Cognitive Development – Early Numeracy: Birth-5

Other New Hampshire Early Learning Standards sets

• Cognitive Development – Approaches to Learning: Birth-5
• Cognitive Development – Early Numeracy: Birth-5
• Creative Expression and Aesthetic Appreciation: Birth-5
• Language Development and Emergent Literacy: Birth-5
• Physical Development and Health: Birth-5
• Social and Emotional Development: Birth-5

Birth to Nine Months: Develop an understanding of where things are in their environment2.1.1

Nine Months to Eighteen Months : Demonstrate an awareness of the distance between their body and materials in space (E.g. Jayce crawls across the room to grab a toy.)2.1.2

Eighteen to Twenty-Four Months: Demonstrate an understanding of simple position words (E.g. Hayden climbs a hill and says, “Me on top!”)2.1.3

Twenty-Four to Thirty Months: Demonstrate an understanding of many position words (E.g. Brittany says to her teacher, “I’m next to you.”)2.1.4

Thirty Months to Three Years: Use comparison words and position words correctly2.1.5

Three Years: Explore and identify shapes in their environment and begin to notice attributes of shapes with adult help (E.g. Addy, 3 years old, says, “Look, my paper plate is a circle!”)2.1.6

Four- and Five-Year-Olds: Use words that show understanding of order and position of objects2.1.7a

Four- and Five-Year-Olds: Identify and name common shapes2.1.7b

Four- and Five-Year-Olds: Describes basic features of shapes (E.g. Finnley says, “This triangle has three sides and this square has four sides.”)2.1.7c

Four- and Five-Year-Olds: Compare the shape of two objects (E.g. Reanna draws two round shapes and says, “This one is an oval and this one is a circle.”)2.1.7d

Birth to Nine Months: Explore and begin to notice differences in temperature of objects in their environment 3.1.1

Nine Months to Eighteen Months : Show some awareness of the relative size of objects in their environment3.1.2

Eighteen to Twenty-Four Months: Explore the concept of volume (E.g. Chase and Jade pick up a bucket of sand and dump it into the sandbox, over and over.)3.1.3

Twenty-Four to Thirty Months: Show awareness of measurable qualities, such as size, distance, temperature, and weight, which, in toddler terms, are big/small, near/far, hot/cold, heavy/light3.1.4

Thirty Months to Three Years: Recognize that objects and people can be measured (E.g. Brianna asks her mother, “How big am I?”) 3.1.5

Three Years: Use non-standard tools to measure, with adult assistance (E.g. Marla, Stacy, and Tim pass a lump of clay between them to see if it is bigger or smaller than each child’s hand.)3.1.6

Four- and Five-Year-Olds: Recognize that objects can be measured by height, length, weight, and volume (E.g. Palo makes a stack of unifix cubes next to his friend and says, “You’re 40 cubes tall.”)3.1.7a

Four- and Five-Year-Olds: Make comparison such as bigger or smaller between two groups of objects3.1.7b

Four- and Five-Year-Olds: Recognize that time is measured in units (E.g. John asks how many more minutes he can stay outside.)3.1.7c

Birth to Nine Months: Engage in sustained gazing at objects or people, or track movement with their eyes 4.1.1

Nine Months to Eighteen Months : Explore similarities and differences among objects in their environment4.1.2

Eighteen to Twenty-Four Months: Show awareness of objects and pictures that are the same4.1.3

Twenty-Four to Thirty Months: Show awareness of and interest in patterns4.1.4

Thirty Months to Three Years: Recognize simple patterns (E.g. Malik looks at the plastic animals on the shelf and says, “Mommy, baby, mommy, baby.”)4.1.5

Three Years: Extend simple patterns4.1.6

Four- and Five-Year-Olds: Order or sequence several objects based on one characteristic4.1.7a

Four- and Five-Year-Olds: Begin creating simple patterns with familiar objects (E.g. Max places the blocks in rows of long, short, long, short, etc.)4.1.7b

Birth to Nine Months: Focus attention to people or objects in their environment for a period of time 5.1.1

Nine Months to Eighteen Months : Focus on details in people and objects in their environment 5.1.2

Eighteen to Twenty-Four Months: Can sort objects that are the same and different on one attribute (E.g. Amy puts all the red vehicles in one basket.)5.1.3

Twenty-Four to Thirty Months: Can find people and objects that are the same based on one attribute5.1.4

Thirty Months to Three Years: Notice that objects can be classified in different ways based on different attributes (E.g. Leo and Peter argue over whether to sort their vehicles by color or by size.)5.1.5

Three Years: Sort objects or people into subgroups by one attribute5.1.6

Four- and Five-Year-Olds: Sort objects and count and compare the groups formed (E.g. Carlo says, “There are 3 brown teddy bears and 4 black teddy bears.”5.1.7a

Four- and Five-Year-Olds: Organize and represent information visually, with adult support (E.g. The teacher helps the preschoolers create a picture graph showing the numbers of children who walked to school or rode in a car.)5.1.7b

Birth to Nine Months: Associate a specific occurrence with meeting their needs (E.g. Emma hears footsteps and lifts her arms anticipating that mommy is coming to pick her up.)6.1.1

Nine Months to Eighteen Months : Demonstrate some understanding of when things happen in relation to routines 6.1.2

Eighteen to Twenty-Four Months: Can recall information about the immediate past (E.g. Jack recalls what he had for morning snack when his aunt asks him after lunch.)6.1.3

Twenty-Four to Thirty Months: Show increased knowledge and memory for daily routines6.1.4

Thirty Months to Three Years: Can anticipate what will happen next in daily routines 6.1.5

Three Years: Can remember and describe daily sequence of events 6.1.6

Four- and Five-Year-Olds: Begin to differentiate between yesterday, today, and tomorrow6.1.7