Early Learning Guidelines A child development resource for educators of children birth through eight PDF Ver en español

Across all five domains

Toddlers

Stage Infants Toddlers Preschool Early elementary

Age 0–9 months 8–16 months 15–24 months 24–36 months 3-year-olds 4-year-olds 5-year-olds 6-year-olds 7-year-olds 8-year-olds

Domain All domains I. Approaches to Learning II. Physical Well-Being, Health and Motor Development III. Social and Emotional Development IV. Communication, Language, and Literacy V. Cognitive Development

Show Both What educators might observe Ways educators might support the child's development

Approaches to Learning

Curiosity and Interest

Child approaches the world with curiosity and develops knowledge about specific topics.

15–24 months – See this age across all domains Toddlers

What educators might observe

Points to objects, vocalizes, and looks to educator to identify the object
Brings objects they are curious about to an educator
Takes things apart
When walking outside, stops to examine objects, such as a leaf
Will play with one object again and again (e.g., asks to hear the same book, and books on the same topic, again and again)

24–36 months – See this age across all domains Toddlers

What educators might observe

Asks simple questions involving what, where, and why; may not attend to the answer
Asks questions about where people are when they can’t be seen
Will approach things, or devise ways to reach items of curiosity, such as pulling over a chair to reach a table

Initiative

Child pursues their own goals.

15–24 months – See this age across all domains Toddlers

What educators might observe

Vocalizes to express desire for an object or curiosity about it, with such phrases as “Dis?”
Tries activities that their educator suggests they engage in (e.g., goes down the slide after their caregiver suggests it)
Is inspired by the activities of their peers (e.g., after seeing another child push a doll stroller, tries to take the doll stroller and push it themselves)
Looks or points at activities that they are interested in participating in

24–36 months – See this age across all domains Toddlers

What educators might observe

Finds ways to accomplish their own goals, such as climbing onto a table to reach something up high
Explores on their own and then returns to educator (i.e., runs to see something that looks interesting to them and then circles back to educator)
Tells an educator what they want to do

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

15–24 months – See this age across all domains Toddlers

What educators might observe

Tries many ways of getting to an object that is out of reach
Wants to do favorite activities and practice developing skills over and over again (e.g., repeatedly jumps off low step)
Continues to try a difficult task when a caregiver sits close to them

24–36 months – See this age across all domains Toddlers

What educators might observe

Sits on a caregiver’s lap while they read a board book from start to finish
Maintains their focus on a desired outcome
- Stacks large cardboard blocks until they balance
- Completes 3–5 piece puzzle
- Pushes and pulls a wagon up a hill

Creativity and Inventiveness

Child uses their imagination to create and invent.

15–24 months – See this age across all domains Toddlers

What educators might observe

Invents new uses for everyday materials ( e.g., bangs on pots and pans)
Tries different combinations of objects (e.g., tries to fit small blocks into a peg sorter)
Imitates adult’s idea (e.g., following educator’s example to makes themselves a necklace by stringing large beads or tubes together)

24–36 months – See this age across all domains Toddlers

What educators might observe

Uses everyday objects in imaginary play (e.g., picks up sticks and pretends they are swords)
Experiments with using various materials to solve problems (e.g., places a block on a stack of papers that is blowing away)
Dresses up as characters, (e.g., wraps scarf around neck and pretends to be a superhero)

Physical Well-Being, Health and Motor Development

Large Motor Skills

Child uses and coordinates their large muscle groups.

15–24 months – See this age across all domains Toddlers

What educators might observe

Runs
Kicks a ball
Climbs onto an adult-sized couch
Walks up and down stairs while holding onto an educator’s hand
Walks up and down stairs or climbing equipment by stepping with both feet on each step

24–36 months – See this age across all domains Toddlers

What educators might observe

Changes speed or direction while moving though may have difficulty stopping with control
Walks up stairs, placing one foot on each step
Bends over to pick up a toy and stands back up
Jumps forward with both feet at the same time
Walks on tip-toes when asked
Climbs a playground ladder
Catches a medium-sized ball
Pedals a tricycle

Small Motor Skills

Child controls the small muscles in their hands and wrists.

15–24 months – See this age across all domains Toddlers

What educators might observe

Holds a truck in one hand and uses the other hand to explore the wheels
Pulls toys by tugging on a string
Holds on to two blocks while trying to reach for another block
Uses large brush to stand and paint at the easel
Holds board book upright and turns the pages
Holds a crayon between fingers and thumb and scribbles with big arm movements
Uses wrist to rotate knob puzzle pieces to fit them in puzzle board

24–36 months – See this age across all domains Toddlers

What educators might observe

Use child-safe scissors in one hand to make snips in a piece of paper
Strings large wooden beads onto a shoelace
Balances 5–6 blocks on top of one another
Open a door by turning the round handle
Picks up a cup with one hand to drink from it
Turns the pages of a paper book one at a time

Sensory Integration

The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive and respond to the world around them.

15–24 months – See this age across all domains Toddlers

What educators might observe

Starts to move body to fit into different spaces (e.g., fits their body into boxes, shelves, or laundry baskets)
Pats, pushes, mounds, and squeezes modeling compound
Enjoys (or shows a dislike for) messy activities

24–36 months – See this age across all domains Toddlers

What educators might observe

Notices textures on their clothes (e.g., a lumpy sock or pants made of different fabric than their shirt)
Tries different positions for walking quickly or running (e.g., leaning forward, rotating arms like propellers, or running sideways)
Jumps off a step
Rolls across the floor
Touches everything in their environment

Self-Care

Child cares for their physical well-being.

15–24 months – See this age across all domains Toddlers

What educators might observe

Crawls or toddles toward or away from changing table when educator suggests a diaper change
Holds out hands or pulls them away when educator brings them to the sink for hand washing
Opens mouth for educator to brush their gums and teeth, or, if they would not like their gums to be brushed, closes mouth firmly
Participates in sleeping routines in culturally appropriate ways (e.g., lying down with grandma, gathering blanket and pacifier, or crawling to a rocking chair)
Drinks from an open cup
Undresses themselves completely

24–36 months – See this age across all domains Toddlers

What educators might observe

Tries a wider range of textures and flavors of food
For breastfeeding toddlers, begins to have interactions with their mother about when and how they like to nurse
Anticipates and participates in family and/or childcare sleeping routines
Shows interest in toilet training and may start to use toilet regularly with assistance
Washes and dries hands after toileting and before meals, with assistance
Cooperates and assists educator in tooth-brushing

Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and demonstrated through respectful, caring, and loving relationships with families, educators, and other children.

15–24 months – See this age across all domains Toddlers

What educators might observe

Touches or rubs their genitals themselves for pleasure (Note: Children this age are not masturbating to orgasm.)
Says “no” or walks away when another child tries touch, hit, or kiss them

24–36 months – See this age across all domains Toddlers

What educators might observe

Learns the language for different body parts and their functions (e.g., penis, vagina, or breasts)
Communicates their gender identity (e.g.,“I’m a girl!”) and categorizes others by gender
Expresses curiosity about their own body and the bodies of others (e.g., trying to see other people’s bodies or asking questions like: “Why doesn’t Kayla have a wee wee?”)

III

Social and Emotional Development

Trusting Relationships with Adults

Child develops trusting relationships with nurturing adults.

15–24 months – See this age across all domains Toddlers

What educators might observe

Indicates need for assistance from a trusted adult (e.g., looks to adult and points to ball to indicate they need help when a ball rolls under shelves)
Periodically checks with caregiver for help or reassurance when playing alone or with peers (e.g., moves body to caregiver to get a hug then goes back to playing)
Initiates interactions and plays with adults (e.g., brings book for adult to read)
Responds to adults’ verbal greetings either verbally or nonverbally by, for example, waving or blowing a kiss

24–36 months – See this age across all domains Toddlers

What educators might observe

Imitates adult activities (e.g., pretends to cook or “reads” next to adult who is reading)
Communicates with adults about recent activities (e.g., “Mama and I went to the store.”)
May show discomfort with separation or new situations when familiar caregiver is not present (e.g., by protesting loudly, crying, or withdrawing)
Seeks adult assistance with challenges but may become angry when help is given (e.g., “Help please, I do it myself.”)

Sense of Belonging

Child experiences a sense of belonging in environments that link, extend, and affirm the child’s family and community. Child expresses comfort and joy with human diversity.

15–24 months – See this age across all domains Toddlers

What educators might observe

Displays ease and comfort in a variety of places when with familiar adults
Follows familiar routines (e.g., knows what chair is theirs when meal time occurs)

24–36 months – See this age across all domains Toddlers

What educators might observe

Identifies self as a member of a family; talks about family members who are not present
Is curious about physical characteristics of self and others (e.g., skin color, hair texture, or gender anatomy)
May begin to use social labels such as race to describe people and “match” them based on physical characteristics
Asks simple questions about other children (e.g., “Where’s Tommy?” “What’s he doing?”)
May begin to show fear, discomfort, or dislike toward people who look or speak in unfamiliar ways

Sense of Self

Child develops a sense of self through noticing and developing their own interests, preferences, and abilities. Child increasingly develops self-awareness, confidence, family pride, and positive social identities.

15–24 months – See this age across all domains Toddlers

What educators might observe

Expresses thoughts and feelings by saying “no!”
Uses name or other family label (e.g., nickname or birth order such as “little sister”) when referring to self
Shows pride in accomplishments/achievements (e.g., smiles after making hand print)
Expresses comfort with and preference for foods and songs that are culturally familiar
Recognizes and calls attention to self, by pointing, when looking in the mirror or at photographs

24–36 months – See this age across all domains Toddlers

What educators might observe

Understands that they are a separate person
Refer to themselves as “me” (e.g., “Me big.”)
Tests limits and strives for independence
Communicates with phrases such as “I doing this,” “I don’t do this, “I can do this,” or “I did this”
Identifies objects as belonging to them, such as a lunchbox or a stuffed animal (e.g., “That’s mine!”)
Makes choices (e.g., what toys to play with or what clothes to wear)
Communicates their gender identity (e.g.,“I’m a girl!”) and categorizes others by gender

Empathy

Child forms deep, caring, human connections by imagining what someone else may be thinking or feeling and responding with care. Child recognizes unfairness and understands that unfairness hurts.

15–24 months – See this age across all domains Toddlers

What educators might observe

Uses known strategies to try to help other children who are upset or sad (e.g., brings a crying friend to the educator)
Notices and disapproves of unfair (unequal) distribution of desired objects
Attempts to help with a perceived need, (e.g., opens a cabinet for someone whose hands are full)
Wants to see good actions rewarded and bad actions punished

24–36 months – See this age across all domains Toddlers

What educators might observe

Understands that people have beliefs that are not true
Understands that just as they have thoughts, feelings, and goals, other people have thoughts, feelings, and goals too
Begins to understand that not everyone likes the same things
Assigns feelings to dolls or toys and cares for them

Cooperation and Negotiation

Child navigates friendships with peers through cooperation and negotiation.

15–24 months – See this age across all domains Toddlers

What educators might observe

Physically removes toys from another child’s grasp that they would like to play with
Refuses to give peer a turn
Accepts adult help to negotiate disputes over toys
Expresses interest in playing with a certain child

24–36 months – See this age across all domains Toddlers

What educators might observe

Responds physically when another child takes a toy (e.g., pushing, hitting, or biting)
Recognizes there is conflict and seeks out educator’s assistance
Understands concept of “mine” and is starting to develop the concept of “his/hers/theirs”
Seeks out, initiates, and responds to other children for social interactions for short periods of time
Plays side by side with another child, making comments to them
Participates in loosely structured group games (e.g., chase, dramatic play, or ring-a-rounda-rosie)
Sometimes accepts and imitates other children’s ideas for play with adult prompts as needed (e.g., takes a shovel that is offered and briefly digs in sandbox beside another child)

Emotional Self-Regulation

Child expresses and manages their feelings and impulses.

15–24 months – See this age across all domains Toddlers

What educators might observe

Uses a variety of strategies to manage their feelings, such as withdrawing from the group, seeking a hug from the educator, or holding on to a special object
Tells educator “I’m ok!” after they fall down
Says phrases like “Mommy bye-bye” and points to the door to communicate that they miss their family

24–36 months – See this age across all domains Toddlers

What educators might observe

Continues to do an action, such as climbing over the top of a table, after an educator has asked them to stop
Protests loudly, and may have tantrums, in response to limits
Names some emotions (e.g., happy, sad, excited, mad, tired, or scared)
Begins to use pretend play to express/act out emotions

Rhythms, Rules, and Routines

Child follows the rhythms, rules, and routines of the learning environment.

15–24 months – See this age across all domains Toddlers

What educators might observe

Begins to assert self by resisting educator requests
Reaches to take a toy from a peer, but then pulls back their hand in response to the educator’s look

24–36 months – See this age across all domains Toddlers

What educators might observe

Follows some consistently set rules and routines (e.g., chooses a book after lunch for quiet time)
Challenges boundaries and rules while striving for independence
Experiences difficulty transitioning from one activity to the next
Can verbally start to tell what comes next in the routines, and helps guide others in different transitions and activities

Communication, Language, and Literacy

Speaking

Child will develop the ability to speak and/ or sign in increasingly complete, complex, precise, and varied ways.

15–24 months – See this age across all domains Toddlers

What educators might observe

Points to items that they want or want the caregiver to give attention to
Uses two words together to express wants, needs, or ideas, such as “Papi, go.”
Shakes head “no” in response to questions
Uses made-up words to refer to familiar objects and experiences that family members and educators understand
Uses some words to refer to more than one thing (e.g., “wowa” may mean both sitting in the stroller and going outside)
Adds new words to their vocabulary every day
Socializes and interacts with peers using nonverbal (gestural) means, along with words or phrases (e.g., making a motion to push another child away and saying, “Go Away.”)

24–36 months – See this age across all domains Toddlers

What educators might observe

Puts two or more words together to express more complex thoughts (e.g., “All gone bubbles,” “Mommy eat,” “I want,” or “I no want.”)
Uses past tense in simple sentences that may contain errors, such as “I goed to school.”
Uses the possessive, though not always correctly, (e.g., “Her Julia.”)
Starts to label different items with an adjective such as a big chair or blue ball
Emergent multilingual learners will play with using more than one language in a single sentence or conversation (e.g., “More leche please.”)

Listening and Understanding

Child will develop their ability to listen and understand complete, complex, precise, and varied language.

15–24 months – See this age across all domains Toddlers

What educators might observe

Points to familiar people when asked where they are
Shows joint attention with adults (e.g., looks at and points to elephant with daddy at the zoo)
Shows understanding of pronouns such as “my” and “your” (e.g., points to their belly button when asked, “Where is your belly button?”)
Identifies people, objects, and actions when asked

24–36 months – See this age across all domains Toddlers

What educators might observe

Answers/asks simple questions (Note: child’s answer may not be a response to what was asked, but may instead involve what they want to talk about in the moment)
Demonstrates understanding of simple directions in familiar context by responding appropriately (e.g., “Give daddy the cup, please.”)
Responds to directions that include verbs (e.g., run, jump, reach, open)
Understands statements with descriptive words for time (e.g., “After we clean up, we’ll go to the bathroom.”)
Understands words and phrases associated with family life in their home language

Engaging with Stories and Books

Child enjoys, attends to, understands, and makes meanings from spoken and written language of storytelling and books.

15–24 months – See this age across all domains Toddlers

What educators might observe

Points to and names familiar people and objects in photos or books
Points to pictures related to the text the educator is reading
Holds board books upright and turns pages
Imitates gestures that go with rhymes or simple songs, such as “Row, Row, Row Your Boat” or “Pin Pon”
Listens to a story or looks at books for a short period of time
Responds to storytelling and texts with short questions, comments, or movements (e.g., flapping their arms when a bird appears in a book)

24–36 months – See this age across all domains Toddlers

What educators might observe

Contributes language from the text at the expected time (e.g., calls out “Caps for sale! Fifty cents a cap!” during a group reading of that book)
Asks for or picks out favorite story to read at bedtime or during play
Starts to point to words in the book and pretends to “read” them aloud
Spends time looking at books by themselves

Phonological Awareness

Child develops the ability to recognize and manipulate the different sounds in spoken language(s).

15–24 months – See this age across all domains Toddlers

What educators might observe

Speech shows their ability to use a variety of sounds and syllables from their home language
Imitates sounds of adult speech to quickly learn new words
Attends to, repeats, and uses a few words from culturally and linguistically familiar rhymes, phrases, or refrains from stories or songs
Laughs when adult makes up rhymes containing nonsense words

24–36 months – See this age across all domains Toddlers

What educators might observe

Imitates substitution of the first sound in a word to rhyme (e.g., substitutes the initial sound of the name of friends to play a rhyming game or sing “Willaby Wallaby Woo.”)
Plays with sounds of words in context, and makes silly substitutions

Composing

Child uses materials and/ or language to make meaning for themselves and/or an audience.

15–24 months – See this age across all domains Toddlers

What educators might observe

Makes decisions about how to manipulate and order objects in the environment (e.g., drops crayons into a paper towel tube)

24–36 months – See this age across all domains Toddlers

What educators might observe

Uses objects such as stuffed animals or action figures to act out simple stories (e.g., going to bed and waking up)
Organizes visual materials (e.g., play dough, paint, collage); may not intend to represent something or may change what they are representing throughout the process
Pretends to be a character (e.g., puts on cape and flies like Superman)

Creating and Interpreting Multimedia Texts

Child views, creates, and makes meaning of visual communication and multimedia documentation, which includes drawings, collections, photographs, videos and displays.

15–24 months – See this age across all domains Toddlers

What educators might observe

Identifies themselves and familiar people in photographs
Notices and identifies pictures, road signs, and graphics

24–36 months – See this age across all domains Toddlers

What educators might observe

Makes connections between a display of objects or images of personal experiences

Cognitive Development

Understanding Stability and Change

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Uses a variety of strategies to find missing people or objects, including looking in multiple locations for things that have been missing for some time
Waits or watches at window for the return of a family member
Thinks that they may go down the toilet or bathtub drain

24–36 months – See this age across all domains Toddlers

What educators might observe

Is curious about physical objects that appear to be stable but whose properties change, such as ice and sand
Reacts to puppets and adults in costume as if they were real

Representing

Child uses symbolic thought to represent.

15–24 months – See this age across all domains Toddlers

What educators might observe

Substitutes similar objects in dramatic play (e.g., uses a block as a phone)
Imitates a few steps of adult behavior in dramatic play (e.g., puts doll in bed and says, ‘night-night.’)

24–36 months – See this age across all domains Toddlers

What educators might observe

Uses objects flexibly for symbolic play (e.g., a stick becomes a spoon then a wand; a box is a boat then a house)
Animates and interacts with objects (puppets, toys, sticks, or dolls) as characters who speak aloud and have feelings
Talks to self during dramatic play even when no playmates are around
Completes a series of actions related to a theme in dramatic play, such as listening to a doll’s heart, then giving the doll a shot and a bandage
-Makes marks on paper and says they represent something (”I drew Mommy.”)

Memory and History

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Knows where familiar objects are stored (e.g., looks at the shoe bin when educator says, “We’re going for a walk, where are your shoes?”)
Gives another child an object that belongs to them
Acts out caregiving sequences within dramatic and pretend play (e.g., breastfeeding a doll and then pretending to burp it)
Anticipates, acknowledges, and participates in the steps of caregiving routines (e.g., after eating says, “All Done. Wash Hands”)

24–36 months – See this age across all domains Toddlers

What educators might observe

Recreates experiences in dramatic play (e.g., after going to the grocery store, pretends to put food in a cart and check out)
Tells about a significant event they remember from the past, such as a time they jumped in a big puddle
Shares information about recent experiences with trusted adults (e.g., telling a family member about the bee at the school playground)

Investigating and Exploring

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Investigates new phenomena (e.g., when walking past a pile of leaves, stops and feels them with their hands)
Is curious about items that appear in nature, such as worms, moss, and puddles
Repeats experiences
Points to objects and signals to ask what they are

24–36 months – See this age across all domains Toddlers

What educators might observe

Makes guesses about what might happen next based on previous experiences (e.g., pushes doorbell and waits for someone to come to the door)
Asks simple questions about the natural world (e.g., asks “Where did the rainbow go?” or “Why is it wet outside?”)

Understanding Cause and Effect

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Examines toy if it is not producing the desired effect, or tries new ways to manipulate toy
Knows that playing with certain forbidden objects will get adult’s attention
When radio is turned on, says, “Dance, Mama.”
Builds a tower of big cardboard blocks and then knocks it down to watch it fall

24–36 months – See this age across all domains Toddlers

What educators might observe

Says, “She needs her blanket,” when a peer becomes upset
Says “shhh” and tiptoes when a child is still sleeping
When a child has a Band-Aid, other child points at it and asks what happened

Engineering: Problem-solving with Materials

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Uses adult as a resource to solve problems with materials (e.g., child hands a toy car to an educator after it stops moving, and the child cannot figure out how to make it move again)
Uses trial and error to solve problems with materials (e.g., tries different orientations of a three-piece knob puzzle before fitting the pieces in place)
Imitates a problem-solving method they have previously observed an adult use (e.g., going to the door and turning the knob to try to open it)
Uses an object to reach another object (e.g., uses the handle of a broom to get an object stuck under the couch)

24–36 months – See this age across all domains Toddlers

What educators might observe

Intentionally selects objects to use as tools in play (e.g., chooses a thick stick over a thin one to use as a “spoon” to stir mud in make-believe soup)
Puts a circular piece into a puzzle without having to try the other areas
Verbally and physically asks for help from an adult or peer by saying “Help,” grabbing their hand, and leading them over to the problem

Math

1. Comparing and Categorizing

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Helps clean up environment by putting materials in their places; puts books in basket, for example, or blanket in cubby
Arranges objects in lines (e.g., makes a row of blocks)
Points to a duck in a book when the educator asks, “Which one says, ‘quack?’”
Identifies two identical toys by putting them together (or in response to the question, “Can you find one like this?”)
Calls all the four-legged animals on a farm “cows,” although some are sheep and some are horses
Connects objects and ideas, such as using a broom for sweeping or a shovel or cup to scoop sand or water

24–36 months – See this age across all domains Toddlers

What educators might observe

Collects a single type of object (e.g., picks up pinecones on a walk in the park)
Calls a big animal “Papi” (“Daddy”) and a small animal “Bebe” (“Baby”)
Begins to sort similar items into categories such as color or shape (e.g., retrieves blue ball when asked, “Could you please get the blue one?”)
Identifies small, medium, and big objects when arranged in a series
Uses one-to-one correspondence with objects(e.g., puts one straw in each cup.) objects (e.g., puts one straw in each cup)

2. Number Sense and Quantity

Child understands and explores numbers and quantity.

15–24 months – See this age across all domains Toddlers

What educators might observe

Puts three animals in a row when playing
Understands and communicates the concepts of “more” and “all done” through words or gestures
Identifies which group has “more” with collections in which one has much more than the other
Names groups of one or two (e.g., when shown a pair of shoes, says “two shoes.”)

24–36 months – See this age across all domains Toddlers

What educators might observe

Starts counting with “one”
Says all the number words they know when counting objects, even when the quantity of objects is small
Reuses the number words they know if the quantity of objects is greater than the number words they know
Uses “a little” and “a lot” to describe quantity
When told, “Give me one,” hands educator just one object
When educator says, “Just take two,” takes only two slices of apple from the bowl
Demonstrates one-to-one correspondence with objects (e.g., puts one block in each muffin tin)

3. Patterning

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Anticipates and follows familiar sequences of events (e.g., washes hands, sits at the lunch table)

24–36 months – See this age across all domains Toddlers

What educators might observe

Calls a striped shirt with no repeating unit a “pattern”
Copies simple repeating patterns (e.g., if the educator squats then stands repeatedly, the child continues this motion)

4. Spatial Sense and Geometry

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

15–24 months – See this age across all domains Toddlers

What educators might observe

Rolls ball back and forth with educator
Puts together a knob puzzle with two or three separate pieces
Uses trial and error to place a group of nesting objects, such as boxes of different sizes, inside one another
Makes a line of blocks next to one another
Turns a book right side up after looking at the pictures and realizing it is upside down

24–36 months – See this age across all domains Toddlers

What educators might observe

Matches shapes with similar sizes and orientations
Completes three or four piece puzzles
Stacks rings on a post with the biggest on the bottom and the smallest on the top
Understands words related to position (e.g., “Please put the basket on the table” or “Please get under the covers.”)
Understands the words “longer,” “shorter,” “big,” and “little”
Places blocks on one another to make a stack, lining up the edges