Birth Through Age 3 - Bright from the Start

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Cognitive Development Babies are born to learn. They are inquisitive creatures ready to experience the world. When provided a stimulating, nurturing, and safe environment, they use all their senses to explore their surroundings. Infants touch and taste everything they can as they begin to learn about shape, size, texture, and function. They look and listen to all that is around them and are especially attracted to faces and voices. Babies recognize a parent’s smell and sometimes can be soothed by cuddling a piece of cloth with their mother’s scent. All of the senses help the infant begin to make mental connections about the way the world works. The cognitive domain is the area of development that focuses on thinking and processing information. Through play and exploration children begin the process of discovery. It’s as if they are creating the world anew. Each object they encounter Georgia Early Learning Standards: ONE YEAR OLDS As children’s cognitive abilities grow, they gain a sense of mastery over their world. Georgia Early Learning Standards One Year Olds brings them face to face with information. We could imagine that a baby might be thinking something like “What is this thing grownups call a rattle? It fits in my mouth; it makes a sound when I shake it; it feels hard on my tongue; it looks colorful. What happens when I drop it?” Everything about it is a revelation. A similar process continues for older children each time they come across something new. The difference is the ability to connect the new experience with earlier ones. Children notice the similarities and differences among objects and begin to organize them into categories. All four legged animals might be called “doggie” for example, and all vehicles on the road, “car.” But it is unlikely that the child would mistake a four legged animal for a four wheeled vehicle. Soon, the child’s thinking becomes more refined and cats, dogs, and horses and cars, trucks, and buses can be identified separately. 63
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: ONE 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 one 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 one year old explores basic shapes, begins to sort and match objects with guidance, shows awareness of early concepts related to amount, explores concepts related to measurement and begins to solve simple problems using logical reasoning; 2. Early scientific inquiry skills, which describes ways a one year old actively explores the environment, uses sounds and simple words to describe things in the environment, uses sounds and simple words to ask questions about the environment, and uses simple tools; 3. Foundations for social studies, which details ways a one year old recognizes significant family and personal relationships and begins to recognize individual preferences and differences. “Cognitive Development” encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the One 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 one year olds. 64
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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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Physical Development: 36 to 48 mont
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Physical Development: 36 to 48 mont
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trol their own behavior and follow
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Emotional and Social Development: 3
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Approaches to Learning Early childh
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Approaches to Learning: 36 to 48 mo
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Approaches to Learning: 36 to 48 mo
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Writing is learned similarly, throu
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Language and Literacy Development:
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Cognitive Development Babies are bo
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Cognitive Development: 36 to 48 mon
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Fine motor skills - actions using s
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Georgia’s Pre-K program content s
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Standard: The child will begin to e
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Cognitive Development Standard: The
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Mathematical Development Pre-K MD 1
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Pre-K SD 2. Children will acquire s
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Social Studies Development Pre- K S
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Creative Development Pre-K CD 1. Ch
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Social and Emotional Development Pr
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Health and Physical Development Pre
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Physical Development Standard: The
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