COG: MATH 2: Classification

Return to DRDP Measure Video Examples

Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes

View video examples of the developmental levels for DRDP (2015) COG 2 below: Responding Earlier, Responding Later, Exploring Earlier, Exploring Later, Building Earlier, Buidling Middle, Building Later, Integrating Earlier

Responding Earlier Attends to people, objects, or events Possible Examples Looks at people’s faces. Quiets in response to an adult’s voice. Closes hand around an adult’s finger.
Responding Later Interacts differently with familiar people and objects than with unfamiliar people and objects Possible Examples Smiles at a familiar adult’s face or voice. Reaches for own special blanket or toy from home. Turns face away from an approaching unfamiliar adult.
Exploring Earlier Associates a person or object with another person or object, based on a similarity or relationship between them Possible Examples Looks for the hammer that goes with the pounding bench. Looks at another child when the child’s parent walks into the room. Looks for baby bottle when playing with baby doll.
Exploring Later Selects some objects that are similar from a collection of objects Possible Examples Selects the shovels from among toys in the sandbox. Takes some apples out of a basket that contains apples and bananas while helping an adult prepare a snack. Picks out some train cars from a box of toys.
Building Earlier Sorts objects into two groups based on one attribute, but not always accurately Possible Examples Separates blocks into a blue pile and a green pile, leaving a few green blocks in the blue pile. Sorts rocks into two piles, big and small, after a neighborhood walk. Picks out toy trucks from a basket of toys and sets them on a nearby shelf, and then picks out toy cars from the basket and sets them on a different shelf.
Building Middle Sorts objects accurately into two or more groups based on one attribute Possible Examples Separates a pile of toy animals by kind (e.g., dogs, cats, and birds). Puts crayons, pencils, and markers into different containers. Sorts a group of big squares and little squares into two piles by using eye gaze to indicate where an adult should put each square.
Building Later Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups Possible Examples Sorts buttons by color, and then sorts all of them again by shape or size. Sorts shoes based on color, and then re-sorts by type (e.g., slippers, boots, tennis shoes). Sorts flannel-board pieces by type (e.g., shoes, pants, and shirts), and then separates them by adult items and baby items.
Integrating Earlier Sorts objects into groups based on at least two attributes, sometimes sorting by one attribute and then subdividing those groups based on a second attribute Possible Examples Separates a pile of toy animals by kind (e.g., dogs, cats, and birds). Puts crayons, pencils, and markers into different containers. Sorts a group of big squares and little squares into two piles by using eye gaze to indicate where an adult should put each square.	Source: California Department of Education. 2016.