DRDP (2015) Preschool Fundamental View Measures

Attends or responds briefly to people,things, or sounds

Shifts attention frequently from one person or thing to another

Maintains attention, on own or with adult support, during brief activities

Maintains attention, with adult support, during activities that last for extended periods of time

Maintains attention on own during activities that last for extended periods of time

There are no later levels for this measure

• Pays attention to a moving mobile.
• Quiets to the voice of a familiar person.
• Gazes at the smiling face of a familiar person.

• Turns attention toward an interesting toy, then back to an adult or a child.
• Actively shifts interest from one child to another playing close by.
• Drops one thing in order to reach for another.

• Briefly watches other children playing and then resumes play with a toy.
• Resumes playing at sand table when an adult joins in digging.
• Dumps toy animals from container, puts animals back in the container, and then dumps them out again.

• Listens to a book from beginning to end and then gestures for an adult to read it a second time.
• Starts working on a simple puzzle with an adult and continues when the adult steps away briefly.
• Continues playing with toy cars, adding a bridge offered by an adult sitting nearby.

• Makes a pile of pretend pancakes with play dough on own and then offers them to peers.
• Builds multiple towers with interlocking blocks.
• Looks through several books on own in library corner during the morning.
• Listens to audio books while looking at enlarged pictures related to the story on a screen, on own, during the morning.

Attention Maintenance

Responds to internal or external stimulation in basic ways

Engages in behaviors that have previously worked to soothe self

Comforts self by seeking a familiar adult or a special thing

Comforts self in different ways, based on the situation

Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways

There are no later levels for this measure

• Cries when hears a loud noise.
• Closes eyes when taken into bright sunlight.
• Brings fist to mouth and fusses when hungry.

• Sucks thumb or fist to soothe self.
• Turns away from sensory experiences such as loud noises, bright lights, or specific textures.
• Nuzzles face into a blanket or a familiar adult's shoulder when unfamiliar adults approach.

• Retrieves a familiar object, such as a blanket, to soothe self when upset.
• Gestures "up" to a familiar adult to be picked up when sleepy.
• Seeks contact with a familiar adult when a toy is taken by another child.

• Softly hums or vocalizes to self when lying down for naptime.
• Goes to cubby and gets a photo of family when upset after a parent leaves.
• Seeks out a cozy place to get away from active play of other children.
• Remains seated in a small group activity while manipulating a favorite toy.

• Asks what's going to happen next, to get ready to transition to a new activity.
• Requests favorite book to read with parent before the parent leaves.
• Moves away and covers ears when an adult brings out a vacuum to clean spilled sand on the floor.

Self-Comforting

Responds to facial expressions or vocalizations in basic ways

Imitates approximations of single simple actions or sounds when interacting with others

Imitates actions, or Repeats familiar words or gestures by others when interacting with them

Imitates a few actions, or Repeats familiar actions or words experienced at an earlier time

Imitates multiple steps of others’ actions, or Repeats phrases, experienced at an earlier time

There are no later levels for this measure

• Pays attention to vocalizations from an adult, such as cooing, heard during an interaction.
• Attends to an adult's face during an interaction.
• Orients toward the gestures of a familiar adult.

• Makes a sound like "Mmmmm" after an adult makes the "Mmmmm" sound during feeding.
• Smiles when an adult smiles.
• Widens eyes and raises eyebrows after observing these movements on an adult's face during an interaction.

• Opens and shuts hands as an adult leads open-shut-them finger play.
• Raises arms in the air, following an adult's actions, during a game of "So big!"
• Communicates, "Bye-bye," and waves, after an adult communicates, "Bye-bye," and waves.

• Holds a toy telephone to ear and says, "Hello."
• Places doll in front of a toy shopping cart and wheels it around the room, placing objects in the cart.
• Engages in exercise movements that adults typically do.
• Wraps a teddy bear in a blanket and communicates, "Night-night."

• Communicates, "Be safe," (using adult intonation) when friends begin to move too fast through the classroom.
• Pretends to cook a meal by taking out play food and pots, turning on a toy stove, and stirring the pots with a spoon.
• Dresses up with fancy shoes and clothes in dress-up area, and communicates, "It's time to party."

Imitation

Responds to people, things, or sounds

Notices new or unexpected characteristics or actions of people or things

Explores people or things in the immediate environment

Explores new ways to use familiar things, including simple trial and error

Explores through simple observations, or manipulations, or asking simple questions

Explores by engaging in specific observations, manipulations, or by asking specific questions

Carries out simple investigations using familiar strategies, tools, or sources of information

Carries out multi-step investigations, using a variety of strategies, tools, or sources of information

• Orients toward a noise.
• Turns head toward a person who comes into view or begins talking.
• Looks at a mobile.

• Vocalizes or gazes at a familiar adult who makes an animated facial expression or unusual noise.
• Smiles when an adult begins singing a song.
• Moves arms or legs when a mobile begins moving overhead.

• Bangs a drum with hands repeatedly.
• Touches hair of another child.
• Pats, pulls on, or turns pages of a board book.
• Watches intently as an adult prepares snack.

• Paints on paper and on arm when given a paintbrush and paint.
• Molds sand using a cup.
• Tries using utensils to work with play dough.

• Moves around a fish bowl to continue watching a fish as it swims around objects.
• Drops a marble in a maze and follows its path as it rolls to the bottom.
• Asks, "What’s that doing?" when seeing or hearing a bulldozer across the street while on a neighborhood walk.

• Puts a dry sponge in water and then squeezes it to see what happens.
• Observes a snail and asks, "Why do snails have shells?"
• Compares color or shape of leaves gathered on a nature walk.

• Uses a magnetic wand to figure out which objects on a table it will lift up.
• Uses a magnifying glass to observe a caterpillar closely, and describes its pattern of colors and number of legs.
• Places a variety of objects in water to see which will float and which will sink.
• Uses a communication device to learn about the new pet guinea pig.

• Examines images from informational books or a computer to learn about the habitats of different animals.
• Looks through a prism held up to the light, directing its motion until a rainbow of colors appears on the wall.
• Sets up a project, with an adult, that involves investigating the growth of lima bean plants with different amounts of water, and documents their growth.

Curiosity and Initiative in Learning

Calms when comforted by an adult

Seeks a familiar adult when distressed, and responds when physically comforted by a familiar adult

Calms self when a familiar adult initiates contact, moves close, or offers a special thing

Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations

Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support

Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed

Uses simple strategies (e.g., leaving a difficult situation, offering an alternative toy to a friend) to regulate own feelings or behaviors

Uses socially appropriate strategies (e.g., negotiation, compromise, verbal reminders to self) to regulate own feelings or behaviors

• Lessens or stops crying when picked up by an adult.
• Relaxes in an adult's arms when being held.
• Quiets to the voice of a familiar adult.

• Reaches toward a familiar adult to be comforted and nestles into the adult when held.
• Vocalizes to a familiar adult and calms when the adult reaches over to pat child's stomach.
• Looks toward a familiar adult when startled, and relaxes when picked up.

• Gets up and looks for an adult after falling down, and then resumes play when the adult gives a reassuring look.
• Stops crying after an adult offers a toy similar to the toy another child took.
• Calms when an adult moves to sit closer on the floor.

• Lets go of another child's toy and accepts a different toy after a familiar adult communicates, "She's playing with the blue truck. You can use the red one."
• Gets a towel when an adult suggests that they work together to clean up a spill that the child is upset about.
• Accepts an adult's invitation to move closer, after noticing child's worried look when an unfamiliar adult enters the room.

• Waits to ride a favorite tricycle without trying to take it from another child.
• Pauses and sighs after tower falls down, and then starts to rebuild it when an adult asks, "Do you want to make it again?"
• Frowns, but goes to play with something else, when an adult communicates that it is not yet time to go outside.

• Insists that another child return a favorite doll, but when refused, asks a familiar adult for help.
• Communicates feelings of anger, through words or gestures, to a familiar adult when another child takes a toy without asking.
• Communicates, "Tôi muổn ngối ở dây," ["I want to sit here," in Vietnamese], when upset that there are no empty chairs near a friend.

• Offers a toy in exchange when another child has a desired toy.
• Asks another child who is painting at an easel, "When is it my turn? I've been waiting."
• Leaves the block area after unsuccessfully attempting to join peers, and then moves to the dramatic play area to join other children in play.

• Communicates, "I want a turn. Can I use the scooter after you go around two times?" after watching another child ride for a while.
• Communicates, "Don't push!" to another child trying to fit at the water table, and then says, "Here's a place," and moves over.
• Communicates to self, in words or signs, that the monsters are just pretend, when attending to a scary story.
• Uses a communication device to suggest a strategy to share the limited number of popular art materials during a collage project.

Self-Control of Feelings and Behavior

There are no earlier levels for this measure

Participates in a simple activity briefly

Selects activities, but switches quickly from one to another, even with adult support to help focus on one activity

Continues self-selected activities with adult support, even though interest briefly shifts to other activities

Continues self-selected activities on own, seeking adult support to work through challenges

Works through challenges on own while engaged in self-selected activities

Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity

• Puts a ring on and off of a ring stack a few times.
• Fills and dumps sand from a bucket.
• Shakes a bell while others are singing.
• Uses hands to smear finger paint.
• Activates a switch toy.

• Chooses to play in the dramatic play area for a short while and then plays in the block area.
• Selects a puzzle to work on with an adult, works on it together for a short time, and then wanders off, even with the adult's encouragement to continue.
• Joins a small group and attends briefly to an adult reading a book, and then shifts attention to another activity.

• Strings large beads with an adult to make a necklace, briefly watches another child who brings magnets to the table, and then continues stringing beads.
• Stops playing with blocks and starts to move away from block area, but returns when an adult offers props, such as cars and street signs, to use with the blocks.
• Pauses to watch children running by while scooping sand, but returns to scooping when the adult offers another sand toy.

• Continues working on a difficult puzzle, asking an adult for help when needed.
• Continues looking at a book as an adult encourages other children entering the same area to find a book.
• Asks adult for headphones, while listening to a story on tape, when other children begin to play noisily nearby.
• Starts to get ready to go outside with other children, and asks for adult assistance with fasteners when putting on shoes.

• Continues to build a structure with interlocking blocks even when having difficulty finding the "right" pieces.
• Glues a variety of materials together to create a three-dimensional collage, trying different ways to make them stick.
• Repeatedly tries to trace around own hand.
• Completes an obstacle course using a walker, even on bumpy ground.

• Continues to work on spinning a round hoop around own waist over successive days.
• Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more.
• Writes own name, then writes it more clearly a second time at classroom sign-in table.

Engagement and Persistence

There are no earlier levels for this measure

Demonstrates preferences for a few specific toys or materials

Takes and plays with materials of interest, even when they are being used by another child

Shows awareness that other children might want to use materials, by taking action to control the materials

Maintains control of some preferred materials, allowing others to use the rest, but will need adult support to share preferred materials with other children

Follows expectations or procedures for sharing, most of the time, without adult prompting

Offers to share space or materials with others in the absence of explicit expectations for sharing

• Chooses to play with doll with red hair on repeated occasions.
• Chooses to play with the same toy dinosaur every day.
• Selects the green marker every time when at the art table.

• Takes another child's toy, and seems surprised by the other child’s protest.
• Picks up a purple marker after another child put it down momentarily to do something else.
• Squeezes in between other children at the water table, making it difficult for the other children to continue their play.

• Keeps all of the crayons nearby even if only using one or two colors.
• Communicates, "Es mía," ["It's mine," in Spanish], when another child reaches for a red cape.
• Places favorite dolls behind back when other children are playing in the doll area.

• Holds onto big brushes while painting at the table, but then gives other children some big brushes, with adult prompting.
• Keeps favorite crayons nearby, and pushes the basket of other colored crayons to the center of the table.
• Lets another child take a book from a pile nearby, but holds onto a few favorite books.

• Communicates to another child, "That's mine [referring to a carpet square]. Go get one from the pile over there," while getting ready for story time.
• Gets riding toys out of the shed to give to other children, according to the usual classroom practice.
• Communicates, "It's my turn when you are done," to a child who is using the tricycle.
• Puts name on waiting list when wanting to have a turn at the computer, after reminder by an adult that there is a waiting list.

• Brings a carpet square to another child while getting ready for story time, without being asked.
• Makes room for another child who wants to join in building a spaceship, and then offers a piece for the child to add.
• Uses a communication device to ask another child to join in making a necklace.

Shared Use of Space and Materials

Responds in basic ways to others

Uses senses to explore self and others

Recognizes self and familiar people

Communicates own name and names of familiar people (e.g., "dada," "mama," "grandma," or sibling's name)

Expresses simple ideas about self and connection to others

Describes self or others based on physical characteristics

Describes own preferences or feelings; and Describes the feelings or desires of family members, friends, or other familiar people

Compares own preferences or feelings to those of others

• Attends to a familiar adult during feeding.
• Quiets when hears a familiar adult.
• Grasps an adult’s finger when palm of child's hand is touched.

• Examines own hand or foot by looking at it or mouthing it.
• Touches others' hair when it is within reach.
• Plays with sound by repeating grunts and squeals.

• Orients toward a familiar adult when own name is spoken or signed.
• Points to picture of self on the wall.
• Smiles when a familiar adult enters the room.

• Communicates, "Me llamo Luis," ["My name is Luis," in Spanish].
• Communicates names of immediate family members in a photo.
• Looks to new baby sister and communicates her name.

• Acts out roles from own family in pretend play.
• Communicates, "I'm making cookies–just like Grandma!" while rolling play dough.
• Draws picture of a house and communicates, "This is my house."

• Communicates, using communication board, "His hair is red!"
• Identifies own height, as indicated on a growth chart posted on the wall.
• Narrates details while drawing a picture of a friend.
• Draws a picture of own family, representing traits such as heights and hair colors.

• Communicates to an adult, "I was mad when it rained because we couldn't go outside."
• Communicates that a friend is happy because he is going to have a birthday party.
• Says, "Ayokong hawakan ang susô. Na tatakot ako," ["I don't want to touch the snail. It scares me," in Tagalog].

• Selects a pink scarf for a friend whose favorite color is pink, then selects a blue scarf for self.
• Communicates to a peer that they both like peanut butter and jelly sandwiches.
• Communicates, "“我喜 歡游泳, 但是我姐 姐不喜歡,”," ["I love to swim, but my sister doesn't," in Chinese].

Identity of Self in Relation to Others

Responds to faces, voices, or actions of other people

Shows awareness of what to expect from familiar people by responding to or anticipating their actions

Adjusts behavior in response to emotional expressions of familiar people, especially in novel or uncertain situations

Adjusts behavior in response to emotional expressions of people who are less familiar

Identifies own or others' feelings

Communicates, with adult assistance, about feelings that caused own behavior or others' behavior

Communicates ideas about why one has a feeling or what will happen as a result of a feeling

Communicates ideas about how own or another's personality affects how one thinks, feels, and acts

• Looks at faces.
• Turns head toward an adult during feeding.
• Grasps an adult's finger when palm of child's hand is touched.

• Smiles when an adult continues after pausing during a game of pattycake.
• Looks toward the location of where an adult's face will reappear during a game of peek-a-boo.
• Kicks legs in excitement or adjusts body when a familiar adult leans forward to pick child up.

• Pays attention to a familiar adult's facial expressions when an unfamiliar person enters the room.
• Stops playing, looks up, and then smiles when hearing a familiar adult's laugh.
• Starts to climb on a table, but pauses in response to an adult's cautionary look and warning.

• Moves or looks toward a familiar adult when a less familiar adult enters the room.
• Pauses after reaching toward a peer's toy, to check on a less familiar adult's response.
• Stops in response to a warning from another child's parent about getting too close to the swing.

• Communicates, "También me gusta pintar, me hace feliz," ["I like to paint, too; it makes me happy," in Spanish] after noticing a child at an easel.
• Communicates that a crying child is sad.
• Communicates, "She wants the big truck."
• Points to "angry" picture on emotion chart while looking at a peer.

• • Responds that a friend is sad, when an adult asks, "Why did your friend get his blanket?"
  • Communicates that the turtle was scared, when an adult asks, "Why did the turtle go into its shell?"
  • Communicates, "Cô bé nhớ mệ của mình," ["She misses her mommy," in Vietnamese] when an adult asks, "What happened?"

• Communicates, "Magagalit siya kapag bumagsak na naman ang kanyang tulay," ["He'll be mad if his bridge is knocked down again," in Tagalog].
• Uses a communication device to express, "I feel sleepy when it gets dark."
• Communicates, "I'm bored. I'm going to play with the blocks now.'

• Communicates to a peer, "You're silly," when the peer starts giggling and other children join in.
• Communicates that a peer is shy when seeing her hide as an unfamiliar adult approaches.
• Communicates that another child plays with everyone because he is so friendly.

Social and Emotional Understanding

Responds to faces, voices, or actions of familiar people

Shows a preference for familiar adults and tries to interact with them

Interacts in simple ways with familiar adults and tries to maintain the interactions

Initiates activities with familiar adults; and Seeks out assis