Georgia early learning standards

Birth Through Age 3

Sonny Perdue
GOVERNOR
January 1, 2006

BRIGHT FROM THE START
Georgia Department of Early Care and Learning 10 Park Place, Suite 200, Atlanta, Georgia 30303 (404) 656-5957

Marsha H. Moore
COMMISSIONER

Dear teachers and parents:
Georgia's Early Learning Standards (GELS) are the product of an effort that began in June 2004 to improve the quality of learning experiences for children from birth through age three. The standards were developed in response to a common question among teachers, parents, and other caregivers, "What should children from birth through age three know and be able to do?"
The Georgia Early Learning Standards answer this question. Please keep in mind, as we have, that every child is unique. That is why these standards are designed to be flexible enough to support children's individual rates of development, approaches to learning, and cultural context.
They will help you better understand what you may expect to see in a child's learning and development, as well as what you can do to encourage learning in everyday experiences. Their comprehensive nature promotes positive outcomes for all children birth through three-years-old.
We believe you will find these voluntary standards to be an excellent resource. We encourage you to share this information with every teacher, parent, and caregiver that you know. Together, we can prepare our children to succeed in school and in life.
Sincerely,
Marsha H. Moore Commissioner

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Acknowledgements

Grateful appreciation goes to the following people who contributed to the development of the Georgia Early Learning Standards.
Bright from the Start Staff
Robert Lawrence, Ph.D. Director, Special Projects, Research and Accountability
Justine Strickland Assistant Commissioner Child Care Policy
Carolyn Trammell Director, Quality Initiatives
Project Manager
Marsha Kaufman-McMurrain, Ph.D. Child Development Consultant Roswell, GA
Lead Consultant
Catherine Scott-Little, Ph.D. Assistant Professor Department of Human Development and Family Studies University of North Carolina at Greensboro Research Scientist The SERVE Center at UNCG Greensboro, NC
Advisory Committee
Martha Abbott-Shim, Ph.D. Executive Director Quality Counts, Inc. Atlanta, GA
Linda Adams, Ph.D. Associate Professor Mercer University's Tift College of Education McDonough, GA
Peggy A. Gallagher, Ph.D. Associate Professor Early Childhood Special Education Georgia State University Atlanta, GA
Lisa M. Goldman Head Start Program Specialist Administration for Children and Families Atlanta, GA

Edith Guyton, Ph.D. Professor (retired) Georgia State University Atlanta, GA
Sharen L. Hausmann Executive Director Smart Start Georgia United Way of Metro Atlanta Atlanta, GA
Barbara Hill, Ed.D. Senior Vice President of Education Junior Achievement of Georgia Atlanta, GA
Jan Kettlewell, Ph.D. Associate Vice Chancellor for P-16 Initiatives The Board of Regents of the University System of Georgia Atlanta, GA
Pat Minish, Ph.D. Executive Director Georgia Association on Young Children Atlanta, GA
John W. Rhodes, Ph.D. Education Staff Specialist Division of Educator Preparation Georgia Professional Standards Commission Atlanta, GA
Ruth Robinson Saxton, Ph.D. Clinical Assistant Professor Department of Early Childhood Education Georgia State University Atlanta, GA
Sharon Smith Consultant Division for Exceptional Students Georgia Department of Education Atlanta, GA
Patt Stonehouse Director, Education Initiatives Georgia Department of Technical and Adult Education Atlanta, GA
Fran Watkins, Ph.D. Director of Educator Preparation Georgia Professional Standards Commission Atlanta, GA

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State Expert Review Panel
Linda Hassan Anderson President National Black Child Development Institute, Inc. Atlanta Affiliate Atlanta, GA
Renee Collins Babies Can't Wait/Project Skilled Credentialed Early Interventionists (SCIEs) Parent Educator and parent Augusta, GA
Elaine P. Draeger President/CEO The Sheltering Arms Atlanta, GA
Jerri Kropp, Ph.D. Associate Professor, Child & Family Development Georgia Southern University Statesboro, GA
Stephanie Moss Part C Coordinator Babies Can't Wait Georgia Department of Human Resources Atlanta, GA
Terri Patterson Babies Can't Wait/Project SCEIs Parent Educator and Parent Acworth, GA
Sandra R. Ramsey Bilingual Childcare Specialist Quality Care for Children Atlanta, GA
Desiree' Reddick-Head State Technical Assistance Specialist National Child Care Information Center Cleveland, GA
Rebecca K. Reeves President Reeves and Associates Consulting & Training, Inc. Atlanta, GA

Cheryl Rhodes Associate Project Director Project SCEIs Atlanta, GA
Sue Rowland Babies Can't Wait/Project SCEIs Parent Educator and parent Albany, GA
Tish Seay, Ed.D. Professor Georgia College & State University Milledgeville, GA
Alice Smith Reading Director Reading First Georgia Department of Education Atlanta, GA
Anita Payne Smith, Ph.D. Director, Georgia Child Development Associate Initiative The University of Georgia Athens, GA
Ruth H. Stonestreet, Ph.D. Professor Department of Special Education and Communication Disorders Valdosta State University Valdosta, GA
Beth Tieman, Ph.D. Assistant Professor Department of Physical Therapy Georgia State University Atlanta, GA
Nitza B. Vega-Lahr, Ph.D. Developmental Psychologist Independent Consultant Roswell, GA
Wanda Smith West, Ed.D. Superintendent Twiggs County Public Schools Jeffersonville, GA

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National Reviewers
Richard M. Clifford, Ph.D. Senior Scientist Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Chapel Hill, NC
Amy Lee Guinto Senior Program Associate WestEd, Center for Child & Family Studies Sausalito, CA

J. Ronald Lally, Ed.D. Co-Director WestEd, Center for Child & Families Studies Sausalito, CA
Tammy L. Mann, Ph.D. Deputy Director ZERO TO THREE Washington, DC

Feedback Forum Participants
Parents, teachers, directors, child care resource and referral agency staff, and others who attended the Feedback Forums in Gainesville, Macon, Savannah, and Atlanta
Additional Contributions
Bright from the Start also thanks the Georgia Partnership for Excellence in Education and Smart Start Georgia, the Early Learning Division of United Way of Metro Atlanta, for their assistance underwriting the printing and distribution of the Georgia Early Learning Standards.
Bright from the Start appreciates the efforts of the following people for making the design and production of the Georgia Early Learning Standards a success.
Susie Clements Graphic Designer Roswell, GA
Todd Blandin Public Relations Director Bright from the Start Atlanta, GA

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Contents
Acknowledgements ............................................................................................................................ ii Introduction ........................................................................................................................................ 1 Statement of Purpose ......................................................................................................................... 3 Guiding Principles .............................................................................................................................. 4 Frequently Asked Questions .............................................................................................................. 8 Infant Standards ............................................................................................................................... 14
Physical Development ............................................................................................................... 14 Emotional and Social Development .......................................................................................... 19 Approaches to Learning ............................................................................................................ 24 Language and Literacy Development ........................................................................................ 27 Cognitive Development ............................................................................................................. 33 One Year Old Standards .................................................................................................................. 38 Physical Development ............................................................................................................... 38 Emotional and Social Development .......................................................................................... 45 Approaches to Learning ............................................................................................................ 52 Language and Literacy Development ........................................................................................ 56 Cognitive Development ............................................................................................................. 63 Two Year Old Standards .................................................................................................................. 70 Physical Development ............................................................................................................... 70 Emotional and Social Development .......................................................................................... 78 Approaches to Learning ............................................................................................................ 85 Language and Literacy Development ........................................................................................ 90 Cognitive Development ............................................................................................................. 99 Three Year Old Standards ............................................................................................................. 109 Physical Development ............................................................................................................. 109 Emotional and Social Development ........................................................................................ 117 Approaches to Learning .......................................................................................................... 126 Language and Literacy Development ...................................................................................... 131 Cognitive Development ........................................................................................................... 140 Glossary .......................................................................................................................................... 151 References ...................................................................................................................................... 153 Appendices ..................................................................................................................................... 155 A Standards & Indicators Continuum Chart .......................................................................... 155 B Alignment of Georgia Early Learning Standards with Georgia Pre-K and
Kindergarten Performance Standards .............................................................................. 164 C Alignment of Georgia Early Learning Standards with Head Start Child
Outcomes Framework ...................................................................................................... 184
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Georgia Early Learning Standards
Introduction

Bright from the Start: Georgia Department of Early Care and Learning (Bright from the Start) was authorized in April, 2004. It combined into one agency the Office of School Readiness, units from the Department of Human Resources and the Department of Education, and the Georgia Child Care Council. As such, Bright from the Start became responsible for child care and educational services for children from birth through school age throughout the state of Georgia.
In June, 2004 Bright from the Start formed an Advisory Committee to assist in developing a set of Early Learning Standards for infants, toddlers, and preschoolers. They invited representatives from the Board of Regents, the Professional Standards Commission, the Department of Technical and Adult Education, the Georgia Department of Education, the Georgia Association on Young Children, Smart Start Georgia, Head Start, public and private universities,

and the professional early childhood community at large to serve on the Committee.
The Committee's charge was to develop a set of appropriate, attainable learning goals for children from birth through age three that aligned with the existing Georgia Pre-kindergarten Content Standards for four year olds. The standards were to be consistent with research-based knowledge and "best practice" experience. A rigorous development and review process was also required.
Bright from the Start Commissioner Marsha H. Moore delegated three key staff members to oversee the development of the Georgia Early Learning Standards (GELS) initiative. Dr. Robert Lawrence, Director of Special Projects, Research and Accountability; Justine Strickland, Assistant Commissioner of Child Care Policy; and Carolyn Trammell, Director of the Division of Quality Initiatives, guided all phases of the Standards development to maintain consistency

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with Bright from the Start's mission. They also actively participated in all development and review tasks to ensure the quality of the process.
To provide a national perspective to the project, Bright from the Start engaged Dr. Catherine ScottLittle, Assistant Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro (UNCG), as lead consultant. Dr. Scott-Little is also Research Scientist at the SERVE Center at UNCG and has extensive experience in the area of developing early learning standards. She has assisted other states in similar work. Her first role was to jump start the process by providing information gathered from other states and early learning initiatives. Thereafter, she continued to support the process by critiquing drafts, providing resource materials, conferring with Bright from the Start staff, offering advice on critical decisions, and maintaining a level of objectivity to keep the project on track.
To facilitate the development process, Bright from the Start engaged Dr. Marsha Kaufman-McMurrain as project manager. She is a former faculty member in the Department of Early Childhood Education at Georgia State University and has a wide range of experience with children, teachers, parents, and administrators at the preschool level. Dr. KaufmanMcMurrain's role was to coordinate the development of the Georgia Early Learning Standards from the draft phase through creation of the final document. Her tasks included gathering resources, creating working drafts and final copy, collating feedback from reviewers, facilitating meetings and statewide Feedback Forums, and maintaining liaison with all contributors.
The process of developing the Georgia Early Learning Standards involved five parts:
Draft of GELS created by Bright from the Start and Advisory Committee
Draft reviewed by a panel of statewide early childhood professionals and parents

Draft reviewed by members of the public through Feedback Forums in four locations around the state
Draft reviewed by a panel of national experts
Final document adopted by Bright from the Start
The structure of the GELS is as follows:
Age Groups The birth through age three continuum is divided into four age groups - Infants (Birth to12 months) - One year olds (12 to 24 months) - Two year olds (24 to 36 months) - Three year olds (36 to 48 months)
Domains and Foundations for Development and Learning Five areas are covered in each age group - Physical Development - Emotional and Social Development - Approaches to Learning - Language and Literacy Development - Cognitive Development
Standards General statements of skills, behaviors, and concepts that children develop within the particular domain; each standard is included in all age groups if it is developmentally appropriate
Indicators - Components of each standard that indicate what children will work on at each age level to accomplish the standard
Sample behaviors Personalized examples of behaviors children could exhibit to demonstrate that they have achieved a skill or learned a concept; the words in bold letters indicate the skill or concept illustrated
Codes A series of letters and numbers following each entry for identification and training purposes

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Georgia Early Learning Standards
Statement of Purpose

The goal of the Georgia Early Learning Standards is to promote quality learning experiences for children from birth through age three. The Standards address the question, "What should children from birth through age three know and be able to do?" They are a set of appropriate, attainable standards for Georgia's youngest learners. At the same time they are designed to be flexible enough to support children's individual rates of development, approaches to learning, and cultural context.
The standards are written as a continuum of skills, behaviors, and concepts that children develop throughout this time of life. They are divided into age groups for the user's convenience and are not intended to be used for assessment purposes or as a curriculum. (See Appendix A.) These standards are voluntary and are not part of Georgia's child care licensing regulations.
The Early Learning Standards align with Georgia's Pre-K Content Standards and complete a seamless system of standards in Georgia from preschool

through college (P-16). (See Appendix B.) The Early Learning Standards are consistent with the Head Start Child Outcomes Framework and the National Association for the Education of Young Children's Position Statements on Developmentally Appropriate Practice. (See Appendix C.)
The purposes of the Standards are to:
Guide teachers who work with children from birth through three in providing quality learning experiences;
Guide parents in supporting their children's growth, development, and learning potential;
Lay the groundwork for applying the standards in pre-service training, professional development, curriculum planning, and child outcome documentation; and
Raise public awareness about the significance of the early years as the foundation for school success and lifelong learning and the importance of the teacher's role in the process.

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Georgia Early Learning Standards
Guiding Principles

G eorgia's Early Learning Standards (GELS) are a guide to help teachers* and parents** offer meaningful learning experiences to children from birth through age three. The following generally accepted principles of child development are the foundation for the Early Learning Standards for our youngest children.
1 Parents are a child's first and most consistent teacher.
From the moment a child is born parents play a major role in development. The quality of the relationship between parents and children influences the children's sense of security, their

self-confidence, the way they resolve conflicts, their development of new skills and capabilities, their self-respect, and how they respect others. The impact of this relationship lasts a lifetime.
Early education programs must recognize the significance of the parental role. Children benefit significantly when parents and teachers work together. Parents are the child's most consistent teacher. Throughout a child's educational career, from preschool through high school, many teachers will be involved. Parents, though, remain constant and make the key decisions for the child. They are the child's first and most important teacher.

*Note: Throughout this document, the term "teacher" refers to adults who work directly with children in group settings. This includes classroom teachers and teaching assistants, paraprofessionals, caregivers, family child care providers, home based teachers, and others who have direct contact with children in groups on a regular basis.
**Note: The term "parent" refers to adults, most commonly family members, who are the primary caregivers of children in their home. This includes, mothers, fathers, grandparents, foster parents, stepparents, aunts, uncles, nannies, babysitters, and others who care for the child in the home on a regular basis.

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2 Each child develops at an individual rate and has personal approaches to learning.
Each child is unique. A mother will tell you how one of her children slept a lot as an infant while another seemed to be awake all the time. One was always babbling while the other had a quieter disposition. Just as the children's personalities are different, their rates of development vary as well. There is a wide range of "normal" growth, and it is important to be flexible in our expectations. Children are served best when their individuality is valued.
The skills and behaviors presented in the Georgia Early Learning Standards are arranged by age level to help teachers and parents organize their understanding of the skills. They are to be used to inform teachers and parents about what behaviors one might expect of young children as they develop.
The standards do not represent rigid expectations or requirements for what skills every child should master at a certain age. Instead, they should be used as a guide, with the understanding that children develop at different rates. Teachers and parents must become familiar with the full range of skills and behaviors included in the GELS. Then, they can encourage children to work toward the standards most suitable to their particular developmental stage and rate. (See Appendix A.)
Children with special needs have been considered in the development of these standards. Learning activities should be individualized, allowing children to begin working on a skill at their current level and challenging them to move forward. Individualized activities should also take into consideration children's varied interests and learning approaches. Children will choose activities that suit them best when given the opportunity. It is the teacher's job to plan a variety of experiences with different materials to accommodate individual differences among children.

3 Young children learn through developmentally appropriate play and social interaction.
"Play is a child's work," renowned psychologist Jean Piaget once said. Young children discover their world through play. When children are "just playing," they develop the foundations for reading, writing, and mathematics as they explore and experiment with objects and materials. They also develop the foundations for science and social studies by "playing with" materials and interacting with people around them.
Social development, particularly, occurs when children interact in play. If two children want to ride the same toy at the same time, they have to come up with a way to solve the problem. If two children disagree about whether there is enough room in their bucket for one more cup of sand, they have to come up with a way to find out the answer. Children learn about relationships, both cognitive and social, by working through such problems together.
4 Young children learn best when all aspects of development (physical, emotional and social, approaches to learning, language and literacy, and cognitive) are treated as interconnected.
Children are growing in all developmental areas at the same time. When an infant coos at her mother while reaching for a rattle and bringing it to her mouth, many developmental events are occurring. She is relating socially with her mother, making sounds that are the foundation for early language, physically grasping and manipulating an object, and cognitively exploring the nature of the world around her. The same is true when an older toddler scribbles with a crayon and tells his teacher it is a picture of his puppy. He is developing physical skills to hold the crayon and make marks on the paper, cognitive skills to represent his puppy in the drawing, and language skills to describe it to his teacher.
Development in one area influences the development in other areas. Language skills help

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the child relate socially to others. Likewise, social skills help the child develop cognitive and language skills. Physical skills provide experiences that stimulate cognitive, language, and social development. Further, the individual strategies children use to approach learning impact all areas of development. In the young child these developmental areas are closely interrelated and teachers must plan learning experiences that foster the connections among them.
5 The child's family, educational setting, community, and culture shape the child's development.
Children are born into a family that is part of a community and a culture that is passed on from generation to generation. A family's cultural heritage establishes their values, beliefs, expectations, and childrearing practices. Cultural practices help determine feeding and sleeping patterns, rules for discipline, and the roles played by adults and children. The powerful influence of culture on early development is undeniable.
As communities in Georgia become increasingly diverse, teachers and families are challenged to learn about and become comfortable with each other. In the educational setting sensitivity and acceptance of the child's cultural background improve the quality of the child's learning experience and chances for success. Additionally, teachers must recognize how their own cultural heritage, native language, and family history influence their point of view. In order to support and teach children from families and cultures different than their own, teachers must be interested in learning about the families and willing to consider new perspectives.
6 Early learning experiences must support the diverse culture, home language, and individual learning potential of each child.
Travelers to foreign countries often experience "culture shock." They find themselves uncomfortable when they cannot speak the language, figure out how to use the money, or order unfamiliar food in a restaurant. They might be embarrassed to ask for help and feel people are

looking at them strangely. A child or parent who comes to a child care center where the language is different and the rules are brand new may have the same uneasy feelings.
Early learning programs must create an environment where children feel safe and comfortable. Teachers must be sensitive to cultural differences in childrearing and willing to talk openly with parents about mutual expectations. The goal of communication between the family and teacher should be to support the continuity of care from home to center.
Learning materials should reflect a diversity of cultures and include children with disabilities. Books and songs can celebrate different languages. Children whose home language is other than English can teach words to their classmates while their classmates are helping them learn English. Children with disabilities must be welcomed into classrooms with children their own age where they can teach the other children about their special abilities. The classroom or home care setting must be a place where children feel accepted, so they can learn and develop to their greatest potential.
77. Early learning experiences must draw on and enhance the connections between each family and the early childhood program.
Early learning programs are most effective when they offer quality educational activities and give special attention to the relationship between parents and children. Parental involvement in children's education has a significant impact on school achievement. When parents are involved in the educational program, children get the message that learning is important. Parents' involvement also communicates that the educational setting is a good place to be. As a result, programs need to develop partnerships with their parents and invite them to participate in the early childhood program. When parents and teachers work together it can be valuable for both. Parents can share with teachers about their child's likes and dislikes, their family routines, and other information that will help make learning experiences more meaningful.

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Families of children with special needs have an especially valuable role in showing the teacher how best to work with their child. Teachers can share with parents about their child's accomplishments and how they get along socially. If a problem arises, teachers and parents who support each other will be able to solve it in the child's best interest. Early learning programs must find creative ways to reach out to families, honoring the primary and significant role of the family in the child's education.
8 Early childhood teachers play a powerful role in the education of young learners and deserve dignity and respect from the community at large.
Children often spend more time in a day with their teachers than their parents. As a result, early childhood teachers play a powerful and significant role in a child's life. Children learn how to learn from their teachers. They learn how to behave toward adults and how adults behave toward children from their teachers. They go to their teachers for comfort when they're hurt and for reassurance when they're scared. They want their teachers to be proud when they succeed and to help them try again when they don't. Teachers can influence whether a child has an "I can" or an "I can't" attitude. Many successful adults remem-

ber a teacher who saw something special about them. For all these reasons, and more, early childhood teachers deserve to be treated with dignity and respect by the community at large.
9 Quality early learning experiences for children are guided by research-based knowledge and practice.
The Georgia Early Learning Standards were developed using a wide variety of research-based sources. (See References.) Scholars have studied how young children learn and develop for many years. Numerous research projects have looked at the different aspects of child development and what practices support positive growth. Research tells us, for example, that children learn by actively exploring their environment. Learning activities that provide opportunities for children to move around and use their senses would be consistent with this research-based knowledge. On the other hand, activities that require youngsters to sit still and listen, rather than actively participate, would be inconsistent with it. Quality early learning experiences should be based on the findings of this research. Teachers and parents should look for educational programs and curricula that show how they use research-based knowledge to guide their work.

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Georgia Early Learning Standards
Frequently Asked Questions

1 Why have learning standards?
In April 2004 the Georgia General Assembly created Bright from the Start: Georgia Department of Early Care and Learning (Bright from the Start) to focus on issues relating to care and education of Georgia's youngest children. The new department combined into one agency the Office of School Readiness, units from the Department of Human Resources and Department of Education, and the Georgia Child Care Council. The overall quality of all licensed child care centers, group and registered family day care homes, and the Georgia Pre-K Program is now the responsibility of this new department.
The development of the Georgia Early Learning Standards began in June 2004 to improve the quality of learning experiences for children from birth through age three. Although program standards existed through child care licensing

regulations, there was not a set of specific learning standards for this age group. Some of the reasons that led Bright from the Start to create a set of Early Learning Standards include:
Standards provide a set of achievable, public goals that are commonly held to be suitable for young children;
Standards serve as a foundation to connect what is taught with what is developmentally appropriate for early learners;
Standards provide a framework to encourage consistency among early childhood programs across the state.
It is important to know that the Georgia Early Learning Standards (GELS) are voluntary. Their contribution to improving the educational quality of child care programming will depend on how widely they are used.

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2 Who will use the standards?
The Georgia Early Learning Standards are written for teachers and parents of infants, toddlers, and preschoolers. Throughout the GELS, the word "teacher" is used to refer to all adults who work with young children in group settings. This includes center based teachers, assistant teachers, aides, paraprofessionals, caregivers, family child care providers, home based teachers, and others who work with children in these settings. Children learn from the adults who care for them; therefore, all these adults are referred to as "teachers." The word "parent" refers to adults who care for children in the home a significant amount of time. This could include mothers, fathers, aunts, uncles, grandparents, babysitters, nannies, and other adults who may serve as a child's primary caregiver.
In addition to teachers and parents, the GELS can be used by early childhood teacher educators at the college and technical school levels. They can serve as a resource for course development and curriculum selection. Instructors can challenge their students to develop learning experiences for classrooms and home settings that are consistent with the GELS.
Policymakers and the general public can use these standards to inform themselves about what young children should know and be able to do. They can refer to the GELS when making public policy decisions about quality care and education for children and their families from birth through age three.
3 How should the standards be used?
Teachers and parents can use the standards to inform themselves about commonly held expectations for children from birth through age three. At the same time, it is important that the standards be used with flexibility. Children develop at different rates and demonstrate accomplishments in different ways.
The "sample behaviors" included are only a few examples of how children might demonstrate a behavior. The order of the sample behav-

iors roughly corresponds to younger skills at the beginning of an age range and older ones at the end. It is important to say that this order is extremely variable. Skill development flows differently among children, and they often work toward several skills at the same time. The standards are written with the expectation that the majority of children will be comfortable with most of the skills and behaviors in a particular age range by the time they reach the end of that age range. We are looking for consistent progress across the domains, not the accomplishment of specific sample behaviors.
Each step a child takes toward achieving a skill or behavior is something to celebrate. It is important not to push children to accomplish skills before they are ready and, similarly, not to hold children back when they are ready to move forward. The standards, indicators, and sample behaviors should be used to help adults assist children to grow in their own unique ways.
Teachers can also use the standards as a resource for planning learning experiences. They can look for curriculum materials, learning activities, and assessment tools that could be used to help children learn skills and behaviors similar to those included in the standards. A well-planned classroom environment offers young children the opportunity to explore concepts and build skills in all the developmental areas represented in the GELS. Teachers can refer to the standards and other learning materials to be sure that the activities they plan are on a level that most children in each age group can achieve.
Further, teachers can use the standards to communicate with each other about learning goals throughout the age ranges. By becoming familiar with the standards, teachers will know what the children were working on before they entered their classroom and what they will be working on when they move to the next one. The GELS will provide teachers with a common vocabulary and set of expectations.
Parents can use the standards to guide them in choosing home learning activities and materials

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suitable for young children. They can also use the standards to help choose a quality educational program outside the home. A parent can check to see whether a program includes the variety of learning experiences described in the GELS.
4 Is this an assessment tool?
No. Teachers and parents often wonder what infants, toddlers, and three year olds should be expected to do. The purpose of the GELS is to inform teachers and parents about the skills and behaviors that are typical of this stage of life, not to assess their performance.
The purpose of an assessment tool for children is to monitor development and learning in order to guide planning and decision making. The GELS were not designed to monitor children's progress and cannot be used for assessment. The purpose of the GELS is to set common expectations that can be achieved and observed in different ways through a rich variety of learning pathways.
5 Is this a curriculum for infants and toddlers?
No. The GELS are a list of standards, indicators, and sample behaviors that children in this age range begin to develop. A curriculum provides information about how children develop and learn, what children learn, the learning environment, the teacher's role, and the family's role. It is important for administrators and teachers to examine the match between the goals and objectives in the curriculum they choose and the standards and indicators included in the GELS. If there is not a good match, they should consider looking at other curricula for use in their programs.
6 How do the standards apply to children with special needs?
Children with special needs will work toward achieving the standards at their own rate and, perhaps, in different ways. All children of the same age benefit when those with special needs and those who are developing more typically are in classrooms together. Teachers and parents may require assistance from special education professionals to adjust the way they work with children with special needs.

For example, a child with a physical disability may need special equipment and support from adults when working toward the standards. A child with an intellectual disability might need teachers and parents to apply the standards with flexibility, allowing the child to work in small steps at a comfortable pace. A child with challenging social or emotional needs may require a teacher or parent to learn special behavioral strategies to help work toward the standards.
Children with disabilities must be welcomed into classrooms with children their own age where they can relate to their peers and teach them about their special abilities. The classroom or home care setting must be a place where children feel accepted, so they can learn and develop to their greatest potential.
For all children, it is important that the standards be applied with sensitivity and good judgment. A pediatrician or a special education professional should be consulted when a teacher or parent is concerned about a delay or a developmental problem. For assistance, parents with infants and toddlers can contact Parent to Parent, Inc. for information about Babies Can't Wait locations throughout the state of Georgia. Their phone number is 1-800-229-2038 or 770-451-5484 in metro Atlanta. You can also refer to their website at http://health.state.ga.us/ programs/bcw/. Teachers can obtain assistance through their local child care Resource and Referral (R&R) agency. You can locate your local R&R online at www.gaccrra.org or by calling 1-800-466-5681. For additional resources and information call Bright from the Start at 1-888-442-7735 or 404-656-5957. You can also access their resources online at www.decal.state.ga.us, and click on "Special Needs" under "Families."
7 How do the standards apply to children from other cultures and whose families speak a language other than English?
Children develop similarly across cultures. However, different cultures have different expectations for certain behaviors. Some cultures expect children to look adults in the eye when

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speaking while others do not. Cultures differ in when and how they expect children to use utensils when eating. People from different cultures may see each others' childrearing practices as more "strict" or "lenient" than their own. These are just a few examples of cultural differences. Teachers must become familiar with the cultural expectations of their students' families and then adjust the standards accordingly.
Similarly, children whose home language is other than English may be able to achieve some of the standards in that language before they can demonstrate it in English. A child who says "tres" when asked "How old are you?" is demonstrating the ability to "relate identifying information." Another child who holds up three fingers is demonstrating the same ability. There are many ways children can meet the standards, and speaking the child's home language is one of them. Teachers should encourage children to use their native language while learning English as well.
8 Why are the standards organized by age groups?
They are divided into the specific age groups known as Infants, 1 year olds, 2 year olds, and 3 year olds as a convenient organizational structure for teachers and parents. Children in child care settings are typically grouped by age, and teachers and parents often wonder what behaviors are common for children at certain ages. Further, other state learning standards such as the Georgia Pre-K content standards, the child care licensing regulations, and the K-12 standards are divided year by year. The Early Learning Standards are organized into age groups to make them easy to use and consistent with other standards in Georgia.
Be aware that children develop at different rates, and the age groups should be seen as flexible. It is best to view the standards as a continuum across the age groups. (See Appendix A.) A one year old child may still be working on a few behaviors in the infant range, for example. Or a two year old might be demonstrating some of the behaviors in the three year old range.

One could expect the majority of children to achieve most, but not necessarily all, of the standards in a particular age range by the time they reach the end of that age range. It is likely, though, that a child's skill development will differ in the various domains. An infant may accomplish most of the skills in the physical area, for example, while still working on several in the language domain.
Some children with special needs may never meet all the standards in a particular area of development due to their disability; however, it is important that they be included in settings with their same age peers. Teachers should look for progress toward achieving the skills and behaviors for children who are developing typically as well as those with special needs. To support children most effectively, teachers should become familiar with the whole set of behaviors throughout the birth through three age range, not just the ones that match the child's current age.
9 What are Domains and Foundations for Development and Learning?
The skills, concepts, and behaviors that children learn are often divided into categories. Although learning occurs in all of these areas at the same time, it is useful to study and explain them separately. Adults can better support the development of each child when they understand the predictable stages of growth and learning that take place in each area.
Think of a puzzle where each piece must be explored individually to take note of the shape, size, and color. Next, the pieces are fitted together, and the whole picture is revealed. Likewise, when we study the way children learn and develop, it is valuable to look at the different areas of development separately to be sure that we understand the importance of each. Then, as we look at the whole child, we can see more clearly how the pieces fit together to form a unique and wonderful little person.
In the Georgia Early Learning Standards, the different areas of development are called

Georgia Early Learning Standards

12

Domains and Foundations for Development and Learning. They include Physical Development, Emotional and Social Development, Approaches to Learning, Language and Literacy Development, and Cognitive Development. They are described, briefly, below.
Physical Development involves the way children move their bodies. This includes moving large muscles, like arms and legs, to crawl, walk, run, and dance. It also includes using small muscles, like hands and fingers, to feed themselves, scribble with crayons, paint, and make finger movements as they sing songs. The Physical Development section of the GELS includes a standard and indicators relating to self-help skills which describe how children learn to take care of their physical needs such as feeding, dressing, and personal hygiene. Additionally, this section includes skills and behaviors concerning the way children learn to practice healthy and safe habits.
Emotional and Social Development is the area where children learn about themselves and how to get along with other people. Newborn babies do not have an awareness of being an individual person. As they grow they develop a sense of "me" that is separate from the adults who care for them. At the same time, they develop relationships with these important adults. Through play, youngsters learn how to relate to other children, and they gain confidence in their own abilities. As children mature emotionally and socially, they gain self-control. Their emotional and social development is further enhanced when they engage in creative displays of self-expression.
Approaches to Learning focuses on how children go about learning new skills and concepts rather than what skills and concepts they need to learn. Children approach learning in a variety

of ways. They are curious about their world and show this by "getting into things" putting their hands in their food, putting toys in their mouth, stacking things up just to knock them down, climbing on furniture, or quietly sitting and examining a leaf.
They want to do things over and over -- listening to the same story every night before bed, singing the same song many times in a row, or trying repeatedly to put a shape into a puzzle until it finally fits. They also find creative ways to solve problems -- standing on a box to reach a toy, holding a block next to their ear and pretending it's a telephone, or using a stick to dig in the dirt when there are no shovels to be found. To reach their learning potential, children need adults to support them in being curious, persistent, and creative learners.
Language and Literacy Development involves the way children learn to communicate with sounds and words, with gestures, and, eventually, to read and write. This involves both verbal and nonverbal behaviors. Babbling, talking, listening, using sign language, using gestures, singing songs, repeating rhymes, listening to stories, looking at books, scribbling, and drawing are some of the ways children learn language and early literacy skills.
Cognitive Development involves the way children use their minds to explore the world around them. Children use their senses to learn all about how things feel, sound, look, taste, and smell. They investigate how objects relate to one another, how things grow, who they are in the family and community, and how they fit into the world. These experiences form the basis for early mathematical and scientific thinking and a beginning understanding of social studies.

Georgia Early Learning Standards

13

10 How do the Early Learning Standards relate to the Pre-K Content Standards?
A chart summarizing the relationship between the Curriculum Areas of the Georgia Pre-K Content Standards and the Domains & Foundations for Learning and Development of the Georgia

Early Learning Standards is below. A chart illustrating a more detailed alignment between the GELS, the Pre-K Content Standards, and Georgia's Kindergarten Performance Standards is found in Appendix B.

Georgia Pre-K Content Standards
Curriculum Areas
Language & Literacy
Mathematics Science Social Studies
Creative Expression
Social and Emotional
Physical Development

Georgia Early Learning Standards
Domains & Foundations for Learning and Development Language & Literacy Development Cognitive Development
Creative Expression is included as a standard within each domain Emotional & Social Development Physical Development Approaches to Learning

11 How do the Early Learning Standards relate
to the Head Start Child Outcomes Framework?
Below is a chart summarizing the relationship between the Domains of the Head Start Child Outcomes Framework and the Domains &

Foundations for Learning and Development of the Georgia Early Learning Standards. A chart illustrating a more detailed alignment between the two documents is found in Appendix C.

Head Start Child Outcomes Framework
Domains
Language Development Literacy
Mathematics Science
Creative Arts
Social & Emotional Development
Physical Health & Development
Approaches to Learning

Georgia Early Learning Standards Domains & Foundations for Learning and Development Language & Literacy Development
Cognitive Development
Creative Expression is included as a standard within each domain Emotional & Social Development Physical Development Approaches to Learning

Georgia Early Learning Standards

14
Georgia Early Learning Standards
Infants

Physical Development

Physical development is rapid in the first few years of life. Infants lose their "baby fat." Their brains, muscles, and bones grow in spurts. By the age of two, children grow

for themselves. Each new skill builds a child's physical competence and ability to do things independently.
Physical development supports development in other areas. For example, social development occurs

about half of their adult height and show dramatic as children move about and interact with others.

increases in strength, coordination, and balance. Parents and teachers are often

Each new

Cognitive development is supported as they explore and respond to the different ob-

surprised at how fast skills develop and how much energy it takes to keep up with growing youngsters.

skill builds a child's

jects they encounter. Children learn as they play and need
to be able to move freely in their environ-

Children quickly gain control over physical ment to grow to their full potential. They

their movements. This typically follows a natural sequence. Babies creep and

competence

are filled with energy and should be encouraged to use their arms, legs, fingers, and

crawl before they stand, walk, and run. and ability to hands to explore the world around them.

They swipe at objects first and then reach and grab. They grasp objects placed in their hands before they pick them up

do things indepen-

The Physical Development section of the GELS includes four standards for infants. Following is a brief summary of

dently.

Georgia Early Learning Standards: INFANTS

15

each standard and the indicators and sample behaviors that contribute to them:
1. Gross motor skills, which describes ways an infant gains control of head and body and demonstrates beginning coordination and balance, often with support;
2. Fine motor skills, which details ways an infant gains control of hands and fingers, and begins to coordinate motions using eyes and hands;
3. Self-help skills, which describes ways an infant begins to help with feeding, dressing, and personal hygiene; and
4. Health and safety skills, which describes ways an infant responds to verbal or physical signals of danger.

"Physical Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Infants section of the GELS are only a few that could have been chosen. They should be considered representative of the numerous physical accomplishments of infants.

Georgia Early Learning Standards: INFANTS

16 Physical Development: Birth to 12 months--Infants
Standard: The child will begin to develop gross motor skills. P0G*

Gains control of head and body P0G1

JulieAnn turns her head to look at the bright bunny hanging over the changing table.
P0G1a
LaMarcus turns his head from one side to the other while lying on his stomach. P0G1b
Madison rolls over onto her back from her stomach while lying on a mat on the floor.
P0G1c
Blake lifts his head and chest off the floor while lying on his stomach. P0G1d
Brooke sits up straight when her teacher places her on the floor. P0G1e
Samad sits in a high chair with trunk supports and holds his head up for eating.
P0G1f

Demonstrates beginning coordination and balance, often with support P0G2

Kelsey reaches for her pacifier. P0G2a
Octavius grabs his toes and pulls his foot toward his face. P0G2b
Gracie scoots on her tummy to reach for a ball. P0G2c
Enrique crawls on his hands and knees toward a stuffed animal. P0G2d
Antonia pulls up on the edge of a low table to stand. P0G2e
Trey holds onto his father's fingers and walks a few steps. P0G2f
Hannah holds onto the edge of the couch as she walks to her grandmother. P0G2g
Jason walks a few steps from one teacher to another. P0G2h

* Each entry in the chart is followed by a series of letters and numbers for reference purposes. The first character refers to the domain; the second, to the age group; the third, to the standard; the fourth, to the indicator; and the fifth, to the sample behavior.
Georgia Early Learning Standards: INFANTS

17 Physical Development: Birth to 12 months--Infants
Standard: The child will begin to develop fine motor skills. P0F

Gains control of hands and fingers P0F1
Begins to coordinate motions using eyes and hands P0F2

Brent puts his fingers in his mouth. P0F1a
Gabriela brings a rattle that is placed in her hand to her mouth. P0F1b
David grasps his favorite blanket, lets go, grasps it again, and lets go again. P0F1c
Renee transfers a toy key ring from one hand to the other. P0F1d
Michele dumps out all the shapes from the container. P0F1e
Landon, a visually impaired child, reaches out and feels the soft blocks on his high chair tray. P0F1f
Sally looks at her fingers and hands. P0F2a
Matthew reaches for the teething ring and brings it to his mouth. P0F2b
Aaron holds a block in each hand and bangs them together. P0F2c
Abbie crawls towards a stuffed bear and picks it up. P0F2d
Sergio puts a one-piece puzzle together, grasping the puzzle's knob in his hand. P0F2e

Georgia Early Learning Standards: INFANTS

18 Physical Development: Birth to 12 months--Infants
Standard: The child will begin to acquire self-help skills. P0S

Begins to help with feeding P0S1
Begins to help with dressing P0S2 Begins to help with personal hygiene P0S3

Yasmin moves her head around to get into position for breastfeeding. P0S1a Sammy puts his hands on the bottle while his Nana is feeding him in her lap. P0S1b Jeremy holds his own bottle while sitting in his mother's arms. P0S1c Theron feeds herself some finger foods.
P0S1d
Niaya holds a spoon and tries to get some food into her mouth. P0S1e James is starting to drink from his training cup. P0S1f
Melinda pulls her socks off. P0S2a Azali raises his arms when his mother puts his shirt on. P0S2b
Susie sometimes cries when her diapers are wet or soiled. P0S3a

Standard: The child will begin to practice healthy and safe habits. P0H

Responds to verbal or physical signal of danger P0H1
Georgia Early Learning Standards: INFANTS

Ruby backs away from the stove with her father's help as he says "Hot!" P0H1a
Riley, a hearing impaired child, holds himself closer to his mother when he sees her expression of alarm in the face of danger.
P0H1b

19
Georgia Early Learning Standards
Infants

Emotional and Social Development

Babies are social beings. The birth of a newborn typically is a time when family and friends gather to celebrate. Loving adults often respond to a baby's first sounds and

answer it with insecurity and doubt. Children who are consistently nurtured and supported become more emotionally secure and independent than those who are not.

smiles as if no other child has ever done this before.

Many early childhood professionals believe that

Joyful responses from adults are rewarded by more Emotional and Social Development is the most sig-

sounds and smiles from the child. These

nificant of all the domains. Very quickly

early interactions have lifelong implications ...early inter- young children begin to learn about them-

for the child's healthy emotional and social development.
A child's overall well-being is dependent on a nurturing and supportive environment with consistent caregivers. Parents and other adults who care for the child on a regular basis make a lasting impression

actions have lifelong
implications for the child's
healthy

selves and how to relate to adults and other children. For example, through play, they learn about getting along with others and how to solve interpersonal conflicts. At first they play alone, then side by side with other children, and finally, together with them.
As children mature they also develop

on the child's feelings about "Who am I?" A child who develops strong bonds with loving adults is more likely to answer that

emotional and social

the ability to regulate and control their own behavior and follow simple rules and routines in a group setting. These experiences,

question in a positive way. One who lacks development. in turn, influence the other areas of devel-

a caring foundation is more likely to

opment. Cognitive and language skills, for

Georgia Early Learning Standards: INFANTS

20

example, are enhanced when children work and play together. When children get along well, more learning can occur. When children have difficulties getting along, the learning process may be interrupted.
When encouraged to do so, young children express themselves creatively through language, art, music, and dramatic play. Adults play a significant role in supporting children's self-expression or restricting it. It is important for adults to understand that when children seem to be "just scribbling or messing with paint," "fooling around with musical instruments and singing," or "dressing up and being silly," they are actually engaged in creative self-expression.
The ability to be creative will be an asset later on in school when children are required to write papers, solve problems, and complete projects. And who knows which child will blossom into an artist, musician, or playwright? Or which will develop a lifelong creative outlet as a hobby? This is the time to encourage their creative inclinations.
The Emotional and Social Development section of the GELS includes three standards for infants.

Following is a brief summary of each standard and the indicators and sample behaviors that contribute to them:
1. Personal relationships with adults, which describes ways an infant shows attachment toward adults and reacts differently toward familiar and unfamiliar adults;
2. Personal relationships with peers, which details ways an infant shows awareness of other children and shows awareness of feelings displayed by other children;
3. Self-awareness, which describes ways an infant shows beginning sense of self and beginning awareness of own abilities.
"Emotional and Social Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Infants section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous emotional and social skills demonstrated by infants.

Georgia Early Learning Standards: INFANTS

21
Emotional and Social Development: Birth to 12 months--Infants
Standard: The child will begin to develop personal relationships with adults. S0A

Shows attachment toward significant adults S0A1
Reacts differently toward familiar and unfamiliar adults S0A2

Enid coos and smiles when her grandmother cuddles her in her lap. S0A1a
Cesreo looks at his mother's face and turns to her voice when she changes his diaper.
S0A1b
Millie reaches for her father when he comes over to her crib. S0A1c
Roland kicks his legs with excitement when Ms. Phyllis plays with him on his floor mat.
S0A1d
Gabriel looks to his aunt for help when he wants to get out of his baby seat. S0A1e
MaryBeth crawls toward her father and smiles when he comes into the classroom at the end of the day. S0A1f
Morgan stops crying when his teacher picks him up. S0A2a
Charlsey cries when her mother hands her to an unfamiliar relative. S0A2b
When his family child care provider carries him with her to answer the door, Dennie clings to her when he sees the mail carrier.
S0A2c
Katya snuggles into her father's shoulder when an unfamiliar person reaches out to pick her up. S0A2d
Aidan looks around to find his teacher; when he sees her smiling nearby, he continues to play contentedly. S0A2e

Georgia Early Learning Standards: INFANTS

22 Emotional and Social Development: Birth to 12 months--Infants
Standard: The child will begin to develop personal relationships with peers. S0P

Shows awareness of other children S0P1
Shows awareness of feelings displayed by other children S0P2

When his cousin comes up to him smiling and laughing,Tamio smiles and laughs too.
S0P1a
Alyson watches her brother playing on the floor and reaches toward him. S0P1b
Isaac looks toward another child in his class who is playing with a musical toy nearby.
S0P1c
Selena kicks her feet enthusiastically when she sees the other babies at Mrs. Mahoney's house. S0P1d
Sean touches his cousin's nose and hair with his hands. S0P1e
Nikki sits on the floor playing with her truck while other children in her class play nearby. S0P1f
Raul cries when he sees his sister crying. S0P2a
Delinda cries when she sees Sam fall down and start to cry. S0P2b
Neal starts laughing when he sees another baby laughing as they look at each other in the mirror. S0P2c

Georgia Early Learning Standards: INFANTS

23 Emotional and Social Development: Birth to 12 months--Infants
Standard: The child will begin to acquire self-awareness. S0SA

Shows beginning sense of self S0SA1
Shows beginning awareness of own abilities S0SA2

Xavier cries differently depending on whether he's hungry, tired, or wants attention. S0SA1a
Ariana uses body movements to express her feelings; she waves her arms and smiles when something pleases her and turns her head away to signal displeasure. S0SA1b
Leah makes sounds to respond when her teacher calls her name. S0SA1c
Patrick looks in the mirror, smiles, and points at his image. S0SA1d
Laurel kicks at the toys hanging from the floor gym in her classroom and smiles when the toys move. S0SA2a
Will touches his grandfather's nose and laughs when he says "honk, honk." S0SA2b
C.J. shakes the measuring spoons and giggles when they move and jingle. S0SA2c
When his teacher says, "Where is Farad's mouth?" Farad puts his finger to his mouth and grins. S0SA2d
Marie takes her first steps and smiles as her mother claps with pride. S0SA2e

Georgia Early Learning Standards: INFANTS

24
Georgia Early Learning Standards
Infants

Approaches to Learning

Early childhood is a time when children learn how to learn, and they approach this journey in different ways. The Approaches to Learning section of the standards describes

place by putting a sheet over a table. Even when the sheet falls off several times, they persist until they get it the way they want it. This kind of persistent cooperation falls in the emotional and social domain. An-

how children learn the skills, concepts, and behaviors other example of persistence, this time in the physical

in all the other domains. Curiosity, persistence, and domain, would be a child who attempts to pedal a

creative problem solving are aspects of Approaches to Learning.

The way

tricycle and has to struggle to coordinate the movements needed to make it go.

A child's sense of wonder and curiosity, for example, is evident whether digging through dirt to see what treasures might be found or looking intently at pictures in a

children approach learning

The ability to solve problems creatively is another learning approach that crosses all domains. Physical, social, language, and cognitive problems all require

book. In the first case the child is cognitively exploring the world of science; in the second, developing important literacy skills. The way children approach learning influences all areas of development.

influences all areas of development.

the ability to generate alternative and novel solutions at various times. Of course, some problems can be solved more straight forwardly like determining if there are enough napkins for the children at the snack table.

Similarly, the ability to be persistent is relevant to Others require a more inventive approach, however,

all developmental domains. As an illustration, two such as figuring out what to do if there is only one

children may be working together to make a hiding truck left and two children who want to play with it.

Georgia Early Learning Standards: INFANTS

25

As in the other domains, adult support for a child's individual approach to learning is critical. If children believe that there is only one answer to every question or one way to solve every problem, they can become frustrated and conclude that learning is difficult. In addition, they learn not to think about alternatives or different ways to look at problems. On the other hand, if they are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they can discover that learning is a series of rewarding challenges. "Mistakes" give us the opportunity to learn what doesn't work. "Successes" give us the opportunity to learn what does. Both are critical to a satisfying lifelong learning experience.
The Approaches to Learning section of the GELS includes one standard for infants. Following is a brief

summary of the standard and the indicators and sample behaviors that contribute to it:
Learning approaches that support school success, which describes how an infant begins to show curiosity by exploring with the senses and repeats actions.
"Approaches to Learning" encompasses a wide range of skills and behaviors. The standard, indicators, and sample behaviors included in the Infants section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous learning approaches demonstrated by infants.

Georgia Early Learning Standards: INFANTS

26
Approaches to Learning: Birth to 12 months--Infants
Standard: The child will begin to acquire learning approaches that support development and school success. A0L

Begins to show curiosity by exploring with the senses A0L1
Repeats actions A0L2
Georgia Early Learning Standards: INFANTS

Elyse watches the toy clown as her dad moves it in front of her. A0L1a
Ashley turns her head toward the sound when her teacher comes over to the crib and says her name. A0L1b
Robert looks at his hands and feet as he gets his diaper changed. A0L1c
Payton looks at her toy, holds it, waves it around, and puts it in her mouth; she uses her senses to explore a new object. A0L1d
Jorge feels the different textures in the carpet squares on the classroom floor as he crawls around the room. A0L1e
Linda tries new sensory experiences; she reaches for her mother's hair and tries to taste it. A0L1f
Ethan explores while playing; he crawls over to get the ball that is out of his reach.
A0L1g
Mark experiments with materials; he bangs blocks on the floor and on the table to hear the different sounds. A0L1h
Piper keeps shaking the rattle to hear the sound it makes. A0L2a
Moe repeatedly hits the toy hanging from the frame of his car seat to keep it moving.
A0L2b
Astrid repeatedly kicks at the toys dangling from the floor gym to keep them moving.
A0L2c
Ty entertains himself for short periods by playing with containers and lids. A0L2d

27
Georgia Early Learning Standards
Infants

Language and Literacy Development

Infants from every culture come into the world ready to communicate with sounds, words, and gestures. Babies' earliest cries let parents know that they are hungry, wet, or want attention.

are seen but not heard, and still others come from pictures and written materials.
An environment that is rich in language, both spoken and printed, supports language development.

They coo and babble when others talk to them to con- When children are surrounded by spoken language,

tinue the "conversation." Their facial expressions and they repeat the sounds and words they hear and learn

body language communicate pleasure and discontent. how to put sentences together and ask questions.

As they grow, their babbles turn into words and soon, sentences. It is truly amazing how

It is truly

When they see people reading and are exposed to many books, they learn that read-

quickly "baby talk" becomes mature spoken language.
As children learn to express them-

amazing how quickly

ing is enjoyable and valuable. There are two benefits for a child who sits in an adult's lap to listen to a story. The first is the en-

selves, they are also listening and learning from what they hear and see. They watch what others do, listen to what they say, and

"baby talk" becomes

joyment of looking at the pictures and hearing the story, and the second is the pleasure of snuggling with the loving adult who

absorb information from the world around them. Children are surrounded by the messages of language. Some messages

mature spoken

is reading. Both prepare children to be lifelong readers.
Writing is learned similarly, through a

come from spoken sounds and words, others from gestures and observations that

language.

print rich environment. Children observe adults writing and imitate them. At first the

Georgia Early Learning Standards: INFANTS

28

marks on the page look like dots and squiggles. Eventually, they begin to look like shapes that will later become letters and numbers. Toddlers experiment with crayons, paint, markers, and other materials as they learn about writing. They draw pictures too, to begin to show that they understand that putting things on paper is a way of communicating.
It is important to understand that the period from birth through age three is a time to learn what reading and writing are all about and to experiment, explore, and enjoy. It is not appropriate for children of this age to be expected to read letters and words, or write letters and numbers. Reading will come later, after they have had plenty of exposure to pictures, books, and stories. Writing will follow as well after they have had experiences that strengthen the muscles in their hands and fingers and have been encouraged to draw and scribble.
A critical consideration in the area of language and literacy development is that children will demonstrate skills in their home language first. If a child's family speaks a language other than English at home, one would expect the child to speak that language before English. If the family speaks both English and their native language, the child may use words from both languages easily. Similarly, a child with a hearing loss may to be taught sign language at an early age and might also use some type of adaptive device to communicate. All of the skills and behaviors included

throughout the GELS may be demonstrated in the child's home language, through sign language, or with adaptive equipment.
The Language and Literacy section of the GELS includes three standards for infants. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Receptive language, which describes the ways an infant responds to frequently spoken words and sounds and follows simple directions and requests;
2. Expressive language, which details the ways an infant uses motions and gestures to begin to communicate, uses sounds to communicate, uses sounds in social situations and begins to express self freely and creatively, using sounds;
3. Foundations for reading, which describes the ways an infant begins to attend to stories, explores books as objects, and becomes aware of pictures;
"Language and Literacy Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Infants section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous language and literacy accomplishments demonstrated by infants.

Georgia Early Learning Standards: INFANTS

29
Language and Literacy Development: Birth to 12 months--Infants
Standard: The child will begin to construct meaning from spoken words (receptive language). L0R

Responds to frequently spoken words and sounds L0R1
Follows simple directions and requests L0R2

Eve turns her head toward her mother's voice when she speaks to her. L0R1a
Rodney smiles when his brother calls his name. L0R1b
Fiona reaches for the bottle when her teacher says, "Your bottle is ready." L0R1c
Sebastian touches the mirror when his babysitter says "Where's the baby?" L0R1d
Helen turns to look at her teddy bear when her sister says,"Here's Teddy." L0R1e
Rafael waves his hand when his teacher says "Bye-bye, see you tomorrow." L0R1f
Yasmin opens her mouth for food when her grandmother says, "Open wide for some yummy peas." L0R2a
Yvonne crawls over to her aunt when she pats the floor next to her and asks, "Would you like to read a book with me?" L0R2b
Scott gives the stuffed dog to his physical therapist when she uses signs to ask for it.
L0R2c
When Roosevelt's father comes next to him and says "stop," Roosevelt looks at his dad and stops trying to take the cover off the outlet. L0R2d

Georgia Early Learning Standards: INFANTS

30
Language and Literacy Development: Birth to 12 months--Infants
Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)* L0E

Uses motions and gestures to begin to communicate nonverbally L0E1
Uses sounds to communicate L0E2
Georgia Early Learning Standards: INFANTS

Suzanne shows that she's interested in her rattle by reaching for it. L0E1a
Andre raises his arms to signal that he wants to be picked up. L0E1b
Erin kicks her legs against her high chair to signal that she wants to get down. L0E1c
Matteo closes his mouth when he doesn't want to eat. L0E1d
Tynisa laughs to show that she enjoys the funny faces her big brother makes. L0E1e
Jaden bounces and sways excitedly when he hears music playing. L0E1f
Wayne uses different cries and body movements to indicate he's hungry or tired.
L0E2a
Marika makes her voice louder when she wants someone to pay attention to her. L0E2b
Christine repeats sounds like "da-da-da" or "ba-ba." L0E2c
Asher babbles different sounds, consistent with his home language, as he hugs his stuffed rabbit. L0E2d
Daryn has a playful conversation when he makes a sound, his teacher imitates it, and then Daryn makes the sound again. L0E2e
Tia says "mama" to her mother's delight!
L0E2f
Jameson says a few words that his family can understand. L0E2g
Isabel makes sounds while pointing to her stuffed horse as if to ask "Will you get that for me?" L0E2h
continued...

31 Language and Literacy Development: Birth to 12 months--Infants
Standard: The child will begin to express thoughts with sounds, words, and (continued) gestures. (expressive language)* LOE

Uses sounds in social situations L0E3

Rina makes cooing sounds (ooh, ah, ee) when her aunt speaks to her. L0E3a
Nyconte makes sounds back and forth with his teacher while she's changing his clothes. L0E3b
Darla makes unhappy sounds as if to say "I don't like this." L0E3c
When Koi's mother plays "peek a boo" with him, Koi laughs and makes babbling sounds. L0E3d
Lissette babbles happily as she crawls into the lap of someone she knows. L0E3e

Begins to express self freely and creatively, using sounds L0E4

Pat smiles as she makes new and different babbling sounds; she seems to enjoy hearing her own voice. L0E4a
Ricardo makes sounds and claps his hands when he hears music playing. L0E4b

* "Words" may be spoken or signed, in English, the child's primary language, or with adaptive equipment.

Georgia Early Learning Standards: INFANTS

32 Language and Literacy Development: Birth to 12 months--Infants
Standard: The child will begin to develop the foundations for reading. L0FR

Begins to attend to stories L0FR1 Explores books as objects L0FR2
Becomes aware of pictures L0FR3

Marlena smiles when she sits in her grandfather's lap while he reads a story to her. L0FR1a
Roman sits and looks at his teacher who is telling a story with puppets. L0FR1b
Nikkia looks at the cover of a cardboard book that is placed on the floor in front of her. L0FR2a
Blossom watches from her infant seat while her big sister reads a picture book next to her. L0FR2b
Brad explores cloth and vinyl books by chewing on them. L0FR2c
Nicole reaches for a familiar book. L0FR2d
Dalen explores how a book works by opening and closing it. L0FR2e
Angela tries to turn the pages of a book while her uncle holds her in his lap. L0FR2f
Benji looks at the pictures of children's faces taped securely to the sides of the changing table. L0FR3a
Kendra points to individual pictures in a cardboard or vinyl book that has one picture on each page. L0FR3b

Georgia Early Learning Standards: INFANTS

33
Georgia Early Learning Standards
Infants

Cognitive Development

Babies are born to learn. They are inquisitive creatures ready to experience the world. When provided a stimulating, nurturing, and safe environment, they use all

brings them face to face with information. We could imagine that a baby might be thinking something like "What is this thing grownups call a rattle? It fits in my mouth; it makes a sound when I shake it; it feels hard

their senses to explore their surroundings. Infants on my tongue; it looks colorful. What happens when

touch and taste everything they can as they begin to I drop it?" Everything about it is a revelation.

learn about shape, size, texture, and function. They

A similar process continues for older children

look and listen to all that is around them and are es- each time they come across something new. The

pecially attracted to faces and voices. Babies recognize a parent's smell and some-

Infants touch

difference is the ability to connect the new experience with earlier ones. Children

times can be soothed by cuddling a piece and taste notice the similarities and differences

of cloth with their mother's scent. All of the senses help the infant begin to make

everything

among objects and begin to organize them into categories. All four legged animals

mental connections about the way the they can as might be called "doggie" for example, and

world works.

they begin to all vehicles on the road, "car." But it is

The cognitive domain is the area of development that focuses on thinking and

learn about

unlikely that the child would mistake a four legged animal for a four wheeled

processing information. Through play and shape, size, vehicle. Soon, the child's thinking becomes

exploration children begin the process of discovery. It's as if they are creating the world anew. Each object they encounter

texture, and function.

more refined and cats, dogs, and horses and cars, trucks, and buses can be identified separately.

Georgia Early Learning Standards: INFANTS

34

As children's cognitive abilities grow, they gain a sense of mastery over their world. They learn that their actions can cause something to happen -- pushing a button makes a choo-choo train go, for example. Putting a wand in some soap and blowing hard makes bubbles float in the air. They develop memory skills and can remember where they left their favorite book and can go and get it to read with grandma again.
They learn concepts like up, down, more, less, big, and small. They explore the outdoors and learn about wind, rain, sand, flowers, leaves, and bugs. They learn about their family, community, and the roles people play. With support and encouragement from adults, children gain confidence in their ability to solve problems and think creatively.
Children learn a tremendous amount in the first three years of life. For them to reach their potential, home and school environments must be stimulating places. Young children must have opportunities to explore objects, interact with people, be exposed to books, and play with materials they can manipulate. They must be encouraged to keep trying when they have difficulty and celebrate each step in the process of learning.
Once children enter school the cognitive domain typically is organized into the subject areas of mathematics, science, and social studies. For consistency, the cognitive development domain of the GELS is

organized the same way. It should be emphasized, however, that the standards, indicators, and sample behaviors in the GELS are foundational. They are skills, concepts, and behaviors that prepare young children for the more formal content areas they will study when they are school age.
The Cognitive Development section of the GELS includes three standards for infants. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Foundations for mathematical reasoning and logical thinking, which describes ways an infant explores objects with different shapes and sizes;
2. Early scientific inquiry skills, which describes ways an infant actively explores the environment; and
3. Foundations for social studies, which details ways an infant begins to recognize significant family and personal relationships.
"Cognitive Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Infants section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous cognitive accomplishments demonstrated by infants.

Georgia Early Learning Standards: INFANTS

35
Cognitive Development: Birth to 12 months--Infants
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C0M

Explores objects with different shapes and sizes C0M1

Paolo looks at the colorful shapes hanging from the mobile over his changing table. C0M1a
Suzi lays on a quilt on the floor; when she rolls over onto her stomach, she can see and touch the colorful shapes on it. C0M1b
Tate swipes at his mother's dangling round earrings. C0M1c
Bren chews on soft, cloth blocks; some are square, and some are round. C0M1d
Jayla sits on the floor with a big stuffed puppy in one arm and a little one in the other. C0M1e
Adan picks up the blanket to find the soft block underneath after he sees his teacher put it there. C0M1f
While crawling around his classroom, Abbott notices the pictures of large and small animals hanging along the bottom of the wall. C0M1g

Georgia Early Learning Standards: INFANTS

36
Cognitive Development: Birth to 12 months--Infants
Standard: The child will begin to demonstrate early scientific inquiry skills. C0S

Actively explores the environment C0S1

Clint stares at the black, white, and red pictures attached to the side of his crib. C0S1a
Jacqueline follows her father's fingers with her eyes as he wiggles them back and forth in front of her. C0S1b
Silas brings objects to his mouth in order to explore tastes and textures. C0S1c
Joselyn kicks at toys hanging from the floor gym in her classroom to make them move.
C0S1d
Rodolfo shakes the rattle repeatedly to hear the musical sounds. C0S1e
Samara looks intently at the stuffed panda bear in her hand for a sustained period of time. C0S1f
Quincy uses his senses together to explore the keys on the ring; he grasps them, looks at them, puts them in his mouth, and shakes them to hear them jingle. C0S1g
Gillian plays with cloth blocks in different ways; sometimes she shakes them to hear the bells inside; sometimes she throws them down, and sometimes she hits two together. C0S1h

Georgia Early Learning Standards: INFANTS

37
Cognitive Development: Birth to 12 months--Infants
Standard: The child will begin to develop foundations for social studies. C0SS

Begins to recognize significant family and personal relationships C0SS1

Arturo smiles when his grandfather picks him up out of his crib. C0SS1a
Lynn clings to her mother and turns her head away when an unfamiliar neighbor reaches out to touch her in the grocery store. C0SS1b
Budd laughs when his brother plays with him in the car. C0SS1c
Suzie reaches for Mrs. Reese when she is dropped off at her house for the day. C0SS1d

Georgia Early Learning Standards: INFANTS

38
Georgia Early Learning Standards
One Year Olds

Physical Development

Physical development is rapid in the first few years of life. Infants lose their "baby fat." Their brains, muscles, and bones grow in

themselves. Each new skill builds a child's physical competence and ability to do things independently.
Physical development supports development in

spurts. By the age of two,
children grow about half of their adult By the age of

other areas. For example, social development occurs as children move about

height and show dramatic increases in two, children and interact with others. Cognitive

strength, coordination, and balance. Parents and teachers are often surprised

grow about half

development is supported as they explore and respond to the different

at how fast skills develop and how much of their adult objects they encounter.

energy it takes to keep up with growing height and
youngsters.
Children quickly gain control over show dramatic

Children learn as they play and need to be able to move freely in their environment to grow to their full potential.

their movements. This typically follows a natural sequence. Babies creep and crawl before they stand, walk, and run. They swipe at objects first and then reach and

increases in strength, coordination, and

They are filled with energy and should be encouraged to use their arms, legs, fingers, and hands to explore the world around them.

grab. They grasp objects placed in their hands before they pick them up for

balance.

The Physical Development section of the GELS includes four standards for

Georgia Early Learning Standards: ONE YEAR OLDS

39

one year olds. Below is a brief summary of each standard and the indicators and sample behaviors that contribute to them:
1. Gross motor skills, which describes ways a one year old begins to control movements using arms and legs, demonstrates beginning coordination and balance, and expresses self through movement;
2. Fine motor skills, which details ways a one year old gains control of hands and fingers and shows eye-hand coordination;
3. Self-help skills, which describes ways a one year old helps with feeding, dressing, personal hygiene and routine tasks;
4. Health and safety skills, which describes ways a one year old responds to verbal or physical signals of danger and shows beginning awareness of personal health needs.

"Physical Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the One Year Olds section of the GELS are only a few that could have been chosen. They should be considered representative of the numerous physical accomplishments demonstrated by one year olds.

Georgia Early Learning Standards: ONE YEAR OLDS

40 Physical Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop gross motor skills. P1G*

Begins to control movements using arms and legs P1G1
Demonstrates beginning coordination and balance P1G2

Stacey climbs up on the sofa and gets back down. P1G1a
Jamaal climbs up the stairs on his hands and knees following his kitten. P1G1b
Lisa pushes a toy grocery cart in the home living center. P1G1c
Lucas pulls a wagon behind him. P1G1d
Bonita sits on a riding toy and tries to move it using both feet at the same time. P1G1e
Joey squats down to look under the table for a toy. P1G2a
Sally walks using an adaptive walker for support. P1G2b
Jeff walks by himself around the room. P1G2c
Jessica walks backwards a few steps. P1G2d
Thuy throws a large ball to the ground in front of her. P1G2e
Chase runs on the playground and sometimes falls down. P1G2f
Franco stands on his tiptoes to reach for a toy. P1G2g
Olivia holds her brother's hand and kicks a beach ball a short distance. P1G2h
continued...

* Each entry in the chart is followed by a series of letters and numbers for reference purposes. The first character refers to the domain; the second, to the age group; the third, to the standard; the fourth, to the indicator; and the fifth, to the sample behavior.

Georgia Early Learning Standards: ONE YEAR OLDS

41
Physical Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop gross motor skills. P1G
(continued)

Expresses self through movement P1G3

With the help of his physical therapist, Carter bounces up and down on a large exercise ball while the music is playing. P1G3a
Barbara kicks her legs and splashes in the bathtub, smiling and laughing as she gets all wet. P1G3b
Steven stands with his feet apart and sways to the music. P1G3c
As soon as the music comes on, Lynne dances around the room, moving her body in new and different ways. P1G3d
Eden performs for her grandparents; she dances to music from their home culture, and when they applaud, she dances some more.
P1G3e

Georgia Early Learning Standards: ONE YEAR OLDS

42 Physical Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop fine motor skills. P1F

Gains control of hands and fingers P1F1
Shows eye-hand coordination P1F2

Cami pushes the joystick of her wheelchair. P1F1a
Haley scribbles using crayons and markers.
P1F1b
Scott squeezes a wet sponge in the bathtub and smiles as the water drips. P1F1c
Giorgio puts large round pegs into the pegboard. P1F2a
Pat pulls apart a chain made with large pop beads. P1F2b
Trent stacks a few blocks on top of each other, then he knocks them down. P1F2c
Reagan uses her fingers to pick up small pieces of cereal. P1F2d
Manuel puts the large circle, square, and triangle pieces in a simple shape puzzle with knobs. P1F2e

Georgia Early Learning Standards: ONE YEAR OLDS

43 Physical Development: 12 to 24 months--1 year olds
Standard: The child will begin to acquire self-help skills. P1S

Helps with feeding P1S1
Helps with dressing P1S2
Helps with personal hygiene P1S3
Helps with routine tasks P1S4

Drew drinks from a sippy cup with little spilling. P1S1a
Tamara uses a spoon but may spill her food.
P1S1b
Ruth still uses her fingers sometimes when she eats. P1S1c
With his mother's help, Derek puts his arm into the sleeve of a shirt to help get dressed. P1S2a
Jenna is beginning to undress herself by pulling off large items of clothing such as her pajamas. P1S2b
Zachary puts his hat on his head when he goes outside. P1S2c
Haruka helps take her coat off when she arrives at the Center in the morning. P1S2d
Demetri sometimes points or says something when his diaper is wet or soiled to let his mother know. P1S3a
Peggy washes her hands with help. P1S3b
Cleon tries to brush his teeth with his toothbrush. P1S3c
Carolyn is beginning to clean up her toys; with help she can put a block into a container with other blocks. P1S4a

Georgia Early Learning Standards: ONE YEAR OLDS

44 Physical Development: 12 to 24 months--1 year olds
Standard: The child will begin to practice healthy and safe habits. P1H

Responds to verbal or physical signal of danger P1H1
Show beginning awareness of personal health needs P1H2

Sean stops playing with the electric outlet cover when his father says, "Stop!" P1H1a
Artie offers his hand to his mother at the top of the stairs to ask for help walking down. P1H1b
Gaby points to her crib when she is tired.
P1H2a

Georgia Early Learning Standards: ONE YEAR OLDS

45
Georgia Early Learning Standards
One Year Olds

Emotional and Social Development

Babies are social beings. The birth of a newborn typically is a time when family and friends gather to celebrate. Loving adults often respond to a baby's first sounds and

more likely to answer it with insecurity and doubt. Children who are consistently nurtured and supported become more emotionally secure and independent than those who are not.

smiles as if no other child has ever done this before.

Many early childhood professionals believe that

Joyful responses from adults are rewarded
by more sounds and smiles from the child. Children who

Emotional and Social Development is the most significant of all the domains.

These early interactions have lifelong implications for the child's healthy emotional and social development.
A child's overall well-being is depen-

are consistently nurtured and
supported

Very quickly young children begin to learn about themselves and how to relate to adults and other children. For example, through play, they learn about

dent on a nurturing and supportive environment with consistent caregivers. Parents and other adults who care for the child on a regular basis make a lasting

become more emotionally secure and

getting along with others and how to solve interpersonal conflicts. At first they play alone, then side by side with other children, and, finally, together with them.

impression on the child's feelings about "Who am I?" A child who develops strong

independent

As children mature they also develop the ability to regulate and control

bonds with loving adults is more likely to than those who their own behavior and follow simple

answer that question in a positive way. One who lacks a caring foundation is

are not.

rules and routines in a group setting. These experiences, in turn, influence the

Georgia Early Learning Standards: ONE YEAR OLDS

46

other areas of development. Cognitive and language skills, for example, are enhanced when children work and play together. When children get along well, more learning can occur. When children have difficulties getting along, the learning process may be interrupted.
When encouraged to do so, young children express themselves creatively through language, art, music, and dramatic play. Adults play a significant role in supporting children's self-expression or restricting it. It is important for adults to understand that when children seem to be "just scribbling or messing with paint," "fooling around with musical instruments and singing," or "dressing up and being silly," they are actually engaged in creative self-expression.
The ability to be creative will be an asset later on in school when children are required to write papers, solve problems, and complete projects. And who knows which child will blossom into an artist, musician, or playwright? Or which will develop a lifelong creative outlet as a hobby? This is the time to encourage their creative inclinations.
The Emotional and Social Development section of the GELS includes five standards for one year olds. Following is a brief summary of each standard and the indicators and sample behaviors that contribute to them:

1. Personal relationships with adults, which describes ways a one year old begins to build relationships with adults and shows feelings of security with familiar adults;
2. Personal relationship with peers, which details ways a one year old begins to relate to other children and shows awareness of feelings displayed by other children;
3. Self-awareness, which describes ways a one year old shows awareness of self as an individual and shows awareness of own abilities;
4. Self-control, which describes ways a one year old regulates emotions and behaviors with adult support and follows simple routines and rules in a group setting with adult support;
5. Self-expression, which illustrates ways a one year old expresses creativity through art and music and demonstrates imagination through dramatic play.
"Emotional and Social Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the One Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous emotional and social skills demonstrated by one year olds.

Georgia Early Learning Standards: ONE YEAR OLDS

47 Emotional and Social Development: 12 to 24 months--1 year olds

Standard: The child will begin to develop personal relationships with adults. S1A

Begins to build relationships with adults S1A1
Shows feelings of security with familiar adults S1A2
Georgia Early Learning Standards: ONE YEAR OLDS

Megan walks over to Ms. Sandra and tugs on her slacks to let her know she wants to sit in her lap. S1A1a
Dalton goes into the kitchen to be near his mother and sits down on the floor to play with his blocks. S1A1b
SueEllen brings a book to her teacher and looks on excitedly as she begins to read it to her. S1A1c
Esteban looks over at his grandfather to see if it is all right to climb up on the big chair. S1A1d
Ava is at a family gathering with some unfamiliar people; she smiles and runs to the door when her favorite aunt arrives.
S1A1e
Kevin smiles at his teacher as he slides down the slide. S1A1f
Kip holds his arms up for a hug when his teacher comes into his home. S1A2a
Faith calms down when her father picks her up after she fell down. S1A2b
Cameron's parents drop him off at Ms. Sophia's house every day when they go to work; whenever a new child or adult arrives, Cameron stays very close to Ms. Sophia.
S1A2c
Desiree walks a few steps away from the table in the restaurant and then runs back to her mother when the waiter approaches.
S1A2d
Alex eagerly runs and hugs his teacher when he enters the classroom. S1A2e

48
Emotional and Social Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop personal relationships with peers. S1P

Begins to relate to other children S1P1
Shows awareness of feelings displayed by other children
S1P2

Adam joins the other children who are making cookies with Ms. Mary in her kitchen.
S1P1a
Michaela makes silly faces when she sees the other children making them. S1P1b
Charles plays with the connecting blocks when his big brother sits down to play with them too. S1P1c
Ida plays with the stacking toys right next to two other children who are playing with their own sets of stacking toys. S1P1d
Olive takes a toy car away from another child and says "mine"; her teacher comes over and helps them find another car, so they can each play with one. S1P1e
Manuelito tries to hop like a rabbit when he sees another child doing it. S1P1f
Hanan smiles and gives Rachel a hug when she comes to the Center in the morning. S1P1g
Ed stops playing and watches when Mike starts to cry. S1P2a
Mackenzie cuddles her stuffed donkey for comfort when she sees that Molly is upset and crying. S1P2b
Reynolds laughs and claps when he sees Foster laughing and clapping as their teacher sings a song. S1P2c

Georgia Early Learning Standards: ONE YEAR OLDS

49 Emotional and Social Development: 12 to 24 months--1 year olds
Standard: The child will begin to acquire self-awareness. S1SA

Shows awareness of self as an individual S1SA1
Shows awareness of own abilities S1SA2

Maya expresses her preference when she chooses the enchilada to eat and leaves the carrots on her plate. S1SA1a
Damiane points at himself in the mirror and says "Damee". S1SA1b
Claire expresses emotions that fit the situation; she smiles and laughs when she's happy, cries when she's upset, and claps when she's excited. S1SA1c
Antnio chooses to play in the block area whenever he has a chance; he prefers this area of the classroom above all the rest. S1SA1d
Shellyya brings a book to her teacher and assertively says "book," letting her teacher know that she wants her to read it. S1SA1e
Donatella smiles proudly when she walks all the way across the room to her grandmother. S1SA2a
Tobias takes the spoon out of his teacher's hand and tries to feed himself. S1SA2b
Sofia tries to fit a small container into a larger one and gets excited when she succeeds. S1SA2c
Ian tries to put the circle into the shape puzzle and claps when it fits. S1SA2d
Melanie climbs up the ladder to the toddler playhouse and proudly looks to see if her teacher is watching. S1SA2e

Georgia Early Learning Standards: ONE YEAR OLDS

50 Emotional and Social Development: 12 to 24 months--1 year olds
Standard: The child will begin to demonstrate self-control. S1SC

Regulates emotions and behaviors with adult support S1SC1
Follows simple routines and rules in a group setting with adult support S1SC2

Ellie stops what she is doing and looks up when her teacher calls her name. S1SC1a
Corey sits for a short period and looks at a book with his teacher. S1SC1b
Ritu gets angry and shrieks because Tamar is playing with the doll she wants; she calms down when her teacher shows her another one she can use. S1SC1c
Layton climbs down off the step stool when he sees his mother's disapproving look. S1SC1d
Trina stops before she touches the oven when her mother says "Hot!" S1SC1e
Hector and his grandmother go to the library for Toddler Story Time; Hector sits in her lap as the librarian reads a short story using props. S1SC2a
Mercedes follows her teacher outside when it's time to go to the playground. S1SC2b
Donovan chooses to sit on the rug as his teacher begins to tell a story with a puppet; in a few minutes he gets up and goes to play.
S1SC2c

Georgia Early Learning Standards: ONE YEAR OLDS

51 Emotional and Social Development: 12 to 24 months--1 year olds
Standard: The child will begin to engage in self-expression. S1SE

Expresses self creatively through art and music S1SE1
Demonstrates imagination through dramatic play S1SE2

Michael paints on paper with finger paints.
S1SE1a
Ochoa shakes maracas while music is playing. S1SE1b
Ariana smiles as she explores what it's like to scribble with a crayon. S1SE1c
Ramn puts the telephone to his ear and makes sounds as if he is speaking to someone.
S1SE2a
Marcia imitates her big sister by putting her arm through her purse strap and trying to pick it up. S1SE2b
Dan pretends to feed a cracker to his teddy bear. S1SE2c
Keala uses imagination when she pretends to open the door with a key at Ms. Rebecca's house. S1SE2d
Ronnie puts the stuffed elephant in the stroller and takes it for a ride in the Dramatic Play area in his classroom. S1SE2e
Skye pretends to be just like her daddy when she puts his baseball cap on her head and laughs. S1SE2f

Georgia Early Learning Standards: ONE YEAR OLDS

52
Georgia Early Learning Standards
One Year Olds

Approaches to Learning

Early childhood is a time when children learn how to learn, and they approach this journey in different ways. The Approaches to Learning section of the standards describes

As an illustration, two children may be working together to make a hiding place by putting a sheet over a table. Even when the sheet falls off several times, they persist until they get it the way they want it. This

how children learn the skills, concepts, and behaviors kind of persistent cooperation falls in the emotional

in all the other domains. Curiosity, per-

and social domain. Another example of

sistence, and creative problem solving are "Mistakes"

persistence, this time in the physical

aspects of Approaches to Learning.

give us the

A child's sense of wonder and curi-

osity, for example, is evident whether dig- opportunity to

domain, would be a child who attempts to pedal a tricycle and has to struggle to coordinate the movements needed

ging through dirt to see what treasures learn what

to make it go.

might be found or looking intently at pictures in a book. In the first case the child

doesn't work.

is cognitively exploring the world of "Successes"

The ability to solve problems creatively is another learning approach that crosses all domains. Physical, social,

science; in the second, developing important literacy skills. The way children approach learning influences all areas of development.

give us the opportunity to learn what

language, and cognitive problems all require the ability to generate alternative and novel solutions at various times. Of course, some problems can be solved

Similarly, the ability to be persistent is relevant to all developmental domains.

does.

more straightforwardly like determining if there are enough napkins for the

Georgia Early Learning Standards: ONE YEAR OLDS

53

children at the snack table. Others require a more inventive approach, however, such as figuring out what to do if there is only one truck left and two children who want to play with it.
As in the other domains, adult support for a child's individual approach to learning is critical. If children believe that there is only one answer to every question or one way to solve every problem, they can become frustrated and conclude that learning is difficult. In addition, they learn not to think about alternatives or different ways to look at problems. On the other hand, if they are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they can discover that learning is a series of rewarding challenges. "Mistakes" give us the opportunity to learn what doesn't work. "Successes" give us the opportunity to learn what does. Both are critical to a satisfying lifelong learning experience.

The Approaches to Learning section of the GELS includes one standard for one year olds. Following is a brief summary of the standard and the indicators and sample behaviors that contribute to it:
Learning approaches that support school success, which describes how a one year old begins to show curiosity in the environment, begins to focus on activities of interest and begins to find different ways to solve simple problems.
"Approaches to Learning" encompasses a wide range of skills and behaviors. The standard, indicators, and sample behaviors included in the One Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous learning approaches demonstrated by one year olds.

Georgia Early Learning Standards: ONE YEAR OLDS

54
Approaches to Learning: 12 to 24 months--1 year olds
Standard: The child will begin to acquire learning approaches that support development and school success. A1L

Begins to show curiosity in the environment A1L1

Gregory explores while playing; he dumps out all the toys in the bucket and plays with a few that appeal to him. A1L1a
Livia tries new sensory experiences; she puts her hands in the wet sand and giggles as she squishes it between her fingers. A1L1b
Rajeed chooses to engage in unfamiliar activities; he goes over to watch when a visitor comes to class to make quesadillas for lunch and then enjoys tasting them. A1L1c
Meghan explores with her senses; when she and her grandmother blow bubbles outside Meghan helps shake the wand, tries to catch a bubble, and giggles when one lands on her leg and pops. A1L1d
Tyrus is curious about the sound he hears coming from the sky; when he looks up and points overhead his father tells him, "That is an airplane!" A1L1e
Julianna experiments with materials; she plays with a sponge and a cup in the bathtub and is delighted to splash and pour water on herself. A1L1f
Abe shows interest in learning new things; he points to a picture he doesn't recognize in the animal book, and Ms. Lydia tells him it is a skunk. A1L1g
continued...

Georgia Early Learning Standards: ONE YEAR OLDS

55 Approaches to Learning: 12 to 24 months--1 year olds

Standard: The child will begin to acquire learning approaches that support (continued) development and school success. A1L

Begins to focus on activities of interest A1L2
Begins to find different ways to solve simple problems A1L3
Georgia Early Learning Standards: ONE YEAR OLDS

Maurice sustains attention in an independent activity for a short period of time; he sits on the floor and plays with measuring cups, trying to fit them inside each other in various ways. A1L2a
Nora works toward completing a task; with her mother's help she tries various shapes in the shape sorter until she finds one that fits. A1L2b
Kaylie sustains attention in an activity with an adult; she sits with her teacher on the floor and stacks rings on a tube. A1L2c
Orlando is developing the ability to follow through on a task; he searches through his toy box until he finds the engine to his train. A1L2d
Emily Rose stays engaged in some activities for an extended period of time; she insists that her mother sing the same song over and over, and she sings a few of the words with her. A1L2e
Felipe shows flexibility in his approach; first he tries to pull up the flap to find the mouse inside the pop up toy; when that doesn't work, he turns the dial and claps with excitement when the mouse pops up. A1L3a
When Maddie can't find her little lamb, she takes initiative to find it on her own; she looks on the sofa, on the chair, and finally finds it in her stroller. A1L3b
Kimberlin is inventive when she discovers there aren't any shovels in the sandbox; she finds a stick and uses it to dig instead. A1L3c
Tyrell finds a creative solution when he brings a sturdy box over to the counter in his classroom and stands on it to try to reach the water fountain. A1L3d

56
Georgia Early Learning Standards
One Year Olds

Language and Literacy Development

Infants from every culture come into the world ready to communicate with sounds, words, and gestures. Babies' earliest cries let parents know that they are hungry, wet, or want attention.

others from gestures and observations that are seen but not heard, and still others come from pictures and written materials.
An environment that is rich in language, both spo-

They coo and babble when others talk to them to con- ken and printed, supports language development.

tinue the "conversation." Their facial expressions and When children are surrounded by spoken language,

body language communicate pleasure and discontent.

they repeat the sounds and words they

As they grow, their babbles turn into words and soon, sentences. It is truly amazing

As children

hear and learn how to put sentences together and ask questions. When they

how quickly "baby talk" becomes mature learn to express see people reading and are exposed to

spoken language.

themselves, many books, they learn that reading is

As children learn to express themselves, they are also listening and learning

they are also

enjoyable and valuable. There are two benefits for a child who sits in an adult's

from what they hear and see. They watch listening and lap to listen to a story. The first is the

what others do, listen to what they say, and absorb information from the world

learning from

around them. Children are surrounded by what they hear

enjoyment of looking at the pictures and hearing the story, and the second is the pleasure of snuggling with the loving

the messages of language. Some messages come from spoken sounds and words,

and see.

adult who is reading. Both prepare children to be lifelong readers.

Georgia Early Learning Standards: ONE YEAR OLDS

57

Writing is learned similarly, through a print rich environment. Children observe adults writing and imitate them. At first the marks on the page look like dots and squiggles. Eventually, they begin to look like shapes that will later become letters and numbers. Toddlers experiment with crayons, paint, markers, and other materials as they learn about writing. They draw pictures too, to begin to show that they understand that putting things on paper is a way of communicating.
It is important to understand that the period from birth through age three is a time to learn what reading and writing are all about and to experiment, explore, and enjoy. It is not appropriate for children of this age to be expected to read letters and words, or write letters and numbers. Reading will come later, after they have had plenty of exposure to pictures, books, and stories. Writing will follow as well after they have had experiences that strengthen the muscles in their hands and fingers and have been encouraged to draw and scribble.
A critical consideration in the area of language and literacy development is that children will demonstrate skills in their home language first. If a child's family speaks a language other than English at home, one would expect the child to speak that language before English. If the family speaks both English and their native language, the child may use words from both languages easily. Similarly, a child with a hearing loss may to be taught sign language at an early age and might also use some type of adaptive device to communicate. All of the skills and behaviors included throughout the GELS may be demonstrated in the

child's home language, through sign language, or with adaptive equipment.
The Language and Literacy section of the GELS includes four standards for one year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Receptive language, which describes the ways a one year old responds to spoken words and follows directions and requests;
2. Expressive language, which details the ways a one year old communicates nonverbally, using motions and gestures; demonstrates beginning oral language skills, using sounds and words; uses sounds and words in social situations; begins to express self freely and creatively, using sounds and words; and asks simple questions;
3. Foundations for reading, which describes the ways a one year old listens to stories for short periods of time, begins to explore the physical features of a book, and becomes aware of pictures in print;
4. Foundations for writing, which details the ways a one year old scribbles spontaneously.
"Language and Literacy Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the One Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous language and literacy accomplishments demonstrated by one year olds.

Georgia Early Learning Standards: ONE YEAR OLDS

58
Language and Literacy Development: 12 to 24 months--1 year olds
Standard: The child will to begin construct meaning from spoken words. (receptive language) L1R

Responds to spoken words L1R1
Follows simple directions and requests L1R2

Deondra looks at many objects when they are named even though she can't say the words yet. L1R1a
Mick picks up a spoon when his uncle tells him to use it instead of eating with his fingers.
L1R1b
Alicia points to her eyes, nose, and mouth when asked. L1R1c
Sonjay points to his puppy when someone asks, "Where's Wishbone?" L1R1d
Jesse walks over to his father when he opens his arms wide and says,"Give me a hug." L1R1e
Dora goes over to the snack table when her teacher asks if she's hungry. L1R1f
Emil goes over to the sink when his teacher says, "It's time to wash hands for lunch." L1R2a
Charlotte gets down from the sofa when her big sister tells her to do so. L1R2b
Quintavius gets his jacket from his cubby and brings it to Mrs.Watson as she asked.
L1R2c
Shayna picks up the book and brings it to her grandfather when he asks her to. L1R2d

Georgia Early Learning Standards: ONE YEAR OLDS

59
Language and Literacy Development: 12 to 24 months--1 year olds
Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)* L1E

Communicates nonverbally, using motions and gestures L1E1
Demonstrates beginning oral language skills, using sounds and words L1E2
Georgia Early Learning Standards: ONE YEAR OLDS

Iraj pulls his bib off when he's through eating. L1E1a
Elizabeth shakes her head "no" when her stepfather asks if she is hungry. L1E1b
Chip waves at his mother when she drops him off at Mrs. Moore's house for the day.
L1E1c
Paula sometimes kicks her feet when she is angry to signal that she doesn't know how to use her words yet. L1E1d
Grayson walks over to his high chair to show his teacher that he is ready to eat. L1E1e
Fareed exclaims "uh-oh!" when he drops his spoon to the floor. L1E2a
Roco babbles strings of word-like sounds using the sounds and inflections of her home language. L1E2b
Neil says "bye" when his father takes him to the car to go for a ride. L1E2c
Lakita says, "Pooh" as she points to her stuffed bear. L1E2d
Jeremiah sees the tray of fruit and answers the question "What do you want to eat?" by signing "apple." L1E2e
Paula says, "car side" when she wants to take her toy car outside. L1E2f
Cameron says, "more cookie" while eating dessert. L1E2g
Kassidy and her friends can say/sign about 15 different words, although they may be hard to understand. L1E2h
continued...

60 Language and Literacy Development: 12 to 24 months--1 year olds
Standard: The child will begin to express thoughts with sounds, words, and (continued) gestures. (expressive language)* L1E

Uses sounds and words in social situations L1E3
Begins to express self freely and creatively, using sounds and words L1E4

Tanner makes word sounds and points to the riding toy to let his teacher know that he needs help getting on it. L1E3a
Anna says something that sounds like "hola!" when her mother comes to pick her up from the Center at the end of the day.
L1E3b
Grant can say "yes" and "no" to let adults know what he wants. L1E3c
Lola talks into the play telephone as if she is having a conversation with a friend.
L1E3d
Cooper makes word sounds back to his teacher, so they can have a conversation. L1E3e
Taryn uses word sounds as she plays in the kitchen with the pots and pans. L1E4a
Diego makes noises like a cat, a dog, and a train while he plays. L1E4b
Carla sings a few words and sounds and claps her hands while her grandfather watches and smiles. L1E4c

Armida pushes the stroller to the door as if to ask "Can we go outside?" L1E5a

Asks simple questions L1E5

Rakeem, a hearing impaired child, finds his blanket to ask, "Is it naptime?" L1E5b

Marshall says, "nana?" to ask "Can I have a banana?" L1E5c

Clarissa asks,"Kitty gone?" when she can't find her cat. L1E5d

* "Words" may be spoken or signed, in English, the child's primary language, or with adaptive equipment.

Georgia Early Learning Standards: ONE YEAR OLDS

61 Language and Literacy Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop foundations for reading. L1FR

Listens to stories for short periods of time L1FR1
Begins to explore physical features of a book L1FR2
Becomes aware of pictures in print L1FR3

Laurie makes pleasant sounds when her aunt shows her the pictures in a short book.
L1FR1a
Mike watches his teacher when she does a short fingerplay; he wiggles his fingers too.
L1FR1b
Glenda sits in her mother's lap and listens to a story for a few minutes. L1FR1c
Ricky gets his stuffed tiger after seeing one in the book his big sister was reading to him.
L1FR1d
Dalia likes to carry a cardboard book around with her. L1FR2a
Calvin brings a book to his teacher to read to him. L1FR2b
Anastasia turns the pages of a cloth book but might turn several at a time. L1FR2c
Elias points to a few pictures when he is looking at a book at Mrs.Winslow's house.
L1FR2d
Rowan turns a book right side up when her cousin gives it to her upside down. L1FR2e
Jeffery points to the picture of the dog when his teacher asks him, "Where's the dog?" as they look at a familiar book. L1FR3a
Stella says, "baby" when her grandmother points to the picture and says "What's this?"
L1FR3b

Georgia Early Learning Standards: ONE YEAR OLDS

62 Language and Literacy Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop foundations for writing. L1FW

Scribbles spontaneously
L1FW1

Damarius makes a few dots on paper with a fat crayon. L1FW1a
Viviana makes random marks on paper with a marker. L1FW1b

Georgia Early Learning Standards: ONE YEAR OLDS

63
Georgia Early Learning Standards
One Year Olds

Cognitive Development

Babies are born to learn. They are inquisitive creatures ready to experience the world. When provided a stimulating, nurturing, and safe environment, they use all

brings them face to face with information. We could imagine that a baby might be thinking something like "What is this thing grownups call a rattle? It fits in my mouth; it makes a sound when I shake it; it feels hard

their senses to explore their surroundings. Infants on my tongue; it looks colorful. What happens when

touch and taste everything they can as they begin to I drop it?" Everything about it is a revelation.

learn about shape, size, texture, and function. They

A similar process continues for older children

look and listen to all that is around them and are each time they come across something new. The dif-

especially attracted to faces and voices. Babies recog- ference is the ability to connect the new experience

nize a parent's smell and sometimes can be soothed with earlier ones. Children notice the similarities and

by cuddling a piece of cloth with their

differences among objects and begin to

mother's scent. All of the senses help the As children's

infant begin to make mental connections

about the way the world works.

cognitive abili-

organize them into categories. All four legged animals might be called "doggie" for example, and all vehicles on the road,

The cognitive domain is the area of ties grow, they "car." But it is unlikely that the child

development that focuses on thinking and gain a sense of
processing information. Through play and
exploration children begin the process of mastery over

would mistake a four legged animal for a four wheeled vehicle. Soon, the child's thinking becomes more refined and cats,

discovery. It's as if they are creating the their world.
world anew. Each object they encounter

dogs, and horses and cars, trucks, and buses can be identified separately.

Georgia Early Learning Standards: ONE YEAR OLDS

64

As children's cognitive abilities grow, they gain a sense of mastery over their world. They learn that their actions can cause something to happen -- pushing a button makes a choo-choo train go, for example. Putting a wand in some soap and blowing hard makes bubbles float in the air. They develop memory skills and can remember where they left their favorite book and can go and get it to read with grandma again.
They learn concepts like up, down, more, less, big, and small. They explore the outdoors and learn about wind, rain, sand, flowers, leaves, and bugs. They learn about their family, community, and the roles people play. With support and encouragement from adults, children gain confidence in their ability to solve problems and think creatively.
Children learn a tremendous amount in the first three years of life. For them to reach their potential, home and school environments must be stimulating places. Young children must have opportunities to explore objects, interact with people, be exposed to books, and play with materials they can manipulate. They must be encouraged to keep trying when they have difficulty and celebrate each step in the process of learning.
Once children enter school the cognitive domain typically is organized into the subject areas of mathematics, science, and social studies. For consistency, the cognitive development domain of the GELS is organized the same way. It should be emphasized, however, that the standards, indicators, and sample behaviors in the GELS are foundational. They are skills, concepts, and behaviors that prepare young

children for the more formal content areas they will study when they are school age.
The Cognitive Development section of the GELS includes three standards for one year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Foundations for mathematical reasoning and logical thinking, which describes ways a one year old explores basic shapes, begins to sort and match objects with guidance, shows awareness of early concepts related to amount, explores concepts related to measurement and begins to solve simple problems using logical reasoning;
2. Early scientific inquiry skills, which describes ways a one year old actively explores the environment, uses sounds and simple words to describe things in the environment, uses sounds and simple words to ask questions about the environment, and uses simple tools;
3. Foundations for social studies, which details ways a one year old recognizes significant family and personal relationships and begins to recognize individual preferences and differences.
"Cognitive Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the One Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous cognitive accomplishments demonstrated by one year olds.

Georgia Early Learning Standards: ONE YEAR OLDS

65
Cognitive Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C1M

Explores basic shapes C1M1
Begins to sort and match objects with guidance C1M2

Jermaine tries to put the round shape in different holes in the shape box and sometimes he finds where it fits. C1M1a
Shelandria plays with pots and lids and tries to fit them together. C1M1b
Akashi fits the large round puzzle piece in its place in the one-piece puzzle. C1M1c
Janie helps her big brother sort the laundry by finding some socks when he asks her for them. C1M2a
Amari gets another small ball when his teacher asks him to get one just like the one she has. C1M2b
Jim helps his mother sort the silverware by handing her the spoons and then the forks when she asks him for each one. C1M2c
Mandy chooses the big container instead of the small one when her aunt asks her to give her the big one, so she can put away the leftover spaghetti. C1M2d
Rufus places the jack in the box on the picture of the jack in the box on the shelf at clean up time. C1M2e
continued...

Georgia Early Learning Standards: ONE YEAR OLDS

66
Cognitive Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C1M

Shows awareness of early concepts related to amount C1M3
Explores concepts related to measurement C1M4
Begins to solve simple problems using logical reasoning C1M5
Georgia Early Learning Standards: ONE YEAR OLDS

Armand gives his uncle his cup of juice and says "awgone," to let him know it is all gone. C1M3a
When Marti's grandmother finishes singing a song, Marti says "gen," so she sings it again.
C1M3b
Virginia makes the sign for "more" to let Ms. Rae know that she wants more crackers from the jar in her kitchen. C1M3c
DeMarcus begins to learn number words when he tries to sing along as his teacher sings a counting song. C1M3d
Austin puts one colored plastic egg into each section of the egg carton. C1M3e
Khalil plays with different size containers at the water table in his classroom. C1M4a
Whitney tries to fit herself inside a box; she almost fits. C1M4b
Franklin stacks a few blocks on top of each other. C1M4c
Pilar nests a smaller cup inside a larger one.
C1M4d
Gavin puts the large circle, triangle, and square pieces in the puzzle; each piece has a knob and fits in its own separate space.
C1M5a
Jarrett finds his teddy bear under the blanket and the sheet in his parents' bed; he realizes that the teddy bear is still there even though he can't see it. C1M5b
India explores how objects relate to one another; she tries to put a big block in a small box, tries to fit her foot into her mother's shoe, and tries to fit a square shape in a round hole. C1M5c

67
Cognitive Development: 12 to 24 months--1 year olds
Standard: The child will begin to demonstrate early scientific inquiry skills. C1S

Actively explores the environment C1S1
Uses sounds and simple words to describe things in the environment C1S2

Jamari observes the fish in the class aquarium to see how they swim around. C1S1a
Lucia feels the texture of the flowers in the yard by touching the petals. C1S1b
Jonas watches the bubbles and tries to catch them when his cousin blows them outside. C1S1c
Buffy searches for the ball that has rolled behind the toy box. C1S1d
Dechelle explores the leaves that have fallen on the playground at the Center; she crumbles them in her hands. C1S1e
Kenny investigates cause and effect when he puts the ball on the small slide and watches it roll down. C1S1f
Alanna investigates cause and effect when she pushes the button on the toy telephone to make it ring. C1S1g
Eduardo identifies his nose, mouth, and eyes by pointing to them and making sounds. C1S2a
Breanna points to her cat and says "meow". C1S2b
Parker tastes his spaghetti and says "hot."
C1S2c
Akemi sits on the floor and points to the toys she sees a ball, a dog, and an airplane; she names each one for her teacher in her home language. C1S2d
Dashawn uses the same word, "tuck," whenever he sees a truck, car, or bus any large vehicle with wheels. C1S2e
Gracie says "wet" when she splashes herself with water. C1S2f
continued...

Georgia Early Learning Standards: ONE YEAR OLDS

68
Cognitive Development: 12 to 24 months--1 year olds
Standard: The child will begin to to demonstrate early scientific inquiry skills. C1S
(continued)

Uses sounds and simple words to ask questions about the environment C1S3
Uses simple tools C1S4

Mariana points to a butterfly on her teacher's apron and says "bug?" C1S3a
Jaime says "hot?" before getting into the bathtub. C1S3b
Kendra hears barking and says "doggie?"
C1S3c
Keith hears a car driving up to his house and says "Daddy?" C1S3d
Bryce asks an adult to pick him up to reach a toy on the shelf. C1S4a
Asia uses a broom to help sweep the leaves from the sidewalk. C1S4b
Troy turns the handle on the music box to make the music play and the clown pop up.
C1S4c
Holly pulls the string to bring the toy duck closer to her. C1S4d
Brock pushes a toy cart, seeing how it works. C1S4e

Georgia Early Learning Standards: ONE YEAR OLDS

69
Cognitive Development: 12 to 24 months--1 year olds
Standard: The child will begin to develop the foundations for social studies. C1SS

Recognizes significant family and personal relationships C1SS1
Begins to recognize individual preferences and differences C1SS2

Bridget says "Nana" when her grandmother comes into the room. C1SS1a
Jerry says "Papa" when his father arrives at the Center to pick him up. C1SS1b
Yesenia runs to her mother when an unfamiliar child approaches her at the park.
C1SS1c
Myles points to his puppy and calls her by name. C1SS1d
Emilee points to a picture of her brother, Drew, and says "Du." C1SS1e
Blanquita notices that Freddy is playing with her favorite toy; she goes over to him, says "mine" and takes it back. C1SS2a
Truman and three other children stay at Mrs. Lowell's house during the day; at naptime he picks his favorite "blankie" from among the others to take to his mat. C1SS2b

Georgia Early Learning Standards: ONE YEAR OLDS

70
Georgia Early Learning Standards
Two Year Olds

Physical Development

Physical development is rapid in the first few years of life. Infants lose their "baby fat." Their

Parents and teachers are

brains, muscles, and bones often surprised

grow in spurts. By the age of two, children

grow about half of their adult height and at how fast skills

show dramatic increases in strength, coordination, and balance. Parents and teachers are often surprised at how fast

develop and how much

skills develop and how much energy it energy it takes

takes to keep up with growing youngsters.
Children quickly gain control over their movements. This typically follows a

to keep up with growing

them up for themselves. Each new skill builds a child's physical competence and ability to do things independently.
Physical development supports development in other areas. For example, social development occurs as children move about and interact with others. Cognitive development is supported as they explore and respond to the different objects they encounter.
Children learn as they play and need to be able to move freely in their envi-

natural sequence. Babies creep and crawl youngsters. ronment to grow to their full potential.

before they stand, walk, and run. They

They are filled with energy and should

swipe at objects first and then reach and grab. They be encouraged to use their arms, legs, fingers, and

grasp objects placed in their hands before they pick hands to explore the world around them.

Georgia Early Learning Standards: TWO YEAR OLDS

71

The Physical Development section of the GELS includes four standards for two year olds. Below is a brief summary of each standard and the indicators and sample behaviors that contribute to them:
1. Gross motor skills, which describes ways a two year old controls body movements, demonstrates coordination and balance, and expresses creativity through movement;
2. Fine motor skills, which details ways a two year old controls hands and fingers and shows eye-hand coordination;
3. Self-help skills, which describes ways a two year old acquires abilities such as feeding, helping with dressing, toileting, personal hygiene, and other routine tasks; and
4. Health and safety skills, which describes ways a two year old pays attention to safety instructions, begins to attend to personal health needs and names different foods.

"Physical Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Two Year Olds section of the GELS are only a few that could have been chosen. They should be considered representative of the numerous physical accomplishments demonstrated by two year olds.

Georgia Early Learning Standards: TWO YEAR OLDS

72 Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop gross motor skills. P2G*

Controls body movements P2G1

Martha climbs up the steps on the toddler slide and slides down. P2G1a
Carson walks up and down stairs, putting both feet on each step, and holding on to his foster mother's hand. P2G1b
Caitlin sits on a riding toy and moves it all around the track using both feet at the same time. P2G1c
Gianna uses her arms to move around in her wheelchair. P2G1d
Tyler puts his feet on the pedals to try to ride his tricycle. P2G1e

Demonstrates coordination and balance P2G2

Ross sits on the floor and catches a rolled ball with his arms and body. P2G2a
Logan jumps up and down in place while his big sister jumps rope. P2G2b
Fran runs with ease, chasing her friend around the playground. P2G2c
Remi walks along a curb while his grandfather holds his hand. P2G2d
Sharen walks on her tiptoes for a short distance. P2G2e
Al throws a ball toward the small basketball hoop. P2G2f
Aria kicks a ball forward. P2G2g

continued...
* Each entry in the chart is followed by a series of letters and numbers for reference purposes. The first character refers to the domain; the second, to the age group; the third, to the standard; the fourth, to the indicator; and the fifth, to the sample behavior.

Georgia Early Learning Standards: TWO YEAR OLDS

73
Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop gross motor skills. P2G
(continued)

Expresses creativity through movement P2G3

Edi beats on a pot while music is playing on the radio. P2G3a
Lincoln imitates a bird and "flies" around the room. P2G3b
Catherine dances when music is playing. P2G3c
Isidor and his classmates hold hands and dance to the music. P2G3d

Georgia Early Learning Standards: TWO YEAR OLDS

74 Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop fine motor skills. P2F

Controls hands and fingers P2F1
Shows eye-hand coordination P2F2

Darius scribbles on paper, making vertical, horizontal, and circular strokes. P2F1a
Emma is beginning to use her thumb and fingertips when she works with crayons, markers, pegs, and beads. P2F1b
Lola turns the pages as she looks through a book with pictures of children from around the world. P2F1c
Ben twists his wrist to screw and unscrew jar lids. P2F1d
Sasha uses both hands as she tries to use scissors to cut paper. P2F1e
Nathan builds a tower using several blocks, boxes, and upside down pots and pans. P2F2a
Reggie completes a simple puzzle with pieces that represent whole figures; he puts the cat puzzle piece into the cat shape and the dog puzzle piece into the dog shape.
P2F2b
Lauren puts the cap back on the big marker. P2F2c
Yali hits the pegs in a poundboard with a toy hammer. P2F2d
Alan holds a container in one hand and uses the other to put small objects inside.
P2F2e

Georgia Early Learning Standards: TWO YEAR OLDS

75 Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to acquire self-help skills. P2S

Feeds self P2S1 Helps with dressing P2S2

Ansley uses a spoon to feed herself independently. P2S1a
Tali drinks from an open cup and may spill a little sometimes. P2S1b
Macy tries to use a fork to pick up some food. P2S1c
Carlos tries to pour the milk from a small pitcher into his cup using both hands. P2S1d
Barak unzips his jacket when he arrives at Mrs. Jackson's house in the morning. P2S2a
Christopher zips his jacket with assistance on the way outside to play. P2S2b
Jenny may need help with her shirt when she undresses. P2S2c
Eli tries to dress himself but needs help.
P2S2d
Sage helps get her jacket on when it's time to go home from the Center. P2S2e
Oosong puts his socks and shoes on with help. P2S2f
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

76
Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to acquire self-help skills. P2S
(continued)

Helps with personal hygiene P2S3
Helps with routine tasks P2S4

Regina helps take her diaper off when her aunt changes her. P2S3a
Brandon lets his teacher know when he needs to use the bathroom. P2S3b
Melody uses the bathroom when placed on the toilet but needs help with clothing and cleaning. P2S3c
Tony washes and dries his hands by himself but may need help turning on and off the water. P2S3d
Felicia goes to get a tissue when she needs to wipe her nose. P2S3e
Harrison is beginning to brush his teeth by himself. P2S3f
Ryan helps his grandmother get the table ready for lunch by putting napkins on the table. P2S4a
Elena helps her father pick up her toys before bedtime by putting some in a basket.
P2S4b

Georgia Early Learning Standards: TWO YEAR OLDS

77 Physical Development: 24 to 36 months--2 year olds
Standard: The child will begin to practice healthy and safe habits. P2H

Pays attention to safety instructions P2H1 Begins to attend to personal health needs P2H2
Names different foods P2H3

Mackenzie cooperates with safety instructions such as holding her father's hand when they cross the street. P2H1a
When Samuel isn't feeling well, he gets his favorite stuffed animal and lies down.
P2H2a
Tyneisha tells her teacher when she is thirsty and wants a drink. P2H2b
Saul covers himself with a blanket when he's cold. P2H2c
Federico uses sign language to tell his teacher he wants some apple for snack. P2H3a
Lara tastes a few bites of broccoli and calls it by name. P2H3b
Benjy tells his mother that he wants some chicken for dinner. P2H3c

Georgia Early Learning Standards: TWO YEAR OLDS

78
Georgia Early Learning Standards
Two Year Olds

Emotional and Social Development

Babies are social beings. The birth of a newborn typically is a time when family and friends gather to celebrate. Loving adults often respond to a baby's first sounds and

One who lacks a caring foundation is more likely to answer it with insecurity and doubt. Children who are consistently nurtured and supported become more emotionally secure and independent than those who

smiles as if no other child has ever done this before. are not.

Joyful responses from adults are rewarded by more

Many early childhood professionals believe that

sounds and smiles from the child. These early inter- Emotional and Social Development is the most sig-

actions have lifelong implications for
the child's healthy emotional and social At first they

nificant of all the domains. Very quickly young children begin to learn about

development.

[children] play themselves and how to relate to adults

A child's overall well-being is alone, then side
dependent on a nurturing and supportive
environment with consistent caregivers. by side with

Parents and other adults who care for the other children,

child on a regular basis make a lasting impression on the child's feelings about

and, finally,

and other children. For example, through play, they learn about getting along with others and how to solve interpersonal conflicts. At first they play alone, then side by side with other children, and, finally, together with them.

"Who am I?" A child who develops strong together with

As children mature they also

bonds with loving adults is more likely to answer that question in a positive way.

them.

develop the ability to regulate and control their own behavior and follow simple

Georgia Early Learning Standards: TWO YEAR OLDS

79

rules and routines in a group setting. These experiences, in turn, influence the other areas of development. Cognitive and language skills, for example, are enhanced when children work and play together. When children get along well, more learning can occur. When children have difficulties getting along, the learning process may be interrupted.
When encouraged to do so, young children express themselves creatively through language, art, music, and dramatic play. Adults play a significant role in supporting children's self-expression or restricting it. It is important for adults to understand that when children seem to be "just scribbling or messing with paint," "fooling around with musical instruments and singing," or "dressing up and being silly," they are actually engaged in creative self-expression.
The ability to be creative will be an asset later on in school when children are required to write papers, solve problems, and complete projects. And who knows which child will blossom into an artist, musician, or playwright? Or which will develop a lifelong creative outlet as a hobby? This is the time to encourage their creative inclinations.
The Emotional and Social Development section of the GELS includes five standards for two year olds. Following is a brief summary of each standard and the indicators and sample behaviors that contribute to them:

1. Personal relationships with adults, which describes ways a two year old builds relationships with adults, and shows feelings of security and trust;
2. Personal relationship with peers, which details ways a two year old demonstrates beginning social skills with other children, shows sensitivity toward them, and begins to develop childhood friendships;
3. Self-awareness, which describes ways a two year old shows behaviors that reflect selfconcept and demonstrates self-confidence;
4. Self-control, which describes ways a two year old begins to regulate emotions and behaviors and begins to follow simple routines and a few rules in groups; and
5. Self-expression, which illustrates ways a child expresses self creatively through art and music and demonstrates imagination through dramatic play.
"Emotional and Social Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Two Year Old section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous emotional and social skills demonstrated by two year olds.

Georgia Early Learning Standards: TWO YEAR OLDS

80 Emotional and Social Development: 24 to 36 months--2 year olds

Standard: The child will begin to develop personal relationships with adults. S2A

Build relationships with adults S2A1
Shows feelings of security and trust S2A2
Georgia Early Learning Standards: TWO YEAR OLDS

Jenny looks through a photo album with family pictures of children in her class and finds the one with her own parents and herself. S2A1a
Luke takes his teacher by the hand and walks over to the book area, so they can read together. S2A1b
Celine goes over and pats Ms. Suzanne on the arm affectionately when Ms. Suzanne burns herself on the oven. S2A1c
Austin calls his teacher over to see the block creation he made. S2A1d
Javonna gets her grandfather to play with her and her cousin. S2A1e
Rudy gets his teacher's help when he needs to use the bathroom. S2A1f
Emilio takes his father's hand as they enter the playground. S2A2a
Ashleigh cries when her mother drops her off at Ms. Georgia's house; she calms down as Ms. Georgia gets her involved with a playdough activity. S2A2b
While drawing in the art area, Makayla occasionally glances over at her teacher to be sure she knows where he is. S2A2c
Noah walks back and forth from his teacher's side to a group of children, deciding whether to join the children at play. S2A2d
Alyssa shows her new shoes to her mother's friend after her mother spends some time talking to them both. S2A2e

81
Emotional and Social Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop personal relationships with peers. S2P

Demonstrates beginning social skills with other children S2P1
Shows sensitivity to other children's feelings S2P2
Begins to develop friendships with other children S2P3
Georgia Early Learning Standards: TWO YEAR OLDS

Zelma builds a structure beside the other children who are building in the block area.
S2P1a
Milo says "It's mine!" when Lindy tries to take his airplane away; their teacher comes over and helps them figure out how they might play with it together. S2P1b
Adelaide holds the bowl steady as Aaron stirs the cupcake batter they are mixing with their teacher. S2P1c
With their teacher's guidance, Katherine and Chuck take turns looking at the photo album with pictures of all the children in the class. S2P1d
Kaylee joins a small group of children who are singing and dancing in a circle. S2P1e
Zeena sees Beau roll his playdough into a ball; she imitates him and says "I made a ball, too!" S2P1f
With her teacher's help, Penny "uses her words" instead of hitting, because hitting hurts her friends. S2P2a
Samuel looks upset and asks why Conrad is crying. S2P2b
AnnCatherine puts her arm around Zachary when he falls down on the playground. S2P2c
Aaron runs up to Joe when he comes into the room and says "Play!" S2P3a
Alexia smiles and hugs her friends Robbie and Maria when they come over to play at her house. S2P3b
In the Dramatic Play area, Ryne pretends to pour himself a drink from a pitcher into a coffee cup, then he pours one for his friend, Mollie, too. S2P3c

82 Emotional and Social Development: 24 to 36 months--2 year olds
Standard: The child will begin to acquire self-awareness. S2SA

Shows behaviors that reflect child's selfconcept S2SA1
Demonstrates confidence in own abilities S2SA2

Dahlia points to different parts of her body and identifies them. S2SA1a
Dominic shows his individuality when he is the only one who chooses to paint with a kitchen brush instead of a paintbrush. S2SA1b
Becky asserts herself by signing "all done" when she wants to change to a different activity with her teacher. S2SA1c
Paco uses his own name by saying, "Soy Paco" in his home language. S2SA1d
Marianne says "Watch me!" when she sees her aunt and uncle watching her big brother.
S2SA1e
Seth answers "boy" when the visitor asks if he is a boy or a girl. S2SA1f
Graham takes the child size mop in Ms. Sally's kitchen and pushes it across the floor to show he feels capable of doing things like an adult. S2SA2a
Alexa eagerly climbs to the top of the toddler play structure but then calls for help to get down. S2SA2b
Miguel puts his shoes on by himself, but they are on the wrong feet; he insists on wearing them that way. S2SA2c
Jada proudly shows her teacher the creation she made with cardboard tubes and paint. S2SA2d
Devin excitedly calls his grandfather over to show how he can make the riding toy go. S2SA2e

Georgia Early Learning Standards: TWO YEAR OLDS

83 Emotional and Social Development: 24 to 36 months--2 year olds
Standard: The child will begin to demonstrate self-control. S2SC

Begins to regulate own emotions and behaviors independently S2SC1
Begins to follow simple routines and a few rules in a group setting independently S2SC2
Georgia Early Learning Standards: TWO YEAR OLDS

Alana is able to move smoothly from one activity to another when she has a predictable routine; she becomes upset when she can't play outside at the usual time, because it is raining. S2SC1a
Sergio plays in a small group of children. S2SC1b
Mckenna looks at her teacher when he asks her to stop climbing up on the table, but she continues until he comes over to help her find something else to do. S2SC1c
With Ms. Lesly's help, Liza and Jon stop struggling over whose turn it is to ride the riding toy. S2SC1d
Curt is starting to show some impulse control; he avoids stepping in juice that someone spilled on the floor. S2SC1e
Martina stops what she is doing and helps put the toys away at clean up time. S2SC1f
Zander participates with the other children who stay at Ms. Alice's house when they do music and movement activities together. 2SC2a
Tara can sit with a group of children for a short period of time while their teacher tells a story using real objects. S2SC2b
Marco tells Roy "Shhh" when they are sitting together in the quiet book area in the classroom. S2SC2c
With the teacher's guidance,Ashanti takes turns in some activities such as being the one who leads the class around the room walking, marching, or hopping. S2SC2d
Keaton follows the class routine and washes his hands after using the toilet. S2SC2e

84 Emotional and Social Development: 24 to 36 months--2 year olds
Standard: The child will begin to engage in self-expression. S2SE

Expresses self creatively through art and music S2SE1
Demonstrates imagination through dramatic play S2SE2

Yanni draws squiggles and dots with large crayons. S2SE1a
Reese paints with water on the sidewalk.
S2SE1b
William squeezes and plays with playdough. S2SE1c
Lizbeth mixes some finger paints together to see what color she can make. S2SE1d
Hunter glues torn pieces of construction paper onto a large sheet to make a creation. S2SE1e
Stella chooses a tambourine from the instrument box; she shakes it and pats her head and arms with it to make music. S2SE1f
Shawn says "I daddy" and picks up the briefcase to go to "work." S2SE2a
Theo sits in his father's special chair with his feet up looking at a magazine, imitating his father. S2SE2b
Omar pushes a few blocks together on the floor and says he has made a "train." S2SE2c
Alayna sits on the stuffed donkey, holds it by the ears, and rides it around the room.
S2SE2d
Braeden pretends to be a snake and slithers gracefully on the ground. S2SE2e
Bella acts out a trip to the grocery store in the Dramatic Play area; she fills a basket with empty boxes and pushes the buttons on the cash register. S2SE2f

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85
Georgia Early Learning Standards
Two Year Olds

Approaches to Learning

Early childhood is a time when children learn how to learn and they approach this journey in different ways. The Approaches to Learning section of the standards describes

Similarly, the ability to be persistent is relevant to all developmental domains. As an illustration, two children may be working together to make a hiding place by putting a sheet over a table. Even when the

how children learn the skills, concepts, and behaviors sheet falls off several times, they persist until they get

in all the other domains. Curiosity, persistence, and it the way they want it. This kind of persistent coop-

creative problem solving are aspects of Approaches eration falls in the emotional and social domain.

to Learning.

Another example of persistence, this

A child's sense of wonder and curiosity, for example, is evident whether digging through dirt to see what treasures might be found or looking intently at

Curiosity, persistence, and creative

time in the physical domain, would be a child who attempts to pedal a tricycle and has to struggle to coordinate the movements needed to make it go.

pictures in a book. In the first case the problem solving

The ability to solve problems cre-

child is cognitively exploring the world of

atively is another learning approach that

science; in the second, developing impor- are aspects of crosses all domains. Physical, social, lan-

tant literacy skills. The way children Approaches to

approach learning influences all areas of development.

Learning.

guage, and cognitive problems all require the ability to generate alternative and novel solutions at various times. Of

Georgia Early Learning Standards: TWO YEAR OLDS

86

course, some problems can be solved more straightforwardly like determining if there are enough napkins for the children at the snack table. Others require a more inventive approach, however, such as figuring out what to do if there is only one truck left and two children who want to play with it.
As in the other domains, adult support for a child's individual approach to learning is critical. If children believe that there is only one answer to every question or one way to solve every problem, they can become frustrated and conclude that learning is difficult. In addition, they learn not to think about alternatives or different ways to look at problems. On the other hand, if they are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they can discover that learning is a series of rewarding challenges. "Mistakes" give us the opportunity to learn what doesn't work. "Successes" give us the opportu-

nity to learn what does. Both are critical to a satisfying lifelong learning experience.
The Approaches to Learning section of the GELS includes one standard for two year olds. Following is a brief summary of the standard and the indicators and sample behaviors that contribute to it:
Learning approaches that support school success, which describes how a two year old shows curiosity in learning new things, shows persistence in activities of interest and begins to find novel solutions to problems.
"Approaches to Learning" encompasses a wide range of skills and behaviors. The standard, indicators, and sample behaviors included in the Two Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous learning approaches demonstrated by two year olds.

Georgia Early Learning Standards: TWO YEAR OLDS

87
Approaches to Learning: 24 to 36 months--2 year olds
Standard: The child will begin to acquire learning approaches that support development and school success. A2L

Shows curiosity in learning new things A2L1

Carlos explores new objects; he opens the new box of connecting cubes and investigates how they fit together and come apart. A2L1a
Miracle explores while playing; while her grandmother plants flowers, Miracle digs in the soil and discovers rocks, leaves, and insects. A2L1b
Kia is curious about a sound she hasn't heard before; she says "What's that?" and her teacher tells her it's a big tractor mowing the lawn in the school yard. A2L1c
Nolan tries new sensory experiences; he puts his hands in the pumpkin his teacher cut open and pulls out a handful of seeds. A2L1d
Leilani chooses to participate in unfamiliar activities; she eagerly agrees to go into the community swimming pool with her uncle even though this is her first time there.
A2L1e
Lawrence experiments with materials; he paints with sponges, wooden spools, and a toothbrush and enjoys the different impressions he can make on the paper. A2L1f
Aurora shows interest in learning new things; she points and uses signs to ask her teacher "What's that?" when she sees a nest in the tree outside the classroom window.
A2L1g
continued...

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Approaches to Learning: 24 to 36 months--2 year olds
Standard: The child will begin to acquire learning approaches that support (continued) development and school success. A2L

Shows persistence in activities of interest A2L2

Dana sustains attention in an activity independently; in the sandbox she repeatedly fills a pail with sand and dumps it out.
A2L2a
Maurice works toward completing a task; he tells his teacher he isn't finished yet when she says it's time to put the puzzles away. A2L2b
Jay sustains attention in an activity initiated by an adult; he helps his teacher mix play dough and then takes his own chunk and plays on his own. A2L2c
Merrie is developing the ability to follow through on a task; she brings her box of stickers and paper to the kitchen table and makes a design. A2L2d
Dru stays engaged in some activities for an extended period of time; he plays with cups, spoons, and a sponge in a small tub of water pouring, squeezing, and splashing. A2L2e
Beth ignores distractions when she's interested in an activity; she listens intently as her mother reads her two favorite books at bedtime, even though her big brother is playing music in the other room. A2L2f
Bao focuses his attention on some activities; he pulls the wagon around the playground being careful to keep it on the path instead of in the grass. A2L2g
continued...

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Approaches to Learning: 24 to 36 months--2 year olds
Standard: The child will begin to acquire learning approaches that support (continued) development and school success. A2L

Begins to find novel solutions to problems A2L3

Kahneisha looks for the flowers that belong in the vase in the Dramatic Play area; when she can't find them, she uses her imagination and puts colorful wooden sticks in there instead. A2L3a
Holden shows flexibility when he finds himself stuck in the grass on the riding toy; first, he tries to stay on it and make it go; when that doesn't work, he pushes it over to the sidewalk and rides there instead. A2L3b
When Ainsley finds the carpet cluttered with toys, she takes initiative and makes a path through them, so she can push her truck across the floor. A2L3c
Howie shows inventiveness; when his sister won't let him play with her drums, he goes into the kitchen, gets a pot and a spoon, and uses the spoon to bang on the pot. A2L3d
Claudia Jean finds a creative solution; she puts a plastic bowl on her head and pretends it's a helmet as she rides her riding toy, just like her sister wears when she rides her bicycle. A2L3e

Georgia Early Learning Standards: TWO YEAR OLDS

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Georgia Early Learning Standards
Two Year Olds

Language and Literacy Development

Infants from every culture come into the world ready to communicate with sounds, words, and gestures. Babies' earliest cries let parents know that they are hungry, wet, or want attention. They

others from gestures and observations that are seen but not heard, and still others come from pictures and written materials.
An environment that is rich in language, both spo-

coo and babble when others talk to them to continue ken and printed, supports language development.

the "conversation." Their facial expressions and body When children are surrounded by spoken language,

language communicate pleasure and discontent. As

they repeat the sounds and words they

they grow, their babbles turn into words and soon, sentences. It is truly amazing

An environ-

hear and learn how to put sentences together and ask questions. When they

how quickly "baby talk" becomes mature ment that is rich see people reading and are exposed to

spoken language.

in language, many books, they learn that reading is

As children learn to express themselves, they are also listening and learning

both spoken

enjoyable and valuable. There are two benefits for a child who sits in an adult's

from what they hear and see. They watch and printed, lap to listen to a story. The first is the

what others do, listen to what they say, and absorb information from the world around them. Children are surrounded by

supports language

enjoyment of looking at the pictures and hearing the story, and the second is the pleasure of snuggling with the loving

the messages of language. Some messages development. adult who is reading. Both prepare chil-

come from spoken sounds and words,

dren to be lifelong readers.

Georgia Early Learning Standards: TWO YEAR OLDS

91

Writing is learned similarly, through a print rich environment. Children observe adults writing and imitate them. At first the marks on the page look like dots and squiggles. Eventually, they begin to look like shapes that will later become letters and numbers. Toddlers experiment with crayons, paint, markers, and other materials as they learn about writing. They draw pictures too, to begin to show that they understand that putting things on paper is a way of communicating.
It is important to understand that the period from birth through age three is a time to learn what reading and writing are all about and to experiment, explore, and enjoy. It is not appropriate for children of this age to be expected to read letters and words, or write letters and numbers. Reading will come later, after they have had plenty of exposure to pictures, books, and stories. Writing will follow as well after they have had experiences that strengthen the muscles in their hands and fingers and have been encouraged to draw and scribble.
A critical consideration in the area of language and literacy development is that children will demonstrate skills in their home language first. If a child's family speaks a language other than English at home, one would expect the child to speak that language before English. If the family speaks both English and their native language, the child may use words from both languages easily. Similarly, a child with a hearing loss may to be taught sign language at an early age and might also use some type of adaptive device to communicate. All of the skills and behaviors included throughout the GELS may be demonstrated in the

child's home language, through sign language, or with adaptive equipment.
The Language and Literacy section of the GELS includes four standards for two year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Receptive language, which describes the ways a two year old responds to spoken words and follows directions and requests;
2. Expressive language, which details the ways a two year old child communicates nonverbally using motions and gestures, demonstrates oral language skills using words, uses oral language in social situations and for creative expression, and asks questions;
3. Foundations for reading, which describes the ways a two year old begins to follow what happens in a story, becomes aware of pictures and symbols in print, and begins to distinguish different sounds of language;
4. Foundations for writing, which details the ways a two year old scribbles, draws simple pictures, dictates messages, and expresses creativity using skills for writing.
"Language and Literacy Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Two Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous language and literacy accomplishments demonstrated by two year olds.

Georgia Early Learning Standards: TWO YEAR OLDS

92
Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to construct meaning from spoken words. (receptive language) L2R

Responds to spoken words L2R1
Follows directions and requests L2R2

Brittani finds a book about animals and their babies when her grandmother asks her to find a book she would like to read. L2R1a
Marcus bends down to look when his teacher says "Are your shoes under your cot?" L2R1b
Rosita picks up a block and heads for the bookcase when her family child care teacher says,"It's clean-up time - let's put the blocks on the shelf." L2R1c
George holds up two fingers when the nurse asks how old he is. L2R1d
Chloe laughs when her teacher points to his knee and says, "Is this my nose?" L2R1e
When Miguel tells his teacher he wants to draw, he follows her 2-step directions to go to the art area and get some markers. L2R2a
Aleia picks up her clothes and puts them in the laundry basket when her stepmother asks her to help clean up her room. L2R2b
Peter throws away his napkin and takes his plate to the sink after lunch when his teacher reminds him. L2R2c
After her uncle tells her to, Maya gets the ball and waits for him to go outside and play.
L2R2d

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93
Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)* L2E

Communicates nonverbally, using motions and gestures L2E1
Demonstrates oral language skills, using words L2E2

Sharen takes her friend Lynda by the hand and leads her to the art area to paint. L2E1a
Leo tugs on his pants when he needs to go to the bathroom. L2E1b
Shanda looks over at her brother and smiles when she knocks down the block tower he built. L2E1c
Barak looks over at his teacher for reassurance when he falls down on the playground. L2E1d
Kristi runs enthusiastically to the door when her father comes to pick her up at Mrs. Parker's house. L2E1e
Fran picks up the toy phone, holds it to her ear, and says, "Hi, Grandpa" to show that she knows what the phone is for. L2E2a
Greg often uses the pronoun "me." L2E2b
Vivian uses some plurals now such as dogs, cars, and cats. L2E2c
Rudy uses 3-word phrases. L2E2d
Lucy can say her full name is "Lucy Johnson." L2E2e
Christian describes things by saying "pretty birds" or "yucky food." L2E2f
Lexi and his friends can say/sign more than 50 different words. L2E2g

continued... * "Words" may be spoken or signed, in English, the child's primary language, or with adaptive equipment.

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94
Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to express thoughts with sounds, words, and (continued) gestures. (expressive language) L2E

Uses oral language in social situations L2E3
Uses oral language for creative expression L2E4

Darryle says "Help me" to ask for help when she needs it. L2E3a
Vaughn keeps the conversation going by taking turns talking with an adult, pausing to listen, and then responding. L2E3b
Hajari sometimes says "please" and "thank you" when he asks for something he wants. L2E3c
Tonya says,"stop" when Juliette pushes her.
L2E3d
Tennille tells her grandfather about a few things that happened at the Center today.
L2E3e
Orlando speaks clearly enough for most non-family members to understand. L2E3f
Michaela makes her voice sound like a grown-up's when she talks to the toy animals. L2E4a
Glenn uses words in playful ways; he calls his brother by a silly name and laughs. L2E4b
Bella is beginning to make up stories when she plays in the Dramatic Play area at her Center. L2E4c
Nathaniel holds a block to his ear and pretends to speak to his daddy when he can't find the toy telephone. L2E4d
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

95
Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to express thoughts with sounds, words, and (continued) gestures. (expressive language) L2E

Asks questions L2E5

John joins children in the block area to signal that he is asking to play. L2E5a
Aaron asks, "Can I play?" when he wants to join some children in the sandbox at the Center. L2E5b
Monica's voice goes up at the end of the sentence when she asks questions. L2E5c
Kareem asks questions while playing with his friends, although the questions may wander from topic to topic. L2E5d

Georgia Early Learning Standards: TWO YEAR OLDS

96 Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop foundations for reading. L2FR

Begins to follow what happens in a story L2FR1
Shows beginning book awareness L2FR2

Shauna points to pictures in the story and names them. L2FR1a
Hal fills in the next word when his teacher pauses during a familiar story. L2FR1b
Glenna tells what happens next in a story she has heard many times. L2FR1c
Favian asks his teacher to read his favorite story. L2FR1d
Gamal is beginning to repeat phrases from stories that are repetitive. L2FR1e
Julia can listen to a brief story if it's of high interest. L2FR1f
Halden laughs when his aunt reads him the funny book about the bird who thinks a cow is his mommy. L2FR1g
Annie can turn the pages of a board book easily now. L2FR2a
Ban looks through a picture book as if he is reading it. L2FR2b
Kari looks at the covers of the books in her room and finds her favorite one. L2FR2c
Jacques enjoys spending time looking at books on his own. L2FR2d
continued...

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97
Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop foundations for reading. L2FR
(continued)

Becomes aware of pictures and symbols in print L2FR3
Begins to distinguish the different sounds of language (phonological awareness) L2FR4

Iris points to her favorite cereal box and names it while she is at the grocery store with her mother. L2FR3a
Mauricio says, "Pare" or "Stop" when he sees a stop sign in a magazine. L2FR3b
Madalyn names her favorite restaurant when she sees the sign in front. L2FR3c
Dean looks at the poster with the picture recipe as his teacher reads it while making fruit salad with a small group of children. L2FR3d
Clara plays with alphabet blocks and plastic letter magnets on the refrigerator at Mrs. Shim's house. L2FR3e
Mekhi sings simple rhyming songs with the other children in his class. L2FR4a
Genevieve tries to repeat a nursery rhyme. L2FR4b
Shaun opens and shuts his hands and repeats the words to a fingerplay along with his teacher. L2FR4c

Georgia Early Learning Standards: TWO YEAR OLDS

98 Language and Literacy Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop foundations for writing. L2FW

Scribbles L2FW1
Draws simple pictures L2FW2 Dictates messages L2FW3
Expresses creativity using skills for writing L2FW4

Russ imitates his older sister doing her homework; he scribbles a few marks on paper with a big pencil. L2FW1a
Tabitha scribbles on paper with a marker and some of the scribbles look like lines.
L2FW1b
Darby scribbles with a crayon and some of the scribbles are circular. L2FW1c
Dashawna scribbles on a small chalk board with chalk. L2FW1d
Ezra draws circular shapes and lines and says to his teacher, "See my car." L2FW2a
Izabella finger paints a picture and uses signs to say that it is a flower for her grandmother. L2FW2b
Elliott asks his teacher to write "Elliott" at the top of his painting. L2FW3a
Nayeli asks her big sister to write "Happy Birthday" on the picture she drew for their grandfather. L2FW3b
Wes asks Mrs. Blissett to write "for mommy" on the collage they made at her house today. L2FW3c
Kimberly makes squiggles in the sand with her finger. L2FW4a
Walt puts his finger in some shaving cream and makes dots on the sink while watching his father shave. L2FW4b

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Georgia Early Learning Standards
Two Year Olds

Cognitive Development

Babies are born to learn. They are inquisitive creatures ready to experience the world. When provided a stimulating, nurturing, and safe environment, they use all

world anew. Each object they encounter brings them face to face with information. We could imagine that a baby might be thinking something like "What is this thing grownups call a rattle? It fits in my mouth; it

their senses to explore their surroundings. Infants makes a sound when I shake it; it feels hard on my

touch and taste everything they can as they begin to tongue; it looks colorful. What happens when I drop

learn about shape, size, texture, and function. They it?" Everything about it is a revelation.

look and listen to all that is around them and are

A similar process continues for older children

especially attracted to faces and voices.

each time they come across something

Babies recognize a parent's smell and They must be new. The difference is the ability to con-

sometimes can be soothed by cuddling a piece of cloth with their mother's scent.

encouraged to

nect the new experience with earlier ones. Children notice the similarities and

All of the senses help the infant begin to keep trying differences among objects and begin to

make mental connections about the way the world works.

when they have

The cognitive domain is the area of difficulty and

organize them into categories. All four legged animals might be called "doggie" for example, and all vehicles on the road,

development that focuses on thinking and celebrate each "car." But it is unlikely that the child

processing information. Through play and exploration children begin the process of

step in the pro-

would mistake a four legged animal for a four wheeled vehicle. Soon, the child's

discovery. It's as if they are creating the cess of learning. thinking becomes more refined and cats,

Georgia Early Learning Standards: TWO YEAR OLDS

100

dogs, and horses and cars, trucks, and buses can be identified separately.
As children's cognitive abilities grow, they gain a sense of mastery over their world. They learn that their actions can cause something to happen -- pushing a button makes a choo-choo train go, for example. Putting a wand in some soap and blowing hard makes bubbles float in the air. They develop memory skills and can remember where they left their favorite book and can go and get it to read with grandma again.
They learn concepts like up, down, more, less, big, and small. They explore the outdoors and learn about wind, rain, sand, flowers, leaves, and bugs. They learn about their family, community, and the roles people play. With support and encouragement from adults, children gain confidence in their ability to solve problems and think creatively.
Children learn a tremendous amount in the first three years of life. For them to reach their potential, home and school environments must be stimulating places. Young children must have opportunities to explore objects, interact with people, be exposed to books, and play with materials they can manipulate. They must be encouraged to keep trying when they have difficulty and celebrate each step in the process of learning.
Once children enter school the cognitive domain typically is organized into the subject areas of mathematics, science, and social studies. For consistency, the cognitive development domain of the GELS is organized the same way. It should be emphasized, however, that the standards, indicators, and sample behaviors in the GELS are foundational. They are skills, concepts, and behaviors that prepare young

children for the more formal content areas they will study when they are school age.
The Cognitive Development section of the GELS includes three standards for two year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Foundations for mathematical reasoning and logical thinking, which describes ways a two year old identifies basic shapes and colors, sorts and matches objects, builds beginning number concepts, builds beginning measurement concepts, explores concepts related to patterning, begins to solve simple mathematical problems, and thinks creatively;
2. Early scientific inquiry skills, which describes ways a two year old actively explores the environment, uses language to describe things in the environment, asks questions about the environment, and uses tools to experiment;
3. Foundations for social studies, which details ways a two year old recognizes family roles and personal relationships, recognizes obvious individual preferences and differences, recognizes community roles and relationships, and explores concepts of place and location.
"Cognitive Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Two Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous cognitive accomplishments demonstrated by two year olds.

Georgia Early Learning Standards: TWO YEAR OLDS

101
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C2M

Begins to identify basic shapes C2M1
Begins to sort and match objects C2M2

Billy fits the shapes into the shape box.
C2M1a
Emiko puts the circle, square, and triangle pieces in the shape puzzle. C2M1b
Renee finds the triangle cookie cutter, so she can make a cookie the same shape as her sister's. C2M1c
Alyson finds the shoe that matches the one she is wearing. C2M2a
When his mother shows him how to do it, Joaquin sorts Daddy's "big socks" in one pile and his own "little socks" in another. C2M2b
Kaitlynn sorts the round blocks of one color in one basket and the square blocks of the same color in a different basket. C2M2c
Nathan, who is visually impaired, feels the shape of some wooden pieces to find two that match. C2M2d
Joaquin matches some red circles to the ones his teacher put on the mat in front of him. C2M2e
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

102
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C2M

Builds beginning number concepts C2M3
Builds beginning measurement concepts C2M4
Georgia Early Learning Standards: TWO YEAR OLDS

Kristal recites, "1, 2, 3" just like her teacher does when the class is getting ready for lunch.
C2M3a
Craig sings a counting song about five little monkeys jumping on a bed. C2M3b
M'Lee chooses "just one" cookie from the plate for dessert. C2M3c
Graham uses some number words; he uses sign language to ask for "two books" to take to his cot at naptime. C2M3d
Cheyanne says, "one" when her cousin asks her how many puppies she has. C2M3e
Macie asks for another slice of apple because Destinee has two, and she wants the same. C2M3f
Kelly puts a blanket on each doll when her teacher asks if each baby has one. C2M3g
Ahmad uses a smaller cup to fill a larger one with sand in the sandbox at the Center.
C2M4a
Gina says "Time to eat!" when her class comes in from the playground. C2M4b
Moe stacks a large block on the bottom, a smaller one next, and an even smaller one on the top. C2M4c
Kassidy nests two smaller cups inside a larger one. C2M4d
Nyla points to the "Mama Bear" instead of the "Baby Bear" when her teacher asks her which one is bigger. C2M4e
continued...

103
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C2M

Begins to solve simple problems using logical reasoning and mathematical thinking C2M5
Explores concepts related to patterning C2M6
Thinks creatively using logical reasoning and mathematical thinking C2M7
Georgia Early Learning Standards: TWO YEAR OLDS

Kahneisha completes a puzzle with 3 or 4 connecting pieces. C2M5a
Eric is playing with stuffed animals a puppy, a dinosaur, and a lion - when he turns away for a moment Ellie comes by and picks up the dinosaur and walks away; Eric turns back, notices it is missing, and says, "Where's my dinosaur?" C2M5b
Risa finds the ball under the middle of three boxes after seeing her brother pretend to put it under one of the other ones. C2M5c
Francesca watches her sister make a necklace with a pattern of red and yellow beads; Francesca puts red and yellow beads on her string, but they aren't in a pattern yet. C2M6a
With his big cousin's help, Emiliano copies a simple pattern; he places a pine cone, a rock, a pine cone, and another rock on the ground just like his cousin did. C2M6b
Patti claps her hands, pats her knees, and continues this clap-pat pattern in imitation of her teacher. C2M6c
Kody puts a toy person in each of his toy cars; when he has an extra car and no more people, he puts a ball in it instead. C2M7a
Madyson stacks blocks to make towers of different shapes and sizes; sometimes they balance and stand firmly; sometimes they fall over, and she builds them up again. C2M7b
Arieh plays with different shaped boxes - a shoe box, an oatmeal box, and a spaghetti box - experimenting with different ways to use them. C2M7c

104
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to demonstrate early scientific inquiry skills. C2S

Actively explores the environment C2S1

Sawyer collects leaves on the playground and brings them into his class to add to the collection. C2S1a
At Mrs. Lee's house, Elaina pours water onto the sand in the sandbox and squishes her fingers in it to explore how it feels. C2S1b
Madelyn observes what her hand looks like under the magnifying glass. C2S1c
Vincent and his father examine the empty bird's nest that Vincent found. C2S1d
Wyatt puts just a little bit of food in the tank and watches his goldfish eat most of it before it falls to the bottom. C2S1e
Lydia discovers what she can pick up with the magnet wand as she takes it around the classroom and experiments with different objects. C2S1f
Liam explores cause and effect when he pushes the lever on his electric wheelchair to make it go. C2S1g
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

105
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to to demonstrate early scientific inquiry skills. C2S
(continued)

Uses language to describe things in the environment C2S2
Asks questions about the environment C2S3

Mariah hands the fire engine to her teacher and points to the missing wheel to show her that it is broken. C2S2a
DeAnthony draws a picture and says it's the tree in front of his house. C2S2b
Courtney describes the Center's pet rabbit as "soft and furry." C2S2c
Stephen runs into the house and reports to his father that they "can't go," because "mommy's car broke." C2S2d
Bailey sings a song about different body parts and moves them as she sings. C2S2e
Calvina closes the bathroom door and says to her mother, "It's dark!" C2S2f
Maxwell puts the magnetic shapes on the refrigerator and uses signs to tell his grandfather that they "stick." C2S2g
Anastasia looks for the fish hiding under the rock in the fish tank and wants to know where it went; she asks, "Fishy go?" C2S3a
Casey asks, "Wiggly sleep?" when he sees the class gerbil with its eyes closed. C2S3b
Karlynn asks, "What's that?" pointing to a chipmunk running across the playground.
C2S3c
Brenden watches the bath water go down the drain and asks "Where water go?" C2S3d
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

106
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to to demonstrate early scientific inquiry skills. C2S
(continued)

Uses tools to experiment C2S4

Savanna uses a toy hammer to flatten the play dough. C2S4a
Jim uses a mop to help clean the kitchen floor just like his grandfather does. C2S4b
Yahir dips the paintbrush into the water to clean it. C2S4c
Tatiana shakes the sifter in the sandbox and sees the pebbles left behind. C2S4d

Georgia Early Learning Standards: TWO YEAR OLDS

107
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop the foundations for social studies. C2SS

Recognizes family roles and personal relationships C2SS1
Recognizes obvious individual preferences and differences C2SS2

Drake sees his aunt coming across the parking lot and exclaims,"Auntie Mary!"
C2SS1a
Lukas grins widely when he helps put some toys away at bedtime, and his mother tells him he is a "big family helper." C2SS1b
Miriam doesn't see her teacher on the playground and starts to cry. C2SS1c
Brady brings photographs of his family to the Center and identifies the pictures of his mother, brother, grandfather, and their dog Alfie, too! C2SS1d
Cierra has a new baby sister; she says "I am big sister!" C2SS1e
Leon notices Margo's glasses and says, "Glasses." C2SS2a
Marcos walks next to his friend Malik, who is riding in his wheelchair. C2SS2b
Zoey is curious to taste a new dish for lunch when she goes to Sarita's house to play.
C2SS2c
Enya says,"My hair is long; Andra's is short." C2SS2d
continued...

Georgia Early Learning Standards: TWO YEAR OLDS

108
Cognitive Development: 24 to 36 months--2 year olds
Standard: The child will begin to develop the foundations for social studies. C2SS
(continued)

Recognizes community roles and relationships C2SS3
Explore concepts of place and location C2SS4

Perla puts on the police hat in the Dramatic Play area after the Police Officer comes to her class to visit. C2SS3a
Braxton puts a toy stethoscope around his neck and says he will "make the baby better." C2SS3b
Tessa puts her cup in the trash can "to keep our class clean." C2SS3c
Dane looks under the table for his truck when his mother tells him she thinks it rolled there. C2SS4a
Breann says she wants to go "downstairs" to see the toy train set her grandfather has in the basement. C2SS4b
Johnathan remembers where he left his cup of juice; he walks from the living room into the kitchen to get it. C2SS4c
Marta takes her To Roberto (Uncle Roberto) by the hand and leads him to her classroom when he comes to the Center for the first time. C2SS4d

Georgia Early Learning Standards: TWO YEAR OLDS

109
Georgia Early Learning Standards
Three Year Olds

Physical Development

Physical development is rapid in the first few years of life. Infants lose their "baby fat." Their brains, muscles, and bones grow in spurts. By the age of two, children grow about half of their adult height and show dramatic increases in strength, coordination, and balance. Parents and teachers are often surprised at how fast skills develop and how much energy it takes to keep up with growing youngsters.
Children quickly gain control over their movements. This typically follows a

Children learn as they play and need to be able to move freely in their environment to grow to their full

them up for themselves. Each new skill builds a child's physical competence and ability to do things independently.
Physical development supports development in other areas. For example, social development occurs as children move about and interact with others. Cognitive development is supported as they explore and respond to the different objects they encounter.
Children learn as they play and need to be able to move freely in their envi-

natural sequence. Babies creep and crawl potential.

ronment to grow to their full potential.

before they stand, walk, and run. They

They are filled with energy and should

swipe at objects first and then reach and grab. They be encouraged to use their arms, legs, fingers, and

grasp objects placed in their hands before they pick hands to explore the world around them.

Georgia Early Learning Standards: THREE YEAR OLDS

110

The Physical Development section of the GELS includes four standards for three year olds. Below is a brief summary of each standard and the indicators and sample behaviors that contribute to them:
1. Gross motor skills, which describes ways a three year old controls body movements, demonstrates coordination and balance, and expresses creativity through movement;
2. Fine motor skills, which details ways a three year old controls hands and fingers and shows eye-hand coordination;
3. Self-help skills, which describes ways a three year old acquires abilities such as dressing, feeding, attending to personal hygiene and other routine tasks; and
4. Health and safety skills, which describes ways a child pays attention to safety instructions, attends to personal health needs, identifies healthy food choices, and relates personal identification information.

"Physical Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few that could have been chosen. They should be considered representative of the numerous physical accomplishments demonstrated by three year olds.

Georgia Early Learning Standards: THREE YEAR OLDS

111 Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop gross motor skills. P3G*

Controls body movements P3G1
Demonstrates coordination and balance P3G2

Tynisa lifts and carries large hollow blocks.
P3G1a
Danny climbs on the low outdoor equipment with ease. P3G1b
Serena jumps down into the sandbox from the short ledge. P3G1c
Emily hops in place. P3G1d
Joseph goes upstairs and downstairs; sometimes he holds onto the handrail. P3G1e
Aida pedals her tricycle and goes forward. P3G1f
Jonathan walks around the room wearing his leg braces and crutches. P3G1g
Sherry walks on a low balance beam a few steps, watching her feet as she goes. P3G2a
Antonio stands with both feet together and jumps forward. P3G2b
Tim moves all around the living room without bumping into the furniture. P3G2c
Samantha stands in place and kicks a soccer ball a few feet. P3G2d
Alexander throws a ball a short distance.
P3G2e
Skyler catches a large ball against her body when her sister bounces it to her. P3G2f
continued...

* Each entry in the chart is followed by a series of letters and numbers for reference purposes. The first character refers to the domain; the second, to the age group; the third, to the standard; the fourth, to the indicator; and the fifth, to the sample behavior.
Georgia Early Learning Standards: THREE YEAR OLDS

112
Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop gross motor skills. P3G
(continued)

Expresses creativity through movement P3G3

Joshua and Chico sit on the floor with their feet together, holding hands, and rocking back and forth pretending they are in a boat. P3G3a
Indira makes creative body movements, waving a scarf in each hand as she moves around the room. P3G3b
Whenever music is playing, Jos dances. P3G3c
Brianna moves like an elephant swaying its trunk. P3G3d

Georgia Early Learning Standards: THREE YEAR OLDS

113 Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop fine motor skills. P3F

Controls hands and fingers P3F1
Shows eye-hand coordination P3F2

Carl holds markers and crayons with his thumb and fingers instead of his fist. P3F1a
Mae uses scissors to snip pieces of paper.
P3F1b
Sal copies lines and circles. P3F1c
Charice squeezes the turkey baster while playing at the water table. P3F1d
Miles turns each page of the paper book his babysitter is reading to him. P3F1e
Adam puts together and pulls apart small interconnecting blocks. P3F2a
Kathleen threads the laces in and out of the holes in a sewing card. P3F2b
Marcus puts a puzzle together with several connecting pieces. P3F2c
Sukja builds a bridge out of wooden blocks.
P3F2d

Georgia Early Learning Standards: THREE YEAR OLDS

114 Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to acquire self-help skills. P3S

Feeds self P3S1
Dresses self P3S2
Attends to personal hygiene P3S3

Aline eats her meals without spilling food on herself. P3S1a
Dylan uses a spoon and fork to feed himself. P3S1b
Reyna pours milk from a small pitcher and usually stops before it spills. P3S1c
Hayden spreads peanut butter on a cracker with a spreader. P3S1d
Joey unsnaps his shirt when he gets undressed. P3S2a
Bianca buttons the large buttons on her sweater. P3S2b
Chandler undresses himself before his bath. P3S2c
Sadie dresses herself with minimal help from her grandmother. P3S2d
Lorenzo puts his socks and shoes on with minimal help. P3S2e
Mason takes care of his own toileting needs with minimal help. P3S3a
Teri brushes her teeth all by herself. P3S3b
Julio washes and dries his hands after fingerpainting. P3S3c
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

115
Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to acquire self-help skills. P3S
(continued)

Attends to routine tasks P3S4

Reanna throws away her paper cup and napkin after her snack. P3S4a
Gunther turns off simple electronic devices when he is finished using them. P3S4b
Andrea puts the toys away during cleanup time, but she may need to be reminded. P3S4c
Colin wheels himself to different activities in his classroom using his wheelchair. P3S4d

Georgia Early Learning Standards: THREE YEAR OLDS

116 Physical Development: 36 to 48 months--3 year olds
Standard: The child will begin to practice healthy and safe habits. P3H

Pays attention to safety instructions P3H1
Attends to personal health needs P3H2
Identifies healthy food choices P3H3
Relates own identification information P3H4

Miranda follows the fire drill procedures when her teacher gives directions. P3H1a
Ross says, "Stop!" when his cousin Nick throws sand. P3H1b
Justine will lie down when she is tired. P3H2a
Miguel goes to the water fountain and drinks when he is thirsty. P3H2b
Marsha tells her teacher she needs her sweater when she goes out to the playground on a cold day. P3H2c
Gale chooses pictures of healthy foods and tears them out of newspaper ads to put on the class poster about "Foods That Keep Us Healthy." P3H3a
Reza chooses healthy snacks to eat; he asks his mother for strawberries and cantaloupe. P3H3b
Sophie says,"My name is Sophie Brown" when asked to say her first and last name.
P3H4a
Brandon holds up three fingers when asked how old he is. P3H4b

Georgia Early Learning Standards: THREE YEAR OLDS

117
Georgia Early Learning Standards
Three Year Olds

Emotional and Social Development

Babies are social beings. The birth of a newborn typically is a time when family and friends gather to celebrate. Loving adults often respond to a baby's first sounds and

One who lacks a caring foundation is more likely to answer it with insecurity and doubt. Children who are consistently nurtured and supported become more emotionally secure and independent than those who

smiles as if no other child has ever done this before. are not.

Joyful responses from adults are rewarded by more

Many early childhood professionals believe that

sounds and smiles from the child. These early inter- Emotional and Social Development is the most sigactions have lifelong implications for the child's healthy nificant of all the domains. Very quickly young chil-

emotional and social development.
...through play,
A child's overall well-being is
dependent on a nurturing and supportive they learn about

environment with consistent caregivers. getting along
Parents and other adults who care for the
child on a regular basis make a lasting with others and

impression on the child's feelings about "Who am I?" A child who develops strong bonds with loving adults is more likely to answer that question in a positive way.

how to solve interpersonal
conflicts.

dren begin to learn about themselves and how to relate to adults and other children. For example, through play, they learn about getting along with others and how to solve interpersonal conflicts. At first they play alone, then side by side with other children, and, finally, together with them.
As children mature they also develop the ability to regulate and con-

Georgia Early Learning Standards: THREE YEAR OLDS

118

trol their own behavior and follow simple rules and routines in a group setting. These experiences, in turn, influence the other areas of development. Cognitive and language skills, for example, are enhanced when children work and play together. When children get along well, more learning can occur. When children have difficulties getting along, the learning process may be interrupted.
When encouraged to do so, young children express themselves creatively through language, art, music, and dramatic play. Adults play a significant role in supporting children's self-expression or restricting it. It is important for adults to understand that when children seem to be "just scribbling or messing with paint," "fooling around with musical instruments and singing," or "dressing up and being silly," they are actually engaged in creative self-expression.
The ability to be creative will be an asset later on in school when children are required to write papers, solve problems, and complete projects. And who knows which child will blossom into an artist, musician, or playwright? Or which will develop a lifelong creative outlet as a hobby? This is the time to encourage their creative inclinations.
The Emotional and Social Development section of the GELS includes five standards for three year olds. Following is a brief summary of each standard and the indicators and sample behaviors that contribute to them:

1. Personal relationships with adults, which describes ways a three year old builds relationships with adults, shows feelings of security and trust, and uses adults as a resource for learning and assistance;
2. Personal relationship with peers, which details ways a three year old demonstrates social skills with other children, shows sensitivity toward them, and develops childhood friendships;
3. Self-awareness, which describes ways a three year old shows behaviors that reflect selfconcept and demonstrates self-confidence;
4. Self-control which describes ways a three year old regulates emotions and behaviors and follows routines and social rules in groups; and
5. Self-expression which illustrates ways a three year old expresses creativity through art and music and demonstrates imagination through dramatic play.
"Emotional and Social Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few examples of many that could have been chosen. They should be considered representative of the numerous emotional and social skills demonstrated by three year olds.

Georgia Early Learning Standards: THREE YEAR OLDS

119 Emotional and Social Development: 36 to 48 months--3 year olds

Standard: The child will begin to develop personal relationships with adults. S3A

Builds relationships with adults S3A1
Shows feelings of security and trust S3A2
Georgia Early Learning Standards: THREE YEAR OLDS

Julia asks her mother's permission before she tries to pour milk on her cereal for the first time. S3A1a
Caleb offers to help his teacher hang his painting on the wall. S3A1b
Yusef tells his teacher about a game he played with his brother before coming to the Center this morning. S3A1c
Elijah looks up at adults when they speak to him, as people do in his home culture; his friend Nela nods her head but doesn't make eye contact, as people do in hers.
S3A1d
Satasha refers to her teacher by name and says "Ms. Lucy, look at this bug." S3A1e
Carina enjoys playing simple board games with her grandmother. S3A1f
Haley calms down when her teacher comes over to see if she is hurt after falling off the tricycle. S3A2a
Erik hugs his mother goodbye without much discomfort when she drops him off at the Center. S3A2b
Melanie is comfortable exploring leaves while Ms. Cynthia watches from across the yard. S3A2c
Jackson is comfortable playing with his toys in his bedroom while his grandfather reads a book in the living room. S3A2d
Sarah Elizabeth plays with the blocks happily while her teacher is in the housekeeping area. S3A2e
continued...

120
Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop personal relationships with adults. S3A
(continued)

Uses adults as a resource S3A3

Rohil goes to his teacher for help; he tells her when he can't hear, so she can check the batteries in his hearing aids. S3A3a
When Faye has trouble opening the paint jar she asks Ms. Felyce for help. S3A3b
Charlie asks his grandfather to help him fix his broken tricycle. S3A3c
Zurie asks her mother if she will help her make cookies to bring to school for snack. S3A3d
Jacob asks his teacher to explain where the sun goes at night. S3A3e

Georgia Early Learning Standards: THREE YEAR OLDS

121
Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop personal relationships with peers. S3P

Demonstrates social skills with other children S3P1

Burke's uncle takes him to an indoor playground where he joins other children jumping in the plastic ball pit. S3P1a
Karla plays in the sandbox with Mikey, and, soon, Daisy and Welton join them too. S3P1b
With her teacher's guidance, Constance agrees to take turns riding the tricycle; she will wait until Leslie is finished. S3P1c
With help, Juan agrees to share the snack with the other children at Mrs. Cortez's house. S3P1d
Stephanie and Erika take turns using the same box of crayons as they draw pictures together at the art table. S3P1e
Mack lets Billy know that he is finished playing with the fire engine, and Billy can play with it now. S3P1f
Anslee works together with a few other children to help their teacher make a Beach Play area outdoors; they set up beach chairs, towels, and an empty plastic swimming pool.
S3P1g
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

122
Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop personal relationships with peers. S3P
(continued)

Shows sensitivity to the feelings of other children S3P2
Develops friendships with other children S3P3
Georgia Early Learning Standards: THREE YEAR OLDS

AnnMarie tells Ms. Doris that Zoe is sad, because her parakeet died last night. S3P2a
Bill tells Felix that he looks funny with the clown wig on, and they laugh together.
S3P2b
Diego sits beside Willie and puts his arm around his shoulder to make him feel better when Willie's dump truck gets broken.
S3P2c
Danice pats her little brother on the back and kisses his cheek when he cries about losing his favorite bunny. S3P2d
Isaiah smiles, claps, and jumps up and down when his big sister hits the ball at her T-ball game. S3P2e
Alexandra signs "Stop it!" instead of hitting when Liz tries to take away her paint brush; she knows that hitting hurts. S3P2f
Nils sees a picture of a child crying in a book and asks why the child is crying. S3P2g
Mandy and Sarita say they are best friends; they stay together throughout the day's activities. S3P3a
Brian and his friend John argue over who gets the magnifying glass; later, Brian invites John over so they can look through it together. S3P3b
Tamika says "I know the names of all my friends," as she names each child in the circle. S3P3c
Nipporn asks his mother if Glen can come over to their house to play. S3P3d

123 Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to acquire self-awareness. S3SA

Shows behaviors that reflect child's selfconcept S3SA1
Demonstrates confidence in own abilities S3SA2
Georgia Early Learning Standards: THREE YEAR OLDS

Jocelyn asks her mother to get her favorite cereal when she goes grocery shopping. S3SA1a
Josh puts a puzzle together and proudly shows it to his teacher. S3SA1b
Aaliyah tells Tim that she will be the doctor when they play together in the Dramatic Play area. S3SA1c
Owen tells Ms. Carol that he wears underwear, and his sister wears diapers, because "I am a big boy." S3SA1d
Autumn teaches her little sister how to play hide and seek. S3SA1e
Jesse smiles and declares that he is "brave" when he climbs to the top of the climbing structure on the playground. S3SA1f
Ivana calls her teacher over to see the creation she made with fabric, wallpaper scraps, and glue. S3SA2a
Carson says "I can do it!" as he tries to open the milk carton. S3SA2b
Audrey finishes one puzzle and then chooses another with more pieces. S3SA2c
Matt proudly says "cat, bat, hat" when his teacher asks him to says some words that rhyme with his name. S3SA2d
Isabella smiles enthusiastically while her parents listen to her sing a song and do the hand motions too. S3SA2e
Dominique asks her teacher to write "I can ride a big wheel," on the chart listing "Things I Do Well." S3SA2f

124 Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to demonstrate self-control. S3SC

Regulate own emotions and behaviors most of the time S3SC1
Follows routines and social rules in a group setting most of the time S3SC2

Caroline calls for her grandmother when her cousin tears the drawing she just finished.
S3SC1a
Harris can wait for some things; he chooses another activity in the classroom when he sees all the easels are being used.
S3SC1b
With her teacher's guidance, Belinda goes to the Quiet Area to listen to music when she gets upset. S3SC1c
Angelito uses his words and says,"Give it back" when his sister takes away his horn.
S3SC1d
Erin waits her turn; she tells her teacher that it will be her turn to go down the slide after Toby and Ruth. S3SC1e
Tristen can say some of the Center rules, such as "We walk in the hallway," but sometimes he forgets to follow them. S3SC2a
Marisa follows the rule to ride the tricycle in the safe area on the playground. S3SC2b
Blake Alan says,"Aunt Kathleen lets us go outside with our shoes off"; he recognizes that different places have different rules. S3SC2c
Aniya remembers that it is important to wash her hands before lunch. S3SC2d
When he finishes his painting, Douglas follows the class routine and tells Chula it is her turn at the easel. S3SC2e

Georgia Early Learning Standards: THREE YEAR OLDS

125 Emotional and Social Development: 36 to 48 months--3 year olds
Standard: The child will begin to engage in self-expression. S3SE

Expresses self creatively through art and music S3SE1
Demonstrates imagination through dramatic play S3SE2

Maxine rolls and pounds playdough and makes some new creations. S3SE1a
Jamie draws some loops and shapes with markers just for fun. S3SE1b
Donna draws a picture and says that it is her mother. S3SE1c
Brian uses a paintbrush to make a picture for his grandmother. S3SE1d
Rylie paints a picture and tells her teacher it is a little girl crying. S3SE1e
Micah plays with an African rain stick, turning it over and over and shaking it to hear it make musical sounds. S3SE1f
Tiauna relaxes in her bean bag chair, looking out the window and singing a silly song she has made up. S3SE1g
Devon puts a paper cup over his ear and pretends to call his uncle on the telephone.
S3SE2a
Rae plays with other children in the Dramatic Play area; they play "nail salon" and "paint" each others' nails with colored water and nail polish brushes. S3SE2b
Jayson and a few other children take big boxes and pretend to build a train. S3SE2c
Daniella talks to a puppet about how mad she is that her mother won't let her sleep in the top bunk at home. S3SE2d
Nickolas and Bryanna dress up in old grown up clothes and pretend to take their dolls to the zoo. S3SE2e
Sydney and Kiana get scarves, feathers, and old jewelry out of the dress up box and perform for their visiting relatives. S3SE2f

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Georgia Early Learning Standards
Three Year Olds

Approaches to Learning

Early childhood is a time when children learn how to learn and they approach this journey in different ways. The Approaches to Learning section of the standards describes

Similarly, the ability to be persistent is relevant to all developmental domains. As an illustration, two children may be working together to make a hiding place by putting a sheet over a table. Even when the

how children learn the skills, concepts, and behaviors sheet falls off several times, they persist until they get

in all the other domains. Curiosity, persistence, and it the way they want it. This kind of persistent coop-

creative problem solving are aspects of Approaches eration falls in the emotional and social domain.

to Learning.

Another example of persistence, this

A child's sense of wonder and curiosity, for example, is evident whether digging through dirt to see what treasures might be found or looking intently at

...they [children] can discover that

time in the physical domain, would be a child who attempts to pedal a tricycle and has to struggle to coordinate the movements needed to make it go.

pictures in a book. In the first case the child is cognitively exploring the world of science; in the second, developing impor-

learning is a series of

The ability to solve problems creatively is another learning approach that crosses all domains. Physical, social, lan-

tant literacy skills. The way children approach learning influences all areas of development.

rewarding challenges.

guage, and cognitive problems all require the ability to generate alternative and novel solutions at various times. Of

Georgia Early Learning Standards: THREE YEAR OLDS

127

course, some problems can be solved more straightforwardly like determining if there are enough napkins for the children at the snack table. Others require a more inventive approach, however, such as figuring out what to do if there is only one truck left and two children who want to play with it.
As in the other domains, adult support for a child's individual approach to learning is critical. If children believe that there is only one answer to every question or one way to solve every problem, they can become frustrated and conclude that learning is difficult. In addition, they learn not to think about alternatives or different ways to look at problems. On the other hand, if they are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they can discover that learning is a series of rewarding challenges. "Mistakes" give us the opportunity to learn what doesn't work. "Successes" give us the opportu-

nity to learn what does. Both are critical to a satisfying lifelong learning experience.
The Approaches to Learning section of the GELS includes one standard for three year olds. Following is a brief summary of the standard and the indicators and sample behaviors that contribute to it:
Learning approaches that support school success, which describes how a three year old exhibits curiosity, begins to show persistence in a variety of tasks, and finds creative solutions to problems.
"Approaches to Learning" encompasses a wide range of skills and behaviors. The standard, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous learning approaches demonstrated by three year olds.

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128
Approaches to Learning: 36 to 48 months--3 year olds
Standard: The child will begin to acquire learning approaches that support development and school success. A3L

Shows curiosity in learning new things A3L1

Eliana explores new objects; she looks through a magnifying glass and closely observes the grass seeds that have sprouted in her classroom. A3L1a
Russell explores while playing; he puts an egg beater in a tub of water and excitedly watches the water churn as he cranks the handle. A3L1b
Talia tries new sensory experiences; she helps her mother knead bread dough and looks inquisitively through the oven window to watch it rise as it bakes. A3L1c
Rodrigo chooses to participate in unfamiliar activities; he joins in when his teacher spreads out a big parachute and invites children to hold on and wave it up and down. A3L1d
Nia experiments with materials; with her teacher's guidance, she places a marble in a plastic container of cream, puts on the lid, shakes it for awhile, and is delighted to find that she has made butter. A3L1e
Kelvin shows interest in learning new things; he asks his father to put the hermit crab on the table, and together they observe the way it moves. A3L1f
continued...

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Approaches to Learning: 36 to 48 months--3 year olds
Standard: The child will begin to acquire learning approaches that support (continued) development and school success. A3L

Begins to show persistence in a variety of tasks A3L2
Georgia Early Learning Standards: THREE YEAR OLDS

Arthur sustains attention in an activity independently; he gets out his box of building toys and spends time building a structure. A3L2a
Maureen works toward completing a task; she returns to the art project she started yesterday and adds more to it. A3L2b
Julissa sustains attention in an activity initiated by an adult; her mother puts a knot on the end of a string and places the first bead on it and then Julissa continues making a necklace. A3L2c
Edwin follows through on a task; he goes to the cabinet, fills the measuring scoop with dog food, and pours it into Pepe's bowl just like his grandfather showed him. A3L2d
Quinton stays engaged in some activities for an extended period of time; he listens to a story at the Listening Center in his classroom, wearing headphones to listen and looking at the pictures in the book at the same time. A3L2e
Jayda tries difficult tasks; she gets her safety scissors and keeps trying until she can make a few cuts in the paper without help. A3L2f
Robbie ignores distractions when he's interested in an activity; he continues to work on his painting even though other children are finished and moving on to another activity. A3L2g
Portia focuses her attention on activities she finds interesting; she sits on the sidewalk for an extended period of time watching ants crawl in an out of an ant pile. A3L2h
continued...

130
Approaches to Learning: 36 to 48 months--3 year olds
Standard: The child will begin to acquire learning approaches that support (continued) development and school success. A3L

Finds creative solutions to problems A3L3

Beau uses his imagination; when his teacher tells the children they can't go in the wagon outside because it is raining, Beau invites Yasmin and Carl to sit in a big box with him and pretend it's a wagon. A3L3a
Kristin finds that she only has a little bit of red and a little bit of blue paint left, and she hasn't finished her picture; she experiments by mixing the paint together and finishes with the new color purple. A3L3b
Osvaldo notices that the bird feeder in his yard is empty; he takes initiative to fill it by getting a cup of bird seed, standing on a sturdy chair so he can reach, and pouring it in as his mother watches. A3L3c
Emmie and Ziad show inventiveness when they make a tent by putting a sheet over some chairs and pretending they are camping outside. A3L3d

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Georgia Early Learning Standards
Three Year Olds

Language and Literacy Development

Infants from every culture come into the world ready to communicate with sounds, words, and gestures. Babies' earliest cries let parents know that they are hungry, wet, or want attention. They

others from gestures and observations that are seen but not heard, and still others come from pictures and written materials.
An environment that is rich in language, both spo-

coo and babble when others talk to them to continue ken and printed, supports language development.

the "conversation." Their facial expressions and body When children are surrounded by spoken language,

language communicate pleasure and discontent. As

they repeat the sounds and words they

they grow, their babbles turn into words and soon, sentences. It is truly amazing

If the family

hear and learn how to put sentences together and ask questions. When they

how quickly "baby talk" becomes mature speaks both see people reading and are exposed to

spoken language.

English and many books, they learn that reading is

As children learn to express themselves, they are also listening and learning

their native

enjoyable and valuable. There are two benefits for a child who sits in an adult's

from what they hear and see. They watch language, the lap to listen to a story. The first is the

what others do, listen to what they say, and absorb information from the world

child may use

around them. Children are surrounded by words from

enjoyment of looking at the pictures and hearing the story, and the second is the pleasure of snuggling with the loving

the messages of language. Some messages both languages... adult who is reading. Both prepare chil-

come from spoken sounds and words,

dren to be lifelong readers.

Georgia Early Learning Standards: THREE YEAR OLDS

132

Writing is learned similarly, through a print rich environment. Children observe adults writing and imitate them. At first the marks on the page look like dots and squiggles. Eventually, they begin to look like shapes that will later become letters and numbers. Toddlers experiment with crayons, paint, markers, and other materials as they learn about writing. They draw pictures too, to begin to show that they understand that putting things on paper is a way of communicating.
It is important to understand that the period from birth through age three is a time to learn what reading and writing are all about and to experiment, explore, and enjoy. It is not appropriate for children of this age to be expected to read letters and words, or write letters and numbers. Reading will come later, after they have had plenty of exposure to pictures, books, and stories. Writing will follow as well after they have had experiences that strengthen the muscles in their hands and fingers and have been encouraged to draw and scribble.
A critical consideration in the area of language and literacy development is that children will demonstrate skills in their home language first. If a child's family speaks a language other than English at home, one would expect the child to speak that language before English. If the family speaks both English and their native language, the child may use words from both languages easily. Similarly, a child with a hearing loss may to be taught sign language at an early age and might also use some type of adaptive device to communicate. All of the skills and behaviors included throughout the GELS may be demonstrated in the

child's home language, through sign language, or with adaptive equipment.
The Language and Literacy section of the GELS includes four standards for three year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Receptive language, which describes the ways a three year old responds to spoken words and follows directions and requests;
2. Expressive language, which details the ways a three year old communicates nonverbally using motions and gestures, demonstrates oral language skills using words, uses oral language in social situations and for creative expression, and asks questions;
3. Foundations for reading, which describes the ways a three year old acquires story sense, shows book awareness, builds prints awareness, and distinguishes the different sounds of language; and
4. Foundations for writing, which details the ways a three year old scribbles, draws pictures, dictates messages, and expresses creativity using skills for writing.
"Language and Literacy Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous language and literacy accomplishments demonstrated by three year olds.

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Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will to begin construct meaning from spoken words. (receptive language) L3R

Responds to spoken words L3R1
Follows directions and requests L3R2

Vanessa finds the book about sisters when her big sister tells her to go get it, so they can read it together. L3R1a
Stuart goes by himself to get his mittens and hat from his room when his aunt says he can go outside to play. L3R1b
Jill chooses another shirt when her father tells her to pick one that is different than the one she wore yesterday. L3R1c
Alina makes a funny face when Mrs. Garcia asks her to make one. L3R1d
Isaac finds the puzzle with the animal shapes when his teacher asks him to find it.
L3R1e
Manoosh finds the correct book on the shelf when his teacher asks him to get the same book they were reading before naptime. L3R1f
Hugo gets the big red dump truck when his family child care teacher tells him to choose a toy to take outside to play. L3R2a
Cesar follows two different directions when told to put the crayons away and then choose a book for the class to read. L3R2b
With her teacher's supervision,Tschnavia follows the 3-step directions for "feeding the class pet" when she gets the rabbit food, puts the food in the dish, and places the dish in the cage. L3R2c

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Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)* L3E

Communicates nonverbally, using motions and gestures L3E1

Darren taps Carly on the shoulder, takes her hand, and they walk over to the block area together. L3E1a
Twan uses sign language to show where he wants to sit at the table when he goes to the restaurant with his family. L3E1b
Brandi lets her friends know she wants some "alone time" by choosing the Quiet Center for her next activity. L3E1c
Isaiah makes funny faces to make his baby sister laugh. L3E1d

Demonstrates oral language skills, using words L3E2

Roberto often uses the language spoken at home to speak to people at the Center; sometimes he mixes words from his home language and English in the same sentence. L3E2a

Andrea is beginning to understand about time; she says, "It's sleep time" when it's dark outside. L3E2b

Alexis can answer questions such as, "What are you playing with?" L3E2c

When his father drops him off at Mrs. McMann's house, Bob tells her about the restaurant he went to the night before. L3E2d

Nurit says, "I put the papers inside the box."
L3E2e

LaShawna says, "I don't know" whenever someone asks her "Why did you do that?" L3E2f

Gordon's sentences are getting longer; sometimes he puts five or six words together.
L3E2g

Ricardo says, "I want a piece of chicken." L3E2h

Julius and his friends can say/sign more than 300 different words. L3E2i
continued...

* "Words" may be spoken or signed, in English, the child's primary language, or with adaptive equipment.

Georgia Early Learning Standards: THREE YEAR OLDS

135 Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to express thoughts with sounds, words, and (continued) gestures. (expressive language) L3E

Uses oral language in social situations L3E3
Uses oral language for creative expression L3E4
Asks questions L3E5

Skylar says "You're welcome" to her teacher after she said "thank you" to her for cleaning up the spilled juice. L3E3a
Dewayne says "hello" to his teacher and friends as he enters the classroom. L3E3b
Tamara joins in when her family talks together at dinnertime. L3E3c
James explains the rules to his friend "One person at a time on the slide." L3E3d
Sydney talks with her friend about her birthday that will be on Saturday. L3E3e
Grant speaks clearly enough for adults to understand. L3E3f
Muhammed speaks for two different animals while playing with them in the Dramatic Play area in his classroom. L3E4a
Shae imitates the voice of the character puppet she is playing with. L3E4b
Pete makes up stories to entertain his visiting relatives. L3E4c
Leah uses language in playful ways; she laughs when she sings silly songs and rhymes.
L3E4d
Carla asks simple questions such as "What's for dinner?" L3E5a
Georgie wants to know "When can we go outside?" L3E5b
Meg learns new things by asking questions such as "Where does the sun go at night?" L3E5c
Rogerio asks lots of "why" questions such as "Why doesn't that man have hair?" L3E5d

Georgia Early Learning Standards: THREE YEAR OLDS

136 Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop foundations for reading. L3FR

Acquires story sense L3FR1 Shows book awareness L3FR2
Georgia Early Learning Standards: THREE YEAR OLDS

Judy guesses what the story is about by looking at the pictures. L3FR1a
Dennis tells a story while looking through a book. L3FR1b
Calista answers a few questions about what happened in a familiar story. L3FR1c
Elijah sits and listens to a story from beginning to end when it's one he enjoys. L3FR1d
Adele tries to tell a simple story but sometimes forgets her place and starts over. L3FR1e
With his teacher's help, Cecil puts three story cards in order and tells what happened after hearing her tell the story about the brown bear. L3FR1f
Caleb pretends to read books while his sister does her homework. L3FR2a
Abey asks her mother to read the same book over and over. L3FR2b
Walker chooses to go to the Book Nook during free choice time in his classroom. L3FR2c
Monique and Mrs. Fierro talk about the book they just read together. L3FR2d
Gratred carefully takes a book from the book shelf and then returns it to the shelf appropriately; he treats the book gently without tearing the pages. L3FR2e
Anika smiles when her teacher reads the book about moving to a new house, because she and her family just moved. L3FR2f
Asa replies "Goodnight, Moon" when his father holds up the book and asks him what the name of the book is. L3FR2g
Shelby uses her fingertips to turn pages, usually one at a time,"reading" each page from front to back. L3FR2h
continued...

137
Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop foundations for reading. L3FR
(continued)

Builds print awareness L3FR3
Begins to distinguish the different sounds of language (phonological awareness) L3FR4
Georgia Early Learning Standards: THREE YEAR OLDS

Kade goes to his cubby at the Center, looks at the nametag and says,"That says Kade."
L3FR3a
Carol picks up the plastic letter "C" she is playing with and says,"That's like my name."
L3FR3b
Damonte takes a drawing to his teacher, points to the name written on it, and asks, "Whose is this?" L3FR3c
Ashlee points to the print under the pictures on a page in one of her favorite books and says,"Read this" to her teacher. L3FR3d
Melvin looks at the writing on the back of the cake mix box and says to Mrs. Rodriguez "What goes in next?" L3FR3e
Gianna "reads" the teacher-made book, identifying cereals, restaurants, and grocery stores whose logos are pasted on the pages. L3FR3f
Dallas sings along with the rhyming songs he hears on the music player. L3FR4a
Daquisha can hear the difference between "box" and "socks" and can point to pictures of each when her teacher asks her to find them. L3FR4b
Kyleigh says, "cat" when her grandmother asks her if she knows another word that sounds like "bat" and "sat." L3FR4c
Eddie makes up silly words by changing the sounds, such as hambuger, pamburger, famburger! L3FR4d
Tatum says that "table" starts with the same sound as "Tatum." L3FR4e
Leonardo joins in as the class claps out the syllables in his name during Circle Time.
L3FR4f

138 Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop foundations for writing. L3FW

Scribbles L3FW1 Draws pictures L3FW2 Dictates messages L3FW3

Ivy holds the crayon with her thumb and fingers as she scribbles. L3FW1a
Nelson scribbles lines and shapes on a notepad, pretending to take orders at the restaurant in the Dramatic Play area. L3FW1b
Tiana scribbles a pretend shopping list to give to her mother. L3FW1c
DeAngelo scribbles all over the paper and a few of the marks are starting to look like letter shapes. L3FW1d
Hudson draws a round shape and says it is his puppy. L3FW2a
Marina draws a picture and says it is three pigs, after listening to the story her big brother just read to her. L3FW2b
Dakshesh draws a picture of his family and tells about it at Circle Time. L3FW2c
Paulina tells her mother what words to write in a letter to her grandparents inviting them to visit her preschool. L3FW3a
Justice gives his scribbled message to his teacher and asks him to write "I love you," so his father will know what it says. L3FW3b
Noelle asks Mrs. Johnson to write "This is Noelle swinging on the swing" under the picture she drew. L3FW3c
continued...

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139
Language and Literacy Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop foundations for writing. L3FW
(continued)

Expresses creativity using skills for writing L3FW4

Morris makes strokes in the sand with a stick. L3FW4a
Dolores puts her fingers in the soap bubbles and makes soapy squiggles on the kitchen counter while her father washes the dishes.
L3FW4b
Bobby dips a cotton swab in paint and makes a picture with dots, curvy lines, and zigzags. L3FW4c
Cleo makes a shape with playdough and says it looks like a "C for Cleo". L3FW4d

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140
Georgia Early Learning Standards
Three Year Olds

Cognitive Development

Babies are born to learn. They are inquisitive creatures ready to experience the world. When provided a stimulating, nurturing, and safe environment, they use all

brings them face to face with information. We could imagine that a baby might be thinking something like "What is this thing grownups call a rattle? It fits in my mouth; it makes a sound when I shake it; it feels hard

their senses to explore their surroundings. Infants on my tongue; it looks colorful. What happens when

touch and taste everything they can as they begin to I drop it?" Everything about it is a revelation.

learn about shape, size, texture, and function. They

A similar process continues for older children

look and listen to all that is around them and are each time they come across something new. The dif-

especially attracted to faces and voices. Babies recog- ference is the ability to connect the new experience

nize a parent's smell and sometimes can be soothed with earlier ones. Children notice the similarities and

by cuddling a piece of cloth with their
mother's scent. All of the senses help the They develop

differences among objects and begin to organize them into categories. All four

infant begin to make mental connections

memory

legged animals might be called "doggie"

about the way the world works.

skills and can for example, and all vehicles on the road,

The cognitive domain is the area of development that focuses on thinking and

remember

"car." But it is unlikely that the child would mistake a four legged animal for

processing information. Through play and exploration children begin the process of discovery. It's as if they are creating the

where they left their

a four wheeled vehicle. Soon, the child's thinking becomes more refined and cats, dogs, and horses and cars, trucks, and

world anew. Each object they encounter favorite book... buses can be identified separately.

Georgia Early Learning Standards: THREE YEAR OLDS

141

As children's cognitive abilities grow, they gain a sense of mastery over their world. They learn that their actions can cause something to happen -- pushing a button makes a choo-choo train go, for example. Putting a wand in some soap and blowing hard makes bubbles float in the air. They develop memory skills and can remember where they left their favorite book and can go and get it to read with grandma again.
They learn concepts like up, down, more, less, big, and small. They explore the outdoors and learn about wind, rain, sand, flowers, leaves, and bugs. They learn about their family, community, and the roles people play. With support and encouragement from adults, children gain confidence in their ability to solve problems and think creatively.
Children learn a tremendous amount in the first three years of life. For them to reach their potential, home and school environments must be stimulating places. Young children must have opportunities to explore objects, interact with people, be exposed to books, and play with materials they can manipulate. They must be encouraged to keep trying when they have difficulty and celebrate each step in the process of learning.
Once children enter school the cognitive domain typically is organized into the subject areas of mathematics, science, and social studies. For consistency, the cognitive development domain of the GELS is organized the same way. It should be emphasized, however, that the standards, indicators, and sample behaviors in the GELS are foundational. They are skills, concepts, and behaviors that prepare young

children for the more formal content areas they will study when they are school age.
The Cognitive Development section of the GELS includes three standards for three year olds. Following is a brief summary of the standards and the indicators and sample behaviors that contribute to them:
1. Foundations for mathematical reasoning and logical thinking, which describes ways a three year old identifies basic shapes and colors, sorts and matches objects, builds number concepts, builds measurement concepts, begins to solve simple mathematical problems, arranges objects in simple patterns and thinks creatively;
2. Early scientific inquiry skills, which describes ways a three year old actively explores the environment, uses language to describe things in the environment, asks questions about the environment; and uses tools to experiment;
3. Foundations for social studies, which details ways a three year old recognizes family roles and personal relationships, recognizes individual preferences and differences, recognizes community roles and relationships, and explores concepts of place and location.
"Cognitive Development" encompasses a wide range of skills and behaviors. The standards, indicators, and sample behaviors included in the Three Year Olds section of the GELS are only a few examples that could have been chosen. They should be considered representative of the numerous cognitive accomplishments demonstrated by three year olds.

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142
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C3M

Identifies basic shapes C3M1
Sorts and matches objects C3M2

Chidori points to a circle when his father asks him to find one in his book about shapes.
C3M1a
Paulquesia says "square" when her grandmother asks her what shape her piece of toast is. C3M1b
Luis says "circle" when Ms. Jackie points to the clock on the kitchen wall and asks him what shape it is. C3M1c
Ella chooses a musical instrument during Circle Time and says "This is a triangle."
C3M1d
Harley says,"This is part of the train puzzle," when he finds the piece shaped like a caboose. C3M1e
Mirabel glues triangles and squares onto a piece of paper to represent a house and tells her teacher what it is. C3M1f
Alisha sorts a group of buttons into little ones and big ones. C3M2a
Nasir matches a red crayon to a picture of a red crayon in a magazine. C3M2b
Deanna sorts the flowers into three piles of different colors. C3M2c
Reid sorts a pile of old locks and keys and then tries to match some of them to see if any of the keys open the locks. C3M2d
MaryEllen matches pairs of identical pictures from a stack of picture cards. C3M2e
continued...

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Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C3M

Builds number concepts C3M3
Builds measurement concepts C3M4
Georgia Early Learning Standards: THREE YEAR OLDS

Laila recites numbers from one to ten although sometimes they aren't all in order.
C3M3a
Gilberto uses some size words; while he plays at Mrs.Tam's for the day, he says proudly, "I am big, and my baby brother is little." C3M3b
Niles imitates the way his sister counts objects; he lines up some pennies, moves his finger across the row, and counts,"1, 2, 3, 4, 5" even though there are 8. C3M3c
Haley makes sure each cereal bowl has a spoon in it at the breakfast table; she's practicing one-to-one correspondence. C3M3d
Gavin matches plastic containers with their lids to see if he has as many tops as bottoms. C3M3e
Reuben places 3 small plastic apples into each of 6 baskets. C3M3f
Mirella sees a serving spoon next to a tea spoon on the kitchen table; she points to the serving spoon when her mother uses sign language to ask her which one is longer.
C3M4a
Willie fills the measuring cup with flour to help make play dough for his class. C3M4b
Damion says to his friend Marquis,"My daddy comes after naptime." C3M4c
Karissa says, "Let's go to Mrs. King's house now" after she finishes her breakfast. C3M4d
Pierce's friend asks him when he's going to the park; he says,"Later, when my grandma picks me up." C3M4e
Yasmine tells Abbey that she is older, because "I am taller than you." C3M4f
continued...

144
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C3M

Solves simple problems using mathematical thinking and logical reasoning C3M5
Arranges objects in simple patterns C3M6

Dominique completes a puzzle with 5 connecting pieces. C3M5a
There is only one graham cracker left at snack time, and Declan and Mateo both want it. Declan finds a solution - he breaks it in two, gives one piece to Mateo, and keeps the other for himself. C3M5b
Yael's teacher gave her some napkins and asked her to give one to each child at the snack table; after giving them all out,Yael came back to her and said,"We don't have enough; we need one more for Dahlia."
C3M5c
While playing with two teddy bears, Jake says "I need another bear, so I'll have a papa bear, a mama bear, and a baby bear!" C3M5d
Fiorella chooses a paper chocolate ice cream cone to put in the chocolate column of the "Favorite Ice Cream" chart. C3M5e
Phoebe copies a pattern; she makes a chain of links with a green, yellow, green, yellow pattern just like her grandfather made. C3M6a
Jaydon copies the pattern of big, small, big, small, big, and small blocks that his teacher made. C3M6b
Amya finishes the simple pattern her teacher started; she put a blue car on the end of the train that started with a red car, then a blue one, then another red one, a blue, and a red. C3M6c
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

145
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for mathematical (continued) reasoning and logical thinking. C3M

Thinks creatively using logical reasoning and mathematical thinking C3M7
Identifies basic colors C3M8

Gage glues different shapes of construction paper on his paper and says, "This is my grandma's house." C3M7a
Candice put 3 pegs in the peg board and says "This is my birthday cake, and these are the candles!" C3M7b
While playing with wooden shapes, Dwain puts two triangle shapes together and says, with surprise,"Look, I made a square!" C3M7c
Elwyn takes his red socks out of the laundry basket when his mother tells him to do so.
C3M8a
Arabella tells her teacher that she painted the sky with blue paint. C3M8b
Garrett asks for the yellow mustard to put on his sandwich. C3M8c

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146
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to demonstrate early scientific inquiry skills. C3S

Actively explores the environment C3S1

Jared smells different containers to try and identify what is inside. C3S1a
Angel experiments with a sponge and a bar of soap while playing in the bathtub; she discovers that the sponge stays on top of the water, and the soap goes to the bottom.
C3S1b
Jason puts a cotton ball in water and observes the change of color when he adds food coloring. C3S1c
Trevor puts a seed in a cup of soil, waters it, and puts it in front of a classroom window; a few days later he observes cause and effect when a small plant starts to grow. C3S1d
Kelsey observes a snail crawling on the sidewalk and notices the slimy trail it leaves behind. C3S1e
Junji takes care of the environment when he brings newspapers from home and places them in the recycle bin at the Center. C3S1f
When Erakwanda sees it is raining outside, she gets her umbrella before going to Mrs. Pollack's house for the day. C3S1g
Joel examines a rock, a cotton ball, a piece of flannel, a button, and a stick and gives the cotton ball and piece of flannel to his teacher to glue on the "soft" collage they are making.
C3S1h
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

147
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to to demonstrate early scientific inquiry skills. C3S
(continued)

Uses language to describe things C3S2

Without looking inside, Kiera reaches into a paper bag with a fuzzy ball, a block, and an animal figure; she grabs the block and identifies it before taking it out of the bag. C3S2a
Dakota watches a caterpillar crawling on the window sill and describes to his mother that it "has stripes on it." C3S2b
Alondra compares two plants side by side in the classroom and describes to her teacher that one is growing taller than the other. C3S2c
Geraldo describes cause and effect; he splashes his hands in a tub of water and says, "Look at the bubbles I made." C3S2d
Alexandria smells the flowers on the kitchen table and says, "This one smells good." C3S2e
Abram uses sign language to describe to his teacher that the magnet picks up the key but not the piece of paper. C3S2f
Deshayne tells his friend to put the trash in the trash can "to keep the earth clean."
C3S2g
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

148
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to to demonstrate early scientific inquiry skills. C3S
(continued)

Asks questions about the environment C3S3
Uses tools to experiment C3S4

Shania asks, "Where does the sun go at night? C3S3a
Esteban asks,"Why did the goldfish die?"
C3S3b
Josie asks, "The acorn has a hat?" and looks inquisitively at her aunt. C3S3c
Axel looks through a magnifying glass at the dirt outside and asks,"What's that?" when he sees a worm. C3S3d
Callie looks at the two plants on the window sill and asks,"Why is this plant taller than this one?" C3S3e
Marvin asks,"Will the wind blow the tree down?" while looking out the window with his father during the storm. C3S3f
Nina gets a toy screw driver to try to fix the wheel on the dump truck. C3S4a
Dante makes a ramp with blocks and watches a small car roll down. C3S4b
Carolina uses a manual egg beater at the water table in her classroom and watches the water churn. C3S4c
Kai uses tongs to experiment with picking up different objects like cotton balls and sponges. C3S4d
Diamond uses a cloth tape measure and pretends to measure the table. C3S4e

Georgia Early Learning Standards: THREE YEAR OLDS

149
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for social studies. C3SS

Recognizes family roles and personal relationships C3SS1
Recognizes individual preferences and differences C3SS2

Jimmy may cry briefly when his grandfather drops him off at the Center, but he calms down quickly when his teacher reassures him. C3SS1a
Ricardo says,"I live with Daddy and Abuela (grandma)." C3SS1b
Jordyn says,"Here comes Daisy's mommy."
C3SS1c
Darren says,"I have a big brother and a baby sister." C3SS1d
April helps with the family chores by helping to clear the table after a meal. C3SS1e
Kylee draws a picture of some of the roles in her family; she says, "This is my daddy washing clothes; my mommy washes the dishes." C3SS1f
Heather says,"I'll be the mommy" and tells Xander,"you be the daddy" when they play together. C3SS2a
Raven says, "I have black hair like Ruben."
C3SS2b
Ariel says, "Franklin has brown skin." C3SS2c
Raul says,"She has an ear like me," when he sees a little girl with hearing aids. C3SS2d
Haylee asks what Seor Gomez is saying when he speaks Spanish to Haylee's teacher.
C3SS2e
Ezekiel says he likes to climb on the jungle gym, but his brother doesn't. C3SS2f
continued...

Georgia Early Learning Standards: THREE YEAR OLDS

150
Cognitive Development: 36 to 48 months--3 year olds
Standard: The child will begin to develop the foundations for social studies. C3SS
(continued)

Recognizes community roles and relationships C3SS3
Explore concepts of place and location C3SS4
Georgia Early Learning Standards: THREE YEAR OLDS

Jaxon's "Helping Hands" job this week is "puzzle helper;" he makes sure all the puzzle pieces are picked up during clean up time.
C3SS3a
Dereese sees an ambulance speeding by with its lights flashing and siren blaring and asks, "Is somebody sick?" C3SS3b
Emilio climbs on the fire truck and sees the big hose and ladder when the fire fighter comes to visit the Center. C3SS3c
Camilla looks at a book with a picture of an adult looking at a little girl's teeth and says "She's a dentist." C3SS3d
Trace goes with his father to take the dog to the "doggie doctor" and tells Mrs. Smith about it when he gets dropped off at her house the next day. C3SS3e
Misty goes up to the gate and asks her mother if she can go out; she knows she is supposed to stay inside her backyard. C3SS4a
Fabienne rides a tricycle through the playground at school; he notices that the path is smooth and other places are rocky and bumpy; he decides to stay on the path.
C3SS4b
Majed names the different stores and other locations he recognizes as he rides in the car to school. C3SS4c
Lynn tells her teacher that she's going to ride on an airplane to go visit her grandma and grandpa who live far away. C3SS4d
When it's time to go outside, Kevin leads Shawn, who is new to the school, from their classroom to the playground. C3SS4e

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Georgia Early Learning Standards
Glossary

The following definitions explain the way each term is used in this document.
Approaches to Learning - a section of the Early Learning Standards that serves as a foundation for the other areas of learning and development. This section pertains to how children go about learning new skills and concepts rather than what new skills and concepts they should learn. It describes ways children approach learning with curiosity, persistence, and creativity.
Cognitive Development the section of the Early Learning Standards that addresses the way children use their minds to explore the world around them. This section describes ways children develop foundations for mathematical reasoning and logical thinking, scientific inquiry, and social studies.
Context that which surrounds and gives meaning to something else; a setting
Creativity showing originality or imagination

Curiosity a desire to know or learn about something
Domain an area of child development. The five domains included in the GELS are Physical Development, Emotional and Social Development, Approaches to Learning, Language and Literacy Development, and Cognitive Development.
Emotional and Social Development the section of the Early Learning Standards that addresses the way children learn about themselves and how to get along with other people. This section also describes how children develop self-awareness, self-control, and self-expression.
Expressive language the process of using sounds, words, and body movements to communicate. Throughout the GELS, children can use words by speaking, signing, with adaptive equipment, and in their home language.

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Fine motor skills actions using small muscle groups in the hands and fingers such as grasping, squeezing, block building, finger feeding, scribbling, and painting
Gestures body motions used to express a thought or feeling
Gross motor skills actions using the large muscles in the arms and legs such as crawling, walking, running, climbing, pulling up, and throwing
Imitate to copy the actions, appearance, or behaviors of another person, animal, or object
Indicators components of each standard that indicate what children need to learn to be able to accomplish the standard
Language and Literacy Development the section of the Early Learning standards about the way children learn to communicate with sounds and words, with gestures, and, eventually, to read and write. Babbling, talking, listening, using sign language, singing songs, repeating rhymes, listening to stories, looking at books, and drawing are some of the ways children learn language and early literacy skills.
Oral language expressing thoughts or feelings with sounds and words, in English or the child's home language; children may use sign language and adaptive equipment instead of words
Parents adults, most commonly family members, who are the primary caregivers of children in their home including mothers, fathers, grandparents, foster parents, stepparents, aunts, uncles, nannies, babysitters, and others who care for the child in the home on a regular basis
Peers children who are about the same age and stage of development

Persistence sticking with a task over a period of time
Phonological awareness learning the similarities and differences in the sounds of language
Physical Development the section of the Early Learning standards that pertains to the way children move their bodies using large muscles, like arms and legs, to crawl, walk, run, and dance. It includes using small muscles, like hands and fingers, to feed themselves, scribble with crayons, paint, and make finger movements as they sing songs. This section also includes ways children learn take care of their physical needs and develop skills relating to health and safety.
Receptive language the process of gaining meaning from spoken words
Sample behaviors examples of ways children might show they are working toward a skill or concept; the words in bold letters indicate the skill or concept illustrated in the example
Scientific inquiry the process of exploring, experimenting, asking questions about, and describing the environment
Self-help skills behaviors necessary to care for oneself such as dressing, feeding, and toileting
Standards general statements of skills, behaviors, and concepts that children develop within a developmental domain
Story sense becoming aware of the different parts of a story
Teachers adults who work directly with children in group settings including classroom teachers and teaching assistants, paraprofessionals, caregivers, family child care providers, home based teachers and others who have direct contact with children in groups on a regular basis.

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References

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Georgia's Pre-K program content standards. (2005). Atlanta, GA: Bright from the Start: Georgia Department of Early Care and Learning.
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Appendix A
Standards and Indicators Continuum Chart

Physical Development
Standard: The child will begin to develop gross motor skills. P0G, P1G, P2G, P3G

Gains control of head Begins to control

and body P0G1

movements using

arms and legs P1G1

Controls body move- Controls body move-

ments P2G1

ments P3G1

Demonstrates beginning coordination and balance, often with support P0G2

Demonstrates beginning coordination and balance P1G2

Demonstrates coordination and balance
P2G2

Demonstrates coordination and balance
P3G2

Expresses self through movement
P1G3

Expresses creativity through movement
P2G3

Expresses creativity through movement
P3G3

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156
Physical Development Standard: The child will begin to develop fine motor skills. P0F, P1F, P2F, P3F

Gains control of hands and fingers P0F1
Begins to coordinate motions using eyes and hands P0F2

Gains control of hands and fingers P1F1
Shows eye-hand coordination P1F2

Controls hands and fingers P2F1
Shows eye-hand coordination P2F2

Controls hands and fingers P3F1
Shows eye-hand coordination P3F2

Standard: The child will begin to acquire self-help skills. P0S, P1S, P2S, P3S

Begins to help with feeding P0S1
Begins to help with dressing P0S2
Begins to help with personal hygiene P0S3

Helps with feeding
P1S1
Helps with dressing
P1S2
Helps with personal hygiene P1S3
Helps with routine tasks P1S4

Feeds self P2S1
Helps with dressing
P2S2
Helps with personal hygiene P2S3 Helps with routine tasks P2S4

Feeds self P3S1
Dresses self P3S2
Attends to personal hygiene P3S3 Attends to routine tasks P3S4

Standard: The child will begin to practice healthy and safe habits. P0H, P1H, P2H, P3H

Responds to verbal or physical signal of danger P0H1

Responds to verbal or physical signal of danger P1H1

Pays attention to safety instructions
P2H1

Pays attention to safety instructions
P3H1

Shows beginning

Begins to attend to Attends to personal

awareness of personal personal health needs health needs P3H2

health needs P1H2

P2H2

Names different foods P2H3

Identifies healthy food choices P3H3

Relates own identification information P3H4

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Emotional and Social Development
Standard: The child will begin to develop personal relationships with adults.
S0A, S1A, S2A, S3A

Shows attachment toward significant adults S0A1
Reacts differently toward familiar and unfamiliar adults S0A2

Begins to build relationships with adults
S1A1
Shows feelings of security with familiar adults S1A2

Builds relationships with adults S2A1

Builds relationships with adults S3A1

Shows feelings of

Shows feelings of

security and trust S2A2 security and trust S3A2

Uses adults as a resource S3A3

Standard: The child will begin to develop personal relationships with peers.
S0P, S1P, S2P, S3P

Shows awareness of other children S0P1
Shows awareness of feelings displayed by other children S0P2

Shows awareness of other children S0P1
Shows awareness of feelings displayed by other children S0P2

Demonstrates begin- Demonstrates social

ning social skills with skills with other

other children S2P1

children S3P1

Shows sensitivity to the feelings of other children S2P2

Shows sensitivity to the feelings of other children S3P2

Begins to develop

Develops friendships

friendships with other with other children

children S2P3

S3P3

Standard: The child will begin to acquire self-awareness. S0SA, S1SA, S2SA, S3SA

Shows beginning sense of self S0SA1
Shows beginning awareness of own abilities S0SA2

Shows awareness of self as an individual
S1SA1
Shows awareness of own abilities S1SA2

Shows behaviors that Shows behaviors that

reflect child's self- reflect child's self-

concept S2SA1

concept S3SA1

Demonstrates confi- Demonstrates confidence in own abilities dence in own abilities

S2SA2

S3SA2

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Emotional and Social Development Standard: The child will begin to demonstrate self-control. S1SC, S2SC, S3SC

Regulates emotions and behaviors with adult support S1SC1
Follows simple routines and rules in a group setting with adult support S1SC2

Begins to regulate emotions and behaviors independently
S2SC1

Regulates own emotions and behaviors most of the time S3SC1

Begins to follow simple routines and a few rules in a group setting independently
S2SC2

Follows routines and social rules in a group setting most of the time S3SC2

Standard: The child will begin to engage in self-expression. S1SE, S2SE, S3SE

Expresses self creatively through art and music S1SE1
Demonstrates imagination through dramatic play S1SE2

Expresses self creatively through art and music S2SE1
Demonstrates imagination through dramatic play S2SE2

Expresses self creatively through art and music S3SE1
Demonstrates imagination through dramatic play S3SE2

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Approaches to Learning
Standard: The child will begin to acquire learning approaches that support development and school success. A0L,A1L,A2L,A3L

Begins to show

Begins to show

curiosity by exploring curiosity in the

with the senses A0L1 environment A1L1

Repeats actions A0L2

Begins to focus on activities of interest
A1L2

Begins to find different ways to solve simple problems A1L3

Shows curiosity in learning new things
A2L1

Shows curiosity in learning new things
A3L1

Shows persistence in activities of interest
A2L2

Begins to show persistence in variety of tasks A3L2

Begins to find novel Finds creative solusolutions to problems tions to problems A3L3
A2L3

Language and Literacy Development
Standard: The child will begin to construct meaning from spoken words. (receptive language) L0R, L1R, L2R, L3R

Responds to

Responds to spoken

frequently spoken

words L1R1

words and sounds L0R1

Follows simple direc- Follows simple directions and requests tions and requests

L0R2

L1R2

Responds to spoken words L2R1
Follows directions and requests L2R2

Responds to spoken words L3R1
Follows directions and requests L3R2

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Language and Literacy Development Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)* L0E, L1E, L2E, L3E

Uses motions and gestures to begin to communicate L0E1

Communicates nonverbally, using motions and gestures
L1E1

Communicates nonverbally, using motions and gestures
L2E1

Communicates nonverbally, using motions and gestures
L3E1

Uses sounds to communicate L0E2

Demonstrates beginning oral language skills, using sounds and words L1E2

Demonstrates oral language skills, using words L2E2

Demonstrates oral language skills, using words L3E2

Uses sounds in social Uses sounds and

situations L0E3

words in social

situations L1E3

Uses oral language in Uses oral language in social situations L2E3 social situations L3E3

Begins to express self freely and creatively, using sounds L0E4

Begins to express self freely and creatively, using sounds and words L1E4

Uses oral language for Uses oral language for creative expression creative expression

L2E4

L3E4

Asks simple questions Asks questions L2E5
L1E5

Asks questions L3E5

* "Words" may be spoken or signed, in English, the child's primary language, or with adaptive equipment.

Standard: The child will begin to develop the foundations for reading.
L0FR, L1FR, L2FR, L3FR

Begins to attend to stories L0FR1
Explores books as objects L0FR2
Becomes aware of pictures L0FR3

Listens to stories for Begins to follow what Acquires story sense short periods of time happens in a story L3FR1

L1FR1

L2FR1

Begins to explore physical features of a book L1FR2

Shows beginning book awareness L2FR2

Shows book awareness L3FR2

Becomes aware of Becomes aware of Builds print awarepictures in print L1FR3 pictures and symbols ness L3FR3
in print L2FR3

Begins to distinguish different sounds of language (phonological awareness) L2FR4

Distinguishes different sounds of language (phonological awareness) L3FR4

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Language and Literacy Development Standard: The child will begin to develop the foundations for writing. L1FW, L2FW, L3FW

Scribbles spontaneously L1FW1

Scribbles L2FW1

Scribbles L3FW1

Draws simple pictures L2FW2

Draws pictures L3FW2

Dictates messages
L2FW3

Dictates messages
L3FW3

Expresses creativity Expresses creativity using skills for writing using skills for writing

L2FW4

L3FW4

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Cognitive Development
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking. C0M, C1M, C2M, C3M

Explores objects with different shapes and sizes C0M1

Explores basic shapes
C1M1
Begins to sort and match objects, with guidance C1M2
Shows awareness of early concepts related to amount C1M3
Explores concepts related to measurement C1M4
Begins to solve simple problems using logical reasoning C1M5

Begins to identify basic shapes C2M1
Begins to sort and match objects C2M2
Builds beginning number concepts
C2M3
Builds beginning measurement concepts C2M4
Begins to solve simple problems using logical reasoning and mathematical thinking C2M5
Explores concepts related to patterning
C2M6
Thinks creatively using logical reasoning and mathematical thinking C2M7

Identifies basic shapes
C3M1
Sorts and matches objects C3M2
Builds number concepts C3M3
Builds measurement concepts C3M4
Solves simple problems using mathematical thinking and logical reasoning C3M5
Arranges objects in simple patterns C3M6
Thinks creatively using logical reasoning and mathematical thinking C3M7 Identifies basic colors
C3M8

Georgia Early Learning Standards: Appendix A

163
Cognitive Development
Standard: The child will begin to demonstrate early scientific inquiry skills.
C0S, C1S, C2S, C3S

Actively explores the environment C0S1

Actively explores the Actively explores the

environment C1S1

environment C2S1

Uses sounds and simple words to describe things in the environment C1S2

Uses language to describe things in the environment C2S2

Uses sounds and simple words to ask questions about the environment C1S3

Asks questions about the environment C2S3

Uses simple tools C1S4 Uses tools to experiment C2S4

Actively explores the environment C3S1 Uses language to describe things in the environment C3S2
Asks questions about the environment C3S3
Uses tools to experiment C3S4

Standard: The child will begin to develop the foundations for social studies.
C0SS, C1SS, C2SS, C3SS

Begins to recognize significant family and personal relationships
C0SS1

Recognizes significant family and personal relationships C1SS1

Recognizes family roles and personal relationships C2SS1

Recognizes family roles and personal relationships C3SS1

Begins to recognize Recognizes obvious Recognizes individual individual preferences individual preferences preferences and and differences C1SS2 and differences C2SS2 differences C3SS2

Recognizes community roles and relationships C2SS3

Recognizes community roles and relationships C3SS3

Explores concepts of Explores concepts of place and location place and location

C2SS4

C3SS4

Georgia Early Learning Standards: Appendix A

164
Georgia Early Learning Standards
Appendix B
Alignment of Georgia Early Learning Standards with Georgia Pre-K and Kindergarten Performance Standards
Georgia Early Learning Standards: Appendix B

165
Language and Literacy Development
Pre-K LD 1: Children will develop skills in listening for the purpose of comprehension

Follows simple directions and requests L0R2 Responds to frequently spoken sounds and words
L0R1
Responds to frequently spoken sounds and words
L0R1
Begins to attend to stories L0FR1
Begins to attend to stories L0FR1 Becomes aware of pictures L0FR3
Begins to attend to stories L0FR1

Follow directions and Listens to and follows

instructions L3R2

spoken directions LD 1 a

Responds to spoken words L3R1

Responds to questions
LD 1 b

Follows two-part oral directions. ELAKLSV1b

Responds to spoken words L3R1

Listens to recordings and shows understanding through body language or by interacting appropriately.
LD 1 c

Acquires story sense
L3FR1

Listens to stories read aloud and shows understanding through body language or by interacting appropriately.
LD 1 d

Listens to and reads a variety of literary and informational texts to gain knowledge and for pleasure.
ELAKR6a

Begins to distinguish fact from fiction in a read aloud text LD 1 e

Begins to tell fact from fiction in a read aloud text.
ELAKR6d

Acquires story sense Makes predictions from

L3FR1

pictures and titles LD 1 f

Makes predictions from pictures and titles. ELAKR6b

Builds print awareness Uses pictures or symbols to

L3FR3

identify concepts LD 1 g

Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text ELAKR6f

Acquires story sense
L3FR1

Becomes increasingly familiar with the structure of stories (characters, events, plot, resolution of story) LD 1 h

Asks and answers questions about essential narrative elements ELAKR6c

Note: The Georgia Early Learning Standards column of this chart includes skills for infants through three year olds. The arrow between age groups displays the idea that children's development occurs as a continuum of growth. In some cases, the earliest evidence of a particular skill is anticipated at the 1, 2, or 3 year old level. In those cases, the anticipated age is noted in parentheses following the skill, e.g., (2). For a complete listing of the Georgia Early Learning Standards at all age levels, see Appendix A - Standards & Indicators Continuum Chart. The sequence of letters and numbers (e.g., LD 1 a) that is associated with each indicator or standard in all three columns is a reference code that assists the reader in locating a specific item in one of the three original Standards documents.
Georgia Early Learning Standards: Appendix B

166
Language and Literacy Development
Pre-K LD 2: Children will learn to discriminate the sounds of language (phonological awareness)

Begins to distinguish different sounds of language (2) L2FR4
Begins to distinguish different sounds of language (2) L2FR4
Begins to distinguish different sounds of language (2) L2FR4
Begins to distinguish different sounds of language (2) L2FR4
Begins to distinguish different sounds of language (2) L2FR4

Distinguishes different Differentiates sounds that

sounds of language

are the same and different

L3FR4

LD 2 a

Distinguishes different Repeats rhymes, poems and

sounds of language

finger plays LD 2 b

L3FR4

Identifies and produces rhyming words in response to an oral prompt, and distinguishes rhyming and non-rhyming words. ELAKR2a See also: ELAKLSV1c, ELAKLSV1d

Distinguishes different Recognizes the same

Identifies component sounds

sounds of language

beginning sounds in different in spoken words. ELAKR2b

L3FR4

words (alliteration) LD 2 c

Distinguishes different sounds of language
L3FR4

Shows growing ability to hear and discriminate separate syllables in words
LD 2 d

Blends and segments syllables in spoken words.
ELAKR2c

Distinguishes different sounds of language
L3FR4

Creates and invents words by substituting one sound for another LD 2 e

Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. ELAKR2a

Pre-K LD 3. Children will develop an understanding of new vocabulary introduced in conversations, activities, stories, or books

Uses sounds to communicate L0E2
Uses sounds in social situations
L0E3
Uses sounds to communicate L0E2

Demonstrates oral language skills, using words L3E2
Uses oral language in social situations L3E3
Demonstrates oral language skills, using words L3E2

Increases vocabulary through everyday communication
LD 3 a

Increases vocabulary to reflect a growing range of interests and knowledge.
ELAKLSV1f

Uses new vocabulary words correctly within the context of play or other classroom experiences LD 3 b

Listens to a variety of texts and uses new vocabulary in oral language. ELAKR5a

Connects new vocabulary with prior educational experiences LD 3 c

Communicates effectively when relating experiences and retelling stories heard.
ELAKLSV1g

Georgia Early Learning Standards: Appendix B

167
Language and Literacy Development
Pre-K LD 4: Children will develop and expand expressive language skills (speaking)

Uses sounds to communicate L0E2
Uses sounds in social situations L0E3
Uses sounds to communicate L0E2
Begins to express self freely and creatively, using sounds L0E4

Demonstrates oral language skills, using words L3E2

Uses language for a variety of purposes LD 4 a

Listens to a variety of texts and uses new vocabulary in oral language. ELAKR5a See also: ELAKLSV1e

Uses oral language in social situations L3E3

Engages in conversations with adults and children
LD 4 b

Listens and speaks appropriately with peers and adults.
ELAKLSV1a
See also: ELAKR5a

Demonstrates oral language skills, using words L3E2

Uses complete sentences of Uses complete sentences

increasing length in conversa- when speaking. ELAKLSV1h

tion LD 4 c

See also: ELAKR5a,

Uses oral language for Uses language to pretend or creative expression L3E4 create LD 4 d

Retells important facts in the student's own words.
ELAKR6h
See also: ELAKR5a

Georgia Early Learning Standards: Appendix B

168
Language and Literacy Development
Pre-K LD 5. Children will begin to develop age-appropriate strategies that will assist in reading

Begins to attend to stories L0FR1
Explores books as objects L0FR2 Explores books as objects L0FR2
Becomes aware of pictures L0FR3
Becomes aware of pictures L0FR3
Begins to attend to stories L0FR1
Becomes aware of pictures L0FR3
Becomes aware of pictures L0FR3
Explores books as objects L0FR2
Explores books as objects L0FR2
Begins to attend to stories L0FR1
Becomes aware of pictures L0FR3

Acquires story sense Demonstrates an interest in

L3FR1

books or stories LD 5 a

Shows book awareness Discusses books or stories

L3FR2

read aloud LD 5 b

Shows book awareness Exhibits book-handling skills
L3FR2

Builds print awareness
L3FR3
Builds print awareness
L3FR3

Associates symbols with objects, concepts, and functions LD 5 c
Recognizes that print represents spoken words
LD 5 e

Acquires story sense Dramatizes, tells, and retells

L3FR1

poems and stories LD 5 f

Builds print awareness
L3FR3
Builds print awareness
L3FR3

Identifies some individual letters of the alphabet
LD 5 g
Shares books and engages in pretend-reading with other children LD 5 h

Shows book awareness Recognizes books as a

L3FR2

source of information LD 5 i

Shows book awareness Connects information and

L3FR2

events in books to real-life

experiences LD 5 j

Acquires story sense Participates in oral reading

L3FR1

activities LD 5 k

Builds print awareness
L3FR3

Recognizes that sentences are composed of separate words LD 5 l
Uses pictures or symbols to identify concepts LD 5 m

Recognizes print and pictures can inform, entertain, and persuade. ELAKR1a
Tracks text read from left to right and top to bottom.
ELAKR1c
Recognizes print and pictures can inform, entertain, and persuade. ELAKR1a
Demonstrates that print has meaning and represents spoken language in written form. ELAKR1b
Retells familiar events and stories to include beginning, middle, and end. ELAKR6e
Distinguishes among written letters, words, and sentences.
ELAKR1d
Demonstrates that print has meaning and represents spoken language in written form. ELAKR1b
Recognizes print and pictures can inform, entertain, and persuade. ELAKR1a
Connects life experiences to read-aloud text. ELAKR6g
Reads previously taught grade-level text with appropriate text. ELAKR4b
Recognizes that sentences in print are made up of separate words. ELAKR1e
Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. ELAKR6f

Georgia Early Learning Standards: Appendix B

169
Language and Literacy Development
Pre-K LD 6: Children will begin to develop age-appropriate writing skills

Scribbles spontaneously (1)
L1FW1
Scribbles spontaneously (1)
L1FW1
Draws simple pictures (2) L2FW2
Draws simple pictures (2) L2FW2
Dictates messages (2) L2FW3

Scribbles L3FW1

Experiments with a variety of writing tools, materials, and surfaces LD 6 a

Scribbles L3FW1 Draws pictures L3FW2
Draws pictures L3FW2 Expresses creativity using skills for writing
L3FW4
Dictates messages
L3FW3

Uses scribbles, shapes, pictures and letters, or other forms of writing Stages of writing: Pictures Scribbles (squiggle lines
and shapes) Letter-like forms Copies letters/words from
environment Uses letters to represent
sounds in words Labels objects in drawings Connects words to form
sentences Creates a story with
beginning, middle, and end
LD 6 b

Uses drawings, letters, and phonetically spelled words to create meaning. ELAKW1b See also: ELAKW1c

Understands that print is used to communicate ideas and information (writing for a purpose) LD 6 c

Demonstrates an understanding that there were systematic and predictable relationships between print and spoken sounds. ELAKR3a See also: ELAKR5a

Begins to dictate words, phrases, and sentences to an adult recording on paper
LD 4 d

Writes or dictates to describe familiar persons, places, objects, or experiences. ELAKW1a,

Uses language to pretend or Uses left-to-right pattern of

create LD 4 d

writing. ELAKW1d

Georgia Early Learning Standards: Appendix B

Mathematical Development
Pre-K MD 1. Children will begin to develop an understanding of numbers

Shows awareness of early concepts related to amount (1) C1M3
Begins to sort and match objects, with guidance (1) C1M2
Shows awareness of early concepts related to amount (1) C1M3

Builds number concepts C1M3
Sorts and matches objects C3M2
Builds number concepts C3M3

Shows awareness of early concepts related to amount (1) C1M3

Builds number concepts C3M3

Shows awareness of early concepts related to amount (1) C1M3

Builds number concepts C3M3

Shows awareness of early concepts related to amount (1) C1M3

Builds number concepts C3M3

Counts by rote MD 1 a

MKN1a, SKCS2a

Arranges sets of objects in one-to-one correspondence
MD 1 b

MKN1a

Counts objects using one-to- MKN1a one correspondence MD 1 c

Compares sets of objects using language MD 1 d

MKN1e, MKN2a, MKN2b, MKN2c

Begins to understand concept of part and whole using real objects MD 1 e
Begins to identify ordinal numbers MD 1 f
Associates numeral name with set of objects MD 1 g

MKN1g MKN1d MKN1c

Begins to understand the concept of currency as a means of exchange MD 1 h

SSKE3b, MKN1h, MKN1i, MKN1j

Begins to understand the

MKN1f, SKCS2b

concept of estimation MD 1 i

Begins to recognize numbers MKN1c
MD 1 j

170

Georgia Early Learning Standards: Appendix B

Mathematical Development
Pre-K MD 2. Children will create and duplicate simple patterns

Explores concepts related to patterning (2) C2M6
Explores concepts related to patterning (2) C2M6
Explores concepts related to patterning (2) C2M6
Explores concepts related to patterning (2) C2M6
Explores concepts related to patterning (2) C2M6

Arranges objects in simple patterns C3M6
Arranges objects in simple patterns C3M6
Arranges objects in simple patterns C3M6

Copies a pattern using sounds or physical movements MD 2 a
Recognizes and reproduces simple patterns of objects
MD 2 b
Reproduces and extends a pattern using objects MD 2 c

MKG3a MKG3a

Arranges objects in simple patterns C3M6
Arranges objects in simple patterns C3M6

Independently creates patterns using objects
MD 2 d
Spontaneously recognizes and identifies patterns in the environment MD 2 e

MKG3b

Pre-K MD 3. Children will sort and classify objects

Begins to sort and match object, with guidance (1) C1M2
Begins to sort and match object, with guidance (1) C1M2
Begins to sort and match object, with guidance (1) C1M2
Begins to sort and match object, with guidance (1) C1M2
Begins to sort and match object, with guidance (1) C1M2
Begins to solve simple problems using mathematical thinking and logical reasoning C3M5

Sorts and matches object C3M2

Matches like objects MD 3 a SKP1a, SKP1b

Sorts and matches object C3M2

Sorts objects using one characteristic MD 3 b

SKP1a, SKP1b, SKP2a

Sorts and matches object C3M2
Sorts and matches object C3M2
Sorts and matches object C3M2

Classifies objects using more than one characteristic
MD 3 c

SKP1a, SKP1b, SKL1b, SKL1c

Sorts and classifies objects using self-selected criteria
MD 3 d

SKP1a, SKP1b, SKL1b, SKL1c

Explains sorting or classifying SKL2a, SKL2b, SKL2d strategy MD 3 e

Solves simple problems using logical reasoning (1) C1M5

Participates in creating and using real and pictorial graphs or other simple representations of data MD 3 f

MKD1

Georgia Early Learning Standards: Appendix B

171

172
Mathematical Development
Pre-K MD 4. Children will develop a sense of space and an understanding of basic geometric shapes.

Explores objects with different shapes and sizes C0M1
Thinks creatively using logical reasoning and mathematical thinking (2) C2M7
Explores concepts of place and location (2) C2SS4

Identifies basic shapes C3M1
Thinks creatively using logical reasoning and mathematical thinking C3M7
Explores concepts of place and location
C3SS4

Recognizes, describes, and compares basic geometric shapes MD 4 a Uses classroom materials to create shapes MD 4 b
Uses language to indicate where things are in space: positions, directions, distances, order MD 4 c

MKG1a, MKG1e, SKCS5a MKG1c, MKG1d, MKG1e MKG2a, MKG2b

Pre-K MD 5. Children will learn how to use a variety of non-standard and standard means of measurement

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Associates and describes the passage of time with actual events MD 5 a

MKM2a, MKM2b, MKM3a,MKM3b, MKM3c, SSKH3a, SSKH3b, SSKH3c, SSKH3d, SSKH3e, SSKH3f, SSKH3g, SKE1a

Uses sounds and simple UUsesesslalnanguguagaegetoto words to describe things ddeescsrcirbibeeththiningsgsininththee in the environment (1) eennvivrioronnmmeennt tCC33SS2
C1S2

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Explores concepts

BBuuildildssmmeeasausureremmeennt t

related to

coconncecepptstsCC33MM4

measurement (1) C1M4

Uses mathematical language to describe experiences involving measurement
MD 5 b
Measures the passage of time using non-standard or standard measures MD 5 c
Measures the length of objects using non-standard or standard measures
MD 5 d
Measures the volume (capacity) of objects using non-standard or standard measures MD 5 e
Measures and compares the weight of objects using nonstandard or standard measures MD 5 f
Orders two or more objects by size (seriation) MD 5 g

MKM1a, MKM1b, MKM1c, MKM1d
SKE1a MKM1a, MKM1b, MKM1c, MKM1d, SKCS3a MKM1a, MKM1b, MKM1c, MKM1d
MKM1a, MKM1b, MKM1c, MKM1d, SKCS4b, SKCS4c, SKCS6b SKCS4c

Georgia Early Learning Standards: Appendix B

173
Scientific Development
Pre-K SD 1: Children will use processes of science to actively explore and increase understanding of the environment

Uses sounds and simple words to ask questions about the environment (1) C1S3
Actively explores the environment C0S1
Uses sounds and simple words to ask questions about the environment (1) C1S3
Uses simple tools (1)
C1S4
Dictates messages (2)
L2FW3

Asks questions about the environment C3S3
Actively explores the environment
C3S1
Uses language to describe things in the environment
C3S2
Uses tools to experiment C3S4
Dictates message
L3FW3

Asks questions about objects, SKCS1 organisms, or events in environment SD 1 a

Uses senses to observe, classify, and learn about objects SD 1 b
Uses language to describe observation SD 1 c

SKCS1aSKE2aSKE2bSKP1a SKCS5aSKL2aSKL2b

Uses simple equipment to experiment, observe, and increase understanding
SD 1 d

SKCS3aSKCS6b

Records observations through dictating to an adult, drawing pictures, or using other forms of writing
SD 1 e

SKCS5b

Predicts what will happen next based on previous experience SD 1 f

SKCS1

Georgia Early Learning Standards: Appendix B

Scientific Development
Pre-K SD 2. Children will acquire scientific knowledge related to life science

Actively explores the environment C0S1
Actively explores the environment C0S1
Uses sounds and simple words to describe things in the environment (1) C1S2
Actively explores the environment C0S1
Actively explores the environment C0S1
Uses sounds and simple words to describe things in the environment (1) C1S2

Actively explores the environment C3S1
Actively explores the environment C3S1
Uses language to describe things in the environment C3S2

Observes, explores, and describes a wide variety of animals and plants SD 2 a

SKL1bSKL1cSKL2d

Recognizes there are basic SD 2bSKL1aSKCS6c requirements for all common life forms SD 2 b

Observes, explores, and describes a variety of nonliving objects SD 2 c

SKE2cSKL1a

Actively explores the environment C3S1
Actively explores the environment C3S1
Uses language to describe things in the environment C3S2

Understands that plants and animals have varying life cycles SD 2 d
Participates in activities related to preserving the environment SD 2 e

174

Georgia Early Learning Standards: Appendix B

175
Scientific Development
Pre-K SD 3. Children will acquire scientific knowledge related to physical science

Actively explores the environment C0S1
Uses sounds and simple words to describe things in the environment (1) C1S2
Uses simple tools (1)
C1S4

Actively explores the environment C3S1
Uses language to describe things in the environment C3S2

Investigates and describes the states of matter SD 3 a
Describes objects by their physical properties SD 3 b

SKCS4b SKE2aSKE 2bSKP1aSKCS4b

Uses tools to experiment C3S4

Explores simple machines
SD 3 c
Investigates different types/ speeds of motion SD 3 d

SKP2b SKCS4b

Pre- K SD 4. Children will acquire scientific knowledge related to earth science

Uses sounds and simple words to describe things in the environment (1) C1S2
Actively explores the environment C0S1
Actively explores the environment C0S1

Uses language to describe things in the environment C3S2
Actively explores the environment C3S1
Actively explores the environment C3S1

Investigates, compares, and contrasts seasonal changes in the immediate environment
SD 4 a

Discovers through observations that weather can change from day to day
SD 4 b

Participates in activities to explore the earth (rocks, soil, air) and sky (clouds, sun, moon, stars) SD 4 c

SKE1b, SKE1c, SKE2a, SKE2b, SKE2c, SKP3 b

Georgia Early Learning Standards: Appendix B

176
Social Studies Development
Pre- K SS 1. Children will develop an appreciation of his/her role as a member of a family, the classroom, and the community

Begins to recognize significant family and personal relationships
C0SS1
Recognizes community roles and relationships (2) C2SS3
Recognizes community roles and relationships (2) C2SS3
Begins to recognize significant family and personal relationships
C0SS1

Recognizes family roles and personal relationships C3SS1

Begins to understand family SSKE1 SSKE2 structures and roles SS 1 a

Recognizes community Participates in classroom

roles and relationships jobs and contributes to the

C2SS3

classroom community SS 1 b

SSKE1 SSKE2

Recognizes community roles and relationships
C2SS3

Becomes aware of the roles, responsibilities and services provided by community workers SS 1 c

SSKCG2SSKE1

Recognizes family roles and personal relationships C3SS1

Becomes aware of family and SSKH1 SSKG1 community celebrations and events SS 1 d

Pre- K SS 2. Children will develop a respect for differences in people

Begins to recognize individual preferences and differences (1)
C1SS2
Begins to recognize individual preferences and differences (1)
C1SS2
Begins to recognize individual preferences and differences (1)
C1SS2

Recognizes individual preferences and differences C3SS2

Identifies similarities and differences among people
SS 2 a

Recognizes individual preferences and differences C3SS2

Demonstrates an emerging awareness and respect for culture and ethnicity SS 2 b

Recognizes individual preferences and differences C3SS2

Demonstrates emerging awareness and respect for abilities SS 2 c

SSIP 1 SSKG1 SSIP 1SSKCG2

Georgia Early Learning Standards: Appendix B

Social Studies Development
Pre-K SS 3. Children will express beginning geographic thinking

Explores concepts of place and location (2) C2SS4
Draws simple pictures (2) L2FW2
Explores concepts of place and location (2) C2SS4
Explores concepts of place and location (2) C2SS4
Explores concepts of place and location (2) C2SS4

Explores concepts of place and location
C3SS4

Identifies common features in the home and school environment SS 3 a

SSKG2S, SKG3

Draws pictures L3FW2 Creates simple representations of home, school, or community SS 3 b

SSKG2, SSKG3, SSMG1

Explores concepts of place and location
C3SS4

Uses and responds to words SSMG1 to indicate directionality, position, and size SS 3 c

Explores concepts of place and location
C3SS4

Develops awareness of the community, city, and state in which he/she lives SS 3 d

SSKH2, SSKG2, SSKG3

Explores concepts of place and location
C3SS4

Recognizes characteristics of SSKG2S, SKG1 other geographic regions and cultures SS 3 e

177

Georgia Early Learning Standards: Appendix B

178
Creative Development
Pre-K CD 1. Children will explore and use a variety of materials to develop artistic expression

Expresses self creatively through art and music (1) S1SE1

Expresses self creatively through art and music S3SE1

Expresses self creatively through art and music (1) S1SE1
Begins to express self freely and creatively, using sounds L0E4

Expresses self creatively through art and music S3SE1
Uses oral language for creative expression L3E4

Experiments with a variety of materials and activities for sensory experience and exploration CD 1 a

Kindergarten GPS Standards are not yet available for this domain.

Uses materials to create original work and for selfexpression CD 1 b

Shares details about personal creations (paintings, drawings, 3-D sculptures, block structures) CD 1 c

Expresses interest in and shows appreciation for the creative work of others
CD 1 d

Pre-K CD 2. Children will participate in music and movement activities

Expresses self through movement (1) P1G3
Expresses self creatively through art and music (1) S1SE1
Expresses self through movement (1) P1G3
Expresses self creatively through art and music (1) S1SE1

Expresses creativity through movement
P3G3

Uses music and movement Kindergarten GPS Standards

to express thoughts, feelings, are not yet available for this

and energy CD 2 a

domain.

Expresses self

Participates in group singing

creatively through art or other musical activities

and music S3SE1

CD 2 b

Expresses creativity through movement
P3G3

Participates in creative movement and dance CD 2 c

Expresses self creatively through art and music S3SE1

Explores various music types, musical instruments, and music from various cultures.
CD 2 d

Georgia Early Learning Standards: Appendix B

179
Creative Development
Pre-K CD 3. Children will use drama to express individuality

Demonstrates imagination through dramatic play (1)
S1SE2
Begins to express self freely and creatively, using sounds L0E4
Demonstrates imagination through dramatic play (1)
S1SE2

Demonstrates imagination through dramatic play S3SE2
Uses oral language for creative expression L3E4

Participates in dramatic play to express feelings, dramatize stories, reenact real-life roles and experiences CD 3 a

Kindergarten GPS Standards are not yet available for this domain.

Recreates a story or poem through drama CD 3 b

Demonstrates imagination through dramatic play S3SE2

Participates in activities using symbolic materials and gestures to represent real objects and situations
CD 3 c

Georgia Early Learning Standards: Appendix B

180
Social and Emotional Development
Pre-K SE 1. Children will develop confidence and positive self-awareness

Shows beginning sense of self S0SA1
Shows beginning awareness of own abilities S0SA2
Begins to recognize individual preferences and differences (1)
C1SS2

Relates own identification information P3H4
Shows behaviors that reflect child's self concepts S3SA1
Demonstrates confidence in own abilities S3SA2
Recognizes individual preferences and difference C3SS2

Demonstrates knowledge of personal information SE 1 a
Recognizes self as a unique individual and becomes aware of the uniqueness of others SE 1 b
Demonstrates confidence in his/her range of abilities and expresses pride in accomplishments SE 1 c
Develops personal preferences SE 1 d

Kindergarten GPS Standards are not yet available for this domain.

Pre-K SE 2. Children will develop curiosity, initiative, self-direction and persistence

Begins to show curiosity by exploring with the senses A0L1
Begins to develop friendships with other children (2) S2P3
Shows attachment toward significant adults S0A1
Regulates emotions and behaviors with adult support (1)
S1SC1
Helps with routine tasks (1) P1S4
Repeats actions A0L2

Shows curiosity in learning new things
A3L1
Develops friendships with other children
S3P3
Builds relationship with adults S3A1
Regulates own emotions and behaviors most of the time S3SC1
Attends to routine tasks P3S4
Begins to show persistence in variety of tasks A3L2

Shows interest in learning Kindergarten GPS Standards

new concepts and trying new are not yet available for this

experiences SE 2 a

domain.

Initiates interaction with others SE 2 b

Demonstrates self-direction in use of materials SE 2 c
Develops independence during activities, routines, play SE 2 d Sustains attention to a task or activity appropriate for age SE 2 e

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Social and Emotional Development
Pre-K SE 3. Children will increase the capacity for self-control

Follows simple routines and rules in a group setting with adult support (1) S1SC2
Follows simple routines and rules in a group setting with adult support (1) S1SC2
Follows simple routines and rules in a group setting with adult support (1) S1SC2
Regulates emotions and behaviors with adult support (1) S1SC1
Reacts different toward unfamiliar adults S0A2

Follows routines and social rules in a group setting most of the time S3SC2

Helps to establish classroom rules and routines SE 3 a

Kindergarten GPS Standards are not yet available for this domain.

Follows routines and social rules in a group setting most of the time S3SC2

Follows rules and routines within the learning environment SE 3 b

Follows routines and social rules in a group setting most of the time S3SC2

Uses classroom materials purposefully and respectfully
SE 3 c

Regulates own emotions and behaviors most of the time S3SC1

Manages transitions and adapts to changes in routine
SE 3 d

Show feelings of security and trust
S3A2

Expresses feelings through appropriate gestures, actions, and language SE 3 e

Pre-K SE 4. Children will develop interpersonal and social skills for relating with other members of the learning community

Shows awareness of other children S0P1
Shows awareness of feelings displayed by other children S0P2
Shows awareness of feelings displayed by other children S0P2
Shows awareness of other children S0P1
Shows awareness of other children S0P1

Demonstrates social skills with other children S3P1
Shows sensitivity to the feelings of other children S3P2
Shows sensitivity to the feelings of other children S3P2
Demonstrates social skills with other children S3P1
Demonstrates social skills with other children S3P1

Interacts appropriately with peers and familiar adults
SE 4 a
Begins to recognize the needs and rights of others
SE 4 b
Shows empathy and understanding to others SE 4 c

Kindergarten GPS Standards are not yet available for this domain.

Participates successfully as a member of a group SE 4 d

Participates in resolving conflicts and disagreements with others SE 4 e

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Health and Physical Development
Pre-K HPD 1. Children will participate in a variety of gross-motor activities to develop control, balance, strength, and coordination

Demonstrates beginning coordination and balance, often with support P0G2
Demonstrates beginning coordination and balance, often with support P0G2
Gains control of head and body P0G1

Demonstrates coordination and balance P3G2
Demonstrates coordination and balance P3G2
Controls body movements P3G1

Develops coordination and balance HPD 1 a

Kindergarten GPS Standards are not yet available for this domain.

Coordinates movements to perform tasks HPD 1 b

Participates in a variety of indoor and outdoor activities that increase strength, endurance, and flexibility
HPD 1 c

Pre-K HPD 2. Children will participate in activities that foster fine motor development

Gains control of

Controls hands and

hands and fingers P0F1 fingers P3F1

Begins to coordinate motions using eyes and hands P0F2
Gains control of hands and fingers P0F1

Shows eye-hand coordination P3F2
Controls hands and fingers P3F1

Performs fine-motor tasks that require small-muscle strength and control
HPD 2 a

Kindergarten GPS Standards are not yet available for this domain.

Uses eye-hand coordination to perform fine-motor tasks
HPD 2 b

Exhibits manual coordination
HPD 2 c

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Health and Physical Development
Pre-K HPD 3. Children understand healthy and safe living practices

Shows beginning awareness of personal health needs (1) P1H2
Begins to help with personal hygiene P0S3
Names different foods (2) P2H3
Responds to verbal or physical signal of danger P0H1

Attends to personal health needs P3H2
Attends to personal hygiene P3S3
Identifies healthy food choices P3H3
Pays attention to safety instructions
P3H1

Participates in activities related to health and personal care routine
HPD 3 a
Participates in activities related to nutrition HPD 3 b
Discusses and utilizes appropriate safety procedures HPD 3 c

Kindergarten GPS Standards are not yet available for this domain.

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Georgia Early Learning Standards
Appendix C
Alignment of Georgia Early Learning Standards with Head Start Child Outcomes Framework

Physical Development
Standard: The child will begin to develop gross motor skills.

Gains control of head and body
Demonstrates beginning coordination and balance, often with support
Expresses self through movement (1)

Controls body movements
Demonstrates coordination and balance
Expresses creativity through movement

Shows increasing levels of control and balance in walking, climbing, running, jumping, hopping, skipping, marching, and galloping
Demonstrates increasing abilities to coordinate movements in throwing catching, kicking, bouncing balls, and using the slide and swing.
Expresses through movement and dancing what is felt and heard in various musical tempos and styles

Note: The Georgia Early Learning Standards column of this chart includes skills for infants through three year olds. The arrow between age groups displays the idea that children's development occurs as a continuum of growth. In some cases, the earliest evidence of a particular skill is anticipated at the 1, 2, or 3 year old level. In those cases, the anticipated age is noted in parentheses following the skill, e.g., (2). For a complete listing of the Georgia Early Learning Standards at all age levels, see Appendix A - Standards & Indicators Continuum Chart.

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Physical Development
Standard: The child will begin to develop fine motor skills.

Gains controls of hands and fingers
Begins to coordinate motions using eyes and hands

Controls hands and fingers
Shows eye-hand coordination

Develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer
Grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors

Standard: The child will begin to acquire self-help skills.

Begins to help with feeding Feeds self

Begins to help with dressing Dresses self

Begins to help with personal hygiene

Attends to personal hygiene

Helps with routine tasks

Attends to routine tasks

Shows increasing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting
Shows increasing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting
Shows increasing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting
Shows increasing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting

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Physical Development
Standard: The child will begin to practice healthy and safe habits.

Responds to verbal or physical signal of danger
Shows beginning awareness of personal health needs (1)
Names different foods (2)

Pays attention to safety instructions
Attends to personal health needs
Identifies healthy food choices Relates own identification information

Builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.
Builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities
Shows increasing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting

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Emotional and Social Development
Standard: The child will begin to develop personal relationships with adults.

Shows attachment toward significant adults
Reacts differently toward familiar and unfamiliar adults

Builds relationship with adults
Shows feelings of security and trust
Uses adults as a resource

Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults
Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults
Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults

Standard: The child will begin to develop personal relationships with peers.

Shows awareness of other children
Shows awareness of feelings displayed by other children

Demonstrates social skills with other children
Shows sensitivity to the feelings of other children

Begins to develop friendships with other children (2)

Develops friendships with other children

Increases abilities to sustain interactions with peers by helping, sharing, and discussion.
Progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others.
Shows progress in developing friendships with peers.

Standard: The child will begin to acquire self-awareness.

Shows beginning sense of self
Shows beginning awareness of own abilities
Begins to recognize individual preferences and differences (1)

Shows behaviors that reflect Begins to develop and express awareness of

child's self-concept

self in terms of specific abilities, characteristics,

and preferences.

Demonstrates confidence in Demonstrates growing confidence in a range of

own abilities

abilities, routines, and tasks.

Recognizes individual preferences and differences

Begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

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Emotional and Social Development
Standard: The child will begin to demonstrate self-control.

Regulates emotions and behaviors with adult support (1)

Regulates own emotions and behaviors most of the time

Follows simple routines and rules in a group setting with adult support

Follow routines and social rules in a group setting most of the time

Shows progress in expressing feelings, needs, and opinions in difficult situations and conflicts without harming themselves, others, or property.
Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Standard: The child will begin to engage in self-expression.

Expresses self creatively through creatively art and music (1)
Demonstrates imagination through dramatic play (1)

Expresses self through art and music
Demonstrates imagination through dramatic play

Gains ability in using different art media and materials in a variety of ways for creative expression and representation.
Participates with increasing interest and enjoyment in a variety of music activities including listening, singing, finger plays, games, and performances.
Shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

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Approaches to Learning
Standard: The child will begin to acquire learning approaches that support development and school success.

Begins to show curiosity by exploring with the senses
Repeats actions
Begins to find different ways to solve simple problems (1)

Shows curiosity in learning Grows in eagerness to learn about and discuss

new things

a growing range of topics, ideas, and tasks.

Begins to show persistence in a variety of tasks
Finds creative solutions to problems

Grows in abilities to persist and complete a variety of tasks, activities, projects, and experiences.
Develops increasing ability to find more than one solution to a question, task, or problem.

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Language and Literacy Development
Standard: The child will begin to construct meaning from spoken words. (receptive language)

Responds to frequently spoken sounds and words
Follows simple directions and requests

Responds to spoken words
Follows directions and requests

Understands an increasingly complex and varied vocabulary.
Shows progress in understanding and following simple and multiple-step directions.

Standard: The child will begin to express thoughts with sounds, words, and gestures. (expressive language)

Uses motions and gestures to begin to communicate Uses sounds to communicate Uses sounds in social situations
Begins to express self freely and creatively, using sounds
Asks simple questions (1)

Communicates nonverbally, using motions and gestures

Demonstrates oral language Uses an increasingly complex and varied

skills, using words

spoken vocabulary.

Uses oral language in social situations

Progresses in abilities to initiate and respond appropriately in conversation with peers and adults.

Uses oral language for creative expression

Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.

Asks questions

Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.

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Language and Literacy Development
Standard: The child will begin to develop the foundations for reading.

Begins to attend to stories
Explores books as objects
Becomes aware of pictures
Begins to distinguish different sounds of language (2)

Acquires story sense Show book awareness
Builds print awareness
Distinguishes different sounds of language

Shows growing interest and involvement in listening to and discussing a variety of fiction and non-fiction books and poetry.
Progresses in learning how to handle and care for books knowing to view one page at a time in sequence from front to back and understanding that a book has a title, author, and illustrator.
Shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children
Shows increasing awareness of print in the classroom, home and community settings.
Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.
Recognizes a word as a unit of print or awareness that letters are grouped to form words, and that words are separated by pages.
Knows that letters of the alphabet are a special category of visual graphics that can be individually named.
Shows progress in associating the names of letters with their shapes and sounds.
Associates sounds with written words, such as awareness that different words begin with the same sound.
Shows growing ability to discriminate and identify sounds in spoken language.
Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems.
Shows growing ability to hear and discriminate separate syllables in words.

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Language and Literacy Development
Standard: The children will begin to develop the foundations for writing.

Scribbles spontaneously (1) Scribbles

Draws simple pictures (2) Draws pictures

Dictates messages (2)

Dictates messages

Expresses creativity using skills for writing (2)

Expresses creativity using skills for writing

Progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying, or writing familiar words such as their own name.
Develops understanding that writing is a way of communicating for a variety of purposes.
Begins to represent stories and experiences through pictures, dictation, and play.
Begins to represent stories and experiences through pictures, dictation, and play.
Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

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Cognitive Development
Standard: The child will begin to develop the foundations for mathematical reasoning and logical thinking.

Explores objects with different shapes and sizes
Begins to sort and match objects, with guidance (1)
Shows awareness of early concepts related to amount (1)
Explores concepts related to measurement
Begins to solve simple problems using logical reasoning (1)
Explores concepts reated to patterning Thinks creatively using logical reasoning and mathematical thinking (2)

Identifies shapes
Sorts and matches objects
Builds number concepts
Builds measurement concepts Solves simple problems using mathematical thinking and logical reasoning Arranges objects in simple patterns

Begins to recognize, describe, compare and name common shapes, their parts, and attributes.
Progresses in ability to put together and take apart shapes.
Shows growth in matching, sorting, putting in a series, and regrouping objects according to one or two attributes such as color, shape, or size.
Begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.
Develops increasing ability to count in sequence to 10 and beyond.
Begins to make use of one-to-one correspondence in counting objects and matching groups of objects.
Begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, and equal to.
Shows progress in using standard and nonstandard measures for length and area of objects.
Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults.
Enhances abilities to recognize, duplicate and extend simple patterns using a variety of materials.

Thinks creatively using logical reasoning and mathematical thinking

Approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Identifies basic colors

Shows growth in matching, sorting, putting in a series, and regrouping objects according to one or two attributes such as color, shape, or size.

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Cognitive Development
Standard: The child will begin to demonstrate early scientific inquiry skills.

Actively explores the environment
Uses sounds and simple words to describe things in the environment (1) Uses sounds and simple words to ask questions about the environment
Uses simple tools (1)

Actively explores the environment
Used language to describe things in the environment
Asks questions about the environment
Uses tools to experiment

Expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural process.
Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.
Begins to describe and discuss predictions, explanations, and generalizations based on past experiences.
Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, questions, and for other related purposes.
Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Standard: The child will begin to develop the foundations for social studies.

Begins to recognize significant family and personal relationships
Begins to recognize individual preferences and differences (1)
Recognizes community roles and relationships (2)
Explores concepts of space and location (2)

Recognizes family roles and Develops ability to identify personal character-

personal relationships

istics including gender and family composition.

Recognizes individual preferences and differences
Recognizes community roles and relationships
Explores concepts of space and locations

Progresses in understanding similarities and respecting differences among people, such as gender, race, special needs, culture, language, and family structures.
Develops growing awareness of jobs and what is required to perform them.
Begins to express and understand concepts and language of geography in the contexts of their classroom, home, and community.

Georgia Early Learning Standards: Appendix C