Area Five: Cognitive Development

Other Virginia Early Learning and Development Standards sets

• Area Four: Health and Physical Development
• Area One: Approaches to Play and Learning
• Area Three: Communication, Literacy, and Language Development
• Area Two: Social and Emotional Development

Reacts to, and carefully observes, the actions of adults and peers CD2.1a

Uses expressions, movements, and vocalizations to get attention from adults and older children for play or basic needsCD2.1b

Imitates sounds, gestures, and actions observed in daily interactions and routines CD2.1c

Shows preference for a familiar adult over othersCD2.1d

Uses props and dramatic play to play out roles (e.g., mother, teacher, baby) and play out relationships and routines such as feeding, shopping, or story timeCD2.1e

Makes comments, signs, or gestures about family members and friends, including where they are and what they doCD2.1f

Helps with daily routines at home or in the classroomCD2.1g

Communicates about family members in terms of relationships (e.g., “Riley is my sister.”)CD2.1h

Communicates about family members in terms of roles (e.g., “Grandma picks me up from school.”)CD2.1i

Communicates about past events and changes over timeCD2.1j

Communicates about the roles of people encountered in the community (e.g., bus driver, mail carrier)CD2.1k

Uses props and dramatic play to dramatize stories from culturally responsive books, movies and showsCD2.1l

Uses visual arts such as drawing, sculpting, and building to show thinkingCD2.1m

Communicates about the roles of people in the community encountered directly (caregiver or educator) and roles introduced through pictures, books and other media (artists, cooks, cashiers, construction workers)CD2.1n

Uses props and dramatic play to show growing awareness of things and events in the larger world (using a computer, driving a bus)CD2.1o

Shows more detail in drawings, buildings, models, and performances, reflecting their thinking and understanding about social connectionsCD2.1p

Shows preference for familiar people with smiles and an open facial expressionCD2.2a

Shows awareness of strangers and of separation from parents with hesitation and/or distressCD2.2b

Pays attention to children nearby by watching and possibly imitating their play CD2.2c

Communicates about self and others in terms of physical characteristics (e.g., big/little, curly hair/straight hair) CD2.2d

Communicates about self as member of specific groups (e.g., neighborhood, faith community, team)CD2.2e

Participates as a member of the group to work cooperatively, make plans and solves problemsCD2.2f

Communicates about self as member of many different groups, such as within a family, classroom, faith community, or sport teamCD2.2g

Uses positive social behaviors (taking turns, sharing, helping with jobs) to help meet needs of the groupCD2.2h

With adult help, participates with peers in solving problems, settling conflicts, and negotiating plans and decisions CD2.2i

Notices an unfamiliar person whose face is near and briefly gazes at that new faceCD2.3a

Shows awareness of strangers or less familiar people by showing hesitation or distress CD2.3b

Imitates other children’s behavior  CD2.3c

Uses words to describe their own physical features (e.g., size, gender, assistive devices, etc.) and those of peers and adultsCD2.3d

Follows adult’s lead to notice and talk about differences presented in books and other mediaCD2.3e

Follows caregiver or educator’s model to talk accurately and respectfully about similarities and differences present in the groupCD2.3f

Learns simple vocabulary of other languages spoken in home, classroom, or school community  CD2.3g

Represents self and others in drawing with increasing detail and accuracy, including distinguishing features related to physical, racial, and cultural differences  CD2.3h

With adult help, notices and communicates about different family structures represented in the groupCD2.3i

Communicates about own family’s culture and traditions and accepts that children and families are differentCD2.3j

After observing a picture or display with one item, pays longer attention to a picture or display with two or three itemsCD3.1a

Says, signs, or gestures for “more” to request additional food or items CD3.1b

Sings number words in chants or songsCD3.1c

Can name and sing/chant some numbers with no sequenceCD3.1d

Notices or points to the presence of numbers (as distinct from letters) in the environment such as in books or on buildings or signsCD3.1e

Compares quantities of items and indicates “same” or “more”CD3.1f

Begins to match numerals to the correct quantity (amount) CD3.1g

Uses number words for counting, though not necessarily in orderCD3.1h

Imitates an adult who is counting along with actions such as clapping CD3.1i

Names some numbers when they appear in printCD3.1j

Continues counting from a running start, as in “What comes after 1, 2, 3, 4…?” CD3.1k

Uses own fingers to show a number  CD3.1l

Instantly recognizes a collection of up to 4 objects (i.e. subitizesCD3.1m

Begins to explore one-toone correspondence (e.g., setting places at a table), counting up to 10CD3.1n

Counts up to 5 objects in a line CD3.1o

Compares sets of objects that range in size from 1-5, as having “more” or “fewer” CD3.1p

Counts forward to 20 by memory CD3.1q

Counts backwards from 5CD3.1r

Shows accuracy in demonstrating oneto-one correspondence for up to 10 objects  CD3.1s

Counts up to 10 objects in a lineCD3.1t

Answers the question “How many?” for up to 10 objectsCD3.1u

Counts out 10-20 objects in a line from a larger groupCD3.1v

Instantly recognizes a collection of up to 10 objects (i.e. subitizes)CD3.1w

Uses words that mean zero such as “nothing” or “none” CD3.1x

Shows a quantity to match a numeral by making marks, drawing items, or placing actual objectsCD3.1y

Compares sets of objects that range in size from 1-10, as having “more”, “fewer” or “same”CD3.1z

Arranges images with 3 or more different quantities of objects in correct orderCD3.1aa

With adult help, adds (joins) two small sets of objects (e.g., “I have two books and you have two books. How many books do we have all together?”)  CD3.2a

With adult help, subtracts (separates) small sets of objects (e.g., “You have four ribbons. If you share three with your friends, how many will you have left?”)CD3.2b

Solves addition (joining) problems using manipulatives (e.g., fingers, objects, tally marks)CD3.2c

Solves subtraction (separating) problems using manipulatives (e.g., fingers, objects, tally marks)CD3.2d

With adult help, uses “counting on” as a strategy to solve addition (joining) problems (e.g., “I have 3 and 2 more gives me 4, 5”)CD3.2e

With adult help, uses “counting back from” as a strategy to solve subtraction (separating) problems (e.g., To take away 3 from 5, “5,4,3...leaves 2”) CD3.2f

Shows interest in space and location by looking in mirrors, noticing what is reflected, and looking for it  CD3.3a

Explores relationships of things in space by combining objects of different sizes and shapes with containers of different sizes and shapesCD3.3b

Matches simple shapes in a sorting box or puzzleCD3.3c

Plays with blocks, found materials (e.g., stones or sticks), or other items by placing them side by sideCD3.3e

Places one block or an alternative item on another and says or signs “on”CD3.3d

Uses blocks or found materials to represent a simple construction such as a road or a roomCD3.3f

Imitates adult in calling simple shapes (e.g., circle, square, triangle) by nameCD3.3g

Sorts items or pictures by shape  CD3.3h

Recognizes certain shapes (circle or square) in the classroom, home, or neighborhood CD3.3i

Responds to and uses words describing a place in space such as “next to”, “inside of”, “under” CD3.3j

Stacks 4 or more blocks or items verticallyCD3.3k

Uses words that describe and compare shapes in the environment (e.g., “the cracker is a circle”, “the green square is smaller than the purple square”)CD3.3l

Recognizes and names a typical circle, square, and sometimes triangleCD3.3m

Matches some shapes that are different sizes or orientations with adult supportCD3.3n

Describes the spatial features of objects in the classroom, home, or neighborhood (e.g., Pointing to a picture of the sun, child says “It’s a circle.”)CD3.3o

Uses words about position – “first”, “last”, “middle” – to describe the placement of a person or thingCD3.3p

Uses words about direction and distance (e.g., “run toward the tree”, “my car went farther than your car”) CD3.3q

In outside play, uses and responds to direction (e.g., up, down) or position (e.g., on top of, beside) wordsCD3.3r

Uses smaller shapes to compose larger and different shapes (e.g., two triangles make one square) CD3.3s

Correctly names squares, rectangles and triangles regardless of size or orientationCD3.3t

Describes attributes of two and three dimensional shapes (e.g., “A square has four corners/angles”, “a triangle has three straight sides”)CD3.3u

Draws and describes pictures that show relative locations and uses terms like “near to” or “closer to” CD3.3v

Shows a beginning alertness to something “different” by holding attention to briefly study the new item or face  CD3.4a

Anticipates the next move in a game of peeka-booCD3.4b

Anticipates the next action in a pattern of clapping or bouncing on a caregiver’s knee  CD3.4c

Sorts and classifies objects according to one attribute or feature (e.g., sorts socks by color, sorts twigs from leaves)  CD3.4d

Imitates patterns in movement (e.g., clapping patterns)  CD3.4e

Imitates adult’s words in naming a pattern (e.g., blue - red - blue - red) CD3.4f

Imitates an adult in naming the elements of a pattern and then predicts the next item in the chainCD3.4g

Predicts the next word or phrase in a familiar storyCD3.4h

Recognizes and follows simple patterns in stories or books such as I Know an Old Lady Who Swallowed a Fly or The Very Hungry CaterpillarCD3.4i

Shows understanding of simple patterns by recognizing and extending simple, repeating, “ABAB” patterns (e.g., of movements such as “tap head, tap knees, tap head...”; or of objects such as “red car, yellow car, red car...”)CD3.4j

With adult help, fills in the missing element of a pattern (e.g., red, blue, red, ___, red)CD3.4k

Identifies, duplicates, extends, and creates simple repeating patternsCD3.4l

Fills in missing elements of simple, repeating patterns CD3.4m

Recognizes, names, and extends simple repeating patternsCD3.4n

Describes quantitative changes (e.g., “I am two years older than when I started school.”) CD3.4o

Explores familiar and unfamiliar people or objects through touching (handling) or mouthing (oral exploration) CD3.5a

Examines differences between familiar or unfamiliar people or objects with greater focus (e.g., shaking or squeaking different sound producing toys, such as keys, rattles, and noisemakers)CD3.5b

With adult support, begins to match objects by similar or related attributes/ characteristics (e.g. explores matching shapes using a shape sorting box)CD3.5c

With adult support, sorts objects into two groups based on a single attribute/ characteristic (e.g. grouping blocks separately from toy animals or putting red blocks and blue blocks in different piles) CD3.5d

With adult support, makes direct comparisons of objects’ volume or length (e.g., standing two students back to back to see which one is taller)CD3.5e

With adult support, indirectly compares the length of two objects using a third object (e.g., using a piece of string to measure two objects on the playground and determining which is taller)CD3.5f

Directly compares the length or volume of two objectsCD3.5g

Uses comparative language to describe and compare objects using attributes (e.g., longer, shorter, lighter, heavier, etc.)CD3.5h

With adult support, measures using the same non-standard unit, such as putting together snap cubes to see how tall a book isCD3.5i

With adult support, compares or orders up to 5 objects based on their measurable attributes, such as height or weightCD3.5j

With adult support, recognizes that different attributes such as weight, height, and volume require different tools to measureCD3.5k

With adult support, demonstrates “size seriation” by comparing and ordering objects according to measured attribute/ characteristic (e.g., places books on shelf according to measured size) CD3.5l

With adult support, explores tools of measurement such as rulers, scales, and measuring cup, using the appropriate tool for the attribute/characteristic being measured CD3.5m

With instruction, shows an awareness of time by talking about events with words such as before, after, and later CD3.5n

With feet on a flat surface, and with adult support, pushes down with legsCD4.1a

Stands alone very briefly with adult supporting nearbyCD4.1b

Takes a step or more while holding on to adult or other supports  CD4.1c

Responds to music by bouncingCD4.1d

Keeps a steady beat by tapping on legs or shaking or tapping a simple instrument while seated on the floor CD4.1e

With adult help, practices moving through space and exploring different movements such as jumping, walking, bouncing, and turningCD4.1f

Follows adult’s guidance for recognizing personal spaceCD4.1g

Adjusts movements to match the music or beat when adult introduces varied types of music to invite kinds and rates of movementCD4.1h

Repeats short rhythm patternsCD4.1i

Imitates adult’s model of moving body parts in isolation or coordinationCD4.1j

Uses words that describe movement (e.g., roll, gallop, etc.) CD4.1k

Follows adult’s guidance to recognize other children’s personal space, as suggested by the cultures of the children in the groupCD4.1l

Repeats longer rhythm patternsCD4.1m

Imitates dance movements or patterns of movementCD4.1n

Contributes ideas to create dance movementsCD4.1o

Imitates adult model of walking in a circle or circular fashion, walking on tiptoe and balancing on one foot during guided movement experiencesCD4.1p

Follows directions or demonstrations of moving forward, backwards, sideways, or in a turning motionCD4.1q

Changes tempo of movements in response to changes in tempo or beat of musicCD4.1r

Follows directions or example to stop moving on cueCD4.1s

Reproduces dance steps or movements several timesCD4.1t

Uses dance to communicate ideas or feelingsCD4.1u

Responds to adult by copying sounds CD4.2a

Engages in a “conversation” with adult by taking turns making soundsCD4.2b

Responds to music by either quieting or becoming more active CD4.2c

Imitates adults sounds including multiple syllables (e.g., “mamama”, “dadada”) CD4.2d

Responds to music by changing expression, moving head or limbs, swaying, nodding, bouncing or clappingCD4.2e

Directs attention to the source of sound and shows interest or pleasure when provided musicCD4.2f

Imitates a steady beat with body parts or simple “instruments” (e.g., hitting a metal bowl with a spoon, drumming on a table top) CD4.2g

Asks with words, signs, or gestures to hear music againCD4.2h

Participates in group musical experiences CD4.2i

Echoes short phrases as sung by an adult CD4.2j

Changes the tempo of a beat between fast and slowCD4.2k

Repeats short rhythm patternsCD4.2l

Responds to and follows changes in tempoCD4.2m

Shows preferences for music by requesting songs CD4.2n

Participates in conversations about music dynamics, including sound qualities and pitch (high or low) CD4.2o

Repeats longer rhythm patternsCD4.2p

Creates beats, patterns or simple melodies using the voice or simple materials in the environmentCD4.2q

Sings alone and with others CD4.2r

Creates original lyrics and songs CD4.2s

Keeps a steady beat for 8-16 counts by patting body parts or using small instrumentsCD4.2t

Draws to represent patterns in sound (e.g., “clap, clap, stomp, stomp” drawn as “dot, dot, dash, dash”) CD4.2u

Uses songs, simple instruments and found materials to create music that expresses mood, story, or relationshipsCD4.2v

Responds to people whose faces are nearby by smiling and copying basic facial expressions CD4.3a

Protests with expression or vocalization when playful interactions stopCD4.3b

Explores materials by using them in different ways such as shaking, banging, throwing CD4.3c

Copies simple gestures such as waving goodbye  CD4.3d

Recognizes and demonstrates actual uses of objects (e.g., combing hair with comb) CD4.3e

Interacts with an adult in role play (e.g., acting out the characters and story in a familiar book) CD4.3f

Shows imagination by substituting items to represent actual items (e.g., using a block as a cell phone)CD4.3g

Uses figures (e.g., dolls, action figures) to role play interactions and relationships, including differences related to culture, gender, race, age, and abilityCD4.3h

Transitions between imagination and reality in dramatic play or in a guided drama experienceCD4.3i

Uses props and dramatic play to explore roles in their circle of family and friends (e.g., holding and patting a baby doll on the back to demonstrate care)CD4.3j

Uses props and dramatic play to act out emotions related to fear, excitement, happiness, sadness and anger CD4.3k

When engaged in role play, contributes dialogue, gesture, and facial expressions to convey meaning, ideas and feelingsCD4.3l

With adult guiding dramatic play, explores character, plot and settingCD4.3m

Uses props and dramatic play to explore roles and events in the larger community and worldCD4.3n

Negotiates roles and dialogue with peers and adapts to the needs of the group in dramatic playCD4.3o

Responds to visual elements in the environment by gazing at light, color, and patternsCD4.4a

Watches faces and responds to presence of familiar figuresCD4.4b

Pays attention to and studies own face in a mirrorCD4.4c

Participates in a variety of tactile/sensory experiences such as feeling different fabrics and textures or playing with water under close adult supervisionCD4.4d

Shows interest in certain images or objects by vocalizing or reachingCD4.4e

Begins to use materials (e.g., crayons, chalk) to leave marks on paperCD4.4f

Begins to make controlled marks and drawings on paper CD4.4g

Explores a variety of media including paper, tape, glue, clay, watercolor, etc.CD4.4h

Begins to transition drawings from spontaneous loops and lines to intentional shapes, including ovals, circles, and rectangles CD4.4i

Shows control and coordination with scissorsCD4.4j

Begins to draw with planning and purpose to show or tell a story about something in their experienceCD4.4k

Draws the human form with more accuracy and detailCD4.4l

Begins to describe art and the story it tells CD4.4m

With adult help, chooses media to match the intention of the art (e.g., clay vs. paint vs. 3-D vs. collage) CD4.4n