ABSTRACT
In this chapter, the authors focus on how the verbs that drive the goals of the learning process standards help set guidelines for how teachers teach young children. They provide a chart that demonstrates how similar the goals of the learning process standards are in the ELA, mathematics, science, and social studies standards. Irrespective of the stage of acquisition of the targeted curriculum content, the clustering of the verbs in the column labeled Cognitive Processes, Skills, and Aptitudes reveals that there are several critical instructional strategies reflected in the standards of all the documents. Standards dealing with the skills of communicating perceptions, ideas, and understandings orally and in written form are referenced in all the documents. An analysis of statements from each of the Standards documents revealed sets of verb clusters representing a range of cognitive processing. The documents also reflect a commitment to curriculum designs that include a supportive environment.
