B k standards-cognition_knowledge 5-11-2012 final

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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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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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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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(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.”


STRAND TOPIC

NumberSense NumberSenseandCountingContinuediconhere

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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.


STRAND TOPIC

NumberSense CompareNumbersiconhere

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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.


STRAND TOPIC

NumberRelationshipsandOperations ExploreNumberRelationshipsiconhere

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STANDARDSTATEMENTNotice the difference between familiar and unfamiliar people, objects and places. EXAMPLES

• Looksbackandforthbetweenpeopleorobjects,asifcomparingthem.


• 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.


STRAND TOPIC

Algebra GroupandCategorizeiconhere

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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.


STRAND TOPIC

Algebra Patterningiconhere

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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.


STRAND TOPIC

MeasurementandDataDescribeandCompareMeasurableAttributesiconhere

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STANDARDSTATEMENT Collect data by categories to answer simple questions.EXAMPLES

• Sortstheredbearsandthebluebears.Countstoseewhichgrouphasmore.

• Groupsandcountsthenumberofzooanimalsandthenumberoffarmanimals.

• Countshowmanychildrensaidtheyhaveapetandhowmanysaidtheydonothaveapet.

• Countsthenumberofapplesineachcolumnofthechart,andconcludes,“Morechildrenlikeredapples”


STRAND TOPIC

MeasurementandDataDataAnalysisiconhere

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STANDARDSTATEMENTExplore the properties of objects. EXAMPLES

• Watchespeopleandobjectsmovethroughspace.

• Bringsanobjecttohermouthtoexploreit.

• Reachesforandgraspanobject.


• 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.”).


STRAND TOPIC

Geometry SpatialRelationshipsiconhere

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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.”


STRAND TOPIC

Geometry IdentifyandDescribeShapesiconhere

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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.



STRAND TOPIC

Geometry Analyze,CompareandCreateShapesiconhere

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STANDARDSTATEMENT Combine simple shapes to form larger shapes. EXAMPLES

• Usesblockstocreatelargershapestructures.

• Manipulatespatternblockstoformlargershapes.

• Describestheshapesusedtocreatenewshapes.


STRAND TOPIC

Geometry Analyze,CompareandCreateShapesContinuediconhere

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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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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.


STRAND TOPIC

History HistoricalThinkingandSkillsiconhere

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STANDARDSTATEMENT Develop an awareness and appreciation of family and cultural stories and traditions. EXAMPLES

• Imitatesmakingoneofhisfamily’straditionaldessertswhileplayinginthekitchenarea.

• Pointstotheflagintheclassroomandtellstheteacherhegotoneataparadeonthe4thofJuly.

• Participatesinre-enactingdifferentholidaytraditions,duringdramaticplay.


STRAND TOPIC

History Heritageiconhere

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STANDARDSTATEMENT Demonstrate a beginning understanding of maps as actual representations of places. EXAMPLES

• Includesrepresentationsofroads,buildings,bodiesofwaterduringblockplay.

• Drawsamap.

• Goesona“bearhunt”usingamap.

• Drivecarsalongaroadonamap.


STRAND TOPIC

GeographySpatialThinkingandSkillsiconhere

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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.”


STRAND TOPIC

GeographyHumanSystemsiconhere

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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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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.


STRAND TOPIC

GovernmentCivicParticipationandSkillsContinuediconhere

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STANDARDSTATEMENT Understand that rules play an important role in promoting safety and protecting fairness. EXAMPLES

• Participatesincreationofclassroomrules.

• Tellsaclassmatetostopthrowingblocksbecauseonecouldhitafriend.

• Duringdramaticplayasksafriend,“CanIhaveaturnplayingwiththedollwhenyouarealldone?”


STRAND TOPIC

GovernmentRulesandLawsiconhere

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STANDARDSTATEMENT Recognize that people have wants and must make choices because resources and materials are limited. EXAMPLES

• Noticesthattheredpaintisgoneandaskstheteachertogetmoreoutofthesupplycloset.

• Offerstosharethespongeinthewatertablewhenthereisonlyoneavailable.

• Tellshisfriendthatthereareonlytwobooksaboutcarsinthebookareaandthathehastopickone.


STRAND TOPIC

EconomicsScarcityiconhere

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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.”


STRAND TOPIC

EconomicsProductionandConsumptioniconhere

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STANDARDSTATEMENTUse simple actions to make things happen. EXAMPLES


• 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

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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.


STRAND TOPIC

ScienceInquiryandApplication ExplorationandDiscoveryiconhere

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• May11,20126:37PM• DRAFTMay11,2012


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.”



STRAND TOPIC

ScienceInquiryandApplication ObserveandInvestigateviiconhere

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• May11,20126:37PM• DRAFTMay11,2012



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.”



STRAND TOPIC

ScienceInquiryandApplication ObserveandInvestigateContinuediconhere

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• May11,20126:37PM• DRAFTMay11,2012



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.”


STRAND TOPIC

ScienceInquiryandApplication ObserveandInvestigateContinuediconhere

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• May11,20126:37PM• DRAFTMay11,2012


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.



STRAND TOPIC

ScienceInquiryandApplication Communicate,DocumentandConstructExplanationsiconhere

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• May11,20126:37PM• DRAFTMay11,2012



STANDARDSTATEMENT Share findings and explanations, which may be correct or incorrect, with or without adult prompting. EXAMPLES

• Discussesthesmell,feelandcolorofthewetsoilandthereasonswhyitmightbedifferent.

• Explainsthatthesnowoutsideismeltingbecausethesunisshiningonitandthatifitisacloudydaythesnowwon’tmelt.

• Explainshispredictionthatalargecontainerwillsinkandasmallonewillfloatinthewatertable,“becausebigcontainersarealwaysheavyandthat’swhytheysink.”


STRAND TOPIC

ScienceInquiryandApplication Communicate,DocumentandConstructExplanationsContinuediconhere

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• May11,20126:37PM• DRAFTMay11,2012


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.



STRAND TOPIC

EarthandSpaceScience ObservationsandExplorationsofNatureiconhere

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• May11,20126:37PM• DRAFTMay11,2012



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

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• May11,20126:37PM• DRAFTMay11,2012


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.


STRAND TOPIC

PhysicalScience ObservationsandExplorationsofObjectsandMaterialsiconhere

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• May11,20126:37PM• DRAFTMay11,2012


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.)


STRAND TOPIC

LifeScience ObservationsandExplorationsofLivingThingsiconhere

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(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).



STRAND TOPIC

LifeScience ObservationsandExplorationsofLivingThingsContinuediconhere

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STANDARDSTATEMENT Recognize examples of organisms that are similar to each other and of the same kind. EXAMPLES

• Recognizessimilaritiesbetweenaponyandhorse

• Pointstoagooseandsays“Itlookslikeaduck.”

• States,“Somebearsarebrown,andsomeareblack.”


STRAND TOPIC

LifeScience ObservationsandExplorationsofLivingThingsContinuediconhere

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• May11,20126:37PM• DRAFTMay11,2012


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

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• May11,20126:37PM• DRAFTMay11,2012


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.


STRAND TOPIC

CognitiveProcesses SymbolicThoughticonhere

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• May11,20126:37PM• DRAFTMay11,2012


STANDARDSTATEMENTActively use the body to find out about the world. EXAMPLES

• Criestogetneedsmet.

• Exploresobjectsbymouthing,banging,shaking,orhittingthem.


• 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?”


STRAND TOPIC

CognitiveProcesses ReasoningandProblemSolvingiconhere

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• May11,20126:37PM• DRAFTMay11,2012


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.


STRAND TOPIC

CognitiveSkills Imitationiconhere

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• May11,20126:37PM• DRAFTMay11,2012CognitionandGeneralKnowledge

iconhere

ReferencesCaliforniaDepartmentofEducation.(2009).Californiainfant/toddlerlearninganddevelopmentfoundations.Sacramento,CA:CDE

PennsylvaniaDepartmentofEducationandDepartmentofPublicWelfare.(2009).Infants-toddlers:Pennsylvanialearningstandardsforearlychildhood,2ndEd.Harrisburg,PA:PDE/DPW.