Sub-Domain: Construction of Knowledge: Thinking and Reasoning

□ GoalCD-1: Children use their senses to construct knowledge about the world around them.

Developmental Indicators

Infants
CD1a / Discoverdifferentshapes,sizesandtexturesbyexploring(puttoysinmouth,crawloverpillows,pickuplargeobjects).
CD1b / Turnheadormovetowardsounds.
Younger Toddlers
CD1c / Activelyexploreobjectsbyhandlingtheminmanyways(moving,carrying,filling,dumping,smelling,andputtinginmouth).
CD1d / Explorespacewiththeirbodies(fitselfintolargebox,crawlundertable,climboverlowwalls).
Older Toddlers
LDC1e / Exploreobjectsandmaterialsphysicallytolearnabouttheirproperties.
CD1f / Experimentwithsafetoolstolearnhowtheywork(woodenhammerwithpegs,sifter,funnel).
CD1g / Expressknowledgegatheredthroughtheirsensesthroughplay(imitatesomethingtheyhaveseenanadultdo,showtheyunderstandhowtosortbysortingtoysastheyareplaying).
Young Preschoolers
CD1h / Exploreobjects,tools,andmaterialssystematicallytolearnabouttheirproperties(weighanobject,observesomethingfromthetopoftheobjecttothebottom).
CD1i / Expressknowledgegatheredthroughtheirsensesusingplay,art,language,andotherformsofrepresentation.
CD1j / Groupfamiliarobjectsthatgotogether(shoeandsock,brushandpaint,hammerandnail).
Older Preschoolers
CD1k / Explore objects, tools, and materials systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom).
CD1l / Express knowledge gathered through their senses using play, art, language, and other forms of representation.
CD1m / Distinguishappearancefromreality(thepersonbehindamaskisstillthesameperson;recognizethatafantasystorycouldnotbereal).
CD1n / Organize and use information through matching, grouping, and sequencing.

□ GoalCD-2:Children recall information and use it for new situations.

Developmental Indicators:

Infants
CD2a / Searchforobjectsthatarehiddenorpartlyhidden.
CD2b / Responddifferentlytofamiliarvs.unfamiliarpeople,objects,andsituations(reachfornewinterestingtoyinsteadofoldfamiliartoy;movetowardfamiliarcaregiverbuthideheadonparent’sshoulderwhennewpersoncomesnear).
CD2c / Anticipateroutineevents(smile,wavearmsandlegs,movetowardadultholdingbottle).
CD2d / Repeatanactiontomakesomethinghappenagain(makesoundswhenmusicstops,bounceupanddowntogetadulttocontinue“horseyride”).
CD2e / Observeandimitatesounds,movements,andfacialexpressions,includingthingstheyhaveseeninthepastorinotherplaces.
Young Toddlers
CD2f / Searchinseveralplaceswhereanobjecthasbeenhiddenrecently.
CD2g / Noticeachangeinfamiliarobjects,places,orevents(frownatparentwithanewhaircut,lookforfurniturethatwasmoved).
CD2h / Performroutineeventsandusefamiliarobjectsinappropriateways(carrycleandiapertochangingtable,talkonphone,“water”plantswithpitcher).
CD2i / Imitatebehaviorstheyhaveseeninthepastorinotherplaces.
CD2j / Identifyobjectsandpeopleinpicturesbypointingorlooking.
Older Toddlers
CD2k / Searchforobjectsinseveralplaces,evenwhennotseenrecently.
CD2l / Showtheyrememberpeople,objects,andevents(tellaboutthem,actthemout, pointoutsimilarhappenings).
CD2m / Showtheyremembertheorderinwhichfamiliareventshappen(finishlineinstoryorsong,getreadytogooutdoorsaftersnack).
CD2n / Chooseobjectstorepresentsomethingelsewithsimilarfeaturesduringplay(blockforcellphone,largesheetfortent).
Younger Preschoolers
CD2o / Recognizewhetherapictureorobjectisthesameasordifferentfromsomethingtheyhaveseenbefore.
CD2p / Applywhattheyknowabouteverydayexperiencestonewsituations(lookfortheseatbeltonthebus).
CD2q / Describeoractoutamemoryofasituationoraction,withadultsupport.
CD2r / Makepredictionsaboutwhatwillhappenusingwhattheyknow.
CD2s / Introduceideasoractionsinplaybasedonpreviousknowledgeorexperience
CD2t / Askquestionsaboutwhythingshappenandtrytounderstandcauseandeffect.
Older Preschoolers
CD2u / Demonstratetheirabilitytoapplywhattheyknowabouteverydayexperiencestonewsituations.
CD2v / Describepasteventsinanorganizedway,includingdetailsorpersonalreactions.
CD2w / Improvetheirabilitytomakepredictionsandexplainwhythingshappenusingwhattheyknow.
CD2x / Introducemoreelaborateordetailedideasoractionsintoplaybasedonpreviousknowledgeorexperience.
CD2y / Trytoreachlogicalconclusions (includingconclusionsregardingcauseandeffect)aboutfamiliarsituationsandmaterials,basedoninformationgatheredwiththeirsenses.

□ Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.

Developmental Indicators:

Infants
CDa / Showawarenessofothers’reactionstopeople,objects,andevents.
CD3b / Showawarenessofanotherperson’sintentionsbyestablishingjointattention(lookatanobject,thenatcaregiver,andbackatobject).
Young Toddlers
CD3c / Showawarenessofothers’feelingsaboutthingsbylookingtoseehowtheyreact.
Older Toddlers
CD3d / Usewordslike“think,”“remember,”and“pretend.”
CD3e / Talkaboutwhattheyandotherpeoplewantorlike.
Younger Preschoolers
CD3f / Uselanguagetoidentifypretendorfantasysituations(say,“Let’spretendwe’regoingonatrip.”“That’sapretendstory.”).
CD3g / Usewordslike“think”and“know”totalkaboutthoughtsandbeliefs.
CD3h / Recognizethatbeliefsanddesirescandeterminewhatpeopledo(e.g.,apersonwilllookforamissingobjectbasedonwheretheythinkitisratherthanwhereitactuallyis).
Older Preschoolers
CD3i / Uselanguagetoidentifypretendorfantasysituations(say,“Let’spretendwe’regoingonatrip.”“That’sapretendstory.”).
CD3j / Express understanding that others may have different thoughts, beliefs, or feelings than their own (“I like ketchup and you don’t”
CD3k / Use language to describe their thinking processes with adult support.

Sub-domain: Creative Expression

□ GoalCD-4: Children demonstrate appreciation for different forms of artistic expression.

Developmental Indicators:

Infants
CD4a / Show wonder or fascination with objects, activities, or experiences (gaze at an object, become quiet or vocal when they hear lullabies, show bodily excitement when they hear music).
CD4b / Hold, touch and experience different textures (fuzzy blanket, smooth skin, rough carpet).
Younger Toddlers
CD4c / Show interest or pleasure in response to images, objects, and music (say, “Aaah” and reach for a brightly colored picture, look at or reach toward fluttering leaves).
CD4d / Participate in and explore all possible media (use finger paint, glue scraps of paper on another paper, dance to music).
Older Toddlers
CD4e / Express pleasure in different forms of art (call something “pretty”, express preferences, choose to look at book of photographs or listen to music again).
CD4f / Participate in and describe art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting).
Younger Preschoolers
CD4g / Express pleasure in different forms of art (call something “pretty”, express preferences, choose to look at book of photographs or listen to music again).
CD4h / Participate in and describe art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting).
Older Preschoolers
CD4i / Express pleasure in different forms of art (call something “pretty”, express preferences, choose to look at book of photographs or listen to music again).
CD4j / Participate in and describe art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting).
CD4k / Use art-specific vocabulary to express ideas and thoughts about artistic creations more clearly (say, “We need a stage for our puppet show.”).

□ Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Developmental Indicators:

Infants
CD2a / Usetoysandhouseholdobjects inavarietyofdifferentwaysduringplay(wave,thenscrunch,thenthrowscarf).
CD2b / Exploresensorypropertiesofartmedia(smearpaint,patandpounddough).
CD2c / Makeavarietyofsoundswithsimpleinstruments,toys,andtheirownvoice.
CD2d / Expressthemselvesbymovingtheirbodies(wavearmswhenexcited,hugsofttoy).
Young Toddlers
CD2e / Usehatsandclothesfordress-upmake-believe.
CD2f / Exploreartmaterialsfreely(makemarks,squeezeclay,tearpaper).
CD2g / Usematerialspurposefullytocreatesounds(bangblocks together,ringbell,shakecantomakecontentsjingle).
CD2h / Movetomusicintheirownway.
Older Toddlers
CD2i / Recreatefamiliarscenesusingplaymaterials,language,andactions.
CD2j / Experimentandcreateartwithclay,crayons,markers,paint,andcollagematerials.
CD2k / Makeupsimplenonsensesongs,sign,chant,anddance(sing“la-la-la-la”ontwopitches,twirlaroundandfalldown,“march”byliftingkneeshigh).
CD2l / Expressideasandfeelingsthroughmusic,movement,anddance.
Younger Preschoolers
CD2m / Choose to participate and express themselves through a variety of creative experiences such as art, music, movement, dance, and dramatic play.
CD2n / Showcreativityandimaginationwhenusingmaterialsandassumingrolesduringpretendplay.
CD2o / Explorethepropertiesofartmaterialsandusethemwithpurposetodraw,paint,sculpt,andcreateinotherways.
CD2p / Showawarenessofdifferentmusicalinstruments,rhythms,andtonalpatternsastheymakemusicorparticipateinmusicactivities.
CD2q / Showawarenessofvariouspatternsofbeat,rhythm,andmovementthroughmusicanddanceactivities.
Older Preschoolers
CD2r / Choosetoparticipateandexpressthemselvesthroughavarietyofcreativeexperiences,suchasart,music,movement,dance,anddramaticplay.
CD2s / Planandactoutscenesbasedonbooks,stories,everydaylife,andimagination.
CD2t / Planandcompleteartisticcreationssuchasdrawings,paintings,collages,andsculptures.
CD2u / Recallandimitatedifferentmusicaltones,rhythms,rhymes,andsongsastheymakemusicorparticipateinmusicalactivities(clappreviousbeattoanewsong).
CD2v / Recallandimitatepatternsofbeat,rhythm,andmovementastheycreatedancesorparticipateinmovementanddanceactivities.

Sub-domain: Social Connections

□ GoalCD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.

Developmental Indicators:

Infants
CD6a / Intentlyobserveactionsofchildren,adults,pets,andobjectsnearby.
CD6b / Seekparents,siblings,caregivers,andteachersforplayandformeetingneeds.
Young Toddlers
CD6c / Imitateroutineactionsoftheircaregivers(rockababydoll,pushalawnmower,“read”amagazine).
CD6d / Knowwhomtheycangotoforhelp(regularcaregivervs.visitor,parentvs.neighbor).
Older Toddlers
CD6e / Useplaytoshowwhattheyknowaboutrelationshipsandrolesinfamiliesandotherfamiliarcontexts.
CD6f / Combinetwoandthreewords.
CD6g / Helpwithdailyroutines(putcupsoutforlunch,feedpets,washtables).
Younger Preschoolers
CD6h / Talkaboutclosefamilymembers,nametheirrelationshipstoeachother,anddescribefamilyroutines(“Marikaismysister.”“Mygrandmatakescareofmeatnight.”).
CD6i / Adoptrolesoffamilyandcommunitymembersduringplay,givensupportandrealisticprops.
CD6j / Recognizeandidentifytherolesofsomecommunityhelpers(police,firefighters,garbagecollectors).
Older Preschoolers
CD6k / Talkaboutawidecircleoffamilymembersandotherpeopleimportanttothefamily,theirrelationshipstoeachother,andsharedexperiences.
CD6l / Adoptrolesofawidevarietyoffamilyandcommunitymembersduringdramaticplay,usingprops,language,andactionstoadddetailtotheirplay.
CD6m / Recognizeandidentifytherolesofawidevarietyofcommunityhelpers(police,firefighters,garbagecollectors,doctors,dentists).

□ GoalLDC-7: Children recognize that they are members of different groups (family, preschool class, cultural cop).

Developmental Indicators:

Infants
CD7a / Showaclearpreferenceforfamiliarpeople.
Young Toddlers
CD7b / Recognizechildrenandotherstheyspendalotoftimewith(makesounds,sayname,movetowardorawayfromchild).
Older Toddlers
CD7c / Putselfintocategoriesbasedonage,gender,andphysicalcharacteristics(“I’magirl.”“Ihavelonghair.”).
Younger Preschoolers
CD7d / Identifyselfasapartofaspecificfamily,preschoolclass,orotherfamiliargroup(e.g.,pointtopictureandsay,“That’smyfamily,”or“I’minMs.Emily’sclass.”).
Older Preschoolers
CD7e / Identifyandexpressselfasapartofseveralgroups(e.g.,family,preschoolclass,faithcommunity).

□ Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.

Developmental Indicators:

Infants
Emerging
Young Toddlers
CD8a / Comparetheirownphysicalfeatureswiththoseofothersbylookingandtouching.
Older Toddlers
CD8b / Describepeoplewhoaresimilaranddifferentbasedoncharacteristicssuch asage,gender,andotherphysicalcharacteristics.
CD8c / Showawarenessofsimilaritiesanddifferences among people and families during play.
Younger Preschoolers
CD8d / Showacceptanceofpeoplewhoaredifferentfromthemselvesaswellaspeoplewhoaresimilar.
CD8e / Givensupportandguidance,explore different cultural practices during play and planned activities.
Older Preschoolers
CD8f / Showacceptanceofpeoplewhoaredifferentfromthemselvesaswellaspeoplewhoaresimilar.
CD8g / Talk about how other children have different family members and family structures than their own (“I live with my Grandma and Shanika lives with her Mom and Dad.” “David’s dad works but my Daddy stays home and takes care of me.”)
CD8h / Showacceptanceofdifferentculturesthroughexplorationofvaryingcustomsandtraditions,pastandpresent(howpeopledress,howpeoplespeak,food,music,art,etc.).

□ GoalCD-9: Children explore concepts connected with their daily experiences in their community.

Developmental Indicators:

Infants
Emerging
Young Toddlers
Emerging
Older Toddlers
CD9a / Useplaytocommunicatewhattheyknowabouttheircommunity(pretendtogotothestore,pretendtobeapoliceperson).
Younger Preschoolers
CD9b / Describe characteristicsoftheplaceswheretheyliveandplay(say,“Myhouseisbigandtherearetreesinmyyard.”“Theplaygroundhasswingsandasandbox.”).
CD9c / Noticechangesthathappenovertime(seasons,selforothersgrowingbigger).
CD9d / Noticeandtalkaboutweatherconditions.
CD9e / Withpromptingandsupport,participateasamemberofademocraticclassroomcommunity(votefornameofclasspet,waitturntopaintwheneaselsarefull).
Older Preschoolers
CD9f / Describe characteristicsoftheplaceswheretheyliveandplay(say,“Myhouseisbigandtherearetreesinmyyard.”“Theplaygroundhasswingsandasandbox.”).
CD9g / Observeandtalkaboutchangesinthemselvesandtheirfamiliesovertime.
CD9h / Observeandtalkabouthowpeopleadapttoseasonsandweatherconditions(putoutsaltinicyweather,wearraingear).
CD9i / Showawarenessofthebasicneedsallfamilieshave(food,shelter,clothing)andhowneedsaremet(work,helpeachother).
CD9j / Demonstratepositivesocialbehaviorsandtakepersonalresponsibilityasamemberofagroup(share,taketurns,followrules,takeresponsibilityforclassroomjobs).

Sub-domain: Mathematical Thinking and Expression

□ Goal CD-10: Children show understanding of numbers and quantities during play and other activities.

Developmental Indicators:

Infants
CD10a / Indicatetheywant“more”withsigns,sounds,orlooks.
CD10b / Showinterest(lookatorreachfor)inobviousdifferencesinquantity(lookatatowerwith3blockslongerthanatowerwith7blocks,reachforabasketwiththreeballsratherthanabasketwithoneball).
Young Toddlers
CD10c / Explorequantity(forexample,fillinganddumpingcontainers).
CD10d / Usewordsoractionsthatshowunderstandingoftheconceptsof“more”and“all” (askformorefood,stopaskingformoreblockswhentoldtheyhave“all”oftheblocks).
CD10e / Recognizethedifferencebetweentwosmallsetsofobjects(6orunder)thatincludeadifferentnumberofobjects(pointtowhichsetofcrayonshasmore).
Older Toddlers
CD10f / Usewordsoractionsthatshowunderstandingoftheconceptsof“more,”“all,”and/or“none”(askformorefood,stopaskingformoreblockswhentoldtheyhave“all”oftheblocks,becomeupsetwhentoldthereisnomorePlay-Doh®).
CD10g / Attempttochantorrecitenumbers,butnotnecessarilyinthecorrectorder.
CD10h / Placeitemsinone-to-onecorrespondenceduringplayanddailyroutines(onespoonateachplate;onedollineachtoycar).
CD10i / Makeasmallgroup(1-3)withthesamenumberofitemsasanothergroupofitems(take3ballsfromabasketaftertheteachershowsthegroupthatshehas3ballsandaskseachpersontotakethesamenumberofballs).
Younger Preschoolers
CD10j / Rotecountinorderto10withincreasingaccuracy.
CD10k / Countupto5objectsarrangedinalineusingone-to-onecorrespondencewithincreasingaccuracy,andanswerthequestion“Howmany?”
CD10l / Comparevisuallytwogroupsofobjectsthatareobviouslyequalorunequalinquantityandcommunicatethattheyarethesameordifferent,andwhichonehasmore(chooseaplatewithfourcookiesratherthanaplatewithonecookie).
CD10m / Showtheyunderstandthataddingobjectstoagroupwillmakeabiggergroup,andtakingawayobjectswillmakeasmallergroup.
Older Preschoolers
CD10n / Rotecountinorderto20withincreasingaccuracy.
CD10o / Withoutcounting,statethenumberofobjectsinasmallcollection(1-3)(whenafriendholdsuptwofingers,lookatherhandandsay,“Twofingers”withoutcounting).
CD10p / Countupto10objectsarrangedinalineusingone-to-onecorrespondencewithincreasingaccuracy,andanswerthequestion“Howmany?”
CD10q / Givenanumber0-5,countoutthatmanyobjects.
CD10r / Comparetheamountofitemsinsmallsetsofobjects(upto5objects)bymatchingorcountinganduselanguagesuchas“morethan”and“lessthan”todescribethesetsofobjects.
CD10s / Showtheyunderstandthatputtingtwogroupsofobjectstogetherwillmakeabiggergroupandthatagroupofobjectscanbetakenapartintosmallergroups.
CD10t / Writenumeralsornumber-likeformsduringplayanddailyactivities.
CD10u / Matchnumerals1-5tosetsofobjects,withguidanceandsupport.
CD10v / Recognizesomenumeralsandattempttowritethemduringplayanddailyactivities.
CD10w / Show understanding of first, next, and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, “The engine is first, and the caboose is last”when making a train).

□ Goal CD-11: Children compare, sort, group, organize, and measure objects and create patterns in their everyday environment.

Developmental Indicators:

Infants
CD11a / Discoverobjectsofdifferentsizesbyexploring(puttoysinmouth,pickuplargeobjects).
Young Toddlers
CD11b / Participateinactivitiesthat comparethesizeandweightofobjects.
CD11c / Showawarenessofdifferentcategoriesduringplay(putballsinaboxanddollsinabed;giveonefriendallthecarsandanotherfriendall ofthetruckswhenplayingintheblockarea).
Older Toddlers
CD11d / Groupobjectsintocategories(carswithcars,platesseparatedfromcups).
CD11e / Usesizeandamountwordstolabelobjects,people,andcollections(bigtruck,alotof cookies,littlebaby).
Younger Preschoolers
CD11f / Usedescriptivelanguageforsize,length,orweight(short,tall,long,heavy,big).
CD11g / Usesimplemeasurementtoolswithguidanceandsupporttomeasureobjects(aruler,measuringcup,scale).
CD11h / Comparethesizeorweightoftwoobjectsandidentifywhichoneislonger/taller/heavierthantheother(“Thatrockisheavierthanthisone;Ican’tliftit.”“Asnakeislongerthanaworm.”).
CD11i / Identifyfamiliarobjectsasthesameordifferent.
CD11j / Sortfamiliarobjectsintocategorieswithincreasingaccuracy(toolsforwoodworkingandutensilsforcooking;rectangleblocksononeshelfandsquareblocksonanothershelf).
CD11k / Recognizesimplerepeatingpatternsandattempttocreatethemduringplay(repeatamovementpatternduringasong,makealineofblocksinalternatingcolors).
Older Preschoolers
CD11l / Usedescriptivelanguageforsize,length,orweight(short,tall,long,heavy,big).
CD11m / Usesimplemeasurementtoolswithguidanceandsupporttomeasureobjects(aruler,measuringcup,scale).
CD11n / Directlycomparemorethantwoobjectsbysize,length,orweight(“Thatrockisheavierthantheseothers;Ican’tliftit.”Lookatthreestringsthataredifferentlengthsandselectthelongeststring).
CD11o / Putafewobjectsinorderbylength(arrangeagroupof3blocksinorderfromtheshortesttothelongest).
CD11p / Sortagroupofobjects(0-10)usingoneattribute(color,size,shape,quantity)withincreasingaccuracy(sortblocksbyshapeandplacelike-shapedblocksontheshelf;sortbeadsbycolor).
CD11q / Duplicateandextendsimplepatternsusingconcreteobjects(lookatapatternofbeadsandtellwhatbeadcomesnextinthepattern).

□ Goal CD-12: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Developmental Indicators:

Infants
CD12a / Discoverdifferentshapesbyexploring(putblocksinmouth,rollballs).
CD12b / Attempttoputobjectsintootherobjects(suchasputtingpiecesintoholesorotherspaces).
Young Toddlers
CD12c / Explorespacewiththeirbodies(fitselfintolargebox,crawlundertable,climboverlowwalls).
CD12d / Putbasicshapesintoashapesorterusingtrialanderror.
Older Toddlers
CD12e / Respondtoandbegintousewordsdescribingpositions(in,on,over,under,etc.).
CD12f / Nameormatchafewshapes.
CD12g / Stackorlineupblocksthatarethesameshape.
Younger Preschoolers
CD12h / Showtheyunderstandpositionsinspacebyusingpositionwordsduringplayandbyfollowingdirectionsfromanadult(say,“Standbehindthechair.”“Puttheballinthebox.”).
CD12i / Use2-and3-dimensionalshapestocreatepictures,designs,orstructures.
CD12j / Findshapesintheenvironmentanddescribethemintheirownwords.
Older Preschoolers
CD12k / Consistentlyuseavarietyofwordsforpositionsinspace,andfollowdirectionsusingthesewords.
CD12l / Use2-and3-dimensionalshapestorepresentreal-worldobjects(say,“Wearebuildingacastleandweneedaroundblockforthetunnel.”“Igluedacircleandasquareonmypicturetomakeahouse.”).
CD12m / Namebasicshapesanddescribetheircharacteristicsusingdescriptiveandgeometricattributes (“That’s atriangle;it’spointy.”“It’sacirclebecauseit’sround.”).

□ Goal CD-13: Children use mathematical thinking to solve problems in their everyday environment.

Developmental Indicators:

Infants
Emerging
Young Toddlers
Emerging
Older Toddlers
CD13a / Useobservationandemergingcountingskills(1,2,3)duringplayandotherdailyactivities.
Younger Preschoolers
CD13b / Seekanswerstoquestionsbyusingmathematicalthinkingduringplayanddailyactivities(determinewhoistallerbystandingnexttoclassmate;findtwosmallerblockstoreplacelargerblock).
CD13c / Useobservationandcounting(notalwayscorrectly)tofindouthowmanythingsareneededduringplayandotherdailyactivities(figureouthowmanyspoonsareneededforsnack,findenoughdollssoeachpersonhasonewhenplayinginthedramaticplayarea).
CD13d / Usedrawingandconcretematerialstorepresentmathematicalideas(drawmanycirclestoshow“lotsofpeople,”putPopsicle®sticksinapiletoshowthenumberofchildrenwhowantcrackersforsnack).
Older Preschoolers
CD13e / Seekanswerstoquestionsduringplayanddailyactivitiesusinganincreasingvarietyofmathematicalstrategies.
CD13f / Useobservationandcountingwithincreasingaccuracytoanswerquestionssuchas“Howmanydoweneed?”and“Howmanymoredoweneed?”duringplayandotherdailyactivities(countnewchildrentoseehowmanymoreplatesareneededforsnack;returnextradrinkstocooleratpicnictoarriveatthecorrectnumber).
CD13g / Usedrawingandconcretematerialstorepresentanincreasingvarietyofmathematicalideas(drawshapestorepresentpattern;stack different-coloredblockstorepresentclassmates’answerstoasurveyquestion).
CD13h / Begintoexplainhowamathematicalproblemwassolved(“IsawthattherewasalwaysablueflowerafteraredflowersoIknewtoputablueonenext.”“Icountedfourfriendswhodidn’thavecookiessoIgotfourmore.”).

Sub-domain: Self-Exploration and Knowledge

□ Goal CD-14: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Developmental Indicators:

Infants
CD14a / Observe and explore natural phenomena indoors and outdoors, using all senses (rub hands over grass, lift face to feel wind, pat family dog, splash water).
Young Toddlers
CD14b / Use abilities to observe and explore natural phenomena indoors and outdoors with focus, using all senses (notice and interact with small insects, smell flowers, catch falling snow, shuffle though leaves).
Older Toddlers
CD14c / Participate in the care of living things with guidance and support (water plants, help to feed classroom pet).
CD14d / Show curiosity and investigate the world of nature indoors and outdoors (pick up rocks, scratch frost on window, ask questions about things seen outdoors).
Younger Preschoolers
CD14e / Participate in the care of living things with guidance and support (water plants, help to feed classroom pet).
CD14f / Notice and react to the natural world and the outdoor environment.
CD14g / Notice and describe characteristics of plants and animals, such as appearance, similarities, differences, behavior, and habitat.
CD14h / Notice and describe current weather conditions.
CD14i / Notice and describe properties of materials and changes in substances (water freezes into ice, pudding thickens, clay hardens).
CD14j / Participate in activities that help to care for the environment, with guidance and support (pick up trash, recycle paper).
Older Preschoolers
CD14k / Collect items from nature (rocks, leaves, insects) and classify them using physical characteristics (color, size, shape, texture).
CD14l / Notice and react to the natural world and the outdoor environment.
CD14m / Describe some things plants and animals need to live and grow (sunlight, water, food).
CD14n / Take responsibility for the care of living things (independently feed classroom pet as daily chore, water plant when dry, weed vegetable garden).
CD14o / Notice and describe weather conditions, position of the sun and moon at different times, and seasonal changes.
CD14p / Notice, describe, and attempt to explain properties of materials and changes in substances (metal railing is hot because the sun shines on it; ice melts when it gets warmer).
CD14q / Participateinactivitiesthathelptocarefortheenvironmentandexplainwhytheyareimportantwithguidanceandsupport(gatheringcansforrecycling,plantingtrees).

□ Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.

Developmental Indicators:

Infants
CD15a / Gatherinformationthroughsight,hearing,taste,smell,andtouch.
CD15b / Usemultiplesensestofocusintentlyonobjects,displays,materials,orevents.
Young Toddlers
CD15c / Useallsensestoexaminethe environment carefully(reachouttotouchrain,stopplayingtowatchshadows,gazeatmoon).
CD15d / Usetoysandotherobjectstomakethingshappen(kickaball,pushabuttononatoy).
CD15e / Exploreobjectsandmaterialsbyhandlingtheminmanyways(moving,carrying,filling,dumping,smelling,puttinginmouth).
Older Toddlers
CD15f / Investigatedifferencesbetweenmaterials(sand,water,goop,movingair).
CD15g / Usesimpletoolstomanipulateandexploreobjectsandmaterials,withguidanceandsupport (containersforpouring,sandmold,magnifying glass).
CD15h / Noticechangesin materialswhenmixingandmanipulating(paint,Play-Doh®,foodingredients).
Younger Preschoolers
CD15i / Representwhattheylearnduringscientificexplorationthroughdrawing,modeling,building,movement,orothermethods.
CD15j / Observeobjects,materials,andphenomenaand describewhattheynotice(temperature,texture,size,weight,color,etc.).
CD15k / Askquestionstofindoutmoreaboutthenaturalworld.
CD15l / Usesimpletoolstoinvestigateobjectsandmaterials,withguidanceandsupport(magnifyingglass,sifter,rampsforrollingballsandcars).
CD15m / Describeandpredictchangesthattakeplacewhenmixingandmanipulatingmaterials.
Older Preschoolers
CD15n / Representwhattheylearnduringscientificexplorationthroughdrawing,modeling,building,movement,orothermethods.
CD15o / Askquestionsandidentifywaystofindanswers(lookinabook,usethecomputer,trysomethingandwatchwhathappens).
CD15p / Compareobjects,materials,andphenomenabyobservinganddescribingtheirphysicalcharacteristics.
CD15q / Useanincreasingvarietyoftoolstoinvestigatetheworldaroundthem(measuringtools,balance,prism,droppers).
CD15r / Makeandcheckpredictionsthroughobservationsandexperimentation,withadultsupportandguidance.
CD15s / Manipulatetheenvironmenttoproducedesiredeffectsandinventsolutionstoproblems(attachapieceofstringtothelightswitchsotheycanindependentlyturnoffthelights).

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