V

Cognitive Development

A

Understanding Stability and Change

Child recognizes and develops the ability to explain how material objects change and how they remain stable.

0–9 months – See this age across all domains Infants

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…”

B

Representing

Child uses symbolic thought to represent.

0–9 months – See this age across all domains Infants

The guidelines don’t define behaviours for this area at this age.

C

Memory and History

Child develops the ability to store, retrieve, and share information about past experiences.

0–9 months – See this age across all domains Infants

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.”)

D

Investigating and Exploring

Child becomes a scientific thinker by manipulating objects, asking questions, making observations and predictions, and developing generalizations.

0–9 months – See this age across all domains Infants

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.”)

E

Understanding Cause and Effect

Child understands and explores the causes and effects of actions and events.

0–9 months – See this age across all domains Infants

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.”

F

Engineering: Problem-solving with Materials

Child plans and uses hands, tools, and technology to solve problems with materials.

0–9 months – See this age across all domains Infants

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.”

G

Math

1. Comparing and Categorizing

Child recognizes some similarities and differences between familiar and unfamiliar people, objects, or experiences.

0–9 months – See this age across all domains Infants

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

2. Number Sense and Quantity

Child understands and explores numbers and quantity.

0–9 months – See this age across all domains Infants

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

3. Patterning

Child develops the ability to identify, describe, extend, and create patterns.

0–9 months – See this age across all domains Infants

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

4. Spatial Sense and Geometry

Child understands how objects, points, lines, and shapes fit in space.

0–9 months – See this age across all domains Infants

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”)