B k standards-cognition_knowledge 5-11-2012 final
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Transcript of B k standards-cognition_knowledge 5-11-2012 final
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• May11,20126:37PM• DRAFTMay11,2012
CognitionandGeneralKnowledgeiconhere
ThedomainofCognitionandGeneralKnowledgeencompasseschildren’sknowledgeoftheirphysicalandsocialworlds.Itincludescontentknowledge,conceptsandskillsintheareasofmathematics,socialstudiesandscience.Italsocoverscognitiveprocessesandskillsfundamentaltolearningindifferentdomains.Mathematics.Thesub-domainofMathematicsencompassesthemathematicalconceptsandskillsthatchildrendevelopduringthebirth-to-five-yearperiod,includingchildren’sdevelopingunderstandingofnumberandquantity,numberrelationships,andbasicalgebraicconcepts.Ameta-analysisconductedbyDuncanandcolleagues(2007)suggeststhatspecificearlymathskillssuchasknowledgeofnumbersandordinalityareimportantpredictorsoflaterachievementinmathandreading.TheMathematicsdomainalsoaddresseschildren’sdevelopingknowledgeofkeyattributesofobjects,includingsizeandshape,andthewayobjectsfit,arepositioned,andmoveinspace.
Thesub-domainofMathematicsconsistsofthesestrandsandtopics.
MathematicsStrand: NumberSense
Topic: NumberSenseandCounting CompareNumbersMathematicsStrand: NumberRelationshipsandOperations
Topic: ExploreNumberRelationships
MathematicsStrand: Algebra
Topics: GroupandCategorize Patterning
MathematicsStrand: MeasurementandData
Topics: DescribeandCompareMeasurableAttributes DataAnalysisMathematicsStrand: Geometry
Topics: SpatialRelationships IdentifyandDescribeShapes Analyze,CompareandCreateShapes
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CognitionandGeneralKnowledgeiconhere
Social Studies.Thesub-domainofSocialStudiesincludesbasicskillsandcompetenciesthatsetthefoundationforlearningaboutconceptsofsocialscience.Atayoungage,childrenbegintodeveloptheirsocialidentityandtothinkabouttheirplaceinthesocialworld.Astheygrow,theydevelopanincreasedawarenessoftheirpersonalhistoriesandheritage,andasenseoftimeandplace.Througheverydayinteractionswithchildrenandadults,theydevelopanappreciationforrightsandresponsibilitywithinagroup,andhowsocialruleshelppeopleinpromotingsafetyandfairness(Mindes,2005).
Thesub-domainofSocialStudiesconsistsofthesestrandsandtopics.
SocialStudiesStrand: Self
Topic: Socialidentity
SocialStudiesStrand History
Topic: HistoricalThinkingandSkills HeritageSocialStudiesStrand: Geography
Topic: SpatialThinkingandSkills HumanSystems
SocialStudiesStrand: Government
Topic: CivicParticipationandSkills RulesandLawsSocialStudiesStrand: Economics
Topic: Scarcity ProductionandConsumption
Science.Thesub-domainofSciencefocusesonchildren’scuriositytoexploreandlearnabouttheirenvironment.Itincludesbehaviorsofexplorationanddiscovery,andfundamentalconceptualdevelopmentsuchasproblemsolvingandcauseandeffect.Theseearlybehaviorsdevelopintoincreasinglysystematicinquiryskills,andtheabilitytoobserve,investigateandcommunicateaboutthenaturalenvironment,livingthings,andobjectsandmaterials(GelmanandBrenneman,2004).
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CognitionandGeneralKnowledgeiconhere
Thesub-domainofScienceconsistsofthesestrandsandtopics.
ScienceStrand: ScienceInquiryandApplication
Topic: CauseandEffect ExplorationandDiscovery ObserveandInvestigate Communicate,DocumentandConstructExplanations
ScienceStrand: EarthandSpaceScience
Topic: ObservationsandExplorationsofNature
ScienceStrand: PhysicalScience
Topic: ObservationsandExplorationsofObjectsandMaterials
ScienceStrand: LifeScience
Topic: ObservationsandExplorationsofLivingThings
Processes and Skills.Thesub-domainofProcessesandSkillsreferstotheunderlyingcognitivemechanisms,skillsandprocessesthatsupportlearningandreasoningindifferentdomains,includingthedevelopmentofmemory,symbolicthought,reasoningandproblem-solving.Italsoaddressestheabilitytolearnaboutcomplexideasoreventsthroughimitation.
Thesub-domainofProcessesandSkillsconsistsofthesestrandsandtopics.
ProcessesandSkillsStrand: MemoryTopic: Memory
ProcessesandSkillsStrand: CognitiveProcessesTopic: SymbolicThought ReasoningandProblemSolving
ProcessesandSkillsStrand: CognitiveSkillsTopic Imitation
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STRAND TOPIC
NumberSense NumberSenseandCounting
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT
Explore objects and attend to events in the environment. EXAMPLES
• Exploresorexperimentswithobject(s)suchshakingarattleorringofkeys.
• Holdsoneblockineachhandanddropsonewhenofferedathirdblock.
STANDARDSTATEMENT Pay attention to quantities when interacting with objects. EXAMPLES
• Communicates“more”and“allgone”wheneatingfromabowlofcheerios.
• Searchesforthethirdballaftertwoofthreeballswerehandedtohim.
• Communicates,“Alot”whenlookingatalargenumberofblocks.
STANDARDSTATEMENT Show understanding that numbers represent quantity and demonstrate understanding of words that identify how muchi. EXAMPLES
• Useswordssuchas,“One,two,more,little,alot.”
STANDARDSTATEMENT Use number words to indicate the quantity in small sets of objects (e.g., 2, 3), and begin counting aloud. EXAMPLES
• Startscountingwith“one”sometimespointingtothesameitemtwicewhencountingorusesnumbersoutoforder.“One,two,three,five,eight.”
• Reachesintobowlandtakesouttwocarrotswhenthecareteachersays,“Justtaketwo.”
• Holdsuptwofingersandsays,“Two,whenaskedhowold,”
• Participatesincountingsongs,rhymesandstories.
STANDARDSTATEMENT Count to 20 by ones with increasing accuracy. EXAMPLES
• Recitesthenumbers1-20incompletelyorwitherrors.
• Chantsorsings1-20inorderwhilemarching.
• Recites1-20toshowhowhighshecancount.
STANDARDSTATEMENT Identify and name numerals 1-9. EXAMPLES
• Pointstonumeralsinabookastheteachernamesthem.
• Pointstoandnamesnumeralsonspinnerwhileplayinggame.
• Movesanequivalentnumberofstepsindicatedbyanumeralonalargenumbercubeduringgrossmotorplay.
STANDARDSTATEMENT Identify without counting small quantities of up to 3 items. EXAMPLES
• Looksbrieflyatapictureandimmediatelycommunicatesthequantityofuptothreeobjectsinthepicture.
• Identifiesquantitiesuptothreewithoutcountingduringplayandclassroomroutines(e.g.,sortingbears,gettingsnack,etc.).
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Mathematics
iconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Demonstrate one-to-one correspondence when counting objects up to 10. EXAMPLES
• Countsthenumberofcarsontherug,“One,two,three,four,five,six.”
• Countsoutnapkinsforsnacktime,sayingthenumberaloudasheputseachoneonthetable.
• Accuratelycountsfivecrackerstomatchthepictureinarebuschart.
STANDARDSTATEMENT Understand that the last number spoken tells the number of objects counted. EXAMPLES
• Movesanequivalentnumberofstepsindicatedonalargenumbercube,duringgrossmotorplay.
• Whenaskedhowmanynapkinshepassedoutforsnacksays“tennapkins.”
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
NumberSense NumberSenseandCountingContinuediconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10. EXAMPLES
• Pointstothesetwithsixblockswhenaskedwhichsethasmoreblocks,thesetwithfiveorthesetwithsix.
• Comparesthenumberoflettersintheirfriend’snamesandindicateswhohasmoreorless.
• Respondstoquestionslike“DoesJasonhaveasmanycrackersasJasmine?”
• Comparessets.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
NumberSense CompareNumbersiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTExplore objects and attend to events in the environment. EXAMPLES
• Exploresobjectsbymouthing,banging,shakingorhittingthem.
• Holdsanobjectineachhandlookingatbothasifcomparingthem.
STANDARDSTATEMENT Notice changes in quantity of objects (especially ones that can be detected visually with ease). EXAMPLES
• Says“Allgone!”whenthebowlIsempty.
• Says“More”whentheteacherbroughtoutmoreballs.
• Looksforcharactertoywhennoticingthatoneofhisthreecharactertoysismissing.
STANDARDSTATEMENT Demonstrate an understanding that adding to increases the number of objects in the group. EXAMPLES
• Addsmoreobjectstoacollectionofobjects,andindicates“Ihavemore.”
• Whentheteacheraddsonemoreducktoagroupoftwoducks,showsthreefingerstoindicatethetotalnumberofducks.
• Hasonesliceofappleinherplate,addsanothersliceofapple,andcommunicates,“Two.”
STANDARDSTATEMENT Place objects in 1-1 correspon-dence relationships during play. EXAMPLES
• Giveseachdollapretendsipfromacup.
• Sitseachanimalonablock.
• Setsthetablewithtwoplatesandtwocupswhenplayinginthehousecornerwithafriend.
STANDARDSTATEMENT Solve simple addition and subtraction problems with totals smaller than 8, using concrete objects. EXAMPLES
• Countsthenumberofboysandthenumberofgirlspresentandthenfindsouthowmanychildrenaretherealtogether.
• Respondsappropriatelywhenasked,“Rightnowtherearefivepeopleatoursnacktable.HowmanypeoplewillbehereifJennycomes?”
• Groupsandcountsthenumberofzooanimalsandthenumberoffarmanimals,andcountthetotalnumberofanimalsintheblockarea.
• Participatesinstoriesandrhymesinvolvingadditionandsubtraction(e.g.,TheDoorbellRang,TenintheBed,WhereisThumbkin.)
• Countsthenumberofcrackersleftaftereveryoneisservedatsnack.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
NumberRelationshipsandOperations ExploreNumberRelationshipsiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTNotice the difference between familiar and unfamiliar people, objects and places. EXAMPLES
• Looksbackandforthbetweenpeopleorobjects,asifcomparingthem.
• Exploresobjectsbymouthing,banging,shakingorhittingthem.
• Abletotellthedifferencebetweenfriendlyandunfriendlyvoices.
STANDARDSTATEMENT Match two objects that are the same, and select similar objects from a group. EXAMPLES
• Matchestwoidenticalfiretrucks
• Pointsoutalloftheblueplatesatthelunchtable.
• Putstoycarsinonepileandairplanesinanother.
• Takesoutalloftheredobjectsfromacollectionofredandnon-redobjects,withhelp.
STANDARDSTATEMENT Sort objects into two or more groups by their properties and uses. EXAMPLES
• Labelsthebiganimals“mama”andthesmallanimals“baby.”
• Putsalloftheredpegsinonebowl,thewhitepegsinanotherbowlandthegreenpegsinathirdbowl.
• Indicatesthatbirds,dogsandhorsesareallanimals,whilecarsarenot.
• Sortsdifferent-shapedblocksintothreepiles:circles,squares,andtriangles.
STANDARDSTATEMENT Sort and classify objects by one or more attributes. EXAMPLES
• Sortsredandbluecountingbears,andthensortseachgroupofbearsbysize.
• Sortsblocksbysizeandshapeforstoringonblockshelf,atclean-uptime.
• Sortsanimalsintozooanimalsandfarmanimals,andthensorteachgroupbykindofanimal.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Algebra GroupandCategorizeiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTInitiate repeated movements. EXAMPLES
• Makescooingsoundrepeatedlywheninteractingwithanadult.
• Kicksrepeatedtimesatanobject.
STANDARDSTATEMENT Participate in adult-initiated movement patterns. EXAMPLES
• Copiesadultmovements,suchastappingthetableorclapping.
• Putshandneareyesinresponsetopeek-a-boogame.
• Participatesinapartofapatternsong(claps,ormoveswithadult).
STANDARDSTATEMENT Copy and anticipate a repeating pattern.
EXAMPLES
• Followsandremembersmovementsinfamiliarsongsorrhymes.
• Recognizesarepeatingpatterninastorybook(e.g.,“BrownBear,BrownBearWhatdoYouSee?”).
• Anticipateswhathappensnextineverydayroutines.
STANDARDSTATEMENT Recognize, duplicate and extend simple patterns using attributes such as color, shape or size. EXAMPLES
• Followspatternforplacingutensilsandplatesontableinpreparationforlunchtime.
• Usescoloredpatternblockstocopyapatternpicture.
• Extendsapatternstartedbyanother.
• Findsandidentifiespatternsintheenvironment.
STANDARDSTATEMENT Create patterns. EXAMPLES
• Buildsaroadalternatinglongandshortunitblocks.
• Orderscoloredbearsinred,blue,yellow;red,blue,yellowpattern.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Algebra Patterningiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTExplore properties of objects. EXAMPLES
• Looksforwhatismakingasound.
• Bringsanobjecttohermouthtoexploreit.
• Dropsatoyandwatchesitfall.
STANDARDSTATEMENT Shows awareness of the size of objects. EXAMPLES
• Communicates,“Bigball.”
• Pointstothetrainandsays,“Long.”
• Showsapreferenceforthe–biggeroverthesmallerball.
STANDARDSTATEMENT Demonstrate awareness that objects can be compared by size (or other attributes, weight, capacity), and begin to use words such as bigger, smaller, and longer. EXAMPLES
• Communicates,“Thisblockismorebig.”
• Communicates,“Mytrainislonger.”
• Attemptstopickupaboxwithtoysandcommunicates,“heavy.”
• Communicates,“Thishasmore”whenreferringtotwocupsofmilk.
• Labelsthebiganimals“mama”andthesmallanimals“baby.”
STANDARDSTATEMENT Describe and compare objects using measurable attributes; length, size, capacity, and weight. EXAMPLES
• Comparestheheightsoftwochildrenanddescribesonechildastaller/shorter.
• Comparesshoesizestoseewhohasthebigger,smaller.
• Sortsandclassifiesobjectsandcanexplainthesortingcriteria(e.g.,onerockisheavierthantheother;onepencilislonger,etc.).
STANDARDSTATEMENT Order objects by measurable attributes. EXAMPLES
• Ordersblocksbyheight.
STANDARDSTATEMENT Measure length and volume (capacity) using non-standard or standard measurement tools. EXAMPLES
• Measureshowmanypaperclipslongisapencil.
• MeasureshowmanyUnifixcubeslongisthetable.
• Measureshowmanysmallcontainersittakestofillonelargecontaineratthesandtable.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
MeasurementandDataDescribeandCompareMeasurableAttributesiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Collect data by categories to answer simple questions.EXAMPLES
• Sortstheredbearsandthebluebears.Countstoseewhichgrouphasmore.
• Groupsandcountsthenumberofzooanimalsandthenumberoffarmanimals.
• Countshowmanychildrensaidtheyhaveapetandhowmanysaidtheydonothaveapet.
• Countsthenumberofapplesineachcolumnofthechart,andconcludes,“Morechildrenlikeredapples”
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
MeasurementandDataDataAnalysisiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTExplore the properties of objects. EXAMPLES
• Watchespeopleandobjectsmovethroughspace.
• Bringsanobjecttohermouthtoexploreit.
• Reachesforandgraspanobject.
• Dropsatoyandwatchesitfall.
• Movesherbodythroughspacebyrolling,rockingorcrawling.
STANDARDSTATEMENT Use trial and error to discover how things fit and move in space. EXAMPLES
• Experimentswithhowobjectsfitinspace:stacks,sorts,dumps,pushes,pulls,twists,turns.
• Fitstheroundpuzzlepieceintheroundspaceonthepuzzleboard.
• Getsstuckinatightspacewhenexploring.
• Exploresthewaysshapesandobjectsfittogether.
• Noticessimilaritiesanddifferencesintheshapesofobjectsiii.
STANDARDSTATEMENT Places objects together to demonstrate how things fit and move, without having to try all possible solutions. EXAMPLES
• Buildsatalltowerwithanumberofblocks.
• Fitsashapeintothematchingspaceinashapesortertoyonthefirsttry.
• Completesapuzzlewiththreetofourinterlockingpieces.
• Stacksringsonabaseinthecorrectorderthefirsttimeshetries.
STANDARDSTATEMENT Demonstrate understanding of the relative positions of objects with terms such as in/on/under, up/down, inside/outside, above/below, beside/between, in front of/ behind, and next to. EXAMPLES
• Says“Mytoyfellunderthetable,”or“Ileftmyballoutside,”or“Sitdownbesideme.”
• Navigatesanobstaclecoursewhentheteachersays“gounderthebridge”andthen“goaroundtheclimber.”
• Says,“Mydadkeepsthecarinsidethegarage.”
• Buildssimplebutmeaningful“maps”usingblocksandtoyssuchastrees,cars,houses,anddescribesrelativepositions.(e.g.,“Thetruckisbesidetheroad.”“Thedogisbehindthehouse.”).
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Geometry SpatialRelationshipsiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Recognize basic shapes. EXAMPLES
• Identifiesacircleandasquareinashape-puzzle.
• Pointstocirclesofdifferentsizes,andcommunicatesthattheseareallcircles.
STANDARDSTATEMENT Understand and use names of shapes when identifying objects. EXAMPLES
• Recognizesandnamesbasictwo-dimensionalshapes,including,circle,square,rectangle,andtriangle.
• Whileplayingagameofshapebingo,identifydifferentshapesthatarecalledoutloud.
• Whileplayingwithblocks,asksafriend,“CanIhaveanothersquareblock?”
STANDARDSTATEMENT Names three-dimensional objects using informal, descriptive vocabulary. EXAMPLES
• Referstoacubeasa“box.”
• Callsthecone“icecreamcone.”
• Callsaspherea“ball.”
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Geometry IdentifyandDescribeShapesiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Compare two-dimensional shapes, in different sizes and orientations, using informal language. EXAMPLES
• Locatestwo-dimensionalgeometricshapesofdifferingsizeandorientationintheclassroomenvironment.
• Answersquestionslike“Howdoyouknowtheshapeisatriangle?”bydescribingthenumberof“lines”and“points.”
• Identifiestwo-dimensionalshapesbyfeelina“feelybox.”
• Identifiesatrianglewhethersittingonitsbaseoronitspoint.
STANDARDSTATEMENT Create shapes during play by building, drawing, etc. EXAMPLES
• Drawsapictureofhishouseusingsomebasicshapessuchasarectangleforthebuildingandatrianglefortheroofandacircleforthesun.
• Createssymmetricalblockstructures.
• Drawsshapesfrommemory.
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Geometry Analyze,CompareandCreateShapesiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Combine simple shapes to form larger shapes. EXAMPLES
• Usesblockstocreatelargershapestructures.
• Manipulatespatternblockstoformlargershapes.
• Describestheshapesusedtocreatenewshapes.
CognitionandGeneralKnowledge–Mathematics
STRAND TOPIC
Geometry Analyze,CompareandCreateShapesContinuediconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTShow awareness of self and awareness of other people. EXAMPLES
• Useshishandstoexploredifferentpartsofhisbodyandexploresmom’sfacialfeatures.
• Attendstothedifferencebetweenfamiliarandunfamiliarpeople.
• Smilesandlightsupwhenbigbrothercomestotalktohim.
• Showsanxietywhendadleaves.
• Criesandexpectsacareteachertomeetherneeds.
STANDARDSTATEMENT Prefer familiar adults and recognize familiar actions and routines. EXAMPLES
• Expressesanxiousbehavioraroundunfamiliaradults.
• Talksonthephoneandwalksaroundthewayhermommydoesathome.
• Clapsandsays“yeah”aftersingingasongathome,becausethat’swhattheydoatherfamilychildcare.
• Goestogetcoatwhenit’stimetogooutsideeventhoughit’srainingandthecareteacherhassaidthegroupishavinginsideplay.
STANDARDSTATEMENT Identify themselves and others as belonging to one or more groups, according to characteristics they notice. EXAMPLES
• Usespronounslike“we,”and“our”.
• Says,“Adrianisaboy,andI’maboy.”
• Says,“I’mnotababy.I’mabiggirl.”
• Namessomefamilymembersorfriends.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
Self SocialIdentityiconhere
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• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Demonstrate an understanding of time in the context of daily experiences. EXAMPLES
• Tellshermomthatherfriendwassickyesterdayandnotatschool.
• Whentalkingtohisfriendatsnack,labelstheday“swimday”or“fieldtripday.”
• Remindssubstituteteacherthattheygoontheplaygroundaftersnackinthemorning.
• Showsthenewboyintheclassthepictureschedulesohewillknowwhatcomesnext.
STANDARDSTATEMENT Develop an awareness of their personal histories. EXAMPLES
• Looksattheclassroomphotoalbum,pointstograndmaandtelltheteacherabouthowsherockedhimwhenhewasababy.
• Tellshisfriendaboutgoingtotheparkforapicnicwithhisfamilywhileplayinginthesensorytable.
• Askshermamatotell“herbornstory”onherbirthday.
• Sharesthatwhenhewasababyheworediapers,buthe’snotababyanymore.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
History HistoricalThinkingandSkillsiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Develop an awareness and appreciation of family and cultural stories and traditions. EXAMPLES
• Imitatesmakingoneofhisfamily’straditionaldessertswhileplayinginthekitchenarea.
• Pointstotheflagintheclassroomandtellstheteacherhegotoneataparadeonthe4thofJuly.
• Participatesinre-enactingdifferentholidaytraditions,duringdramaticplay.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
History Heritageiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Demonstrate a beginning understanding of maps as actual representations of places. EXAMPLES
• Includesrepresentationsofroads,buildings,bodiesofwaterduringblockplay.
• Drawsamap.
• Goesona“bearhunt”usingamap.
• Drivecarsalongaroadonamap.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
GeographySpatialThinkingandSkillsiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Identify similarities and differences of own personal, family, and cultural characteristics, and those of others. EXAMPLES
• Askstheteacherwhyherskinispinkandherfriend’sskinisbrown.
• Makesaself-portraitthatincludeshisbodypartsandclothing,andstates,IhaveblackhairandCatherinahasbrownhair.
• Tellstheteacher,“IspeakSpanishathome,butEnglishatschool,”or“Ilivewithmymomandmygrandma,butCaseyliveswithhismomandhisdad.”
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
GeographyHumanSystemsiconhere
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Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Understand that everyone has rights and responsibilities within a group. EXAMPLES
• Participatesingroupvoteonwhattonametheguineapig.
• Offerstobeaclassbuddyforanewboyintheroom.
• Let’stheteacherknowthereisabrokentoyintheroom.
• Showsconcernforhisclassmatewhohastroublegettingontheplaygroundbecauseheusesbraces.
• Remindsanotherchildtoputaplasticbottleintherecyclecontainer.
STANDARDSTATEMENT Demonstrate cooperative behaviors and fairness to others during interactions with peers and adults. EXAMPLES
• Helpsafriendrebuildablocktowerwhenitaccidentallyfallsover.
• Workswithafriendinthesensorytabletofillabottlewithwater.
(StandardStatementscontinueonpageX.)C
ognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
GovernmentCivicParticipationandSkillsiconhere
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• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Engage in problem- solving to resolve social conflicts with adult support. EXAMPLES
• Createsawaitinglisttotaketurnsatthecomputer,withadultsupport.
• Tellsafriend,“Giveitback,hehaditfirst”whenshetakesabookfromanotherchild.
• Tellshisfriends,“Youwillbethecashierandyoucanbetheshopperandthenyoucanswitch.”
STANDARDSTATEMENT Demonstrate an awareness of the outcomes of choices. EXAMPLES
• Tellsafriendtoholdontotheswingsotheywon’tfall.
• Asksforhiscoatwhenhe’soutsideanddidn’tbringhiscoat.
• Says,“I’mhungry;IwishIwouldhaveeatenmysnack,”afterchoosingnottoeatduringsnacktime.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
GovernmentCivicParticipationandSkillsContinuediconhere
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• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Understand that rules play an important role in promoting safety and protecting fairness. EXAMPLES
• Participatesincreationofclassroomrules.
• Tellsaclassmatetostopthrowingblocksbecauseonecouldhitafriend.
• Duringdramaticplayasksafriend,“CanIhaveaturnplayingwiththedollwhenyouarealldone?”
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
GovernmentRulesandLawsiconhere
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• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Recognize that people have wants and must make choices because resources and materials are limited. EXAMPLES
• Noticesthattheredpaintisgoneandaskstheteachertogetmoreoutofthesupplycloset.
• Offerstosharethespongeinthewatertablewhenthereisonlyoneavailable.
• Tellshisfriendthatthereareonlytwobooksaboutcarsinthebookareaandthathehastopickone.
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
EconomicsScarcityiconhere
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• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Demonstrate understanding of where goods and services originate and how they are acquired. EXAMPLES
• Makesagrocerylistduringdramaticplay,putspurseoverhershoulderandsays,“Ihavetogotothegrocerystore.”
• Helpstotakecareoftomatoplantinclassroomandtomakesalsaforsnackwhentomatoesareripe.
STANDARDSTATEMENT Explore the concept of responsible consumption and conservation of resources. EXAMPLES
• Tellstheteacherthathisfamilywenttotheappleorchardtopickapplesandwhentheygothometheymadeapplesaucewiththem.
• Tellsanewclassmateatsnacknottotaketoomanycrackersbecause“weonlytotakeasmanyaswecaneatsowedon’tthrowthemaway.”
CognitionandGeneralKnowledge–SocialStudies
STRAND TOPIC
EconomicsProductionandConsumptioniconhere
26
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTUse simple actions to make things happen. EXAMPLES
• Exploresobjectsbymouthing,banging,shakingorhittingthem.
• Graspsatoyinherhand,batsorkicksatwater,thenactssurprisedbythesplash.
• Shakesarattlerepeatedlytomakethesoundcontinue.
STANDARDSTATEMENT Purposefully try behaviors to make things happen. EXAMPLES
• Dropsobjectsfromdifferentheightsandpositions.
• Pullsastringattachedtoatoytobringthetoycloser.
• Touchesorbangsthehandleofajack-in-the-box,thenhandsitbacktocaregivertomakeitpop.
• Touchesdifferentpartsofamusicaltoytomakethemusicstartagain.
• Explorestheairmovingthroughabubbleblowingwandtoproducebubbles.
STANDARDSTATEMENT Demonstrate understanding that events have a cause. EXAMPLES
• Choosesonlyringswithholeswhenplayingwitharing-stackingtoy.
• Says,“Lucilefalldown”whenseeingapeercrying.
• Communicatesaboutwhatmakesapop-uptoygo.
• Repeatsanactiontocauseaknownreaction.
Notapplicable.
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication CauseandEffecticonhere
27
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTObserve, hold, touch and handle objects, and examine them with their lips and tongues. EXAMPLES
• Turnsfacetothelightbreeze.
• Exploresbodypartsofselfandothers.
• Explores,touchandfeelbooks.
STANDARDSTATEMENT Try out different things with an object to see what happens, or how things work. EXAMPLES
• Triestoreachanobjectbehindthebookcase.
• Dropsobjectsfromdifferentheightsandpositions.
STANDARDSTATEMENT Engage in sustained and complex manipulations of objects. EXAMPLES
• Experimentswithwatertubesinthewatertable,pourswaterthroughdifferenttubes,andobservesthewaterflowdown.
• Buildswithblocks,makingabigcastle.
STANDARDSTATEMENT Demonstrate a broad interest in objects and events in their environment. EXAMPLES
• Observesabutterflyandasks,Observesabutterflyandasks,“Wherediditgo?”
• Useseyestowatchmovementofantsonananthill.
• Looksinsideatoytoseehowitworks.
STANDARDSTATEMENT Use simple tools to explore the environment about them. EXAMPLES
• Usesnestingcupsinwatertable.
• Usesasmallshovelorsticktomovethedirtlookingforbugs.
• Usesamagnifiertoexaminemossgrowingnearatree.
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication ExplorationandDiscoveryiconhere
28
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Exhibit curiosity and raise questions about objects and events in their environment. EXAMPLES
• Askswhytheanthillontheplaygroundisbiggertodaythanitwasyesterday.
• Listensintentlytothevoiceontheclassroomintercomandthenasksifitisaphone.
• Asks,“Howdidthecaterpillarbecomeacocoon?“
STANDARDSTATEMENT Observe objects and events in their environment, and describe their observations. EXAMPLES
• Drawsapictureofthebirdeatingawormthathesawonawalk.
• Observesthebirdandcommunicates,“Itiseatingaworm.”
• Tellshismother,“Thesunflowersweplantedarealmostastallasmenow.”
• Tellshisclassmate,“Thecarsandhousesgotsmallerandsmallerwhenwetooktheairplanetovisitmydad.”
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication ObserveandInvestigateviiconhere
29
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Begin to identify and use some observation and measuring tools, with adult support. EXAMPLES
• Usesameasuringcuptomeasureouttheflourneededtobakemuffinsortortillas.
• Askforamagnifyingglasstoviewpartsofaflower.
• Markshisorherheightonagrowthchartwithparent’sassistance.
STANDARDSTATEMENT Compare and contrast objects and events, and begin to describe similarities and differences. EXAMPLES
• States,“Atnightitgetsdarkandwegotosleepandinthemorningitgetslightsowewakeup.”
• Makestheobservationthatinthewinteritsnows,butwhereherGrandmalivesinCaliforniaitdoesnot.
• States,“Iliketoeatpeanutbutterandjellyforlunch,butJohnandLisacan’teatitbecauseitmakesthemsick.”
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication ObserveandInvestigateContinuediconhere
30
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Make predictions and check them through concrete experiences, with adult support. EXAMPLES
• Providesresponseswhenasked“Whatdoyouthinkwillhappentotheicecubesifweleavethemonthecounter?”
• Afterassistinghisgrandfatherwithfeedingthehens,states,“Ithinkthechickeneggswillbehatchedwhenwecomeoutheretomorrow.”
• States,“Tasha’ssistertooktwostepstoday.Ibetshe’lltakethreetomorrow.”
• Predictswhichtoycarwillgofaster,onerollingdownasharpinclineoracarrollingdownaslightincline.
STANDARDSTATEMENT Make inferences and form generalizations based on evidence. EXAMPLES
• Onawindyday,observesthattheleafpileisgoneandinfers,“Theleavesblewaway”.
• Observesthathisclassmateisabsentandinfers,“Marcosisoutsicktoday.”
• Observesthatthegroundiswetandstates,“Itrainedlastnight.”
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication ObserveandInvestigateContinuediconhere
31
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Communicate about observations and investigations. EXAMPLES
• Tellsafriendthatthemoonwasawholecirclelastnightandalotoftimesit’sonlypartofacircleandexpressesinterestinwhyitisdifferent.
• Explainsthatwhentheypluckedrubberbandsofdifferentlengthsstrungacrossashoeboxtheymadedifferentsounds.
STANDARDSTATEMENT Record or represent and communicate observations and findings through variety of methods (e.g. pictures, words, and dramatization) with adult support. EXAMPLES
• Helpsmakingagraphthatdemonstratesthelengthofhisshadowthatwasmeasuredinthemorningandinthelateafternoon,tocomparewhichoneisbigger.
• Drawspicturesofthebirdsthatvisittwodifferentbirdfeedersontheplayground,makingadistinctionbetweenthecolorandsizeofthebirdswhicheatfromeachfeeder.
• Takespicturesofthesametreeontheplaygroundatdifferenttimesoftheyearanddiscusseshowthetreechangesovertime.
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication Communicate,DocumentandConstructExplanationsiconhere
32
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Share findings and explanations, which may be correct or incorrect, with or without adult prompting. EXAMPLES
• Discussesthesmell,feelandcolorofthewetsoilandthereasonswhyitmightbedifferent.
• Explainsthatthesnowoutsideismeltingbecausethesunisshiningonitandthatifitisacloudydaythesnowwon’tmelt.
• Explainshispredictionthatalargecontainerwillsinkandasmallonewillfloatinthewatertable,“becausebigcontainersarealwaysheavyandthat’swhytheysink.”
CognitionandGeneralKnowledge–Science
STRAND TOPIC
ScienceInquiryandApplication Communicate,DocumentandConstructExplanationsContinuediconhere
33
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Recognize some elements of the natural environment and understand that these change over time. EXAMPLES
• Noticeshowmeltingsnowcreatescratersandgulliesthatchangethelandscapeoftheplayground.
• Whileontheplayground,noticesthathecanseethemooneventhoughitisday.
• Noticesthatthesunmovesintheskyduringthecourseoftheday.
• Matchespicturesofweatherconditions(snowy,rainy)withpicturesofappropriateclothing/accessories(boots,mittens,raincoat,umbrella).
• Onanaturewalk,observesanddocumentstheseasonalchangesofthetreesovertime(e.g.,theleavescolorinfall,thebarebranchesinwinter,andtheblossomsinspring).
• Commentsaboutthewindblowingtheflagontopoftheplaygroundstructure.
• Useslanguage(eitherverbalorsignlanguage)todescribecharacteristicsoftheweatherduringdifferenttimesoftheyear.
• Predictswhatwillhappentosnowwhenthetemperaturerises.
(StandardStatementscontinuedfrompageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
EarthandSpaceScience ObservationsandExplorationsofNatureiconhere
34
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Develop understanding for the relationship between humans and nature, recognizing the difference between helpful and harmful actions toward the natural environment. EXAMPLES
• Mentionshismomanddadhaveacompostpileathomeandtheyusethecompostintheirvegetablegarden.
• Expressesconcernforthebirdsinwinterandsuggestsaclassbirdfeedingproject.
• ExplainshowhegoestotheRecyclePlantwithhisdadtodepositthefamily’spaper,glass,andmetaltrash.
• Drawsapictureofhowfoodgrows(e.g.,applesgrowontrees,corngrowsintheground).
• Categorizesnaturalobjectsasthosethatwecaneatandthosethatwecan’teat(e.g.,caneatplants,can’teatrocks).
• Identifiestheharmfulconsequencesofaforestfire.C
ognitionandGeneralKnowledge–Science
STRAND TOPIC
EarthandSpaceScience ObservationsandExplorationsofNatureContinuediconhere
35
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Use observable information (touch, see, hear, smell, taste) to categorize objects and materials, based on different criteria. EXAMPLES
• Explorestheclassroommusicalinstrumentsandsortsthemintocategoriesbyhowthesoundisproduced.(e.g.,thosethatmakesoundbystriking,shaking,blowing).
• Identifiesobjectsthatsinkandthosethatfloatinthewatertable.
• Sortsitemsthatarehardandsoftonthenaturetable.
CognitionandGeneralKnowledge–Science
STRAND TOPIC
PhysicalScience ObservationsandExplorationsofObjectsandMaterialsiconhere
36
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENT Identify the habitats of people and familiar animals and plants in their environment, and begin to realize that living things have their habitats in different environments. EXAMPLES
• Matchespicturesofdifferenthabitatstothethingsthatoccupythem(e.g.,peopleliveinhouses,wormsliveintheground,fishliveinthewater).
• Intheblockarea,correctlyplaces“zooanimals”inthezooand“farmanimals”inthefarm.
• Matchespicturesofanimalsandtheirhabitats(e.g.,bird/nest,spider/web).
STANDARDSTATEMENT Indicate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking), in human and other animals. EXAMPLES
• Canverbalizethateyesareforseeing,earsareforhearing,noseisforsmelling,mouth/tongueisfortasting,fingers/skinisfortouching.
• Observesthattheclasspetguineapigeats,drinkswaterandsleepsjustlikepeopledo.
• Whilewatchingtheangelfishintheaquarium,observesthegillsandexplains,“”thatishowthefishbreathesunderwater.”
(ExamplescontinueonpageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
LifeScience ObservationsandExplorationsofLivingThingsiconhere
37
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(ExamplescontinuedfrompageX.)
• Matchesanimalparts(e.g.,aduck’sfeet,arabbit’sears,acat’stail)tothecorrectanimal.
• Identifiesthenoseandmouthaspartsofthebodythathumansusetobreath.
STANDARDSTATEMENT Demonstrate an understanding that living things change over timeix. EXAMPLES
• Studieshisbabypicturesandexplainshowheusedtobeababybutnowhe’sbig.
• Placesinsequencepicturesofthelifecycleofabutterflyfromcaterpillartochrysalis/cocoontobutterfly.
• Matchespicturesoffamiliarbabyanimalstoadultanimals.
• Orderscorrectlyaseriesofpicturesofplant’sgrowth(e.g.,fromaseed,toaseedling,toamatureplant)
• Describeswhathappenstoahumanfrominfancytoadulthood(e.g.,beginslifeasababy,growsintoachild,maturesintoanadult).
(StandardStatementscontinueonpageX.)
CognitionandGeneralKnowledge–Science
STRAND TOPIC
LifeScience ObservationsandExplorationsofLivingThingsContinuediconhere
38
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
(StandardStatementscontinuedfrompageX.)
STANDARDSTATEMENT Recognize examples of organisms that are similar to each other and of the same kind. EXAMPLES
• Recognizessimilaritiesbetweenaponyandhorse
• Pointstoagooseandsays“Itlookslikeaduck.”
• States,“Somebearsarebrown,andsomeareblack.”
CognitionandGeneralKnowledge–Science
STRAND TOPIC
LifeScience ObservationsandExplorationsofLivingThingsContinuediconhere
39
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTExhibit differentiated responses to familiar and unfamiliar people, events, objects and their features. EXAMPLES
• Kickshisfeetinanticipationofbeingfedwhenmotherpositionshimonherlap.
• Remembershowtokicktomakemobilehangingoverhercribmove.
• Lookslongeratanewpicturethanatonehehasseenbefore.
STANDARDSTATEMENT Recall information over a period of time with contextual cues. EXAMPLES
• Watchesthecaregiverwipingdownthetablewithacloth,thentryingithimselfthenextday.
• Showsanticipationofthestepsoffeeding–whenputintoahighchairoraskedtositatatable,thechildknowsthatmealtimeisoccurringandcanwaitashorttimeforfoodxviii.
• Seesaphotoofaclosefamilymemberandsayhisnameorhugtheframe.
STANDARDSTATEMENT Recall information over a longer period of time without contextual cues. EXAMPLES• Afterwatchingthecaregivertakingaclothoutofthedrawer,wipingdownthetable,andputtingtheclothinthehamper,triesithimselfaweeklater.
• Respondsbysaying,“She’satwork,”whenaskedwheremommyis.
• Says,“Meow,”whenDaddypointstoapictureandasks,“Whatdoesakittycatsay?”
STANDARDSTATEMENT Communicate about past events in their life and anticipate familiar routines and experiences. EXAMPLES• Communicatesabouthisaunt’svisitlastsummer.
• Knowswhatcomesnextintheschedule,forexamplethatnaptimecomesafterlunchtime.
• Knowstheroutetotheplaygroundoutofthebuilding.
CognitionandGeneralKnowledge–ProcessesandSkills
STRAND TOPIC
Memory Memoryiconhere
40
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTExplore real objects, people and actions. EXAMPLES
• Kicksherlegtocreateandfeelthemovementofherbody.
• Makesbouncingmovementafteranadultbounceshimonhisleg.
• Rollscarbackandforthonthefloor.
STANDARDSTATEMENT Uses one or two simple actions or objects to represent another in pretend playx. EXAMPLES
• Pretendstofeedthebabywithatoyspoonandbowl.
• Usesablocktorepresentaphone.
• Putsabowlonhisheadasahat.
STANDARDSTATEMENT Engage in pretend play involving several sequenced steps, and assigned roles. EXAMPLES
• Playstheroleofmother,tellingthechildrento“gotosleep.”
• Planswithotherchildrenwhowilltakewhichrolesduringplay;forexample,“Youbethedog;I’mthecat.”
STANDARDSTATEMENT Demonstrate understanding that symbols carry meaning and use symbols to represent thinking. EXAMPLES
• PlacesaSTOPsignontheroadintheblockcornerandstopsthecarsduringplay.
• Ordersfrom“menu”inpretendplay.
• Tellsastoryaboutmakingasnowmananddrawsapictureofhisstoryandwrites“snow”underthepicturewithhisownsymbolsforrepresentingthatword.
STANDARDSTATEMENT Participates cooperatively in complex pretend play, involving assigned roles and an overall plan. EXAMPLES
• Assignshertwofriendstheroleof“cat”and“daddy,”andthenmakesherselfthevetwhofixesthebrokenleg,givesthecatsomemedicine,andtellsdaddyhowtotakecareofthecat.
• Engagesinpretendplay,reenactingGoldilocksandtheThreeBears,pretendingtobelittlebear.
• Engagesinpretendplay,inwhichheisthedoctor,andtheotherchildrenarethepatientandthenurse,andpretendstowriteprescriptions.
CognitionandGeneralKnowledge–ProcessesandSkills
STRAND TOPIC
CognitiveProcesses SymbolicThoughticonhere
41
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTActively use the body to find out about the world. EXAMPLES
• Criestogetneedsmet.
• Exploresobjectsbymouthing,banging,shaking,orhittingthem.
• Dropsatoyandwatchesitfall.
• Transfersarattlefromonehandtotheother.
STANDARDSTATEMENT Use simple strategies to solve problems. EXAMPLES
• Twistsashapeuntilitfitsintoaholeinacontainer.
• Squeezesontothecareteacher’slapeventhoughanotherchildisalreadysittingthere.
• Triesseveralwaystoreachaballthatisstuckunderthecouch.
STANDARDSTATEMENT Solve problems without having to try every possibility of familiar situations, while avoiding solutions that clearly won’t work. EXAMPLES
• Bitesaclassmatetogetthecrayontheywantawayfromthem.
• Moveschairtoreachaball.(PA)
• Usesaforkorspoon.
• Triesmultipleshapestofindthepiecethatfitsthe“hexagon”shapeintheshapesorterxix.
• Turnsapuzzlepiecetomakeitfitintoitsspace.
STANDARDSTATEMENT Demonstrate ability to solve everyday problems based on past experiences. EXAMPLES
• Movesglassawayfromthetableandcautionsherbabysister,“becareful,ifmyglassfallsoffthetable,itwillbreak.”
• “Putsthelargeblockonthebottomafterrepeatedlyaddingalargeblockontopofsmallerblocksandwatchingthetowerfalldown.
• Touchesabugandsquealswhenitmovesaway,andthencupshandtocatchthebug.
STANDARDSTATEMENT Solve problems by planning and carrying out a sequence of actions; may seek more than one solution, and explain their reasoning. EXAMPLES
• Foldsthenapkinsadifferentwaybeforesettingthetablexx.
• Whilebuildingthetraintrack,triestocreateacurvewith4differenttrackpieces,beforeaskingforhelpxxi.
• Discussesthenumberofpeoplewhowantsomeplaydough,suggestsmethodsfordividingit,andhowtheymightdetermineifthepiecesareallthesame,whentheteacherasks“Howcanwedividethisonetubofplaydoughsoeveryonehasthesameamount?”
CognitionandGeneralKnowledge–ProcessesandSkills
STRAND TOPIC
CognitiveProcesses ReasoningandProblemSolvingiconhere
42
• May11,20126:37PM• DRAFTMay11,2012
Infants YoungerToddlers OlderToddlers Pre-Kindergarten
STANDARDSTATEMENTMirror the simple actions and facial expressions of others. EXAMPLES
• Sticksouthistongueinreactiontocareteacherstickingouthertongue.
• Becomesquietandstopsmovinghisbodytowatchanadultassheinteractswithhim.
• Imitatesanadult’sfacialexpressions.
STANDARDSTATEMENT Mirror and repeat something they saw at an earlier time, even though it is no longer happening in front of them. EXAMPLES
• Imitatesanadult’ssoundswhenbabbling.
• Takesadrinkfromhercup,setsitdown,andsays,“Aah”afterwatchinganadultdoingitthepreviousday.
• Takesatoyphoneandputsitinherplaypurse,copyingwhatshesawhercaregiverwasdoinglastweek.
STANDARDSTATEMENT Reenact a sequence of events that they observed at an earlier time. EXAMPLES• Takesatoyphoneandputitinherplaypurse,copyingwhatshesawhercaregiverwasdoinglastweek.
• Pretendstomakeacake,wrapgiftsanddecoratesthelivingroom,“likeIsawmygrandmadoformylastbirthdayparty.”
• Feedsherbabydoll,burpsthedoll,andwrapsitinablanket,pretendingtorockittosleepinthesamewaythathercareteacherdoes.
STANDARDSTATEMENT Recreate complex ideas, events/situations with personal adaptations. EXAMPLES• Singssimple,shortphrasesofnewsonginSpanishrightaftertheteachermodels.
• Listenstothestoryofthe“ThreeBillyGoatsGruff,”andthenstompsaroundtheroomtalkinginadeepvoice.
• LooksatVanGogh’sSunflowerspainting,holdshermarkersuptotheoriginaltotrytomatchthecolors,butpaintsthebackgroundpink.
• Organizesa“play”oftheThreeLittlePigswithhisfriends,usingpinkandgreydressupclothes,pinkmarkerstopainttheirnoses,andsqueakyvoiceswhenansweringtheknocksofthewolf.
CognitionandGeneralKnowledge–ProcessesandSkills
STRAND TOPIC
CognitiveSkills Imitationiconhere
43
• May11,20126:37PM• DRAFTMay11,2012CognitionandGeneralKnowledge
iconhere
ReferencesCaliforniaDepartmentofEducation.(2009).Californiainfant/toddlerlearninganddevelopmentfoundations.Sacramento,CA:CDE
PennsylvaniaDepartmentofEducationandDepartmentofPublicWelfare.(2009).Infants-toddlers:Pennsylvanialearningstandardsforearlychildhood,2ndEd.Harrisburg,PA:PDE/DPW.