Developmental Observation & Planning
Use original, identified sources when discussing developmental patterns. Keep the source, age, and purpose attached to each published milestone; do not assemble a new age-norm checklist from unrelated sources. Appendix B instead provides author-created, unscored prompts for observing learning and adjusting support.
- Record what the child does in context, including language, access, and adult support.
- Choose meaningful opportunities to explore and practice without assigning a fixed developmental age.
- Use CDC’s original age-specific checklists for developmental monitoring and validated tools for screening.
- Discuss concerns promptly with families and appropriate professionals; “patterns, not deadlines” is not a reason to delay a referral.
Critical note: ELOF guides planning; it is not a curriculum, assessment, or checklist. Do not use it to determine failure or readiness for transition.
Source: Office of Head Start, ELOF. See Section 10 for assessment and referral safeguards.
Yearly and Unit-Level Overviews
Provide clear roadmaps showing when and how skills and concepts are:
- Introduced: First exposure and initial exploration
- Practiced: Repeated engagement and skill building
- Assessed: Formal and informal evaluation of progress
- Extended/Deepened: More complex applications and connections
Revisit meaningful ideas across different experiences, using observations to decide what to revisit or extend.
Suggested Pacing Guides
Offer flexible pacing recommendations that balance structure with responsiveness to children's interests and needs. Include guidance for:
- Small Group Activities: Targeted skill development with 4-6 children
- Large Group Activities: Community-building experiences with whole class
- Individual Activities: Self-directed learning and personalized support
Review opportunities across developmental areas over time while following children’s interests, access needs, and opportunities to participate.