Related Early Childhood Sites

- California Early Childhood Mentor Program (CECMP)Mentorship and leadership program that strengthens the early learning & care workforce by connecting experienced professionals with those new to the field
- California Early Childhood Online (CECO)Online learning system offers professional development modules for early childhood educators
- California Early Learning VideosVideo resources demonstrating best practices in early childhood education
- California Preschool Instructional Network (CPIN)Provides professional development, instructional support and resources for preschool educators
- CDSS LEAD Office Quality InitiativesProfessional Development and coaching resources to strengthen early childhood program administration
- Child Development Training Consortium (CDTC)Provides services, training, and career advancement resources for early childhood students and professionals
- Family Child Care at Its Best (FCCB)Research-based workshops for family child care providers to improve quality care
- Personalized Oral Language Learning (POLL) StrategiesStrategies to support and strengthen multilingual learning and language development for dual languages learners from infancy through preschool in all early learning and care settings
- Program for Infant Toddler Care (PITC)Training and resources specifically focused on quality care for infants and toddlers
- All About Young ChildrenTools and resources to support families’ understanding of young children’s development and early learning
- My Child Care PlanTool for families to search and find licensed child care options
- Resource and Referral NetworkHelps connect families find child care and provides support to child care providers. Provides support to child care providers such as training, licensing guidance, and quality improvement
- TrustlineBackground check system for nannies, babysitters, and license- exempt child care providers
- Beginning TogetherResources for inclusive practices supporting children with disabilities and their families
- California Infant and Early Childhood Mental Health Consultation NetworkSupports mental health and well-being for young children through consultation services, resources and training activities for child care and early education providers in all settings
- California Making Access Possible (MAP) to Inclusion and BelongingProvides a clearinghouse of resources to support the inclusion of young children with disabilities or delays in child care, preschool, or out-of-school time programs
- California Teaching PyramidSystematic framework, training, and resources for supporting social-emotional development and addressing challenging behaviors
- CDSS DLL ResourcesStrategies and tools to support dual language learners and promote multilingual development in early childhood settings
- CDSS Early Learning PublicationsEarly Learning publications and resources from the California Department of Social Services
- CDSS QIS RevisionsUpdates and guidance on California’s Quality Improvement System revisions
- CompSATEarly learning and care self-assessment toolkit that accompanies the ECE Competencies
- Desired Results (DR) Field TrainingStatewide trainings that help early childhood administrators and staff use the Desired Results system and DRDP assessment tool to improve child development outcomes
- Quality Counts California (QCC)California’s quality improvement system (QIS) for early learning programs

Video Transcript

23–36 Months

Cognitive Development Foundation 3.2: Symbolic Thinking

Narrator: In the Cognitive Development domain, the strand Imitation and Symbolic Thinking includes the foundation Symbolic Thinking. Children from 23 through 36 months use objects to represent other objects during pretend play. They sometimes engage in pretend play with imaginary objects.

Example 1

Text on screen: Uses objects to represent other objects during play

On screen: 33-Month-old Zayden sits in a pretend shopping cart. He clamps toy tongs onto the edge of the cart and speaks into them like they are a microphone.

Zayden: Hi. My name’s Zayden. Hi Uncle Mikey. Hi Uncle Jim. Hi Uncle Mikey, and hi (inaudible). Hi. Hi.

On screen: Zayden moves the tongs to the other side of the cart.

Example 2

Text on screen: Uses objects to represent other objects during play

On screen: 29-month-old Mia and 27-month-old Vera play at the counter of an outdoor play kitchen. Mia begins using kitchen items and Vera gathers rocks from a play oven as they pretend to cook a meal.

Mia: Hi.

Vera: Hi.

Mia: Wanna cook with me?

Vera: Yeah, yeah.

Mia: Here go.

On screen: Mia hands Vera a spoon. The scene cuts. Now seated on the ground, Vera has a metal bowl of rocks in her lap. She asks Mia to join her, as if to sit down for dinner.

Vera: Mia! Here you go, Mia! No, sit down. Sit down. No (inaudible). Sit down.

Mia: No.

Vera: (inaudible)

On screen: Mia sits down next to Vera, grabbing a ladle and a bowl to mix.

Mia: OK. Fine. (inaudible)

Caregiver 1: (from off screen) What are you doing?

Mia: I cooking.

Example 3

Text on screen: Uses objects to represent other objects during play

On screen: 33-month-old Ximena sits at a table. Using a large clip as scissors, she pretends to trim the tails of various plastic animals.

Ximena: This is not long, or this is not long. I’m cutting their tee— tails.

On screen: Ximena focuses on clamping the clips onto the tails of the animals.

Caregiver 2: Did you cook something already?

Ximena: No I’m cut

Caregiver 2: Oh you’re using the clips.

Ximena: And I cutting the tails.

Caregiver 2: Wow, that’s nice. Their tails are long.

On screen: Ximena concentrates as she continues to pretend to clip the tail of a dinosaur.