Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
COGNITIVE DEVELOPMENT<br />
78<br />
Classification<br />
Behaviors leading up to the<br />
foundation (4 to 7 months)<br />
During this period, the child<br />
may:<br />
• Explore toys with hands and<br />
mouth. (3–6 mos.; Parks 2004,<br />
10)<br />
• Bang a toy on the table. (5.5–7<br />
mos.; Parks 2004, 25)<br />
• Touch different objects (e.g.,<br />
hard or soft) differently.<br />
Behaviors leading up to the<br />
foundation (9 to 17 months)<br />
During this period, the child<br />
may:<br />
• Roll a car back and forth on<br />
the floor, then roll a ball. (6–11<br />
mos.; Parks 2004, 26)<br />
• Use two items that go together;<br />
for example, brush a doll’s<br />
hair with a brush, put a spoon<br />
in a bowl, or use a hammer to<br />
pound an object. (9–15 mos.;<br />
Parks 2004, 26–27; by 12<br />
mos.; American Academy of<br />
Pediatrics 2004, 243)<br />
• Put the red blocks together<br />
when the infant care teacher<br />
asks, “Which blocks go together?”<br />
Behaviors leading up to the<br />
foundation (19 to 35 months)<br />
During this period, the child may:<br />
• Point to or indicate the realisticlooking<br />
plastic cow when the<br />
infant care teacher holds up a few<br />
toy animals and says, “Who says,<br />
‘moo’?” (18–22 mos.; Parks 2004;<br />
85)<br />
• Sort three different kinds of toys;<br />
for example, put the puzzle pieces<br />
in the puzzle box, the blocks in the<br />
block bin, and the toy animals in<br />
the basket during clean-up time.<br />
(19–24 mos.; Parks 2004, 77)<br />
• Show understanding of what<br />
familiar objects are supposed to<br />
be used for, such as knowing that<br />
a hat is for wearing or a tricycle is<br />
for riding. (Scaled score of 10 for<br />
23:16–25:15 mos.; Bayley 2006,<br />
93)<br />
• Pick a matching card from a pile<br />
of cards. (Scaled score of 10 for<br />
24:16–25:15 mos.; Bayley 2006,<br />
70)<br />
• Point to or indicate all the green<br />
cups at the lunch table. (26 mos.;<br />
Bayley 2006)<br />
• Call the big animals “mama” and<br />
the small animals “baby.” (27 mos.;<br />
Bayley 2006)<br />
• Help the infant care teacher sort<br />
laundry into two piles: whites and<br />
colors. (28 mos.; Hart and Risley<br />
1999, 95)<br />
• Put the red marker back in the red<br />
can, the blue marker back in the<br />
blue can, and the yellow marker<br />
back in the yellow can when finished<br />
coloring. (Scaled score of 10<br />
for 26:16–28:15 mos.; Bayley 2006,<br />
71)<br />
• Match one shape to another<br />
shape. (26–29 mos.; Parks 2004,<br />
78; 26–30 mos.; Parks 2004)