AEPS Level 2 Center-based Assessment Activity Recording ... · University’s Center for Excellence in Early Childhood Research and Teaching [email protected] with questions. Dramatic

Adapted from AEPSi Assessment Activities (©Brookes Publishing, 2011). Not for dissemination. Contact Sophie Hubbell at Kent State University’s Center for Excellence in Early Childhood Research and Teaching [email protected] with questions.

AEPS Level 2 Center-based Assessment Activity Recording Form Instructions

This document includes directions and recording forms for the following 8 assessment activities from the

AEPSi™ (aepsinteractive.com, Brookes Publishing, 2011):

Book About Me

Classroom Transitions & Routines

Dramatic Play

Meals & Snacks

Story Time

Play dough & Manipulatives

Outdoor Play

Conversation with Familiar Adults

The items included in the recording forms are identical to the items in the paper-based AEPS Level 2 assessment.

General instructions about using assessment activities to complete the AEPS can be found in AEPS 2nd Edition Volume

2, Appendix A beginning on page 207. Additive goals are marked with an [N] and the associated items follow the goal

highlighted in gray.

Book About Me Description: Small-group activities are a typical component of most centers daily schedules. Book About Me is a

small-group activity in which children are encouraged to create books that are about them, their families, friends, and

other things of interest (e.g., favorite toys, foods, pets). During the activity, interactions between children should be

encouraged, and observation of targeted AEPS Test items such as writing letters and cutting out shapes can be elicited.

The Book About Me activity is also designed to allow children opportunities to show what they know and can do related

to moving in and out of child-sized chairs, copying written shapes, sharing likes and dislikes, and using pronouns and

descriptive words.

Suggested Materials and Procedures: The suggested materials are those that are typically available and or

necessary for completion of a basic art activity (e.g., sheets of paper, markers, glue). Materials should be placed in the

activity area prior to the start of the activity. In particular, examples of pre-made books (i.e., paper folded in half to form a

book), pre-printed shapes (e.g., rectangles, squares, triangles, circles, cross, T) for cutting and copying, cards with

children's names, markers, pencils, glue, and scissors should be available. Once children have chosen to participate in the

activity, team members can begin by prompting them to write or trace their names on the front of the book. Throughout

the activity, familiar adults can continue to elicit AEPS Test items by talking to the children (e.g., asking children to

describe the pages in their books in order to assess their ability to use descriptive words). For children who do not use

writing instruments, targeted AEPS Test items can be assessed as the child uses his or her fingers and writes in shaving

cream or writes or draws using a computer.

Classroom Transitions and Routines Description: Transitions and routines are typical components of most center-based classroom schedules.

Transitions occur when children move or change from one activity or location to another or when they stop one action and

begin another. Common transitions include moving from circle time to snack time, going from the classroom to an

outdoor area, or moving from puzzle play to the discovery table. Routines are the daily or regular occurrences of

necessary events required to negotiate ones day-to-day existence. Eating, dressing, toileting, hand washing, arriving, and

departing are all examples of routine activities. During Classroom Transitions and Routines activities, team members can

assess skills such as toileting, washing hands, problem solving, recognizing/naming environmental print, using verbal and

nonverbal communication, and interacting with adults and peers.

Suggested Materials and Procedures: Suggested materials include those that are typically available and/or

necessary for completion of a given transition or routine. For example, a child has access to a sink, water, soap, and a

towel as part of his or her bathroom routine, and the child can be prompted to use these materials; the child is then

watched to see how he or she performs related AEPS Test items. Team members should observe children and note how

they move or transition from one activity/action to another and/or participate in a given routine. As needed or desired,

team members can directly elicit desired AEPS Test items; for example, teams can incorporate into a bathroom routine 1)

specific materials (e.g., towels to assess whether children can share with peers); 2) specific actions (e.g., placing the soap

out of reach to assess whether children can get their needs met); or 3) specific verbalizations (e.g., asking children to find

more towels to assess children's ability to find objects in their common location, or asking children what to do when the

cold water faucet won’t turn to assess their problem-solving abilities).


Dramatic Play Description: Dramatic play is a common part of center-based programs and is an activity in which children use

props and pretend with objects/toys to act out social situations (e.g., playing house, restaurant, school). Dramatic play

areas are designed to encourage children to be creative and imaginative and interact with peers. While different from an

organized or adult-planned activity in that children typically lead much of the play, team members will find they still need

to set up the area by placing props and objects/toys that will encourage creativity, imagination, and interactions. Dramatic

play is a time to assess play skills as well as social communication skills (e.g., gaining attention, using words, carrying out

directions) and social skills (e.g., initiating and maintaining interactions with peers, resolving conflicts, initiating

cooperative activities).

Suggested Materials and Procedures: Suggested materials for a dramatic play activity are typically those that

align with a given theme or project. For example, if the theme or project is centered on learning about restaurants, a team

member may place menus, pencils, plastic food, pots and pans, and tablecloths in the dramatic play area. If the theme or

project is centered on exploring fire stations, a team member might include a bell, fire hats and clothing, toy fire trucks,

hoses, and a phone. Suggested procedures for a dramatic play activity include placing toys or objects in a designated area

that facilitate both the play sequence and the social interactions between peers. In addition to enhancing the social activity,

the toys or objects should be of interest to or chosen by children, and should lead to maintaining children's interest. As

needed or desired, team members can directly elicit desired AEPS Test items; for example, while facilitating social play, a

team member might encourage a child to put a baby doll in the stroller or to ask a friend for something to eat from the

restaurant.

Meals & Snack Description: Food-related activities such as breakfast, lunch, snack, or a center activity during which food is

available (e.g., science center activity related to cooking muffins) are an integral part of the center-based programs daily

routine. Activities involving food preparation, feeding, and cleanup are often planned in conjunction with weekly themes

or projects. For example, if the weekly theme is insects and bugs, children may be encouraged to create ants on a log with

celery, peanut butter, and raisins during snack time. Meals & Snack activities provide opportunities to observe children

performing such skills as using cups and utensils, pouring, grasping, chewing, swallowing, and following directions. In

addition, children can demonstrate their understanding of concepts such as opposites, quality, or quantity, and their

reasoning abilities as they converse with familiar adults during the food-related activity.

Suggested Materials and Procedures: Materials needed include a variety of food types (e.g., opposite foods

such as warm cooked carrots and cold carrot sticks, countable foods such as animal crackers), food sizes (e.g., grapes and

apples, string cheese cut to different lengths, Cheerios and banana slices), and food textures (e.g., semi-solid, soft, chewy,

hard). Foods requiring some preparation (e.g., unpeeled banana, crackers in the box) are also suggested. Lastly, feeding

and serving utensils (e.g., spoons, forks, knives) as well as cups, pitchers, or other containers for pouring liquid should be

available. Team members should carefully consider cultural, family, or medical dietary restrictions (e.g., kosher,

vegetarian, allergic) when conducting a Meals & Snack activity. If possible, team members should plan a menu that uses

specific utensils and foods to maximize the opportunities for the observation of targeted AEPS Test items. It may take

several days to assess all of the AEPS Test items noted in this assessment activity, depending on the availability of foods,

utensils, and children's interest. Although food-related activities are often large-group events, a smaller group could

enhance the ability to observe and note children's performance on AEPS Test items. Team members should join the

children at the table or feeding area, record the children's performance with utensils and other materials, and facilitate

conversations. For example, to determine the children's ability to identify quantity, quality, and opposites, familiar adults

can ask how many crackers each child has, which cracker is bigger, which cracker is hard or soft, and so forth. Familiar

adults can also ask children to give two small cups to each child at the table to assess the ability to follow directions.

Additional AEPS Test items can be elicited by supervising the children as they make a fruit salad or assemble picnic

lunch bags. Observed skills include preparing food, following directions, reasoning (e.g., ask the children what would

happen if the heavy apple was placed on top of the sandwich), and transferring liquids or solids between containers (e.g.,

pour all the cups of prepared fruit into the large bowl).


Story Time Description: Story time is a common enjoyable activity conducted across most center-based programs. A Story

Time activity can be for one child or a small group of children and can involve more than just reading a book with a

familiar adult. For example, during the story, children can be encouraged to repeat rhyming words, reenact the story, or

follow along using props such as flannel board pieces or puppets. During story time, skills such as establishing joint

attention, functional use of reading materials, locating objects, and sounding out words can be assessed.

Suggested Materials and Procedures: Suggested materials include those that are developmentally appropriate,

typically available in a classroom environment, and useful for eliciting the specific AEPS Test items targeted for this

activity. For example, a child can show his or her ability to orient a book and turn the pages by holding a story book with

pictures, can repeat rhymes from the same book, and may be able to retell events in a sequence with the use of flannel

board characters, puppets, or pictures. Suggested procedures include finding a quiet and comfortable place where

distractions are limited. During the Story Time activity, children should be encouraged to locate objects, repeat rhymes,

and take turns holding the book and turning the pages. After the story is read, children can retell the story in any number

of ways (e.g., by answering questions, acting it out, or with the use of props). In order to elicit social and communication

skills during story time, team members should be aware of the child's or children's level of interest during the activity,

noting their social interactions, questions asked, and use of nouns and verbs.

Playdough & Manipulatives Description: Most center-based programs have materials or an area of the classroom that offers a variety of

materials children can manipulate (e.g., playdough, interlocking blocks, wooden beads with string, puzzles). Such

materials are often referred to as table top toys or manipulatives, and they provide opportunities for team members to

observe the children's fine motor and cognitive skills. For example, a child completing a puzzle with various colored

pieces and shapes may demonstrate skills such as counting, matching, identifying shapes and colors, using two hands to

manipulate objects, and bringing hands to midline. In particular, playdough (homemade or commercial) provides children

with opportunities to demonstrate a variety of fine motor and cognitive skills.

Suggested Materials and Procedures: Suggested materials for conducting a Playdough & Manipulatives activity

include small and large containers of assorted colors of playdough, shape cookie cutters (e.g., circle, square, triangle,

diamond, star), number and alphabet cookie cutters, nesting cookie cutters, tools (e.g., rolling pin, tortilla press, plastic

knives), items for counting up to 20 (e.g., cars, people), small building blocks, different sizes and colors of containers, and

puzzles. A mechanical toy (Play-Doh Fuzzy Pumper Crazy Cuts, Buzzin Buzz Saw, or Fun Factory) will be needed to

assess AEPS Test items such as using an index finger to activate a toy or activating a mechanical toy. Materials should be

placed in the activity area prior to the start of the activity. Once the children have chosen to participate in the activity,

team members should facilitate play and conversation in order to elicit targeted AEPS Test items. For example, team

members can ask the children to name the colors and shapes of the materials, ask children to count how many rolling pins

there are, ask the children to find another car that matches the one being held, or when cleaning up ask children to place

cookie cutters in separate containers according to color. Team members can also position materials to elicit AEPS Test

items such as offering a child a plastic knife to dig out a toy dinosaur hidden in a ball of playdough in order to assess his

or her ability to use one object to obtain another. Furthermore, team members can assess whether a child can locate an

object in the latter of two hiding places by placing the child's preferred rolling pin into a small container and then in a

larger container.


Outdoor Play Description: Most center-based programs are able to incorporate outdoor play activities (e.g., swinging, playing

in a sandbox, climbing on play equipment) into their daily schedule. When a program does not have access to an outdoor

area, an indoor area (e.g., gym) often provides similar opportunities for the children to run, walk on balance beams, and

engage in ball play. Outdoor play tends to be a time with high levels of activity and provides children with many

opportunities to make choices. Outdoor play can include child- or adult-directed games and activities that can elicit

targeted AEPS Test items such as jumping, imitating motor actions, using spatial terms (e.g., over, under, behind),

watching, listening, and engaging in games with rules, such as Red Rover, Red Rover or Tag.

Suggested Materials and Procedures: Suggested materials for an Outdoor Play activity include small and large

balls, jump ropes, stairs or climbing structures, sandbox toys, and portable equipment (e.g., push toys, baby stroller,

grocery cart). During outdoor play, team members may observe targeted AEPS Test items such as rolling a ball, creeping,

balancing, running, jumping, and skipping. If an AEPS Test item is not observed, team members can ask children to

demonstrate targeted skills. For example, a team member can encourage the child to climb up the stairs, navigate a

grocery cart around barriers, or even recall an event from earlier in the day. Creating opportunities to observe targeted

AEPS Test items may require facilitating a planned game (e.g., Simon Says, Duck Duck Goose) to elicit skills such as

engaging in games with rules or imitating motor actions that are not commonly used. Limited indoor space may require

the team to prepare alternative activities. For example, movement songs or games (e.g., Going on a Bear Hunt, The

Walking Song, Listen and Move) can be used to create opportunities to observe targeted AEPS Test items. Suggested

materials for a music and movement activity would include recorded music and player, bean bags, chairs, or appropriate

props. Another alternative is to make an obstacle course; for example, the obstacle course might use steps (climb up and

down steps), a ball in a box (kick, throw, or catch the ball), a table (climb under or around), and a push toy (push shopping

cart to the finish line). In this case, AEPS Test items that can be observed include climbing; ball-handling skills; regaining

balance to a standing position without support; temporal concepts such as first, next, last; and reproducing part of an

interactive game in order for the game to continue.

Conversation with Familiar Adults Description: At times, team members will find that gathering information regarding targeted AEPS Test items is

difficult to do within a typical classroom schedule (e.g., riding a tricycle, brushing teeth, undressing). In these instances,

team members are encouraged to obtain needed information regarding children's performance through conversations with

other adults who are familiar with and know the child well. Specifically, as part of the team, family members can

participate in the assessment process by discussing what they see as their child's strengths, emerging skills, and areas of

need. Talking with the adults most familiar with the child will present essential opportunities to gain a more

comprehensive and accurate picture of the child's developmental level.

Suggested Materials and Procedures: No specific materials are necessary for having a conversation with

familiar adults; however, team members may wish to list AEPS Test items and associated criteria on a separate piece of

paper or in an e-mail message, or use the AEPS Family Report to be clear about what is being asked. Team members may

also want to record or document what is shared during conversations (e.g., using pen and paper, or possibly recording the

conversation). Procedures for having conversations with familiar adults can include a face-to-face meeting, phone

conversations, e-mail correspondence, web-based conferencing, or even passing notes back and forth. It is important to

note that AEPS Test items targeted for this activity are not inclusive of the items that can be assessed through

report/conversation with familiar adults. Team members are encouraged to provide multiple ways for familiar adults,

including family members, to share what they know about a child.


AEPS Assessment Activity Recording Form

Book About Me Names→

AEPS Item S N S N S N S N S N S N S N S N

Area: Fine Motor

A. Bilateral Motor Coordination

2. Cuts out shapes with curved lines

2.1 Cuts out shapes with straight lines

2.2 Cuts paper in two

B. Emergent Writing

1. Writes using three-finger grasp

1.1 Uses three-finger grasp to hold writing implement

2. Prints pseudo-letters

2.1 Draws using representational figures

2.2 Copies complex shapes

2.3 Copies simple shapes

3. Prints first name

3.1 Prints three letters

3.2 Copies first name

3.3 Copies three letters

Area: Social-Communication

B. Production of Words, Phrases, and Sentences

4. Uses pronouns [N]

4.1 Uses subject pronouns

4.2 Uses object pronouns

4.3 Uses possessive pronouns

4.4 Uses indefinite pronouns

4.5 Uses demonstrative pronouns

5. Uses descriptive words [N]

5.1 Uses adjectives

5.2 Uses adjectives to make comparisons

5.3 Uses adverbs

5.4 Uses prepositions

5.5 Uses conjunctions

5.6 Uses articles

Area: Social

B. Participation

1. Initiates and completes age-appropriate activities

1.1 Responds to request to finish activity

1.2 Responds to request to begin activity

2. Watches, listens, and participates during small group

activities [N]

2.1 Interacts appropriately with materials during small

group activities

2.2 Responds appropriately to directions during small

group activities

2.3 Looks at appropriate object, person, or event during

small group activities

2.4 Remains with group during small group activities

D. Knowledge of Self and Others

1. Communicates personal likes and dislikes [N]

1.1 Initiates preferred activities

1.2 Selects activities and/or objects

3. Relates identifying information about self and others

[N]

3.1 States address

3.2 States telephone numbers

3.3 States birthday

3.4 Names siblings and gives full name of self

3.5 States gender of self and others

3.6 States name and age



Classroom Transitions and Routines Names→


Area: Adaptive

B. Personal Hygiene

1. Carries out all toileting functions

1.1 Uses toilet paper, flushes toilet, washes hand

after using toilet

1.2 Uses toilet

1.3 Indicates need to use toilet

C. Dressing and Undressing

1. Unfastens fasteners on garments [N]

1.1 Unfastens buttons/snaps/Velcro fasteners on

garments

1.2 Unties string-type fasteners

1.3 Unzips zipper

3. Fastens fasteners on garments [N]

3.1 Ties string-type fastener

3.2 Fastens buttons/snaps/Velcro fasteners

3.3 Threads and zips zipper

Area: Cognitive

E. Problem Solving

1. Evaluates solutions to problems

1.1 Suggests acceptable solutions to problems

1.2 Identifies means to goal

H. Phonological Awareness and Emergent

Reading

3. Reads words by sight

3.1 Identifies letter names



1. Uses verbs [N]

1.1 Uses auxiliary verbs

1.2 Uses copula verb "to be"

1.3 Uses third person singular verb forms

1.4 Uses irregular past tense verbs

1.5 Uses regular past tense verbs

1.6 Uses present progressive "ing"

2. Uses noun inflections [N]

2.1 Uses possessive "s"

2.2 Uses irregular plural nouns

2.3 Uses regular plural nouns

Area: Cognitive


Reading 3.1 Identifies letter names

Area: Social

A. Interaction with Others 1. Interacts with others as play partners [N]

1.1 Responds to others in distress or need

1.2 Establishes and maintains proximity to others

1.3 Takes turns with others

1.4 Initiates greeting to others who are familiar

1.5 Responds to affective initiations from others



Dramatic Play Names→



A. Social-Communicative Interactions 1. Uses words, phrases, and sentences to inform,

direct, ask questions, and express anticipation,

imagination, affect, and emotions [N]

1.1 Uses words, phrases, or sentences to express

anticipated outcomes

1.2 Uses words, phrases, or sentences to describe

pretend objects, events or people

1.3 Uses words, phrases, or sentences to label own

or others' affect/emotions

1.4 Uses words, phrases, or sentences to describe

past events

1.5 Uses words, phrases, or sentences to make

commands to and requests of others

1.6 Uses words, phrases, or sentences to obtain

information

1.7 Uses words, phrases, or sentences to inform

2. Uses conversational rules [N]

2.1 Alternates between speaker/listener role

2.2 Responds to topic changes initiated by others

2.3 Ask questions for clarification

2.4 Responds to contingent questions

2.5 Initiates context-relevant topics

2.6 Responds to others' topic initiations


3. Asks questions [N]

3.1 Asks yes/no questions

3.2 Asks questions with inverted auxiliary

3.3 Asks "when" questions

3.4 Asks "why", "who," and "how" questions

3.5 Asks "what" and "where" questions

3.6 Asks questions using rising inflections

Area: Social

A. Interaction with Others 2. Initiates cooperative activity

2.1 Joins others in cooperative activity

2.2 Maintains cooperative participation with

others

2.3 Shares or exchanges objects

3. Resolves conflicts by selecting effective strategy

[N]

3.1 Negotiates to resolve conflicts

3.2 Uses simple strategies to resolve conflicts

3.3 Claims and defends possessions

D. Knowledge of Self and Others

2. Understands how own behaviors, thoughts, and

feelings relate to consequences for others

2.1 Identifies affect/emotions of others

2.2 Identifies own affect/emotions



Meals & Snack Names→


Area: Adaptive

A. Mealtime

1. Eats and drinks a variety of foods using

appropriate utensils with little or no spilling

[N]

1.1 Puts proper amount of food in mouth,

chews with mouth closed, swallows before

taking another bite

1.2 Takes in proper amount of liquid and

returns cup to surface

1.3 Eats a variety of food textures

1.4 Selects and eats a variety of food types

1.5 Eats with utensils

2. Prepares and serves food [N]

2.1 Prepares food for eating

2.2 Uses knife to spread food

2.3 Pours liquid into a variety of containers

2.4 Serves food with utensil

Area: Cognitive

A. Concepts 2. Demonstrates understanding of qualitative

and quantitative concepts [N]

2.1 Demonstrates understanding of 10

different qualitative concepts

2.2 Demonstrates understanding of eight

different quantitative concepts

C. Sequencing 1. Follows directions of three or more

related steps that are not routinely given

1.1 Follows directions of three or more

steps that are routinely given

E. Problem Solving 2. Makes statements and appropriately

answers questions that require reasoning

about objects, situations, or people [N]

2.1 Gives reason for inference

2.2 Makes predictions about future and

hypothetical events

2.3 Gives possible cause for some event



Story Time Names→


Area: Cognitive

C. Sequencing 3. Retells event in sequence

3.1 Completes sequence of familiar story or

event

F. Play 1. Engages in cooperative, imaginary play

[N]

1.1 Enacts roles or identities

1.2 Plans and acts out recognizable events

1.3 Uses imaginary props


Reading 1. Demonstrates phonological awareness

skills [N]

1.1 Uses rhyming skills

1.2 Segments sentences and words

1.3 Blends single sounds and syllables

1.4 Identifies same and different sounds at

the beginning and end of words

2. Uses letter-sound association to sound out

and write words [N]

2.1 Writes words using letter sounds

2.2 Sounds out words

2.3 Produces correct sounds for letters



Play dough & Manipulatives Names→


Area: Fine Motor

A. Bilateral Motor Coordination

1. Uses two hands to manipulate objects,

each hand performing different movements

1.1 Holds object with one hand while the

other hand manipulates

Area: Cognitive

A. Concepts

1. Demonstrates understanding of color,

shape, and size concepts [N]

1.1 Demonstrates understanding of eight

different colors

1.2 Demonstrates understanding of five

different shapes

1.3 Demonstrates understanding of six

different size concepts

B. Categorizing

1. Groups objects, people, or events on the

basis of specified criteria

1.1 Groups objects, people, or events on the

basis of category

1.2 Groups objects on the basis of function

1.3 Groups objects on the basis of physical

attribute

C. Sequencing

2. Places objects in series according to

length or size

2.1 Fits one ordered set of objects to

another

G. Premath

1. Counts at least 20 objects

1.1 Counts at least 10 objects

1.2 Counts three objects

2. Demonstrates understanding of printed

numerals

2.1 Labels printed numerals up to 10

2.2 Recognizes printed numerals



Outdoor Play Names→


Area: Gross Motor

A. Balance and Mobility

1. Runs avoiding obstacles

1.1 Runs

2. Alternates feet walking up and down

stairs

2.1 Walks up and down stairs

B. Play Skills

1. Jumps forward

1.1 Jumps in place

1.2 Jumps from platform

1.3 Balances on one foot

2. Bounces, catches, kicks, and throws ball

[N]

2.1 Bounces ball

2.2 Catches ball

2.3 Kicks ball

2.4 Throws ball

3. Skips

3.1 Hops

Area: Cognitive

A. Concepts

3. Demonstrates understanding of spatial

and temporal relations concepts [N]

3.1 Demonstrates understanding of 12

different spatial relations concepts

3.2 Demonstrates understanding of seven

different temporal relations concepts

D. Recalling Events

1. Recalls events that occur on same day,

without contextual cues

1.1 Recalls events that occurred on the

same day with contextual cues

1.2 Recalls events immediately after they

occur

F. Play

2. Engages in games with rules [N]

2.1 Maintains participation

2.2 Conforms to game rules

Area: Social

B. Participation

3. Watches, listens, and participates during

large group activities [N]

3.1 Interacts appropriately with materials

during large group activities

3.2 Responds appropriately to directions

during large group activities

3.3 Looks at appropriate object, person, or

event during large group activities

3.4 Remains with group during large group

activities



Conversation with Familiar Adults Names→


Area: Gross Motor

B. Play Skills

4. Rides and steers two-wheel bicycle

4.1 Pedals and steers two-wheel bicycle

with training wheels

Area: Adaptive

B. Personal Hygiene

2. Washes and grooms self [N]

2.1 Uses tissue to clean nose

2.2 Brushes teeth

2.3 Bathes and dries self

2.4 Brushes or combs hair

2.5 Washes and dries face

C. Dressing and Undressing

2. Selects appropriate clothing and dresses

self at designated times

2.1 Puts on long pants

2.2 Puts on front-opening garment

2.3 Put on pullover garment

2.4 Puts on shoes

2.5 Puts on underpants, shorts or skirt

Area: Social

C. Interaction with Environment

1. Meets physical needs in socially

appropriate ways [N]

1.1 Meets physical needs when

uncomfortable, sick, hurt, or tired

1.2 Meets observable physical needs

1.3 Meets physical needs of hunger and

thirst

2. Follows context-specific rules outside

home and classroom

2.1 Seeks adult permission

2.2 Follows established rules at home and

in classroom

Documents

AEPS Level 2 Center-based Assessment Activity Recording ... · University’s Center for Excellence in Early Childhood Research and Teaching [email protected] with questions. Dramatic