# 23 Ill. Adm. Code 2050.APPENDIX: Section 2050.APPENDIX A Illinois Early Learning and Development Standards - Children Age 3 to Kindergarten Enrollment Age > Illinois · Regulations · In force URL: https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P_S2050_APPENDIX ## Section - **Citation:** 23 Ill. Adm. Code 2050.APPENDIX - **Heading:** Section 2050.APPENDIX A Illinois Early Learning and Development Standards - Children Age 3 to Kindergarten Enrollment Age - **Jurisdiction:** Illinois - **Kind:** Regulations - **Status:** In force - **Text as of:** August 14, 2026 - **Source:** Compiled text - **Location:** Illinois Administrative Code / Title 23 / / Part / Section 2050.APPENDIX A Illinois Early Learning and Development Standards - Children Age 3 to Kindergarten Enrollment Age ## Text TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER XI: DEPARTMENT OF EARLY CHILDHOOD PART 2050 EARLY CHILDHOOD BLOCK GRANT SECTION 2050.APPENDIX A ILLINOIS EARLY LEARNING AND DEVELOPMENT STANDARDS - CHILDREN AGE 3 TO KINDERGARTEN ENROLLMENT AGE Section 2050.APPENDIX A   Illinois Early Learning and Development Standards − Children Age 3 to Kindergarten Enrollment Age The Illinois Early Learning and Development Standards for children ages 3 to kindergarten enrollment as defined in Section 10-20.12 of the School Code are broad statements that provide teachers and caregivers useful information that is directly needed as part of their daily classroom work.  The standards are organized to parallel content in the Illinois State Goals for Learning (see 23 Ill. Adm. Code 1.Appendix D). LANGUAGE ARTS State Goal 1:  Acquire foundational early literacy and language skills. Standards: Develop an appreciation for language and literacy activities. Develop basic language skills. Understand that language is used in a variety of ways to communicate. State Goal 2:  Develop age-appropriate early literacy reading skills and concepts. Standards: Demonstrate comprehension of text that is read aloud or seen in print. Identify elements pertaining to the craft and structure of types of text. Demonstrate understanding of text organization and basic features of print. Demonstrate beginning letter and word recognition. Demonstrate beginning phonological awareness. State Goal 3:  Develop early writing skills and concepts. Standards: Use writing to represent ideas and information. Compose information to convey meaning. Recognize multiple purposes and types of writing. Explore writing and conveying ideas using digital tools. State Goal 4:  Comprehend the language of others. Standards: Demonstrate understanding through age-appropriate responses. Understand language and information presented in a variety of ways. State Goal 5:  Use language, including body language, for expression e Goal 10:  Begin to make predictions and collect and analyze data information. Standards: Organize and describe data and information. Gather information to answer questions. State Goal 11:  Demonstrate curiosity about the world, and engage in scientific inquiry to answer questions. Standards: Develop skills to observe, collect information, ask questions, predict, explain and draw conclusions. Use tools and technology to assist in scientific inquiry. State Goal 12:  Explore concepts and information about life, physical and earth sciences. Standards: Understand that living things grow and change. Understand that living things rely on the environment and/or others to live and grow. Explore the physical properties of objects. Explore concepts of force and motion. Explore concepts and information related to the Earth, including ways to take care of our planet. Explore changes related to the weather and seasons. State Goal 13:  Understand basic safety rules for scientific inquiry. Standard: Understand rules to follow when investigating and exploring. SOCIAL STUDIES State Goal 14:  Understand some concepts related to citizenship. Standards: Understand what it means to be a member of a group and community. Understand ways groups make choices and decisions. Understand the role that individuals can play in a group or community. State Goal 15: Explore economic systems and human interdependence. Standards: Explore roles in the economic system and workforce. Explore issues of limited resources in the classroom and world. Explore concepts about trade as an exchange of goods or services. State Goal 16: Develop an awareness of the self and his or her uniqueness and individuality. Standard: Explore his or her self and history. State Goal 17:  Explore geography, the child's environment, and where people live, work and play. Standard: Explore environments and where people live. State Goal 18:  Explore people and families. Standards: Explore people, their similarities and their differences l 16: Develop an awareness of the self and his or her uniqueness and individuality. Standard: Explore his or her self and history. State Goal 17:  Explore geography, the child's environment, and where people live, work and play. Standard: Explore environments and where people live. State Goal 18:  Explore people and families. Standards: Explore people, their similarities and their differences. Develop an awareness of self within the context of family. PHYSICAL DEVELOPMENT AND HEALTH State Goal 19: Acquire movement skills and understand concepts needed to explore the environment, support learning and engage in health-enhancing physical activity. Standards: Demonstrate physical competency and control of large and small muscles. Demonstrate awareness and coordination of body movements. Demonstrate knowledge of rules and safety during physical activity. State Goal 20: Develop habits for life-long fitness. Standard: Achieve and maintain a health-enhancing level of physical fitness. State Goal 21:  Develop team-building skills by working with others through physical activity. Standards: Demonstrate individual responsibility during group physical activities. Demonstrate cooperative skills during structured group physical activity. State Goal 22:  Understand principles of health promotion and the prevention and treatment of illness and injury. Standard: Explain the basic principles of health promotion, illness prevention, treatment and safety. State Goal 23:  Understand human body systems and factors that influence growth and development. Standards: Describe and explain the structure and functions of the human body systems and how they interrelate. Identify ways to keep the body healthy. State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills. Standard: Demonstrate skills essential to enhancing health and avoiding dangerous situations. THE ARTS State Goal 25: Gain exposure to and explore the arts cture and functions of the human body systems and how they interrelate. Identify ways to keep the body healthy. State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills. Standard: Demonstrate skills essential to enhancing health and avoiding dangerous situations. THE ARTS State Goal 25: Gain exposure to and explore the arts. Standards: Investigate, explore and participate in the arts. Display an awareness of some distinct characteristics of the arts. State Goal 26:  Understand that the arts can be used to communicate ideas and emotions. Standard: Understand ways to express meaning through the arts. SOCIAL/EMOTIONAL DEVELOPMENT State Goal 27:  Develop self-awareness and self-management skills to achieve school and life success and develop positive relationships with others. Standards: Identify and manage one's emotions and behavior. Recognize one's own uniqueness and personal qualities. Demonstrate skills related to successful personal and school outcomes. State Goal 28:  Use social-awareness and interpersonal skills to establish and maintain positive relationships. Standards: Develop positive relationships with peers and adults. Recognize and appreciate individual and group similarities and differences. Use communication and social skills to interact effectively with others. Demonstrate an ability to prevent, manage and resolve interpersonal conflicts in constructive ways. State Goal 29: Demonstrate decision-making skills and responsible behaviors in personal, school and community contexts. Standards: Begin to consider ethical, safety and societal factors in making decisions. Apply decision-making skills to deal responsibly with daily academic and social situations. Contribute to the well-being of one's school and community. ENGLISH LANGUAGE LEARNER HOME LANGUAGE State Goal 30:  Use the home language to communicate within and beyond the classroom setting and community contexts. Standards: Begin to consider ethical, safety and societal factors in making decisions. Apply decision-making skills to deal responsibly with daily academic and social situations. Contribute to the well-being of one's school and community. ENGLISH LANGUAGE LEARNER HOME LANGUAGE State Goal 30:  Use the home language to communicate within and beyond the classroom setting. Standard: Use the home language for use for a variety of social and academic purposes. State Goal 31:  Use the home language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines. Standard: Use the home language in order to attain benchmarks across the learning areas and to build upon and develop transferable language and literacy skills. ## Nearby sections - [23 Ill. Adm. Code 1.APPENDIX Section 1.APPENDIX D State Goals for Learning and Learning Standards](https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P_S1_APPENDIX.md) - [23 Ill. Adm. Code 25.APPENDIX Section 25.APPENDIX E Endorsement Structure Beginning July 1, 2013](https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P_S25_APPENDIX.md) - [23 Ill. Adm. Code 100.TABLE Section 100.TABLE C Revenue Accounts](https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P_S100_TABLE.md) - [23 Ill. Adm. 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