B k standards-cognition_knowledge 5-11-2012 final

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,
The domain of Cognition and General Knowledge encompasses children’s knowledge of
their physical and social worlds. It includes content knowledge, concepts and skills in the
areas of mathematics, social studies and science. It also covers cognitive processes and skills
fundamental to learning in different domains.

Mathematics. The sub-domain of Mathematics encompasses the mathematical concepts
and skills that children develop during the birth-to-five-year period, including children’s
developing understanding of number and quantity, number relationships, and basic algebraic
concepts. A meta-analysis conducted by Duncan and colleagues (2007) suggests that specific
early math skills such as knowledge of numbers and ordinality are important predictors of
later achievement in math and reading. The Mathematics domain also addresses children’s
developing knowledge of key attributes of objects, including size and shape, and the way
objects fit, are positioned, and move in space.
The sub-domain of Mathematics consists of these strands and topics.
Mathematics Strand: Number Sense
Topic: Number Sense and Counting
Compare Numbers

Mathematics Strand: Number Relationships and Operations 1
Topic: Explore Number Relationships

Mathematics Strand: Algebra
Topics: Group and Categorize
Patterning

Mathematics Strand: Measurement and Data
Topics: Describe and Compare Measurable Attributes
Data Analysis

Mathematics Strand: Geometry
Topics: Spatial Relationships
Identify and Describe Shapes
Analyze, Compare and Create Shapes

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Cognition and General Knowledge here

• May • DRAFT 6:37 PM 2012
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Social Studies. The sub-domain of Social Studies includes basic skills and competencies that
set the foundation for learning about concepts of social science. At a young age, children
begin to develop their social identity and to think about their place in the social world. As
they grow, they develop an increased awareness of their personal histories and heritage,
and a sense of time and place. Through everyday interactions with children and adults, they
develop an appreciation for rights and responsibility within a group, and how social rules
help people in promoting safety and fairness (Mindes, 2005).
The sub-domain of Social Studies consists of these strands and topics.
Social Studies Strand: Self
Topic: Social identity

Social Studies Strand History
Topic: Historical Thinking and Skills
Heritage

Social Studies Strand: Geography
Topic: Spatial Thinking and Skills
Human Systems
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Social Studies Strand: Government
Topic: Civic Participation and Skills
Rules and Laws

Social Studies Strand: Economics
Topic: Scarcity
Production and Consumption

Science. The sub-domain of Science focuses on children’s curiosity to explore and learn
about their environment. It includes behaviors of exploration and discovery, and fundamental
conceptual development such as problem solving and cause and effect. These early
behaviors develop into increasingly systematic inquiry skills, and the ability to observe,
investigate and communicate about the natural environment, living things, and objects and
materials (Gelman and Brenneman, 2004).

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The sub-domain of Science consists of these strands and topics. • May • DRAFT 6:37 PM 2012
11, 2012 May 11,

Science Strand: Science Inquiry and Application
Topic: Cause and Effect
Exploration and Discovery
Observe and Investigate
Communicate, Document and Construct Explanations

Science Strand: Earth and Space Science
Topic: Observations and Explorations of Nature

Science Strand: Physical Science
Topic: Observations and Explorations of Objects and Materials

Science Strand: Life Science
Topic: Observations and Explorations of Living Things

Processes and Skills. The sub-domain of Processes and Skills refers to the underlying
cognitive mechanisms, skills and processes that support learning and reasoning in different
domains, including the development of memory, symbolic thought, reasoning and problem-
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solving. It also addresses the ability to learn about complex ideas or events through
imitation.
The sub-domain of Processes and Skills consists of these strands and topics.
Processes and Skills Strand: Memory
Topic: Memory
Processes and Skills Strand: Cognitive Processes
Topic: Symbolic Thought
Reasoning and Problem Solving

Processes and Skills Strand: Cognitive Skills
Topic Imitation

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• May • DRAFT 6:37 PM 2012
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STRAND TOPIC
Number Sense Number Sense and Counting
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Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Pay attention to quantities when Show understanding that Count to 20 by ones with
Explore objects and attend to
Cognition and General Knowledge – Mathematics

interacting with objects. numbers represent quantity and increasing accuracy.
events in the environment.
EXAMPLES demonstrate understanding of EXAMPLES
EXAMPLES words that identify how muchi.
• Communicates “more” and “all • Recites the numbers 1-20
• xplores or experiments with
E EXAMPLES
gone” when eating from a bowl of incompletely or with errors.
object(s) such shaking a rattle or
cheerios. • Uses words such as, “One, two, • Chants or sings 1-20 in order while
ring of keys.
• Searches for the third ball after more, little, a lot.” marching.
• Holds one block in each hand and
two of three balls were handed • Recites 1-20 to show how high she
drops one when offered a third
to him. can count.
block. STANDARD STATEMENT
• Communicates, “A lot” when
looking at a large number of Use number words to indicate
blocks. the quantity in small sets of STANDARD STATEMENT
objects (e.g., 2, 3), and begin Identify and name numerals 1-9.
counting aloud. EXAMPLES
EXAMPLES
• Points to numerals in a book as the
• Starts counting with “one” teacher names them. 4
sometimes pointing to the same • Points to and names numerals on
item twice when counting or uses spinner while playing game.
numbers out of order. “One, two,
three, five, eight.” • Moves an equivalent number of
steps indicated by a numeral on a
• Reaches into bowl and takes out large number cube during gross
two carrots when the care teacher motor play.
says, “Just take two.”
• Holds up two fingers and says,
“Two, when asked how old,” STANDARD STATEMENT
• Participates in counting songs, Identify without counting small
rhymes and stories. quantities of up to 3 items.
EXAMPLES
• Looks briefly at a picture and
immediately communicates the
quantity of up to three objects in
the picture.
• Identifies quantities up to three
without counting during play and
classroom routines (e.g., sorting
bears, getting snack, etc.).
(Standard Statements continue on
page X.)

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11, 2012 May 11,

STRAND TOPIC
Number Sense Number Sense and Counting Continued
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(Standard Statements continued from
page X.)

STANDARD STATEMENT
Demonstrate one-to-one
correspondence when counting
objects up to 10.
EXAMPLES
• Counts the number of cars on the
rug, “One, two, three, four, five,
six.”
• Counts out napkins for snack time,
saying the number aloud as he
puts each one on the table.
• Accurately counts five crackers to
match the picture in a rebus chart.

STANDARD STATEMENT 5
Understand that the last number
spoken tells the number of
objects counted.
EXAMPLES
• Moves an equivalent number of
steps indicated on a large number
cube, during gross motor play.
• When asked how many napkins
he passed out for snack says “ten
napkins.”

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Number Sense Compare Numbers
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STANDARD STATEMENT
Identify whether the number of

objects in one group is greater
than, less than or equal to the
number of objects in another
group up to 10.
EXAMPLES
• Points to the set with six blocks
when asked which set has more
blocks, the set with five or the set
with six.
• Compares the number of letters in
their friend’s names and indicates
who has more or less.
• Responds to questions like “Does
Jason have as many crackers as
Jasmine?”
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• Compares sets.

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Number Relationships and Operations Explore Number Relationships
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Explore objects and attend to Notice changes in quantity of Demonstrate an understanding Solve simple addition and

events in the environment. objects (especially ones that can that adding to increases the subtraction problems with totals
EXAMPLES be detected visually with ease). number of objects in the group. smaller than 8, using concrete
EXAMPLES EXAMPLES objects.
• xplores objects by mouthing,
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banging, shaking or hitting them. • Says “All gone!” when the bowl Is • Adds more objects to a collection EXAMPLES

• Holds an object in each hand empty. of objects, and indicates “I have • Counts the number of boys and
looking at both as if comparing • Says “More” when the teacher more.” the number of girls present and
them. brought out more balls. • When the teacher adds one more then finds out how many children
duck to a group of two ducks, are there altogether.
• Looks for character toy when
noticing that one of his three shows three fingers to indicate the • Responds appropriately when
character toys is missing. total number of ducks. asked, “Right now there are five
• Has one slice of apple in her plate, people at our snack table. How
adds another slice of apple, and many people will be here if Jenny
communicates, “Two.” comes?”
• Groups and counts the number
of zoo animals and the number of
STANDARD STATEMENT farm animals, and count the total 7
Place objects in 1-1 correspon- number of animals in the block
dence relationships during play. area.
EXAMPLES • Participates in stories and rhymes
involving addition and subtraction
• Gives each doll a pretend sip from
(e.g., The Doorbell Rang, Ten in
a cup.
the Bed, Where is Thumbkin.)
• Sits each animal on a block.
• Counts the number of crackers left
• Sets the table with two plates after everyone is served at snack.
and two cups when playing in the
house corner with a friend.

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Algebra Group and Categorize
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Notice the difference between Match two objects that are the Sort objects into two or more Sort and classify objects by one

familiar and unfamiliar people, same, and select similar objects groups by their properties and or more attributes.
objects and places. from a group. uses. EXAMPLES
EXAMPLES EXAMPLES EXAMPLES • Sorts red and blue counting bears,
• ooks back and forth between
L • Matches two identical fire trucks • Labels the big animals “mama” and then sorts each group of bears
people or objects, as if comparing • Points out all of the blue plates at and the small animals “baby.” by size.
them. the lunch table. • Puts all of the red pegs in one • Sorts blocks by size and shape for
• Explores objects by mouthing, • Puts toy cars in one pile and bowl, the white pegs in another storing on block shelf, at clean-up
banging, shaking or hitting them. airplanes in another. bowl and the green pegs in a third time.
• Able to tell the difference between bowl. • Sorts animals into zoo animals and
• Takes out all of the red objects
friendly and unfriendly voices. from a collection of red and non- • Indicates that birds, dogs and farm animals, and then sort each
red objects, with help. horses are all animals, while cars group by kind of animal.
are not.
• Sorts different-shaped blocks into
three piles: circles, squares, and
triangles.
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• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Algebra Patterning
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Initiate repeated movements. Participate in adult-initiated Copy and anticipate a repeating Recognize, duplicate and extend

EXAMPLES movement patterns. pattern. simple patterns using attributes
EXAMPLES such as color, shape or size.
• Makes cooing sound repeatedly EXAMPLES
when interacting with an adult. • Copies adult movements, such as EXAMPLES
• Follows and remembers
• Kicks repeated times at an object. tapping the table or clapping. • Follows pattern for placing utensils
movements in familiar songs or
• Puts hand near eyes in response to and plates on table in preparation
rhymes.
peek-a-boo game. for lunchtime.
• Recognizes a repeating pattern in
• Participates in a part of a pattern • Uses colored pattern blocks to
a storybook (e.g., “Brown Bear,
song (claps, or moves with adult). copy a pattern picture.
Brown Bear What do You See?”).
• Extends a pattern started by
• Anticipates what happens next in
another.
everyday routines.
• Finds and identifies patterns in the
environment.

STANDARD STATEMENT
Create patterns. 9
EXAMPLES
• Builds a road alternating long and
short unit blocks.
• Orders colored bears in red, blue,
yellow; red, blue, yellow pattern.

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Measurement and Data Describe and Compare Measurable Attributes

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Explore properties of objects. Shows awareness of the size of Demonstrate awareness that Describe and compare objects

EXAMPLES objects. objects can be compared by using measurable attributes;
EXAMPLES size (or other attributes, weight, length, size, capacity, and
• Looks for what is making a sound.
capacity), and begin to use weight.
• Brings an object to her mouth to • Communicates, “Big ball.”
words such as bigger, smaller, EXAMPLES
explore it. • Points to the train and says, and longer.
• Drops a toy and watches it fall. “Long.” • Compares the heights of two
EXAMPLES children and describes one child as
• Shows a preference for the –
bigger over the smaller ball. • Communicates, “This block is taller/shorter.
more big.” • Compares shoe sizes to see who
• Communicates, “My train is has the bigger, smaller.
longer.” • Sorts and classifies objects and
• Attempts to pick up a box with can explain the sorting criteria
toys and communicates, “heavy.” (e.g., one rock is heavier than the
other; one pencil is longer, etc.).
• Communicates, “This has more”
when referring to two cups of milk.
• Labels the big animals “mama” STANDARD STATEMENT 10
and the small animals “baby.” Order objects by measurable
attributes.
EXAMPLES
• Orders blocks by height.

STANDARD STATEMENT
Measure length and volume
(capacity) using non-standard or
standard measurement tools.
EXAMPLES
• Measures how many paper clips
long is a pencil.
• Measures how many Unifix cubes
long is the table.
• Measures how many small
containers it takes to fill one large
container at the sand table.

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Measurement and Data Data Analysis

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STANDARD STATEMENT
Collect data by categories

to answer simple questions.
EXAMPLES
• Sorts the red bears and the blue
bears. Counts to see which group
has more.
• Groups and counts the number
of zoo animals and the number of
farm animals.
• Counts how many children said
they have a pet and how many
said they do not have a pet.
• Counts the number of apples in
each column of the chart, and
concludes, “More children like red
apples”
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• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geometry Spatial Relationships
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Explore the properties of Use trial and error to discover Places objects together to Demonstrate understanding of

objects. how things fit and move in demonstrate how things fit and the relative positions of objects
EXAMPLES space. move, without having to try all with terms such as in/on/under,
EXAMPLES possible solutions. up/down, inside/outside, above/
• Watches people and objects move
through space. EXAMPLES below, beside/between, in front
• Experiments with how objects fit
in space: stacks, sorts, dumps,
of/ behind, and next to.
• Brings an object to her mouth to • Builds a tall tower with a number
explore it. pushes, pulls, twists, turns. of blocks. EXAMPLES

• Reaches for and grasp an object. • Fits the round puzzle piece in the • Fits a shape into the matching • Says “My toy fell under the table,”
round space on the puzzle board. space in a shape sorter toy on the or “I left my ball outside,” or “Sit
• Drops a toy and watches it fall.
• Gets stuck in a tight space when first try. down beside me.”
• Moves her body through space by
exploring. • Completes a puzzle with three to • Navigates an obstacle course
rolling, rocking or crawling.
• Explores the ways shapes and four interlocking pieces. when the teacher says “go under
objects fit together. • Stacks rings on a base in the the bridge” and then “go around
correct order the first time she the climber.”
• Notices similarities and differences
in the shapes of objectsiii. tries. • Says, “My dad keeps the car inside
the garage.”
12
• Builds simple but meaningful
“maps” using blocks and toys
such as trees, cars, houses, and
describes relative positions. (e.g.,
“The truck is beside the road.”
“The dog is behind the house.”).

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geometry Identify and Describe Shapes
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STANDARD STATEMENT STANDARD STATEMENT
Recognize basic shapes. Understand and use names of

EXAMPLES shapes when identifying objects.
• Identifies a circle and a square in a EXAMPLES
shape-puzzle. • Recognizes and names basic two-
• Points to circles of different sizes, dimensional shapes, including,
and communicates that these are circle, square, rectangle, and
all circles. triangle.
• While playing a game of shape
bingo, identify different shapes
that are called out loud.
• While playing with blocks, asks a
friend, “Can I have another square
block?”

STANDARD STATEMENT
Names three-dimensional objects 13
using informal, descriptive
vocabulary.
EXAMPLES
• Refers to a cube as a “box.”
• Calls the cone “ice cream cone.”
• Calls a sphere a “ball.”

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geometry Analyze, Compare and Create Shapes
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STANDARD STATEMENT
Compare two-dimensional

shapes, in different sizes and
orientations, using informal
language.
EXAMPLES
• Locates two-dimensional
geometric shapes of differing size
and orientation in the classroom
environment.
• Answers questions like “How do
you know the shape is a triangle?”
by describing the number of
“lines” and “points.”
• Identifies two-dimensional shapes
by feel in a “feely box.”
• Identifies a triangle whether sitting
14
on its base or on its point.

STANDARD STATEMENT
Create shapes during play by
building, drawing, etc.
EXAMPLES
• Draws a picture of his house
using some basic shapes such as
a rectangle for the building and a
triangle for the roof and a circle for
the sun.
• Creates symmetrical block
structures.
• Draws shapes from memory.

page X.)

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geometry Analyze, Compare and Create Shapes Continued
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(Standard Statements continued
from page X.)

STANDARD STATEMENT
Combine simple shapes to form
larger shapes.
EXAMPLES
• Uses blocks to create larger shape
structures.
• Manipulates pattern blocks to form
larger shapes.
• Describes the shapes used to
create new shapes.

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• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Self Social Identity
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STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Show awareness of self and Prefer familiar adults and Identify themselves and
Cognition and General Knowledge – Social Studies

awareness of other people. recognize familiar actions and others as belonging to one
EXAMPLES routines. or more groups, according to
EXAMPLES characteristics they notice.
• ses his hands to explore different
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parts of his body and explores • Expresses anxious behavior EXAMPLES
mom’s facial features. around unfamiliar adults. • Uses pronouns like “we,” and
• Attends to the difference between • Talks on the phone and walks “our”.
familiar and unfamiliar people. around the way her mommy does • Says, “Adrian is a boy, and I’m a
• Smiles and lights up when big at home. boy.”
brother comes to talk to him. • Claps and says “yeah” after • Says, “I’m not a baby. I’m a big
• Shows anxiety when dad leaves. singing a song at home, because girl.”
that’s what they do at her family • Names some family members or
• Cries and expects a care teacher to
child care. friends.
meet her needs.
• Goes to get coat when it’s time to
go outside even though it’s raining
and the care teacher has said the
group is having inside play. 16

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
History Historical Thinking and Skills
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STANDARD STATEMENT
Demonstrate an understanding

of time in the context of daily
experiences.
EXAMPLES
• Tells her mom that her friend was
sick yesterday and not at school.
• When talking to his friend at snack,
labels the day “swim day” or “field
trip day.”
• Reminds substitute teacher that
they go on the playground after
snack in the morning.
• Shows the new boy in the class
the picture schedule so he will
know what comes next.
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STANDARD STATEMENT
Develop an awareness of their
personal histories.
EXAMPLES
• Looks at the classroom photo
album, points to grandma and tell
the teacher about how she rocked
him when he was a baby.
• Tells his friend about going to the
park for a picnic with his family
while playing in the sensory table.
• Asks her mama to tell “her born
story” on her birthday.
• Shares that when he was a baby
he wore diapers, but he’s not a
baby anymore.

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
History Heritage
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STANDARD STATEMENT
Develop an awareness and

appreciation of family and
cultural stories and traditions.
EXAMPLES
• Imitates making one of his family’s
traditional desserts while playing
in the kitchen area.
• Points to the flag in the classroom
and tells the teacher he got one at
a parade on the 4th of July.
• Participates in re-enacting different
holiday traditions, during dramatic
play.

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• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geography Spatial Thinking and Skills
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STANDARD STATEMENT
Demonstrate a beginning

understanding of maps as actual
representations of places.
EXAMPLES
• Includes representations of roads,
buildings, bodies of water during
block play.
• Draws a map.
• Goes on a “bear hunt” using
a map.
• Drive cars along a road on a map.

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• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Geography Human Systems
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STANDARD STATEMENT
Identify similarities and

differences of own personal,
family, and cultural
characteristics, and those of
others.
EXAMPLES
• Asks the teacher why her skin is
pink and her friend’s skin is brown.
• Makes a self-portrait that includes
his body parts and clothing,
and states, I have black hair and
Catherina has brown hair.
• Tells the teacher, “I speak Spanish
at home, but English at school,”
or “I live with my mom and my
grandma, but Casey lives with his
mom and his dad.” 20

• May • DRAFT 6:37 PM 2012
11, 2012 May 11,

STRAND TOPIC
Government Civic Participation and Skills
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STANDARD STATEMENT
Understand that everyone has

rights and responsibilities within
a group.
EXAMPLES
• Participates in group vote on what
to name the guinea pig.
• Offers to be a class buddy for a
new boy in the room.
• Let’s the teacher know there is a
broken toy in the room.
• Shows concern for his classmate
who has trouble getting on the
playground because he uses
braces.
• Reminds another child to put
a plastic bottle in the recycle 21
container.

STANDARD STATEMENT
Demonstrate cooperative
behaviors and fairness to others
during interactions with peers
and adults.
EXAMPLES
• Helps a friend rebuild a block
tower when it accidentally falls
over.
• Works with a friend in the sensory
table to fill a bottle with water.

page X.)

B k standards-cognition_knowledge 5-11-2012 final

B k standards-cognition_knowledge 5-11-2012 final

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B k standards-cognition_knowledge 5-11-2012 final