Birth Through Age 3 - Bright from the Start

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As children’s cognitive abilities grow, they gain a sense of mastery over their world. They learn that their actions can cause something to happen — pushing a button makes a choo-choo train go, for example. Putting a wand in some soap and blowing hard makes bubbles float in the air. They develop memory skills and can remember where they left their favorite book and can go and get it to read with grandma again. They learn concepts like up, down, more, less, big, and small. They explore the outdoors and learn about wind, rain, sand, flowers, leaves, and bugs. They learn about their family, community, and the roles people play. With support and encouragement from adults, children gain confidence in their ability to solve problems and think creatively. Children learn a tremendous amount in the first three years of life. For them to reach their potential, home and school environments must be stimulating places. Young children must have opportunities to explore objects, interact with people, be exposed to books, and play with materials they can manipulate. They must be encouraged to keep trying when they have difficulty and celebrate each step in the process of learning. Once children enter school the cognitive domain typically is organized into the subject areas of mathematics, science, and social studies. For consistency, the cognitive development domain of the GELS is organized the same way. It should be emphasized, however, that the standards, indicators, and sample behaviors in the GELS are foundational. They are skills, concepts, and behaviors that prepare young Georgia Early Learning Standards: THREE YEAR OLDS children for the more formal content areas they will study when they are school age. The Cognitive Development section of the GELS includes three standards for three year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them: 1. Foundations for mathematical reasoning and logical thinking, which describes ways a three year old identifies basic shapes and colors, sorts and matches objects, builds number concepts, builds measurement concepts, begins to solve simple mathematical problems, arranges objects in simple patterns and thinks creatively; 2. Early scientific inquiry skills, which describes ways a three year old actively explores the environment, uses language to describe things in the environment, asks questions about the environment; and uses tools to experiment; 3. Foundations for social studies, which details ways a three year old recognizes family roles and personal relationships, recognizes individual preferences and differences, recognizes community roles and relationships, and explores concepts of place and location. “Cognitive Development” encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous cognitive accomplishments demonstrated by three year olds. 141
Cognitive Development: 36 to 48 months—3 year olds Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C3M Identifies basic shapes C3M1 Sorts and matches objects C3M2 Georgia Early Learning Standards: THREE YEAR OLDS Chidori points to a circle when his father asks him to find one in his book about shapes. C3M1a Paulquesia says “square” when her grandmother asks her what shape her piece of toast is. C3M1b Luis says “circle” when Ms. Jackie points to the clock on the kitchen wall and asks him what shape it is. C3M1c Ella chooses a musical instrument during Circle Time and says “This is a triangle.” C3M1d Harley says, “This is part of the train puzzle,” when he finds the piece shaped like a caboose. C3M1e Mirabel glues triangles and squares onto a piece of paper to represent a house and tells her teacher what it is. C3M1f Alisha sorts a group of buttons into little ones and big ones. C3M2a Nasir matches a red crayon to a picture of a red crayon in a magazine. C3M2b Deanna sorts the flowers into three piles of different colors. C3M2c Reid sorts a pile of old locks and keys and then tries to match some of them to see if any of the keys open the locks. C3M2d MaryEllen matches pairs of identical pictures from a stack of picture cards. C3M2e continued... 142
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Birth Through Age 3
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State Expert Review Panel Linda Has
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Contents Acknowledgements .........
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with Bright from the Start’s miss
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Georgia’s Early Learning Standard
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5 6 the child relate socially to ot
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1 Why have learning standards? In A
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4 5 6 suitable for young children.
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Domains and Foundations for Develop
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Physical Development Physical devel
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Standard: The child will begin to d
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Georgia Early Learning Standards: I
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example, are enhanced when children
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Emotional and Social Development: B
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Approaches to Learning Early childh
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marks on the page look like dots an
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Language and Literacy Development:
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As children’s cognitive abilities
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Physical Development: 12 to 24 mont
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other areas of development. Cogniti
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Emotional and Social Development: 1
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Approaches to Learning Early childh
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Approaches to Learning: 12 to 24 mo
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Language and Literacy Development I
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As children’s cognitive abilities
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Cognitive Development: 12 to 24 mon
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Cognitive Development: 12 to 24 mon
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Helps with personal hygiene P2S3 He
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Emotional and Social Development Ba
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course, some problems can be solved
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Approaches to Learning: 24 to 36 mo
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Georgia Early Learning Standards: A
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Georgia Early Learning Standards: A
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Birth Through Age 3 - Bright from the Start

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