Cognition

Other Connecticut Connecticut Early Learning and Development Standards (CT ELDS) sets

• Creative Arts
• Language and Literacy
• Mathematics
• Physical Development and Health
• Science
• Social and Emotional Development
• Social Studies

Show interest in the results of their actions and “accidental” discoveries C.6.4

Recognize effect of actions on object - cause and effect (e.g., shake a rattle and it makes a sound) C.12.4

Learn by observing or listening to others and repeating their actions or verbalizationsC.18.4

Repeat actions over and over and notice results C.24.4

Vary actions to observe different results (e.g., hit lever harder to see if result changes)C.36.4

Manipulate materials and communicate about the impact of own actionsC.48.4

Try multiple uses of same materials and observe differing resultsC.60.4

Recognize familiar people or objects in the immediate environment (e.g., notice differences between various people and objects)C.6.5

Respond to new or novel objects with interest, recognizing differences C.12.5

Match objects that are the same (simple categorizing)  C.18.5

Sort objects by type (e.g., cars and blocks) and put some objects in order (e.g., lines up three objects from smallest to biggest)C.24.5

Identify differences between objects across multiple characteristics (e.g., texture, color, shape, size)C.36.5

Identify similarities and differences in objects, people, events, sounds based on one attribute (e.g., same or different colors, loud or soft sound) C.48.7

Recognize patterns in routines, objects and/or sounds and replicate sequence using objects or languageC.48.8

Compare relative attributes of objects, people, events, sounds (e.g., louder, more, less) C.60.8

Use familiar patterns to solve problems and reason (e.g., if we go to the library every other day and we went yesterday, today we will...)C.60.9

Begin to question accuracy of information and sources as evidenced by sharing conflicting information from another source (e.g., when the teacher shares information with class, says, “But my dad says…”)C.60.10

Sometimes will show they can solve problems by reaching for desired toys or blanket C.6.6

Use a variety of actions to obtain desired objectsC.12.6

Solve simple manipulative challenges through observation and imitation (e.g., putting something “into a bucket”)C.12.7

Purposefully experiment with the effects of new actions upon objectsC.18.6

Utilize shapes and sorting boxes. May use trial and error to fit objects togetherC.18.7

Try a successful strategy in a new situation (e.g., tugging or prying on something that is stuck) C.24.6

Take things apart and try to put them back togetherC.24.7

Use objects in new and unexpected ways to solve problems through trial and error C.36.6

Use spatial relationships to solve problems (e.g., fit pieces into puzzle)C.36.7

Think of and try an alternative strategy when a first attempt at solving a problem is unsuccessfulC.48.9

Try multiple strategies to solve a problem and draw on multiple resources (e.g., look at what a peer is doing for ideas) C.60.11

Use dolls and stuffed animals as if they were real (e.g., rocks doll, pets stuffed dog)C.18.8

Engage in pretend play with realistic objects (e.g., uses a play phone to pretend to make a phone call)C.18.9

Play with dolls or stuffed animals and realistic props together (e.g., use a play spoon to feed a doll)C.24.8

Act out familiar functions in play (e.g., sweeping floor, pouring milk) C.24.9

Use a similar object to represent another object in play (e.g., pretend a pencil is a spoon) C.36.8

Act out relational roles in play (e.g., mom or dad with baby) C.36.9

Use or make a prop to represent an object (e.g., build a telephone)C.48.10

Act out actions or scenarios involving familiar roles (e.g., teacher, doctor, firefighter) C.48.11

Represent people, places or things through simple drawings, movements and three-dimensional constructionC.48.12

Use dissimilar objects to represent other objects in play or perform an action with an imaginary object (e.g., use stirring action without anything in hand)C.60.12

Engage in extended pretend play scenarios and display recognition of the difference between pretend or fantasy situations and realityC.60.13

Represent people, places or things through drawings, movements and/or three-dimensional constructions that are increasingly abstract (e.g., may draw a map that includes an “X” that marks the location of the treasure)C.60.14

Indicate preferences nonverballyC.12.8

Indicate preferences by pointing and using one or two words C.18.10

Indicate preferences using simple languageC.24.10

Make choices based on preferencesC.36.10

With adult assistance, choose activities and plan what to doC.48.10

Make a plan, follow through and review plan based on what they actually did. Indicate reasons for choice, set goals and follow planC.60.10

Repeat actions to obtain similar resultsC.6.7

Practice an activity many times until successfulC.12.9

Complete simple activitiesC.18.11

Complete simple activities despite frustrationC.24.11

Complete selfselected short-term activities many times to gain masteryC.36.11

Continue working through moderately difficult activities, despite some frustrationC.48.11

Complete longer term and more complex tasks with a focus on the goal, despite frustrationC.60.11

Use objects in new and unexpected ways C.18.12

Purposefully try multiple ways of using the same objectsC.24.12

Realize when something is not working and with adult assistance can try another approachC.36.12

With adult assistance, stop and consider alternatives when encountering a problemC.48.15

Generate or seek out multiple solutions to a problem C.60.17

Hold in mind a simple task long enough to complete it (e.g., wiping a table, walking across the room to throw something in the garbage)C.24.13

Remember where recently used objects were placedC.36.13

Engage in games that involve remembering (e.g., memory)C.48.16

Hold in mind the topic of group discussion and contribute personal experience (e.g., when talking about something that is broken says, “My mom used a screwdriver to fix our shelf.”)LR.60.18

Engage in interactions and self-selected activities for increasing length of timeC.24.14

Maintain focus on high-interest activities in the face of routine distractionsC.36.14

With adult support, resist impulses in structured settings for brief, but increasing periods of timeC.36.15

Maintain focus on high-interest activities in the face of minor social or sensory distractionsC.48.17

With adult reminders can briefly inhibit initial response (e.g., stop imitating inappropriate behaviors of peers, wait turn to respond to question or prompt in group setting)C.48.18

Engage in preferred and some non-preferred activities for longer periods of time. Remain with some high-interest activities 15 minutes or longerC.60.19

Typically resists impulses and can wait longer to respond in more structured settings (e.g., at a restaurant, in circle time in preschool)C.60.20