Child recognizes and develops the ability to explain how material objects change and how they remain stable.
What educators might observe
-
When something is dropped and make a sound, looks towards that sound
-
Looks for educator after they step out of the room
-
Looks for or orients toward a pacifier that they have just dropped
-
Finds a rattle that is hidden under a blanket when only part of the handle is showing
Ways educators might support the child's development
-
Play peek-a-boo with the child
-
Partially cover a familiar object with a cloth or blanket and ask, ”Where Is It,” showing excitement when the child uncovers the toy
-
Carry the child to look for familiar people, toys or pets, asking, “Where Is…”
Child uses symbolic thought to represent.
The guidelines don’t define behaviours for this area at this age.
Child develops the ability to store, retrieve, and share information about past experiences.
What educators might observe
-
Can anticipate familiar activities (e.g., kicking legs and cooing when shown bottle, nipple, or spoon before feeding)
-
Turns toward the front door after hearing the doorbell ring
Ways educators might support the child's development
-
Keep daily schedule constant, while also responding to everyday needs; talk to the infant about what may be happening next
-
Verbally express when the infant is gazing at a certain object, such as a door after their caregiver has left (“Oh, I see you looking at the door. I bet you are looking for your Mama. She will return after naptime.”)
Child becomes a scientific thinker by manipulating objects, asking questions, making observations and predictions, and developing generalizations.
What educators might observe
-
Child uses senses (sight, smell, touch, hearing, taste) to interact and gain information about people and environment
-
Explores objects with hands (grasping object) and mouth (bringing object to mouth)
-
Expresses a sense of wonder about their surroundings (e.g., looks at an object or person intently)
Ways educators might support the child's development
-
Talk to the child as they look around (“Yes, I see you looking at the teddy. Here you go, you can feel and hold the teddy.”)
-
Offer the child objects, name and describe them, and invite the child to inspect the object with hands, eyes, and mouth
-
Describe the environment as being rich in sensory experiences (e.g., “Do you feel the sun? Is it warm on your face? Can you see the light? The lights are sparkling.”)
Child understands and explores the causes and effects of actions and events.
What educators might observe
-
After dropping an item, looks for or turns body toward item
-
Acts on an object to make a pleasing sight, sound, or effect (e.g., shakes rattle to make sound)
-
Moves body in a rocking motion in order to get the educator to keep rocking them
Ways educators might support the child's development
-
Imitate the baby’s laughter, singing, smiling, and squealing to show that their action produces a reaction
-
Position the baby so their kicking and grasping can produce a response
-
Provide a variety of interesting objects for the baby to touch, hold, bang on, and throw
-
Various rattles
-
Bells
-
Small and large drums
-
Boxes
-
Balls
-
Respond to the baby’s efforts to create an effect; for example, if the baby raises their hand to be picked up, say, “You are raising your arms to show me you want to be carried. I’m going to pick you up now.”
Child plans and uses hands, tools, and technology to solve problems with materials.
What educators might observe
-
Reaches for an object that has rolled far away
-
Uses a trusted caregiver as a tool to solve a physical problem (e.g., child watches the educator wind up a music box and, when the music stops, touches their hand to get them to make it start again)
-
Shakes and bangs ma terials to make a sound happen repeatedly
Ways educators might support the child's development
-
Observe and respond to the child’s reflexive motions and movements with words and actions; for example, if the baby accidentally spits out their pacifier, the educator may say, “Where’s your pacifier? Here it is. I’m putting it back in your mouth.”
-
Notice when the child is trying to use your body as a tool, and play along with them; for example, say, “You are moving my hand toward the mobile. I will make it turn again for you.”
Child recognizes some similarities and differences between familiar and unfamiliar people, objects, or experiences.
What educators might observe
-
Distinguishes between objects they suck and those they do not
-
Smiles when they see or hear familiar caregiver
-
Gazes at unfamiliar object or person for longer period of time
-
Shows preferences for particular activities, such as being carried rather than pushed in the stroller
-
Explores how various toys feel and touches different objects in different ways
Ways educators might support the child's development
-
Narrate when familiar individuals enter the room (“Here comes Ms. Kimball. You know Ms. Kimball. Hello, Ms. Kimball.”)
-
Notice when a child is wondering about a new object (“You are looking at our new mobile. We hung it up in the window.”)
-
Use descriptive vocabulary, such as rough, smooth, furry, bumpy, long, short, wet, and dry as children touch and explore their environment
Child understands and explores numbers and quantity.
What educators might observe
-
Holds one object in each hand and then drops one when someone holds out a third object
-
Explores one toy at a time by holding and mouthing it
Ways educators might support the child's development
-
Sing number songs to the child
-
“Ten fingers, ten toes, two little eyes, one little nose…”
-
“Five little ducks went out to play...”
-
“Uno, dos, tres amigos...”
-
Reference numbers and quantity as the educator interacts with the baby (“I see one little baby looking at me.”)
-
As the child picks up, holds on to, and releases objects from their hands, name the quantity in each hand
Child develops the ability to identify, describe, extend, and create patterns.
What educators might observe
-
Associates objects and actions with their daily rhythm (e.g., reaches for favorite blanket when tired)
-
Begins to show understanding of what comes next (e.g., burping after bottle, holding legs up for diapering)
Ways educators might support the child's development
-
Create and maintain predictable routines for the child’s day, including feeding, resting, bathing, and playing
-
Rock and sway the child in rhythmic movements
-
Use song to draw the child’s attention to the rhythm of the day (e.g. songs that include such phrases as “good morning,” “time for rest,” “time to say goodbye, see you tomorrow”)
-
Rock, sway, swaddle, sing, and talk to the child with a flow and inflection that is repetitive and predictable
Child understands how objects, points, lines, and shapes fit in space.
What educators might observe
-
Looks at own hands and feet as they move through space
-
Watches a ball rolling away after accidently knocking it
-
Observes a ball bounce up and down
-
Uses vision and hearing to track the path of someone walking by
Ways educators might support the child's development
-
Provide comfortable, safe space for the child to move freely on the floor
-
Provide materials of various sizes and shapes for the child to explore, such as different types of fabrics, silicone muffin tins, ice trays, or metal jar rims
-
Present collections of balls
-
Use vocabulary related to spatial awareness (e.g, “in,” “on,” “under,” “up,” “down,” and “to”)
