Child recognizes and develops the ability to explain how material objects change and how they remain stable.
What educators might observe
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When something is dropped and make a sound, looks towards that sound
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Looks for educator after they step out of the room
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Looks for or orients toward a pacifier that they have just dropped
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Finds a rattle that is hidden under a blanket when only part of the handle is showing
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
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Can anticipate familiar activities (e.g., kicking legs and cooing when shown bottle, nipple, or spoon before feeding)
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Turns toward the front door after hearing the doorbell ring
Child becomes a scientific thinker by manipulating objects, asking questions, making observations and predictions, and developing generalizations.
What educators might observe
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Child uses senses (sight, smell, touch, hearing, taste) to interact and gain information about people and environment
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Explores objects with hands (grasping object) and mouth (bringing object to mouth)
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Expresses a sense of wonder about their surroundings (e.g., looks at an object or person intently)
Child understands and explores the causes and effects of actions and events.
What educators might observe
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After dropping an item, looks for or turns body toward item
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Acts on an object to make a pleasing sight, sound, or effect (e.g., shakes rattle to make sound)
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Moves body in a rocking motion in order to get the educator to keep rocking them
Child plans and uses hands, tools, and technology to solve problems with materials.
What educators might observe
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Reaches for an object that has rolled far away
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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)
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Shakes and bangs ma terials to make a sound happen repeatedly
Child recognizes some similarities and differences between familiar and unfamiliar people, objects, or experiences.
What educators might observe
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Distinguishes between objects they suck and those they do not
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Smiles when they see or hear familiar caregiver
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Gazes at unfamiliar object or person for longer period of time
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Shows preferences for particular activities, such as being carried rather than pushed in the stroller
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Explores how various toys feel and touches different objects in different ways
Child understands and explores numbers and quantity.
What educators might observe
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Holds one object in each hand and then drops one when someone holds out a third object
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Explores one toy at a time by holding and mouthing it
Child develops the ability to identify, describe, extend, and create patterns.
What educators might observe
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Associates objects and actions with their daily rhythm (e.g., reaches for favorite blanket when tired)
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Begins to show understanding of what comes next (e.g., burping after bottle, holding legs up for diapering)
Child understands how objects, points, lines, and shapes fit in space.
What educators might observe
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Looks at own hands and feet as they move through space
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Watches a ball rolling away after accidently knocking it
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Observes a ball bounce up and down
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Uses vision and hearing to track the path of someone walking by
