Cognitive Development
GOAL 1: TO ACQUIRE LEARNING AND PROBLEM-SOLVING SKILLS
Indicator 1: Shows curiosity and desire to learn
Examples:
- notices and collects objects such as bugs or acorns
- explores new possibilities for using art materials
- asks questions about events in a story
Indicator 2: Uses planning in approaching a task or activity
Examples:
- places a bowl below funnel before beginning to pour
- indicates what he/she plans to build or make
- collects several items for a task before starting
Indicator 3: Observes and makes discoveries
Examples:
- observes that apple cider is thicker at bottom of jar
- notices that an empty bowl floats and a full one sinks
- discovers the source of a problem (e.g., that the blocks on a truck are too wide to go
through the tunnel)
Indicator 4: Finds more than one solution to a problem
Examples:
- goes over, around and under a barrier
- tries trading for a desired toy when asking for it doesn’t work
- uses a shovel to tunnel under a sand hill and, when none is available, uses a cup or
hand
Indicator 5: Applies information or experience to a new context
Examples:
- piles up pillows to jump on (It’ll be softer, like with leaves")
- having seen teacher tape a torn book, asks for tape to mend a torn drawing
- draws on knowledge and experience in dramatic play ("Don’t touch the iron
-it’s hot")
Indicator 6: Shows creativity and imagination
Examples:
- finds own ways of moving body in a music activity
- uses blocks to make a train
- makes up a different ending to a familiar story
Indicator 7: Shows persistence in approaching tasks
Examples:
- works for sustained period of time, sometimes leaving and returning to a task
- persists in a task even after encountering a difficulty or problem,such as a block
bridge falling down
- finishes a puzzle or task once it is started
GOAL 2 : TO EXPAND LOGICAL THINKING SKILLS
Indicator 1: Classifies objects by physical features
Examples:
- finds the one in a collection of things that does not belong
- sorts objects according to common physical features
- comments on similarities or differences among objects in shape,color, size, or texture
Indicator 2: Recognizes things that belong together conceptually
Examples:
- from a pile of toys, selects food items to play grocery
- points out a fish, boat, and duck as things that go in the water
- makes a verbal comment about things going together ("kites and balloons go up in
the air")
Indicator 3: Recalls the sequence of events
Examples:
- recalls the steps in a familiar routine (e.g., singing "Happy Birthday,"
blowing out candles, eating cake)
- anticipates what comes next in a story
- performs in proper sequence three steps in cooking
Indicator 4: Arranges things in a series
Examples:
- lines up measuring spoons from smallest to largest
- makes three sizes of cookies for daddy, mommy, and baby
- arranges several leaves from lightest to darkest
Indicator 5: Recognizes patterns and can repeat them
Examples:
- extends a row of blocks alternating in size (big-small-big-small)
- by placing another big and small
- strings beads in a repeated pattern of colors
- imitates the rhythm of a repeated series of claps
Indicator 6: Shows awareness of cause-effect relationships
Examples:
- observes what happens when red paint is added to blue
- notices that it is harder to pull a wagon with two children in it than with one
- puts more rice in cans to produce different sounds
GOAL 3: TO ACQUIRE CONCEPTS AND INFORMATION LEADING TO A FULLER
UNDERSTANDING OF THE IMMEDIATE WORLD
Indicator 1: Shows an awareness of time concepts
Examples:
- demonstrates an awareness of sequence of the day’s
activities(e.g., being picked up
after circle time)
- can anticipate what will happen in the afternoon
- refers appropriately to doing something "yesterday" or "tomorrow"
Indicator 2: Identifies by name a wide range of objects and events
Examples:
- points to objects, animals, body parts, etc., when label is given
- names objects, body parts, etc., when asked, "What’s this"
- uses correct names of objects and events in speech
Indicator 3: Makes comparisons
Examples:
- says one ball is big and another little
- describes one stick as longer that other
- makes a three-way comparison ("You have a little juice, I have a lot, but she has
the most")
Indicator 4: Uses words to describe the characteristics of objects
Examples:
- labels object "big"
- describes characteristics more fully, such as "big, red, round, has ridges..."
Indicator 5: Shows awareness of the roles people play in society
Examples:
- plays role demonstrating relevant behaviors, such as feeding baby
- or doctor giving shot
- describes what firefighters, grocery clerks, or other community members do
Indicator 6: Shows understanding of different relationships of objects in space
Examples:
- follows a verbal direction, such as "Put the cup on the plate"
- describes spatial relationships correctly ("The ball is under the table")
Indicator 7: Uses one-to-one correspondence
Examples:
- places one napkin for each cup at snack time
- touches each object in a row and says each number in sequence
GOAL 4: TO DEMONSTRATE SKILLS IN MAKE-BELIEVE PLAY
Indicator 1: Makes believe with objects
Examples:
- uses an object to represent another (e.g., a block as a car")
- builds a sand castle and puts a shell on top for the "satellite dish")
- holds hand to ear and pretends to dial a phone
Indicator 2: Takes on a pretend role
Examples:
- says "I’m a doctor" or "I’m a mommy"
- imitates actions and uses words of role ("You need to take your medicine")
Indicator 3: Makes believe about situations
Examples:
- sits and rocks baby doll
- pretends to go on picnic and discusses who will do what
GOAL 5: TO EXPAND VERBAL COMMUNICATION SKILLS AND BEGINNING
READING AND WRITING SKILLS
Indicator 1: Recalls words in a song or finger play
Examples:
- (A younger child might remember a simple chorus, an older child the words to an entire
song.)
Indicator 2: Follows directions
Examples:
- puts napkins in trash when asked
- follows two-step directions ("Put the doll in the stroller and push the stroller to
the house corner")
- carries out three-step directions ("go to the block corner, get two blocks, and put
them on the table")
Indicator 3: Uses words to communicate ideas and feelings
Examples:
- explains reason for action ("We’re putting on boots because it’s
raining")
- states feelings with reasons for them ("I’m happy because it’s my
birthday")
- says "I’m angry" or "I feel sad"
Indicator 4: Talks with other children during daily activities
Examples:
- (younger children may pay little attention to each others’ remarks; older children
may engage in extensive dialogue.)
Indicator 5: Participates in group discussion
Examples:
- offers a word or phrase in response to teacher questions
- presents an idea in sentences
Indicator 6: Shows enjoyment of books and stories
Examples:
- asks teacher to read book
- makes comments about pictures and/or story
- asks questions about aspects of story
Indicator 7: Tells a story in sequence, following the pictures in a book
Examples:
- talks about what is happening in pictures on each page
- tells a connected narrative using pictures as cues
Indicator 8: Demonstrates knowledge of how to use a book
Examples:
- turns pages, looking at each
- looks at book from front to back
- "reads" pages from top to bottom and left to right
Indicator 9: Composes a story, letter, or song
Examples:
- "tells the story" to go with a picture or scribble
- invents series of related actions/episodes in house corner
- dictates a letter or story to teacher
Indicator 10: Makes increasingly representational drawings
Examples:
- announces that a circle in a painting is the sun
- puts arms, legs, or facial features on person
- makes a drawing with several people or objects
Indicator 11: Demonstrates an interest in using writing for a purpose
Examples:
- scribbles or dictates a sign to label something or state message
- uses scribbles, letter-like shapes, or words to make list
- creates some sort of written product and labels it a letter
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