity to noise and sudden sounds• Responds to sounds in the environment or

verbal communication• Begins imitating adult facial expressions• Begins to listen to words with understanding

L1 Listens and responds with interest to verbal and nonverbal communication of othersL4 Imitates sounds, gestures, or wordsL2 Begins to understand gestures, words, questions, or routines

6 to 18 Months

• Pays attention to what speaker is looking at or pointing to

• Responds nonverbally to gestures and/or words• Follows one-step requests when caregiver uses

gestures and words• Recognizes familiar routines or games

L1 Listens and responds with interest to verbal and nonverbal communication of othersL2 Begins to understand gestures, words, questions, or routinesL3 Uses sounds, gestures, or actions to express needs and wants

16 to 24 Months

• Responds appropriately to simple commands• Understands that words stand for objects• Demonstrates understanding of simple questions

L2 Begins to understand gestures, words, questions, or routines

24 to 36 Months

• Follows more complex directions and requests• Demonstrates active listening strategies• Demonstrates increased understanding of

questions • Shows increased receptive vocabulary

L2 Begins to understand gestures, words, questions, or routinesL5 Uses consistent sounds, signs, or words for a variety of purposes

Page 6 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Speaking and Communicating Communicating

Birth to 8 Months

• Uses sounds, gestures, or actions to express needs and feelings

• Coos, babbles• Uses sounds in social situations• Begins to initiate interactions• Requests continued action of a toy or activity

through body movements, eye contact, or vocalizations

• Vocalizes to get attention

L3 Uses sounds, gestures, or actions to express needs and wantsL4 Imitates sounds, gestures, or wordsL5 Uses consistent sounds, signs, or words for a variety of purposes

6 to 18 Months

• Imitates sounds, gestures, or words• Begins to use consistent sounds combinations,

words, and gestures to communicate• Begins to participate in socially expected

conversations• Asks simple questions

L4 Imitates sounds, gestures, or wordsL5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations

16 to 24 Months

• Uses words and gestures to communicate ideas• Combines words • Uses sounds and words in social situations• Has larger vocabulary in home language; is

beginning to acquire vocabulary in second language

L5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations

24 to 36 Months

• Combines words to express more complex ideas• Begins to follow grammatical rules, although not

always correctly• Initiates socially expected communication• Speaks clearly enough to be understood, most of

the time• Asks simple questions in home language; may

use gestures or single words to ask questions in second language

L5 Uses consistent sounds, signs, or words for a variety of purposesL6 Participates in simple two-way conversations

Page 7 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Early Literacy Emergent Literacy

Birth to 8 Months

• Shows interest in books, pictures, songs, and rhymes

• Explores books as objects• Responds to rhythmic language in rhymes and

songs• Begins to develop eye-hand coordination• Manipulates materials with increasing precision

L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materials

6 to 18 Months

• Begins to participate in stories, songs, and fingerplays

• Explores books with interest• Listens to stories for a short period of time• Experiments with grasp using a variety of writing

tools• Scribbles spontaneously using large circular

motions

L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL12 Makes marks with writing tools

16 to 24 Months

• Participates in stories, songs, and fingerplays• Begins to develop imitative reading• Responds to early literacy activities• Explores writing as a means of communication

L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL11 Understands that people use writing to communicateL12 Makes marks with writing tools

24 to 36 Months

• Initiates and participates in stories, songs, and fingerplays

• Begins to follow what happens in a story• Shows awareness of pictures and symbols in

print• Demonstrates understanding that written symbols

have meaning• Starts to use own drawings to represent objects

and ideas• Expresses creativity using skills for writing

L7 Shows interest in songs, rhymes, and storiesL8 Shows interest in photos, pictures, and drawingsL9 Demonstrates interest and involvement with books and other print materialsL10 Begins to recognize and understand that pictures or symbols can be “read” by others and have meaningL11 Understands that people use writing to communicateL12 Makes marks with writing tools

Page 8 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Beginning to Build Concepts Cognitive Development

Exploration and Discovery Exploration, Emergent Math, Curiosity, Communicating

Birth to 8 Months

• Observes to learn about the environment• Explores attributes of materials

C1 Pays attention to people, objects, and soundsC2 Uses senses to explore people, objects, and the environment

6 to 18 Months

• Explores size and shape • Actively explores the environment• Investigates new things in the environment

C2 Uses senses to explore people, objects, and the environmentC3 Becomes increasingly aware of colors, shapes, patterns, or picturesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)AL1 Exhibits interest, curiosity, and eagerness in exploring the world

16 to 24 Months

• Notices how items are the same or different• Uses sounds and simple words to describe things

or ask questions about the environment• Explores concepts of space

C3 Becomes increasingly aware of colors, shapes, patterns, or picturesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C11 Explores ways objects and people move and fit in spaceL5 Uses consistent sounds, signs, or words for a variety of purposes

24 to 36 Months

• Notices and describes how items are the same or different

• Begins to organize materials and information• Shows beginning interest in time and location

C9 Shows interest in and awareness of numbers and counting during daily routines and activitiesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C11 Explores ways objects and people move and fit in space

Page 9 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Concept Development and Memory Memory, Emergent Math, Communicating

Birth to 8 Months

• Differentiates between familiar and unfamiliar people and objects

• Imitates facial expressions immediately or later• Begins to know that objects still exist when out of

sight• Repeats actions to get the same reaction

C6 Recognizes familiar people, places, and thingsC7 Recalls and uses information in new situationsC8 Searches for missing or hidden objectsC4 Makes things happen and watches for results or repeats

6 to 18 Months

• Develops an awareness of quantity and size• Imitates others’ actions, gestures, and sounds• Demonstrates object permanence• Observes and responds to different causes and

effects

C10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsL4 Imitates sounds, gestures, or wordsC4 Makes things happen and watches for results or repeats

16 to 24 Months

• Develops an increasing awareness of quantity and size

• Demonstrates a more complex level of object permanence

• Experiments with more complex cause-and-effect play

C10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsC4 Makes things happen and watches for results or repeats

24 to 36 Months

• Demonstrates beginning number and measurement concepts

• Experiments with effect of own actions on objects and people

• Expresses understanding of cause and effect• Shows increasing knowledge and memory for

details

C9 Shows interest in and awareness of numbers and counting during daily routines and activitiesC10 Begins to notice differences in size, quantity and distance (more, all gone, big, little, near, far, long, short, etc.)C8 Searches for missing or hidden objectsC5 Shows ability to acquire and process new information

Page 10 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Problem-Solving and Use of Symbols Trust, Memory, Music and Movement, Problem Solving

Birth to 8 Months

• Experiments with self-soothing• Uses simple actions to make things happen• Responds to music or chanting

SE3 Seeks ways to find comfort in new situationsC4 Makes things happen and watches for results or repeats actionC16 Shows interest in music and songs

6 to 18 Months

• Begins to solve simple problems• Uses simple tools• Uses a person or object to solve a problem• Plays with dramatic play materials• Begins to use art media • Expresses self by moving to music

AL4 Experiments with different uses for objectsAL5 Uses a variety of strategies to solve problemsC13 Uses objects in new ways or in pretend playC15 Explores and uses a variety of art mediaC17 Explores musical rhythms

16 to 24 Months

• Solves simple problems using logical reasoning• Begins to express self creatively

AL5 Uses a variety of strategies to solve problemsC14 Uses imitation or pretend play to express creativity and imagination

24 to 36 Months

• Demonstrates increased problem-solving ability• Represents thoughts and feelings in a variety of

ways

AL5 Uses a variety of strategies to solve problemsC14 Uses imitation or pretend play to express creativity and imagination

Beginning to Move and Do Physical Development

Large Motor Gross Motor

Birth to 8 Months

• Gains control of head and body• Moves body, arms, and legs with increasing

coordination

PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination

6 to 18 Months

• Begins to control movements using arms and legs

• Demonstrates beginning coordination and balance

PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination

Page 11 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

16 to 24 Months

• Demonstrates increasing large motor control• Demonstrates increasing coordination and

balance

PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordination

24 to 36 Months

• Demonstrates coordination, balance, and control in a variety of ways

PH1 Moves body, arms and legs with coordinationPH2 Demonstrates large muscle balance, stability, control, and coordinationPH3 Develops increasing ability to change positions and move body from place to place

Fine Motor Fine Motor

Birth to 8 Months

• Uses hands or feet to make contact with objects or people

• Begins to coordinate hands and eyes• Showsgrowingcontrolofhandsandfingers

PH5 Uses hands or feet to make contact with objects or peoplePH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movements

6 to 18 Months

• Uses hands to explore objects with a variety of actions

• Gainscontrolofhandsandfingers• Builds on beginning eye-hand coordination

PH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasks

16 to 24 Months

• Useshandsandfingersinmorecomplexandrefinedways

• Begins to use simple tools• Shows increasing eye-hand coordination

PH6 Develops small muscle control and coordinationPH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasks

24 to 36 Months

• Coordinates several senses• Uses simple tools independently• Demonstrates eye-hand coordination

PH7 Coordinates eye and hand movementsPH8 Controls small muscles in hands when doing simple tasksPH9 Uses different actions on objects (kicks, shakes, pats, swipes)

Page 12 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Self-Help, Safety, Health, and Physical Well-Being Skills Self-Regulation, Wellness

Birth to 8 Months

• Begins to regulate self• Begins to help with feeding, dressing, and

personal hygiene

SE14 Begins to manage own behavior and show self-regulationPH12 Responds when physical needs are met; tries/consumes a variety of nutritious foodsPH13 Participates in physical care routinesPH14 Begins to develop self-help skills

6 to 18 Months

• Shows beginning awareness of personal needs• Helps with feeding, dressing, and personal

hygiene• Understands safe and unsafe situations

PH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors

16 to 24 Months

• Begins to attend to personal needs• Shows increasing abilities in feeding, dressing,

and personal hygiene• Participates in safety routines

PH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors

24 to 36 Months

• Shows increased attention to personal needs• Shows increasing independence in personal

care• Participates in healthy care routines• Pays attention to safety instructions

PH11 Becomes more aware of own bodyPH12 Responds when physical needs are met; tries/consumes a variety of nutritious foodsPH13 Participates in physical care routinesPH14 Begins to develop self-help skillsPH15 Begins to understand safe and unsafe behaviors

Page 13 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

Approaches to Learning Approaches to Learning

Curiosity, Initiative, Persistence, and Problem-Solving

Curiosity, Persistence, Problem Solving, Self-Awareness

Birth to 8 Months

• Shows curiosity and interest in people, objects, and events

• Begins to demonstrate initiative• Demonstrates creativity by exploring objects in

multiple ways• Begins to focus on interesting things: persistence• Begins to use senses to solve problems

AL1 Exhibits interest, curiosity, and eagerness in exploring the worldAL4 Experiments with different uses for objectsAL2 Stays attentive and engaged for increasing periods of timeAL5 Uses a variety of strategies to solve problems

6 to 18 Months

• Demonstrates curiosity by using senses to explore the environment

• Demonstrates initiative by showing likes and dislikes

• Uses creative expression in beginning role-play• Focuses longer on interesting things• Responds to order and routine and notices

changes• Beginstofinddifferentwaystosolveproblems

AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersSE10 Uses imitation or pretend play to learn new roles and relationshipsAL2 Stays attentive and engaged for increasing periods of timeAL5 Uses a variety of strategies to solve problems

16 to 24 Months

• Demonstrates curiosity by using all senses to explore new things in the environment

• Demonstrates preferences and makes independent choices

• Engages in more complex pretend play based on everyday events

• Engages in activity toward a goal• Demonstrates more complex problem-solving

skills

AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersSE10 Uses imitation or pretend play to learn new roles and relationshipsAL2 Stays attentive and engaged for increasing periods of timeAL3 Finishes self-selected tasks, such as completing a puzzle or listening to a storybookAL5 Uses a variety of strategies to solve problems

Page 14 of 14 Source: New Mexico Early Learning Guidelines: from Birth through Kindergarten (2014) New Mexico State Children, Youth and Families Department, Department of Health and Public Education Department.

24 to 36 Months

• Actively attempts to learn new things she is curious about

• Shows initiative by making choices and taking risks

• Pretends and uses creativity and imagination during play

• Persists toward a goal with an activity, object, or toy

• Begins to find novel solutions to problems

AL1 Exhibits interest, curiosity, and eagerness in exploring the worldSE12 Develops awareness of self as separate from othersAL2 Stays attentive and engaged for increasing periods of timeAL3 Finishes self-selected tasks, such as completing a puzzle or listening to a storybookAL5 Uses a variety of strategies to solve problems