Developmental Domain 4: Cognitive Development

Other Illinois Early Learning Guidelines: Birth to Age 3 sets

• Approaches to Learning
• Developmental Domain 1: Social and Emotional Development
• Developmental Domain 2: Physical Development and Health
• Developmental Domain 3: Language Development, Communication, and Literacy
• Self-Regulation: A Foundation of Development

Turns toward familiar voices, sounds, and/or objectsM.1.1

Anticipates familiar events, e.g., reaches for bottle and brings to mouthM.1.2

Finds an object that it is partially hiddenM.1.3

Remembers that objects and people still exist even when they are no longer physically present, e.g., looks around for parent when parent leaves the roomM.1.4

Finds hidden objects, e.g., lifts a blanket to uncover a toy after seeing the caregiver hide itM.2.1

Shows awareness of non-present, familiar adults, e.g., while in childcare, asks for mom and dad throughout the dayM.2.2

Searches for objects in their usual location, e.g., finds their favorite book on the bookshelfM.2.3

Anticipates what event comes next in his or her daily routine, e.g., sits down for a morning snack after a music activityM.2.4

Remembers several steps in familiar routines and carries out these routines with little or no promptingM.3.1

Recalls an event in the past, e.g., a special visitor, or a friend’s birthday partyM.3.2

Searches for objects in different placesM.3.3

Shares with adult what happened in school that dayM.4.1

Carries out routines independently without being reminded what comes next in the daily routine. M.4.2

Uses play to communicate about previous events or experiences, including the sequence of events that took place, e.g., a friend’s birthday partyM.4.3

Translates past knowledge to new experiences, e.g., recalls a trip to the dentist, and narrates and acts out each step of the experience on a peer during playM.4.4

Observes objects and people in the immediate environment, e.g., looks at own hands and feet, tracks caregiver with eyes, turns head toward soundsSR.1.1

Reaches and grasps for objectsSR.1.2

Explores through the use of different senses, e.g., begins to mouth and/or pat objectsSR.1.3

Focuses attention on an object in motion and follows it, e.g., watches a toy roll away after it falls SR.1.4

Puts objects in a bucket and then dumps them out; repeats this actionSR.2.1

Begins to identify physical obstacles and possible solutions when moving around, e.g., crawls around a chair instead of under itSR.2.2

Drops objects such as toys and watches them moveSR.2.3

Discriminates between small and large objects, e.g., uses one hand or two hands in a variety of ways SR.2.4

Understands words that characterize size, e.g., big, small SR.3.1

Uses simple trial and error to complete simple puzzles, e.g., matches piece, orients and attempts to turn to make a puzzle piece fitSR.3.2

Recognizes the proper direction of objects, e.g., will turn over an upside-down cup SR.3.3

Begins to understand simple prepositions, e.g., under, in, behind SR.3.4

Uses words and gestures to describe size of objectsSR.4.1

Recognizes where his or her body is in relation to objects, e.g., squeezing in behind a chairSR.4.2

Completes simple puzzles with less trial and error, e.g., can match a puzzle piece to its correct slot by identifying the size and shape by simply looking at it.  SR.4.3

Actively uses body to change where he or she is in relation to objects, e.g., climbs to sit on the couchSR.4.4

Uses senses to explore objects, e.g., observes, mouths, touchesST.1.1

Interacts with caregiver(s) and the environmentST.1.2

Physically manipulates objects, e.g., twists and turns toys, drops itemsST.1.3

Combines objects in playST.1.4

Locates an object that has been partially hidden ST.1.5

Demonstrates object permanence , e.g., realizes objects and people still exist, even when they are not physically visibleST.2.1

Imitates adult’s actions, e.g., bangs a drum with a rattle, after observing an adult complete the actionST.2.2

Engages in simple pretend play, e.g., pretends to drink tea from a pretend tea cup, pretends to feed baby doll with toy bottle, uses a toy block as a phone, pretends to talk to mamaST.2.3

Recognizes familiar people and/or objects in photographsST.2.4

Pretends one object is really another by using substitution, e.g., a napkin for a baby’s diaperST.3.1

Finds objects after they are hidden in close proximityST.3.2

Engages in pretend play with familiar objects and experiences, e.g., places baby doll in stroller and pushes the stroller ST.3.3

Identifies or names his or her drawings, e.g., points to scribble and says, “mama and dada”ST.3.4

Communicates labels to familiar objects and/or people, e.g., says “dog” when seeing four-legged animalsST.3.5

Assigns roles to peers while engaged in imaginary playST.4.1

Builds in sequencing while engaged in play, e.g., beginning, middle, and endST.4.2

Communicates descriptors of people or objects that are not present, e.g., says “My mommy has blue eyes”ST.4.3

Projects feelings and words onto stuffed animals, e.g., “The horse is sad” ST.4.4

Takes on different adult roles during play and uses appropriate mannerisms, e.g., pretends to be the teacher and speaks in a more adult-like voice, while pretending to read a book to studentsST.4.5

Actively explores sensory objects in the environmentCE.1.1

Participates in interactions with caregiver(s), e.g., observes, smiles, coosCE.1.2

Demonstrates interest in sounds, songs, music, and colors CE.1.3

Listens and moves to musicCE.1.4

Manipulates objects, e.g., turns, shakes, bangsCE.1.5

Enjoys familiar songs and word rhymesCE.2.1

Begins to use symbolic play while interacting, e.g., holds a play phone to ear and has a “conversation” with grandmaCE.2.2

Begins to stack large blocks with or without supportCE.2.3

Participates in music activities by performing some accompanying hand movements CE.2.4

Engages in art activities such as coloring or finger paintingCE.2.5

Imitates basic movements during an activity, e.g., places beanbag on headCE.3.1

Engages in more intricate pretend play, e.g., uses a toy banana as a phoneCE.3.2

Enjoys using instruments while listening to musicCE.3.3

Builds by using different objects and materials, e.g., lines up cars, stacks small boxes CE.3.4

Enjoys breaking down what he or she has built, e.g., knocking over a stack of blocks with his or her armCE.3.5

Creates artwork; focuses and enjoys the process rather than the final productCE.3.6

Selects movements that reflect mood, e.g., jumps up and down when excitedCE.4.1

Identifies and discusses characters that are meaningful to him and herCE.4.2

Builds increasingly complex structures and expands upon them, e.g., uses smaller blocks to build taller towers, lines up materials and adds other components to create a “road” leading up to the towerCE.4.3

Uses imaginary play to cope with fears, e.g., puts monster in a closetCE.4.4

Plays dress-up and invites caregiver(s) to play alongCE.4.5

Uses nonverbal and verbal communication to generate responses from caregiver(s), e.g., coos, reaches, laughsLR.1.1

Repeats similar actions on different objects, e.g., shakes stuffed animal in the same manner as a rattle to hear noiseLR.1.2

Looks for and finds an object that has fallenLR.1.3

Uses objects as they are intended, e.g., pretends to drink milk out of a toy bottleLR.2.1

Attempts different ways to move an object to see what happens, e.g., rolls a ball gently at first and then hard to see how fast and far it will moveLR.2.2

Uses different actions for an intended result, e.g., builds tower with blocks and then knocks it down with his or her hand, repeats the activity and uses his/her head to make the tower tumbleLR.2.3

Imitates adult’s body language and simple actions, e.g., puts hands on hips or pretends to brush crumbs off tableLR.2.4

Repeats actions over and over to cause desired effect, e.g., dumps out a bucket and refills it with objectsLR.3.1

Starts to predict the consequence of simple and familiar actions, e.g., knows that flipping the light switch will either turn on or turn off the lightLR.3.2

Understands functionality of objects, e.g., mop is used to clean the floorLR.3.3

Begins to understand certain behaviors are related to certain contexts, e.g., behaves differently at childcare than at homeLR.3.4

Recognizes actions and objects and can generalize meaning, e.g., sees someone opening an umbrella and can attribute that to the fact that it may be rainingLR.4.1

Makes a prediction of what will happen next in a sequence of eventsLR.4.2

Applies past experiences to new situationsLR.4.3

Expresses cause and effect in certain situations, e.g., “I fell down and now I have a boo-boo.” LR.4.4

Uses sounds and body language to signal for more, e.g., begins to cry when finishing a bottle of milk and is still hungryQN.1.1

Explores objects one at a time, e.g., mouths one toy and drops it to grab hold of another, or drops toys in a containerQN.1.2

Expresses desire for more through facial cues, sounds, gestures, and actions, e.g., bangs, opens mouth, points, reachesQN.1.3

Holds on to more than one object at a time, e.g., grasps a rattle in one hand, and reaches for block QN.1.4

Understands the concept of “more” in regard to food and play; signs or says, “more”QN.2.1

Imitates counting, e.g., climbs stairs and mimics “one, two”QN.2.2

Uses nonverbal and verbal communication to express more complex concepts, e.g., “some,” “again,” “all done”QN.2.3

Begins to understand descriptive words and apply attributes to people, e.g., points to himself when asked, “Who’s a big boy?”QN.2.4

Begins to use number words to label quantities, even though incorrect  QN.2.5

Communicates amount of familiar objects, e.g., sees two apples and says, “two”QN.3.1

Uses nonverbal gestures to demonstrate understanding of quantities, e.g., holds up two fingers to express two of somethingQN.3.2

Begins to use “one,” “two,” and “three” to identify very small quantities without counting themQN.3.3

Begins to use descriptive words for people in a more complex fashion, e.g., “he big,” “she baby” QN.3.4

Understands progressive number order, e.g., recites the number series to ten QN.4.1

Begins to count objects; may count objects twice and/or skip numbersQN.4.2

Begins to identify quantity comparison, e.g., “Which group has more blocks?” QN.4.3

Assigns meaning to numbers; understands the concept of a small number or big number, e.g., communicates “wow” when a caregiver shares that he or she is 35 years oldQN.4.4

Uses descriptive words when communicating about others, e.g., “She ran fast,” “He is short,” “Look how far away I am” QN.4.5

Observes people and objects in his or her environmentSCE.1.1

Engages in social interactions with familiar adultsSCE.1.2

Actively explores new objects found in the environment, e.g., mouths, pats, graspsSCE.1.3

Uses all of his or her senses to explore and discover new things, e.g., reaches out to touch rain or snowSCE.1.4

Actively explores objects and experiences their properties through the different senses, e.g., color, texture, weight, tasteSCE.2.1

Repeats actions that attracts his or her attention, e.g., drops object onto floor to hear the sound it makesSCE.2.2

Experiments with different textures found in the outside environment, e.g., runs fingers through dirt, crumbles dry leavesSCE.2.3

Shows interest in own body; may know names for certain body partsSCE.3.1

Begins simple categorizing, e.g., cats and dogs are animalsSCE.3.2

Asks simple questions about natureSCE.3.3

Attempts new tasks during familiar activities, e.g., plays at the water table, and instead of using hands, tries to use head to make the water moveSCE.3.4

Uses motion and sound to represent an observation, e.g., “snake, ssssss!” SCE.3.5

Begins to identify characteristics of animals, e.g., “The dog barks”SCE.3.1

Identifies various attributes of objects, food, and materials, e.g., color, shapes, sizeSCE.3.2

Draws on past experience to describe and communicate about observations and experiences, e.g., knows what happens when one blows on a candle, discusses what happens to snow when the temperature is warmerSCE.3.3

Engages in processes to reach an outcome, e.g., mixes three different colors of paint to see what color emerges SCE.3.4

Signals needs through reflexes and sounds, e.g., demonstrates rooting reflex when hungry, cries when uncomfortableSWB.1.1

Actively observes and explores environmentSWB.1.2

Demonstrates interest in own body, e.g., stares at hands, mouths feet, pokes at belly buttonSWB.1.3

Uses physical movements to explore environment, e.g., reaching, sitting, rollingSWB.1.4

Demonstrates trust in caregiver(s), e.g., reaches for adult, comforted when soothed, looks for caregiver in novel situationsSWB.1.5

Uses social referencing to assess uncertain situations, e.g., looks at a caregiver for social cues as to whether or not to proceedSWB.2.1

Actively climbs to reach for wanted objects during playSWB.2.2

Responds to cues from caregiver in uncertain and unsafe situationsSWB.2.3

Hesitates and demonstrates caution in new and/or changing situations, e.g., stops crawling when reaches the edge of an uneven surfaceSWB.2.4

Responds to warnings and changes in tone of voice; needs assistance and redirection to stop unsafe behavior, e.g., looks up after hearing a stern “no” but does not necessarily stop the behavior or actionSWB.2.5

Understands when “no” and “stop” is communicated through either words or gesturesSWB.3.1

Responds to warnings and begins to change behavior accordingly, e.g., moves away from the outlet after caregiver communicates “no”SWB.3.2

Seeks comfort when fearfulSWB.3.3

Imitates adults’ actions during play, e.g., tells baby doll “no touch” when walking by the pretend stoveSWB.3.4

Pays attention to safety rules but still needs supervision to keep self safeSWB.4.1

Communicates to an adult if something is wrong, e.g., a peer is hurt or missingSWB.4.2

Remembers and begins to apply past experiences to future situations, e.g., walks carefully and slowly when there is snow on the groundSWB.4.3

Reminds younger peers of rules, e.g., holds hands with a younger peer while walking outsideSWB.4.4