2014-Pennsylvania-Learning-Standards-for-Early-Childhood

Pennsylvania Learning Standards

for Early Childhood

PRE-KINDERGARTEN

Oce of Child Development

and Early Learning

2014

TABLE OF CONTENTS

Introduction ..........................................................................4

The Learning Standards Continuum ........................................................ 7

Guiding Principles ......................................................................8

KEY LEARNING AREA: Approaches to Learning through Play – Construcng, Organizing,

and Applying Knowledge

Standard Area AL.1: Constructing and Gathering Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Standard Area AL.2: Organizing and Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Standard Area AL.3: Applying Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Standard Area AL.4: Learning through Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Approaches to Learning Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

KEY LEARNING AREA: Language and Literacy Development – English Language Arts

Standard Area 1.1: Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Standard Area 1.2: Reading Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Standard Area 1.3: Reading Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Standard Area 1.4: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Standard Area 1.5: Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Language and Literacy Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

KEY LEARNING AREA: Mathemacal Thinking and Expression – Exploring, Processing, and

Problem-Solving

Standard Area 2.1: Numbers and Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Standard Area 2.2: Algebraic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Standard Area 2.3: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Standard Area 2.4: Measurement, Data, and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Mathematical Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

KEY LEARNING AREA: Scienc Thinking and Technology – Exploring, Scienc Inquiry,

and Discovery

Standard Area 3.1A: Biological Sciences – Living and Non-Living Organisms . . . . . . . . . . . . . . . . . . . . . 42

Standard Area 3.1B: Biological Sciences – Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Standard Area 3.1C: Biological Sciences – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Standard Area 3.2A: Physical Sciences – Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Standard Area 3.2B: Physical Sciences – Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Standard Area 3.3A: Earth and Space Sciences – Earth Structures, Processes, and Cycles . . . . . . . . . . . 47

Standard Area 3.3B: Earth and Space Sciences – Origin and Evolution of the Universe . . . . . . . . . . . . . 48

Standard Area 4.1: Environment and Ecology – Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Standard Area 4.2: Environment and Ecology – Watersheds and Wetlands. . . . . . . . . . . . . . . . . . . . . . 50

Standard Area 4.3: Environment and Ecology – Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Standard Area 4.4: Environment and Ecology – Agriculture and Society . . . . . . . . . . . . . . . . . . . . . . . 51

Standard Area 4.5: Environment and Ecology – Humans and the Environment . . . . . . . . . . . . . . . . . 51

Standard Area 15.4: Computer and Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Scientific Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Environment and Ecology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Computer and Information Technology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

KEY LEARNING AREA: Social Studies Thinking – Connecng to Communies

Standard Area 5.1: Civics and Government – Principles and Documents of Government . . . . . . . . . . 58

Standard Area 5.2: Civics and Government – Rights and Responsibilities of Citizenship . . . . . . . . . . . 58

Standard Area 5.3: Civics and Government – How Government Works . . . . . . . . . . . . . . . . . . . . . . . . . 59

Standard Area 6.1: Economics – Scarcity and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Standard Area 6.2: Economics – Markets and Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Standard Area 6.3: Economics – Functions of Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Standard Area 6.5: Economics – Income, Profit, and Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Standard Area 7.1: Geography – Basic Geographic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Standard Area 7.2: Geography – Physical Characteristics of Places and Regions . . . . . . . . . . . . . . . . . 62

Standard Area 8.1: History – Historical Analysis and Skills Development . . . . . . . . . . . . . . . . . . . . . . . 63

Social Studies Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

KEY LEARNING AREA: Creave Thinking and Expression – Communicang through the Arts

Standard Area 9.1M: Production and Performance – Music and Movement . . . . . . . . . . . . . . . . . . . . . . 66

Standard Area 9.1D: Production and Performance – Dramatic and Performance Play . . . . . . . . . . . . . 67

Standard Area 9.1V: Production and Performance – Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Standard Area 9.2: Historical and Cultural Context of Works in the Arts . . . . . . . . . . . . . . . . . . . . . . . . 69

Standard Area 9.3: Critical Response to Works in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Standard Area 9.4: Aesthetic Response to Works in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Creative Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

KEY LEARNING AREA: Health, Wellness, and Physical Development – Learning About My

Body

Standard Area 10.1: Concepts of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Standard Area 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Standard Area 10.3: Safety and Injury Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Standard Area 10.4: Physical Activity – Gross Motor Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Standard Area 10.5: Concepts, Principles, and Strategies of Movement – Fine Motor Coordination . . . . 75

Health, Wellness, and Physical Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

KEY LEARNING AREA: Social and Emoonal Development – Student Interpersonal Skills

Standard Area 16.1: Self-Awareness and Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Standard Area 16.2: Establishing and Maintaining Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Standard Area 16.3: Decision-Making and Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

KEY LEARNING AREA: Partnerships for Learning – Families, Early Care and Educaon

Programs, and Communies

Standard PL.1: Families are supported in times of need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Standard PL.2: Families experience relationships with early care and education programs

that are affirming, reciprocal, and build upon their strengths. . . . . . . . . . . . . . . . . 88

Standard PL.3: Families have the support and information they need to encourage their

children’s learning and development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Standard PL.4: Family members have support from other families. . . . . . . . . . . . . . . . . . . . . . . . . 92

Standard PL.5: Families have goals of their own and benefit from having supportive partners

to help reach their goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Standard PL.6: Families grow in their leadership and use these skills in many different ways. . . . 93

Standard PL.7: Families are supported in times of transition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Resources ...........................................................................96

Introducon

hildren are born with an incredible capacity and desire to

learn. More than 40 years of research confirms the founda-

tional importance of early education and care for children’s

school and life success. It is essential that children’s first experiences

are robust ones, steeped in activities that develop critical thinking and

problem-solving skills, a deep understanding about themselves in a

social society, and age-appropriate content.

Instructional practices must embed the domains of development—

cognitive, social-emotional, language, and physical—with approaches

to learning that enable children to explore, understand, and reach

beyond the “here and now” to challenge themselves, experiment, and

transform information into meaningful content and skills.

Professionals interacting with young children have the critical task of

providing rich information and experiences. Such experiences build

skills and understanding in the context of everyday routines and within

intentionally-designed play opportunities that capture children’s inter-

ests and curiosity. Pennsylvania’s Learning Standards for Early Child-

hood are designed to support and enhance the learning environment;

responsive relationships; age, cultural, and linguistically-appropriate

curriculum; and practices being used to assess children, classrooms,

and programs.

The Department of Education and the Office of Child Development and

Early Learning use a Standards Aligned System. The Standards Aligned

System is a collective body of research that identifies six elements

which, when used together, provide a framework for program improve-

ment and child success. The elements identified are standards, as-

sessments, curriculum framework, instruction (including interven-

tions), safe and supportive schools, and materials and resources. A

web-based portal including more information and resources related to

these elements is accessible at www.pdesas.org.

STANDARDS ALIGNED SYSTEM (SAS)

Learning Standards Development

Pennsylvania’s Learning Standards for Early Childhood were originally constructed as a joint project of the

Departments of Education and Human Services. The Office of Child Development and Early Learning in col-

laboration with the Office of Elementary and Secondary Education have overseen revisions to the standards.

Each set of standards has been formulated with help and guidance from practitioners and program special-

ists who represented early childhood programs, school districts, higher education, family leaders, policy

analysts, and researchers. A group of Pennsylvania educators, in conjunction with the Office of Child Devel-

opment and Early Learning, created a set of Pennsylvania Core Standards beginning with Pre-Kindergarten.

The Pennsylvania Core Standards start in Pre-Kindergarten and continue through 12th grade. The Pennsyl-

vania State Board of Education adopted the Pennsylvania Core Standards in March 2014. The 2014 revisions

include updates related to the Pennsylvania Core Standards; Science, Technology, Engineering, and Math

(STEM) supportive practices; and current research trends.

Learning Standards for Early Childhood are used to:

•Informprofessionalsaboutcurriculumandassessment

•Guidetheselectionofinstructionalmaterialsandthedesignofinteractions/goalsetting

•Informfamiliesofappropriateexpectationsforchildren

•Provideacommonframeworkforcommunity-basedbirth–grade3alignmentwork

Learning Standards for Early Childhood are NOT used as:

•Aspecificcurriculum

•Ameanstoprohibitchildrenfrommovingfromonegradeorageleveltoanother

INSTRUCTION

CURRICULUM

FRAMEWORK

ASSESSMENT

STANDARDS

SAFE AND

SUPPORTIVE

SCHOOLS

MATERIALS

AND

RESOURCES

STUDENT

ACHIEVEMENT

1. Standards

Learning standards provide the framework for learning. They provide

the foundational information for what children should be able to know

and do. Pennsylvania’s Learning Standards for Early Childhood build

on information learned previously, creating a continuum of learning

that assures consistent and linked learning that begins in infancy,

increasing in complexity as it extends through graduation.

Pennsylvania also uses program standards that assure children’s

experiences are being offered in high-quality settings. Pennsylvania’s

state-funded programs all offer similar sets of standards that provide

guidance on program operation that exhibit best practices.

2. Assessments

Professionals must use both informal and formal assessments to

understand children’s progress. In early childhood, formative assess-

ments that provide information about how children are progressing

allow professionals to make adaptations or adjustments in the indi-

vidualized learning plans for every child. Early childhood professionals

observe and assess children using the materials that are found in the

learning environment. Professionals must use the information they

have documented during observation, along with information from the

family, to identify goals and next steps for children’s learning.

3. Curriculum framework

A curriculum framework reminds us what information should be

taught to young children within each of the Key Learning Areas. It

assures the continuum of learning that begins at birth and continues

through graduation. Pennsylvania’s curriculum framework includes

big ideas, essential questions, concepts, and competencies that further

define the learning standards.

4. Instrucon including intervenons

Instruction in the early years often looks different than instruction in

the older grades. Learning occurs within the context of play and active

learning strategies where children are engaged in concrete and hands-

on discovery; experimentation; and interaction with materials, their

peers, and nurturing adults.

Professionals help construct knowledge during these active learning

times by designing activities that build on children’s prior knowledge

to create new understandings and information. Direct instruction

should be combined with child-initiated play to produce optimal con-

ditions for young children’s learning. Adults become facilitators who

interact with children throughout the day. Adults ask open-ended ques-

tions that encourage children to think about what comes next. With

this approach, adults support children’s creativity, problem-solving,

intuition, and inventiveness (approaches to learning) by challenging

and encouraging them. Professionals design focused instruction that

is based on the identified individual needs of every child and assure

these experiences encompass their interests, abilities, and culture.

STEM (Science, Technology, Engineering, Math)

STEM (Science, Technology, Engineering, Math) education is an

intentional, integrative approach to teaching and learning, in which

students uncover and acquire a comprehensive set of concepts,

competencies, and thinking skills of science, technology, engineering,

and mathematics that they transfer and apply in both academic and

real-world contexts.

Education in Science, Technology, Engineering, and Math beginning

at birth is supported by research in neuroscience and other develop-

mental sciences. This research shows that the basic architecture of a

child’s brain is constructed through an ongoing process that begins

before birth and continues through adulthood. Research also confirms

that the brain is predominantly receptive to learning math and logic

between the ages of 1 and 4, and that early math skills are the most

powerful predictors of later learning. Providing children with oppor-

tunities to have early experiences in STEM supports children in their

academic growth, develops early critical thinking and reasoning skills,

and enhances later interest in STEM careers. The foundations of STEM

learning lie in the natural inquiry and exploration of young children,

as well as intentionally-designed activities which build scientific and

mathematical concepts, and the effective use of available technologies.

Positive interactions early in life, in an environment intentionally

designed to provide STEM experiences where children explore, ask

questions, and receive support from educators will help to lay this

foundation. Early-learning STEM experiences are based on the Penn-

sylvania Learning Standards for Early Childhood for infants and

toddlers, prekindergarten, and kindergarten through grade 2. STEM

subjects are supported within these standards and are noted by the

symbol throughout the supportive practices. Science, Technology,

Engineering, and Math are not separate subjects broken down into their

own time slots. These topics of study are incorporated and encouraged

within all activities throughout the day. In addition, laying this early

foundation will help to bridge the educational gap between birth to age

5 and K-12 educational programs.

Interventions

•Earlychildhoodspecialeducation

Early childhood classrooms should be inclusive ones where children

with disabilities and developmental delays are enjoying learning

experience alongside their typically developing peers. Professionals

may need to adapt or modify the classroom environment, interactions,

and/ormaterialsandequipmenttohelpchildrenwithdisabilitiesfully

participate.

Pennsylvania’s Learning Standards for Early Childhood are designed to

be used for all children. The content within these standards provides

the breadth of information from which to create goals and experiences

for all children that will help them reach their highest potential while

capturing their interests and building on what they already know.

Professionals must emphasize and celebrate all children’s accomplish-

ments and focus on what all children can do.

•EnglishLanguageLearners/DualLanguageLearners

Children develop language much the same way they acquire other

skills. Children learn native and second languages using an indi-

vidualstyleandrate.DifferencesamongEnglishLanguageLearners/

Dual Language Learners such as mixing languages or a silent period

are natural. Each child’s progress in learning English needs to be

respected and viewed as acceptable and part of the ongoing process of

learning any new skill. Children can demonstrate proficiency in most

of the standards using their native language. Use of home language in

the classroom environment, and in simple phrases, validates a child’s

placeintheclassroom,encouragingthechildtoseehim/herselfas

a learner. Working alongside English-speaking adults and peers in

authentic learning experiences which respect home language is an

effective means of learning English. Similar to all young children,

EnglishLanguageLearners/DualLanguageLearnersbenefitfromuse

of visuals, props, and realia (objects from real life used in classroom

instruction to improve children’s understanding of other cultures and

real life situations). The skills needed for young English Language

Learners/DualLanguageLearnerstobecomeproficientinEnglish

are fully embedded in the Pennsylvania Learning Standards for Early

Childhood.

5. Materials and resources

Every early-learning setting, whether it is in a home atmosphere or

center-based classroom, must be a comfortable, safe, and nurturing

environment where children can learn through their play. Children

discover and understand science, social studies, and math informa-

tion when they actively explore materials and ideas that are guided by

professionals who intentionally design activities that engage children

in critical thinking and processing. Children also learn about their own

abilities and learning styles, how to get along with others, and how to

appreciate others’ contributions in classrooms that include a diverse

set of materials and experiences.

School environments should be linked to a child’s home environment,

incorporating cultural and ethnic materials and children’s home

language, and provide experiences that are inclusive for all children,

regardless of ability, socio-economic status, or family background.

Well-designed environments demonstrate a commitment to the whole

child by offering materials and activities that promote social, physi-

cal, cognitive, and language learning. Resources provided within the

Standards Aligned System (SAS) portal include Pennsylvania educator-

created lesson plans, instructional strategies, digital media resources,

and other valuable information.

6. Safe and supporve schools

The safe and supportive schools element found on the Standards

Aligned System portal showcases resources and exemplars that pro-

mote active child engagement in a safe and positive learning environ-

ment. The three areas of focus within safe and supportive schools are:

Engagement—Program engagement is essential for child suc-

cess and building a positive program climate. Engagement within a

program is a process of events and opportunities that lead to children

gaining the skills and confidence needed to cope and feel safe within

their environment. These events and opportunities include relation-

ships, respect for cultural diversity, and family participation. Relation-

ships are the connection between two or more people or groups and

their involvement with and behavior toward one another. Respect

for diversity shows an understanding, appreciation, and response to

differences in individuals or groups. Family participation includes the

active involvement within classroom and school events.

Safety—Program safety refers to the security of the setting and

program-related activities as perceived and experienced by all stake-

holders, including families, caregivers, children, school staff, and the

community. Program safety encompasses both emotional and physical

safety, and is influenced by positive and negative behaviors of children

and staff. Emotional safety focuses on the feeling of connection, com-

fort, and acceptance within a secure setting. Physical safety ensures

children are free from danger or threatening circumstances.

Environment—Program environment refers to the extent to which

program settings promote child safety and health. Environment is

inclusive of all aspects of a program—academic components, its

physical and mental health supports and services, and its physical

building and location within a community. The physical environment

looks at the external surrounding and physical conditions within a

program. Classroom assessment instruments that help providers

assess the arrangement of indoor space, the provision of materials

and activities, and their development of class schedules are useful in a

sharing best practice implementation and alignment to Pennsylvania’s

Learning Standards for Early Childhood. The academic environment

is the climate set within a program that values and promotes learning

and self-fulfillment. Wellness within a program supports good physical

and mental health, including the promotion of a proper diet, exercise,

and healthy habits.

EARLY CHILDHOOD CONNECTIONS

High quality early care and education programs also promote con-

nections that assure children’s school success. Programs that build

relationships with children and families and coordinate their work

with other early-learning programs and school districts create strong

partnerships for success.

1. Connecons to children

Relationships are the key to successful connections between the adult

and the child. Professionals must take time to know every child, to

understand the way in which each child learns best, and to identify the

special talents and skills each child possesses. Adults who work with

young children must be students themselves. They must learn about

children’s home experiences and culture so they can design learning

environments that support the home-school connection and expand

prior learning into new knowledge.

2. Connecons to families

Families of young children have much to offer in the learning process.

When a partnership is formed between professional and family, the

connection has been strengthened, assuring that children receive

consistent messages about learning and skill development. Families

should be given opportunities to learn about their children’s day at

school, to provide input into the information they want their children

to learn and master, and to understand what they can do at home to

enhance the learning experience. To assure effective family engage-

ment strategies, professionals can reference the Partnerships for

Learning Standards.

At-home resources for families such as Kindergarten,HereICome;

Kindergarten,HereIAm;LearningIsEverywhere;BuildingBlocks

forBabies;EveryDayILearnthroughPlay; and RecipesforReadi-

ness provide professionals and families tools to share age-appropriate

expectations and to connect learning experiences.

Family ethnicity and culture must be interwoven into the life of an

early childhood program and classroom. Professionals must embrace

all children’s heritages and provide activities, materials, and experi-

ences that help children become aware of and appreciate their own

culture while learning about and appreciating the similarities and dif-

ferences of others. Families can provide authentic cultural experiences

and resources that support cultural awareness and appreciation. Such

opportunities foster family and school relations and partnerships.

Communications with families should be made in the home language.

Professionals in high quality, early education programs know and

understand their own attitudes and biases and are culturally sensitive

and supportive of diversity.

3. Connecons with other early-learning programs

Children and families often have other needs and priorities in addition

to participation in high quality early care and education programs.

Families may need to coordinate their early care and education

program services with health services or early intervention services, as

well as with their other children’s school experiences. Programs within

a community that support families’ single point of contact or help to

coordinate services for children demonstrate a strong understanding

and respect for families. Providers that reach out to neighborhood

schools to facilitate transition into the public school or who have de-

veloped a working relationship with their intervention provider assure

linkages that support children’s school readiness and ongoing success.

To assure effective family engagement strategies, professionals can

reference the Partnerships for Learning Standards.

4. Connecons for learning

Young children make learning connections through authentic hands-

on experiences. Professionals that allow children time to explore

and discover both inside and outside, optimize children’s capacity to

internalize and generalize content by making their own connections

to prior knowledge. All children, regardless of age and ability, need

opportunities to engage in practice activities and experiences that are

steeped in play. Adults should design learning experiences with con-

nections among multiple domains. Integrated learning experiences

support both content and social and cultural learning.

THE LEARNING STANDARDS CONTINUUM

ithin all Pennsylvania’s Learning Standards for Early Child-

hood, the Key Learning Areas define the domains or areas

of children’s learning that assure a holistic approach to

instruction. All children, regardless of age and ability, should be ex-

posed to experiences that build their skill development in approaches

to learning, social and emotional development, language and literacy

development, health wellness and physical development, creative

expression, and the cognitive areas of mathematics, science, and social

studies. The Standards within each Key Learning Area provide the

information that children should know and the skills children should

be able to do when they leave the age level or grade.

Pennsylvania’s Learning Standards for Early Childhood are connected

through a continuum of learning and link to the 3rd grade academic

standards. Some skills will not emerge in a noticeable way until a child

is older. These standards will be intentionally blank or identified as

emerging.

Professionals who view children’s skill development across ages and

grades will be able to understand the sequential way children learn

and become familiar with the way in which teachers at higher grade

levels support learning.

AGE GROUPING IN PENNSYLVANIA’S

LEARNING STANDARDS FOR EARLY

CHILDHOOD

Learning Standards for Infant-Toddler

The Infant-Toddler Standards are divided into three age levels: infant

(birth through 12 months), young toddler (9 months–27 months),

and older toddler (24 months through 36 months). These age divi-

sions are arbitrary as a means for organizing the content; very young

children’s development is uneven and may span two or all three of the

age levels in different Key Areas of Learning. This is reflected by the

overlap of the age 9 months–27 months in younger toddlers.

The Standards in each Key Area of Learning are displayed on an Infant-

Toddler continuum with the content within one strand presented

together. Practitioners can look down each level to determine the skills

that best match their children’s current development, identifying addi-

tional concepts and competencies, and supportive practices to scaffold

children’s learning.

When strands include “emerging” these concepts are beginning to

emerge but are not expected to be mastered. For example, infants and

young toddlers may be exploring mathematical estimation as they

interact with materials, but intentional instruction would not be appro-

priate for that age. Adults should continue to introduce these concepts

whenever appropriate for the individual child without expectation of

mastery.

Learning Standards for Pre-Kindergarten

Professionals will find the skills that pre-kindergarteners (ages three

to five) are practicing and mastering within the pre-kindergarten

standards. Younger preschoolers will be learning the content, while

older children will be mastering the skills and showing proficiency.

Classroom environments, materials, and activities that are developed

for this age will be appropriate for both three- and four-year-olds;

expectations for mastery will be different.

Learning Standards for Kindergarten

Students who complete kindergarten should demonstrate mastery

of the skills within the kindergarten standards. This document is

designed for full-day kindergarten classrooms. Half-day kindergarten

teachers will need to modify the amount of content that is introduced

to children during the kindergarten year, but the cognitive processing

that children must develop and the holistic instruction will remain

constant regardless of the length of the kindergarten day.

It is critical that kindergarten instruction occurs through an active

learning approach where teachers use differentiated instructional

strategies and focus on learning centers and play as key elements of

the daily schedule. Child-initiated investigation should be predominant

with supportive direct instruction in content areas infused through-

out the day. Kindergarten children should be given opportunities to

develop social and emotional skills, physical skills, and their creative

expression within the course of a kindergarten day.

GUIDING PRINCIPLES

igh-quality early care and education programs offer learning

opportunities that have a significant impact on the success of

all children. A warm, responsive relationship with a highly-

trained teaching staff is foundational. It is expected that teachers will

intentionally integrate developmental knowledge with the attitudes,

skills, and concepts children need to make progress socially and aca-

demically. High-quality early care and education programs maintain

high developmentally achievable expectations for all children using

clear performance standards with a continuous cycle of assessment

understood and used by staff, children, and families.

High-quality early care and education programs

have a significant impact on children’s future

successes.

All children can learn and deserve high expecta-

tions that are age-, individually-, and culturally-

appropriate.

Young children learn best when they are able to

construct knowledge through meaningful play,

active exploration of the environment, and

thoughtfully planned activities.

The learning environment for young children

should stimulate and engage their curiosity of

the world around them and meet their physical

and emotional needs so that they feel safe and

secure.

Language and early literacy development must

be supported and integrated throughout all

aspects of early care and education programs.

Children’s learning development and oppor-

tunities are supported when their teachers are

trained in early childhood development and

education, including professional training and

ongoing professional development, and are

intentional in their relationships and work with

children and families.

Early care and education programs must

address the individual needs of a diverse

population of children, e.g., children with

special needs, children from diverse cultural

backgrounds, children from all socio-economic

groups.

Early care and education programs are defined

by a set of comprehensive standards that maxi-

mize a child’s growth and development across

cognitive and non-cognitive domains.

There must be a system of research-based

assessments that documents children’s growth

and development in relationship to a defined set

of standards and is used to inform instruction.

Children’s learning is enhanced when families,

schools, and communities work together.

Scienc Thinking and Technology

Exploring, Scienc Inquiry, and Discovery

KEY LEARNING

AREA – The

domains of

learning that

assure child’s

holistic

development

TAG LINE

THE LEARNING STANDARDS FOR

EARLY CHILDHOOD FORMAT

ESSENTIAL QUESTIONS – Linked to the BIG IDEAS and

provides the questions that support children’s inquiry

BIG IDEAS – Describes the information that

children should acquire across all age levels

3.1 Biological Sciences

BIG IDEAS: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be

observed and studied.

ESSENTIAL QUESTIONS: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living

things?

A. LIVING AND NON-LIVING ORGANISMS

1. Common Characteriscs of Life

3.1 PK.A.1

Recognize the

difference

between living

and non-living

things.

The learner will:

•Sortobjectsbylivingandnon-living.

•Categorizecommonlivingthingsinto

plants and animals.

The adult will:

•Includeliveanimalsandplantsalongwithmodels,stuffedanimals,

plasticanimalsandplants,andpictures/postersintheclassroom.

•Displaywormfarms,birdfeeders,oranthillsforobservation.

•Readbooksaboutlivingandnon-livingthings.

•Setupasciencetableorexplorationarea,stockwithbothlivingand

non-living things.

Standard Concepts and Competencies Supporve Pracces

STRAND

STANDARD AREA – Organizes

the content within KEY LEARNING

AREAS into smaller topics

2. Energy Flow

3.1 PK.A.2

Identify basic

needs of plants

(water and light)

and animals

(food, water, and

light).

The learner will:

•Categorizecommonlivingthingsinto

plants and animals.

•Statethatlivingthingsneedair,food,

and water to survive.

•Observetheeffectofdarknessand

light on growing plants.

The adult will:

•Displaywormfarms,birdfeeders,oranthillsforobservation.

•Providelivingthingswithintheclassroomthatchildrenactivelycare

for. (e.g., non-toxic plants, classroom pet)

•Explicitlydiscusswhatlivingthingsneedtosurvive.

Standard Concepts and Competencies Supporve Pracces

CONCEPTS AND COMPETENCIES – Skills that

help to define the construct of the STANDARD

SUPPORTIVE PRACTICES – Practitioners can employ these strategies

to help children learn or make progress with particular skills

STANDARD – A specific skill a

child should know by the end of

the developmental age range

Approaches to Learning through Play

Construcng, Organizing, and Applying Knowledge

AL.1 Construcng and Gathering Knowledge

AL.2 Organizing and Understanding Informaon

AL.3 Applying Knowledge

AL.4 Learning through Experience

pproaches to Learning

through Play Standards

(ALPS) describe the es-

sential life skills that enable a child

to grow, learn, develop, and become

asuccessfulmemberofhis/her

community. The use and develop-

ment of these skills begin at birth

and continue across the human

life span. ALPS addresses how a

child gathers and constructs

knowledge, organizes and un-

derstands information, applies

that knowledge, and transfers

the self-constructed learning

beyond the immediate moment.

The child must develop these im-

perative capacities to understand and

use the content of literacy, mathematics, science,

and social studies, as well as necessary emotional wellbeing and

lifelong success. It is essential to provide children with optimal

learning opportunities that feature the development of these

skills as the key component of 21st century classrooms across

our state.

rom the moment of birth, healthy children are in a con-

tinuous state of exploring, discovering, and constructing

meaningful relationships with the world around them.

These innate qualities support children as they venture out

to connect with and understand the world in which they live.

When children are encouraged to follow their innate inquisi-

tiveness, they develop processes that enable them to succeed

in answering important self-constructed “how” or “I wonder”

questions. While children follow their own self-directed leads,

they may be unsure of the outcome but are willing to take that

risk to find out what will happen next. This outlook provides

children with great pleasure as they interact successfully to

understand their world; therefore, they desire to return to this

preferred state of mind again and again. Children enjoy learning

that includes active self-direction, positive anticipation, risk-

taking, pleasure, knowledge con-

construction, absorption in the

moment, and the desire to return

to this state of mind, which is what

we call play. Therefore, play is a

powerful learning tool that enables

the child to grow and develop a

lifelong love of learning. Play is

the child’s natural state of mind

and therefore influences all of the

child’s domains of development

including physical, cognitive, lan-

guage, social, aesthetic, and emo-

tional. And equally as important,

play as a focused state of mind

provides the child with a context and

positive attitude in which to develop

their Approaches to Learning skills, which

are shown to lead to lifelong success.

Play, Play, and

Play Some More!

he best way to support children’s learning in the early

years is to provide hands-on, active learning experi-

ences that include play activities. Play enables children

to weave together past knowledge and new information to

acquire new understanding and skill development. A child who

discovers the characteristics of apples through manipulating,

investigating, and exploring them understands the depth of

apples better than a child who colors a worksheet picture of an

apple. Children can cooperate in the block area to determine

how many blocks can be added to a structure before it falls.

This type of play enhances children’s social and creative think-

ing sequences. Play sequences and activities expand across

all Key Areas of Learning and can build social, cognitive, and

physical skill development when they are intentionally planned

and facilitated by teachers who interact with children, ask-

ing open-ended questions to scaffold children’s thinking and

problem-solving.

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

AL.1 Construcng and Gathering Knowledge

A. CURIOSITY AND INITIATIVE

AL.1 PK.A

Explore and ask

questions to

seek meaningful

information about

a growing range

of topics, ideas,

and tasks.

The learner will:

•Usesensestoexploreandlearnfrom

the environment.

•Showinterestandinteractwithothers

about their work or actions.

•Demonstrateinterestinnewmaterials

and experiences that are introduced into

the classroom.

•Askquestionstounderstandsomething.

(e.g., “How does that work?”)

•Watchothersplayandasktojoinin.

The adult will:

Stimulate children’s curiosity through use of “provocation”

strategies when introducing new topics or ideas. (e.g., ask

children to guess what might be inside a box or bag, place

new materials in sensory table and encourage exploration,

ask “I wonder” questions)

Provide real objects that can be manipulated or explored to

understand a concept.

Respond to children’s questions with explanations that help

them to understand.

•Encouragechildrentoresearchanswerstoquestionsthrough

books and other media.

•Regularlyrotateclassroommaterialsandformallyintroduce

new objects and activities into the classroom by showing

excitement. (e.g., “Look what I brought for us to do today!”)

B. RISK TAKING

AL.1 PK.B

Demonstrate a

willingness to

participate in new

and challenging

experiences.

The learner will:

•Activelyexplorenewmaterialsthatare

introduced into the classroom.

•Observepeersengagedinanunfamiliar

or new activity before joining in.

•Listenattentivelytolearnproper

technique for a new skill, and then

follow through using the learned

technique.

•Statediscomfortattryingsomething

new, but make attempts to try after

encouragement.

•Differentiatebetweenappropriateand

inappropriate methods for learning

information. (e.g., understand that

jumping from a high wall is a dangerous

way to discover its height)

The adult will:

•Introducematerialsintotheclassroombypairingnewitems

with familiar things.

•Makeexplicitrequestsforlisteningatimportantteachable

moments. (e.g., “Turn on your listening ears now.”)

•Allowchildrentimetowarmuptonewideasoractivitieswithout

expecting them to fully participate.

•Introducenewmaterialsandactivitiesbyexplainingwhatthey

are and providing instructions on their use.

•Describeappropriatestrategiesforchildren’sparticipationor

exploration of materials that may be challenging.

•Demonstrateenthusiasmwhenintroducingnewmaterials.

•Engagechildrenin“whatif”scenariostodiscusspotentially

dangerous or inappropriate responses and situations.

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to

gather information based upon their own individualized approach to learning.

ESSENTIAL QUESTIONS: What strategies can be used to gather information? What can I learn from my everyday experiences,

including play?

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

C. STAGES OF PLAY

AL.1 PK.C

Engage in

complex play

sequences with

two or more

children.

The learner will:

•Usematerialsandobjectstorepresent

other objects.

•Initiatecooperativeplaywithpeers

by establishing roles and a simple

play scenario. (e.g., act out a doctor’s

office scenario, assigning a doctor and

patients)

•Extendplayscenariosovermorethan

one day.

•Incorporatepersonalexperiencesand

themes learned into play scenarios.

•Engageinsimplegameswithruleswith

adult reminders and support.

The adult will:

•Understandthestagesofplay.(solitary,parallel,associative,and

cooperative)

•Use“Iwonder”statementstoencouragechildrentoextendtheir

pretend play. (e.g., “I wonder how we could pretend to ride on a

train.”)

•Rotatepropsandmaterialsinthedramaticplayareato

encourage children to engage in play scenarios with others.

•Joininpretendplayscenarioswithchildrenandsupport

children’s positive interactions with peers.

•Whenappropriateallowstructuresorscenariopropstostayin

location for several days without clean-up.

•Observeandexplicitlypointoutwhenchildrenarereferencing

prior knowledge in their play scenarios.

•Observeplayscenariosforuseofnewvocabulary,knowledge,

and/orformisconceptions/intereststhatcanbeaddressed

through instruction.

•Engagechildreninsimplegameplaywiththeirpeers.

•Providesupportforpositivesocialinteractionswhenneeded.

•Usechildren’scooperativeplaytomodelandteachkeysocial

skills.

Standard

Concepts and Competencies

Supporve Pracces

AL.2 Organizing and Understanding Informaon

A. ENGAGEMENT AND ATTENTION

AL.2 PK.A

Work toward

completing a

task, even if

challenging,

and despite

interruptions.

The learner will:

•Statewhentheyarebeingdistracted.

•Statewhentheyarefrustratedbya

challenge.

•Moveawayfromdistractionstocomplete

a task.

The adult will:

Save children’s work for later completion if transition to a

new activity is necessary.

Show flexibility during transitions to allow children who are

working on a project time to complete it.

Encourage children to complete tasks that are challenging.

•Helpchildrenlearntoidentifywhentheybecomedistracted.

(e.g., “I see you didn’t finish your drawing. What distracted

you?”)

•Allowampletimeforchildrentocompletetasksandactivitiesin

which they are engaged.

•Minimizeinterruptionsanddisruptionsforchildrenwhoare

concentrating on a specific task or activity.

•Redirectchildrenbacktothetaskathandwhentheybecome

distracted.

•Explicitlyteachchildrensimplestrategiesforstayingengaged.

(e.g., move away from a noise, tell self to finish first then move)

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Strategies for filtering and organizing information are important to the learning process.

ESSENTIAL QUESTIONS:HowdoIdecidewhatinformation/tasktoattendto?WhatstrategiesdoIusetoorganizeinformation?

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

B. TASK ANALYSIS

AL.2 PK.B

Independently

break simple

tasks into steps

and complete

them one at a

time.

The learner will:

•Attendandfollowthroughontwo-step

directions.

•Explainaroutinesequence.

•Relatethestepsnecessarytocompletea

task or activity.

•Relatethedesiredoutcomeorendgoal

of a task or activity.

The adult will:

Explicitly provide the desired outcome or end goal of an

assigned task or activity.

•Modelgoalsettingandbreakingtasksintostepsusingexplicit

vocabulary. (e.g., first, next, last)

•Useclearandconcisedirectionsforthecompletionoftasks

visuallyand/orverbally.

•Encouragechildrentorelatethesequence,steps,anddesired

outcomes of self-initiated tasks and activities.

•Reviewstepsofataskwithchildrenpriortoaskingthemto

complete the task and provide reminders throughout the

process.

Standard

Concepts and Competencies

Supporve Pracces

C. PERSISTENCE

AL.2 PK.C

Attempt to

accomplish

challenging tasks

by employing

familiar and new

strategies as

needed.

The learner will:

•Attempttocompleteataskinmorethan

one way (e.g., using materials in new

ways, trial and error, breaking tasks into

steps) before asking for help or stopping

due to frustration.

•Sticktoataskafterstatingfrustration.

•Showprideincompletionofa

challenging task.

The adult will:

Encourage children to develop alternative solutions to

accomplish a task.

•Explicitlydiscussandpresent/modelavarietyofstrategiesthat

can be used to follow through on a challenging task. (e.g., using

materials in new ways, trial and error, breaking tasks into steps,

asking for help from a competent peer or adult, self-talk)

•Offerspecificfeedbackonchildren’seffortstoworkthrough

challenging tasks. (e.g., “I noticed you were frustrated but you

kept trying anyway.”)

Standard Concepts and Competencies Supporve Pracces

D. PATTERNING

AL.2 PK.D

Recognize and

extend simple

patterns.

The learner will:

•Identifypatternsintheenvironment.

(e.g., stripes on a flag)

•Clapoutrhythmicpatterns.

•Practiceextendingsimplerepeating

patterns using manipulatives.

The adult will:

•Provideavarietyofmanipulativesandencouragetheirusefor

creating and re-creating patterns.

•Modelcreatingsimplepatterns.

•Drawchildren’sattentiontovariouspatternsinthe

environment. (e.g., “I see a pattern on your shirt—blue stripe,

red stripe, blue stripe.”)

•Engagechildrentofindpatternsintheenvironment.

•Discusspatterns.(e.g.,“Whydoyouthinkthatisapattern?”

“What is missing from this pattern?”)

Standard Concepts and Competencies Supporve Pracces

E. MEMORY

AL.2 PK.E

Retain and recall

information

presented over

a short period of

time.

The learner will:

•Relateinformationand/orexperiences

from the past.

•Rememberandupdatesimple

information. (e.g., one’s place in a story,

song, or game if interrupted)

•Engageinmemorygames.

•Recalldetailsfromstories,events,and

experiences.

The adult will:

Encourage children to talk about past experiences and events.

Ask questions which challenge children to recall the details of

experiences they are relating.

Maintain documentation of past events through pictures,

photos, videos, and quotes from children. Post and explore

this documentation with the children over time.

•Provideopportunitiestoengageinage-appropriatememory

games.(e.g.,2–3stepclap/dancepatternandaskchildrento

repeat it in reverse order, going around the circle and each child

repeats what others have said and adds to)

•Encouragefamiliestomakeandsharememorybooks

highlighting children’s past experiences.

•Teachchildrenspecificstrategiesforrememberinginformation.

(e.g., singing a song, making a picture in your mind, repeating

silently)

Standard

Concepts and Competencies

Supporve Pracces

AL.3 Applying Knowledge

A. ENGAGEMENT AND ATTENTION

AL.3 PK.A

Use music, art,

and/or stories to

express ideas,

thoughts, and

feelings.

Reference 9.1.M.PK.E; 9.1.D.PK.E;

9.1.V.PK.E; 1.4.PK.M; 1.5.PK.E

Reference 9.1.M.PK.E; 9.1.D.PK.E;

9.1.V.PK.E; 1.4.PK.M; 1.5.PK.E

B. INVENTION

AL.3 PK.B

Produce and

explain the

purpose for a new

creation.

The learner will:

•Engageinavarietyofcreativeactivities.

•Describeordrawadesiredproduct.

(e.g., create a blueprint for a block

structure)

•Answerquestionstoexplainthepurpose

of a creation.

•Showprideinacreation.

The adult will:

Encourage children to pre-plan their creative efforts.

Provide opportunities for children to present and describe

their creations.

Ask questions about children’s creations. (e.g., “How did you

make that?” “What is that used for?”)

•Provideopportunitiesforchildrentoengageincreativeactivities.

•Offerspecificfeedbackonchildren’screativeefforts.

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Prior knowledge and experiences can be used to express and create new understandings.

ESSENTIAL QUESTIONS: How do I use what I already know to understand new things? How do I represent new understandings?

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

C. REPRESENTATION

AL.3 PK.C

Use materials

and objects to

represent new

concepts.

The learner will:

•Usenon-conformingobjectstocreate

representations of real life objects or

activities. (e.g., block for a phone, stick

for a spoon)

•Usereallifeobjectstorepresentmake-

believe or fantasy objects. (e.g., spoon for

a magic wand, broom for a flying horse)

The adult will:

Provide opportunities for children to use materials in non-

conforming ways.

•Encouragechildrentodescribetheiractionsduringplay

scenarios.

•Use“Iwonder”statementstoencouragechildren’screativity

with use of objects.

Standard

Concepts and Competencies

Supporve Pracces

AL.4 Learning through Experience

A. MAKING CONNECTIONS

AL.4 PK.A

Relate knowledge

learned from

one experience

to a similar

experience in a

new setting.

The learner will:

•Relatepersonal(e.g.,home,cultural,

community) experiences during play,

and other school activities.

•Understandthatappropriateactivities

and events may differ from home to

school.

•Sharenewskillsortaskslearnedor

practiced outside of school setting.

(e.g., “Mommy taught me how to tie my

shoe,” demonstrate a forward roll that

was learned in a weekend gymnastics

class)

•Practiceskillslearnedinwholegroup

demonstration or role play during

center exploration.

•Applyaskilltomultipletasks.(e.g.,

use measuring cups in sensory table,

outside, and in cooking activity)

The adult will:

•Encouragefamiliestocontinueschoolactivitiesathome.

•Providefamiliesdailyupdatesaboutactivitiesthatareoccurring

in school. (e.g., daily message boards, newsletters, classroom

web sites, journals)

•Talkwithfamiliesaboutwhatchildrenareworkingonathome

and incorporate those goals in the school day.

•Askchildrentodescribeextra-curricularactivitiesthey

participate in and show what they are learning.

•Provide“takehome”activitykitsthatcantravelbackandforth

between school and home.

•Acknowledgeandvaluedifferencesinclassandhomestructure.

•Providematerialsincentersthatencouragepracticeofskills

demonstrated during whole group meeting time.

•Observechildrenduringcentertimeanddocumenttheirskill

practice.

B. RESILIENCY

AL.4 PK.B

Recognize that

everyone makes

mistakes and that

using positive

coping skills

can result in

learning from the

experience.

Reference 16.1.PK.C Reference 16.1.PK.C

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Experiences provide the context in which learning is constructed.

ESSENTIAL QUESTIONS: In what ways does an experience in one setting influence my learning and experiences in another setting?

HowdoIlearnfrommymistakesand/orfromchallengingsituations?

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

C. PROBLEM SOLVING

AL.4 PK.C

Attempt problem

solving activities

to achieve a

positive outcome.

The learner will:

•Trynewwaystocompleteafamiliar

task.

•Attempttocompleteataskinmorethan

one way (e.g., using materials in new

ways, trial and error, breaking tasks into

steps) before asking for help or stopping

due to frustration.

•Askquestionstoclarifyproblems.

•Discussthedifferentwaysusedto

accomplish a task or to solve a problem.

•Recallanduseapreviouslysuccessful

strategy.

•Changeplanifabetterstrategypresents

itself.

•Observemistakesandnotethe

effectiveness of a different solution.

(e.g., “That didn’t work because …”)

•Demonstrateincreasingflexibilityina

variety of situations, task, and activities.

The adult will:

Explicitlydiscussandpresent/modelavarietyofstrategies

that can be used to solve problems. (e.g., using materials in

new ways, trial and error, breaking tasks into steps, asking for

help from a competent peer or adult)

Create and provide opportunities for learners to engage in

problem solving activities. (e.g., role play)

Encourage children to use available materials to solve

problems. (e.g., “I wonder what we can use to make our

building sturdier?”)

Engage learners in interactions that use known strategies in

new situations.

Display a variety of materials and ask learners to complete a

task, allowing them to choose the material that best suits the

activity.

Ask open-ended questions that require thought and creative

thinking. (e.g., “How can we move this heavy box onto the

floor?”)

Observe how learners solve problems in the classroom and

offer assistance when needed.

•Offerspecificfeedbackonchildren’seffortstoproblem-solve.

•Describetheprosandconsofstrategiesusedbychildrento

solve a problem.

•Askquestionstoidentifywhetherornotasolutionisworking

well.

•Allowchildrentopracticesolvingaprobleminmultiplewaysto

support flexible thinking. (e.g., “We can sort the beads by color

or we can sort them by shape.” “Let’s try it another way.”)

Standard

Concepts and Competencies

Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

Approaches to Learning through Play

Glossary

Associative Play—A form of play in which a group of children

participate in similar and identical activities without formal

organization, group direction, group interaction, or a definite

goal; children may imitate others in a group but each child acts

independently.

Attention—An ability to focus; take all stimuli in environment

and focus on one thing.

Competence—The ability to perform a task, action, or function

successfully.

Cooperative Play—Any organized recreation among a group of

children in which activities are planned for the purpose of achiev-

ing some goal.

Culture—The way of life of a particular social, ethnic, or age

group of people which includes beliefs, arts, customs, and

behaviors.

Curiosity—A desire to learn or know about something;

inquisitiveness.

Engagement—Ability to express oneself physically, cognitively,

and emotionally during an activity; to feel a connection or a

strong bond to work.

Extrinsic Motivation—Motivation that comes from factors

outside an individual.

Initiative—A readiness and ability to be eager to lead an action.

Intrinsic Motivation—Motivation that comes from inside an

individual rather than from any external or outside rewards.

Invention—An act of devising, creating, or producing using

imagination (art, music).

Memory—The mental capacity or faculty of retaining and reviv-

ing facts, events, impressions, etc., or of recalling or recognizing

previous experiences.

Parallel Play—A developmental stage of social development;

an activity in which children play with toys like those the children

aroundthemareusing,butchildisabsorbedinhis/herown

activity; usually play beside rather than with one another.

Pattern—A set or sequence of shapes or numbers that are

repeated in a predictable manner.

Persistence—The steady continuance of an action in spite of

obstacles or difficulties.

Play—A self-selected activity that may or may not have a specific

purpose.

Pretend Play—Using an object to represent something else

while giving it action and motion; actively experimenting with

the social and emotional roles of life; can build skills in many

developmental areas.

Proximity—The state, quality, sense, or fact of being near or

next to; closeness.

Resilience—The ability to cope with and bounce back from

all types of challenges. A person thrives, matures, and increases

competence by drawing on biological, psychological, and environ-

mental resources.

Task Analysis—A process of breaking down complex behaviors

into smaller, discrete, specific sub-behaviors to be performed in a

certain order for maximum success.

Temperament—The combination of mental, physical, and

emotional traits of a person; natural predisposition.

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

Language and Literacy Development

English Language Arts

1.1 Foundaonal Skills

1.2 Reading Informaonal Text

1.3 Reading Literature

1.4 Wring

1.5 Speaking and Listening

ommunication occurs

in different ways. It is

a way to share one’s

ideas and understand the ideas

of others. Reading involves the

use of pictures, symbols, and

text to gain information and

derive meaning, and writing is

used for a variety of purposes.

Children should be exposed to

a variety of books to acquire

new information and for person-

al fulfillment. Children apply a wide range of strategies

to comprehend, interpret, evaluate, and appreciate text.

Children draw meaning from their prior knowledge and

experience, their interactions with others, their knowl-

edge of word meaning, and their word identification

strategies. Children vary their use of the spoken and

written language to communicate effectively with others.

One of the first building blocks of reading is phonemic

awareness; this is one of the best predictors of early

reading achievement. Children should be developing

this awareness in the early years by listening to rhyming

stories and songs and engaging

in word play activities.

Diversity and

Culture

oday’s early childhood

programs include

increasingly diverse

groups of children, families,

and teachers who represent

many cultures, values, and

lifestyles. Providers have a

unique opportunity to create

welcoming environments that emphasize respect for

diversity and support families’ cultural and linguistic

differences. Teachers must help assure the preservation

of home language while supporting the acquisition of

Standard English. Programs should create experiences

and opportunities that honor all children’s cultures and

values by developing creative strategies for including and

expanding home to school connections and by providing

children with varied ways to demonstrate their learning.

Such experiences and opportunities assure all children’s

success in school.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

1.1 Foundaonal Skills

A. BOOK HANDLING

1.1 PK.A

Practice

appropriate book

handling skills.

The learner will:

•Orientabookcorrectly.

•Turnpagesinorder.

•Usepointersorfingertotrackprinton

charts, posters, environmental print or

in books.

•Practicetrackingfromtoptobottomand

left to right with scaffolding.

The adult will:

•Modelcorrectbookorientation.

•Modelturningpagescarefullyandinorder.

•Providepointersandchartsforchildrentopracticetracking.

•Reinforcechildrenmovingfromtoptobottomandlefttoright.

B. PRINT CONCEPTS

1.1 PK.B

Identify basic

features of print.

The learner will:

•Differentiatebetweennumbersand

letters and letters and words.

•Recognizeandnamesomeupperand

lower case letters of the alphabet.

The adult will:

•Providerichenvironmentalprintintheclassroom(e.g.,posters,

charts, word walls).

•Provideavarietyofmaterials(e.g.,hands-on,print,and/or

digital) for exploration of letters.

•Provideopportunitiesingroupandlearningcentersfor

identifying letters, words, numbers, and sentences.

•Useprintanddigital-textmaterialsforfunctionalpurposes.

Standard

Concepts and Competencies

Supporve Pracces

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning.

ESSENTIAL QUESTION: How do I acquire and practice pre-reading skills?

C. PHONOLOGICAL AWARENESS

1.1 PK.C

Demonstrate

understanding

of spoken

words, syllables,

and sounds

(phonemes).

The learner will:

•Recognizerhymingwords.

•Recognizewhentwoormorewords

begin with the same sound (alliteration).

•Countsyllablesinspokenwords.

•Isolateandpronounceinitialsounds.

•Segmentsingle-syllablespokenwords

into phonemes.

The adult will:

•Provideopportunitiesforchildrentoexperimentandplaywith

the sounds that words make through rhymes, nonsense words,

poems, music, and chants.

•Readbooksthatcontainrichlanguage(rhyme,repetition,and

rhythm).

•Provideopportunitiesforchildrentoclapoutthesyllablesof

names or words.

•Playrhymingandsoundgames.

•Providematerialsforexplorationofsounds.

Standard Concepts and Competencies Supporve Pracces

D. PHONICS AND WORD RECOGNITION

1.1 PK.D

Develop

beginning

phonics and word

skills.

The learner will:

•Associatesomeletterswiththeirnames

and sounds.

•Identifyfamiliarwordsand

environmental print.

The adult will:

•Providechartsandmorningmessagesforchildrentoread

independently.

•Promotereadingtheroomstrategy,suchassearchingforletters

and words in environmental print.

•Createlearningcentersthatfocusonletters,sounds,words,and

creating simple sentences.

•Useprintanddigital-textmaterialsforfunctionalpurposes.

Standard Concepts and Competencies Supporve Pracces

1.2 Reading Informaonal Text

A. KEY IDEAS AND DETAILS – MAIN IDEA

1.2 PK.A

With prompting

and support,

retell key

details of text

that support a

provided main

idea.

The learner will:

•Knowthatthedetailsofatextcanbe

used to support a main topic or idea.

•Providerelevantdetailsfromatext

which support a provided main idea.

The adult will:

Read a variety of informational text (e.g., non-fiction text,

recipes, web pages, menus, phone books, maps, etc.) to

children.

•Beforereadingatext,provideamainideatosetthestagefor

reading.

•Pointoutdetailswhichsupportthemainideawhilereadingthe

text.

•Discusshowtextdetailsupportsamainideaafterreadingatext.

Standard Concepts and Competencies Supporve Pracces

BIG IDEAS: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret,

analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.

ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why

learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

E. FLUENCY

Emerging to …

•reademergent

reader text with

purpose and

understanding.

The learner will:

•Reciterhymes,songs,andfamiliartext

while tracking with a finger or pointer.

•Applyknowledgeofletters,words,and

sounds to read simple sentences.

•Assembleletterstoformwordsand

words to form sentences and (pretend)

to read the words or sentences back.

The adult will:

•Providepurposefulandplayfulexposuretoavarietyofprinted

materials.

•Readandre-readtextdaily.

•Providelearningcentersandaclassroomlibrarywherelearners

can interact with emergent reader text.

•Provideavarietyofopportunitiesforchildrentoengageinpre-

reading. (e.g., morning messages, charts, etc.)

•Useprintanddigital-textmaterialsforfunctionalpurposes.

Standard

Concepts and Competencies

Supporve Pracces

B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

1.2 PK.B

Answer questions

about a text.

The learner will:

•Usespecificdetailsfromthetextto

answer questions.

•Answer“who”or“what”thetextis

about.

•Answer“how”and/or“why”questions

using specifics from the text.

The adult will:

•Providepurposefulandplayfulexposuretoavarietyof

informational text. (e.g., non-fiction text, recipes, web pages,

menus, phone books, maps, etc.)

•Askchildrentoidentifyfactsfromtext.

•Ask“who,”“what,”“how,”and“why”questions.

•Provideverbalpromptsandpicturecuestoassistinrecall.

Standard Concepts and Competencies Supporve Pracces

C. KEY IDEAS AND DETAILS

1.2 PK.C

With prompting

and support,

make connections

between

information in a

text and personal

experience.

The learner will:

•Sharepersonalexperienceandprior

knowledge that is relevant to the text.

•ContributerelevantinformationtoaK

(know), W (what child wants to learn), L

(what group learned) chart.

•Choosetextbasedonpersonalinterests

and experiences.

The adult will:

•Providelearningcentersandaclassroomlibrarywherelearners

can interact independently with emergent reader text.

•Askchildrenhowatextrelatestotheirfamily,home,orschool.

•Modelconnectingatexttoyourownpersonalexperiences.

•ProvideopportunitiestocompleteKWLchartsonvarioustopics.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

F. CRAFT AND STRUCTURE – VOCABULARY

1.2 PK.F

With prompting

and support,

answer questions

about unfamiliar

words read aloud

from a text.

The learner will:

•Participateindiscussionsabout

unfamiliar words.

•Connectpriorunderstandingsto

unfamiliar words.

The adult will:

Introduce vocabulary in the context of topics when using a

variety of informational text. (e.g., non-fiction text, recipes,

web pages, menus, phone books, maps, etc.)

•Modelownconnectionstonewvocabulary.

•Modelhowuseofpicturecuescanhelponedeterminethe

meaning of new words.

Standard Concepts and Competencies Supporve Pracces

E. CRAFT AND STRUCTURE – TEXT STRUCTURE

1.2 PK.E

Identify the front

cover, back cover,

and title page of a

book.

The learner will:

•Relatethattextsareorganizedina

predictable format.

•Identifythetitlepageofabook.

•Identifythefrontcoverofabook.

•Identifythebackcoverofabook.

The adult will:

•Identifyanddiscussthefrontcover,backcover,andtitlepage.

•Askchildrentoidentifythefrontcover,backcover,andtitlepage

of a book.

Standard

Concepts and Competencies

Supporve Pracces

G. INTEGRATION OF KNOWLEDGE AND IDEAS – DIVERSE MEDIA

1.2 PK.G

With prompting

and support,

answer questions

to connect

illustrations to

the written word.

The learner will:

•Retellasimplesequenceinatextusing

picture support.

•Matchpicturestoideas,objects,orsteps

in a sequence.

•Describepicturesinatextindetailto

answer specific questions about the text.

The adult will:

Provide various experiences for children to engage with

picture/textconnections.(e.g.,cooking,dramaticplay,

construction, gardening, posting picture schedule)

•Modelhowtoattachwords(nounsandverbs)toillustrations.

•Provideopportunitiestopracticesequencing.

Standard Concepts and Competencies Supporve Pracces

I. INTEGRATION OF KNOWLEDGE AND IDEAS – ANALYSIS ACROSS TEXTS

1.2 PK.I

With prompting

and support,

identify basic

similarities

and differences

between two texts

read aloud on the

same topic.

The learner will:

•Recognizethattextshavesimilar

components that can be compared and

contrasted. (e.g., main ideas, details)

•Participateinstrategiesthatprovide

opportunities to compare and contrast

textsand/orcomponentsoftexts.(e.g.,

Venn diagrams, T-charts)

The adult will:

•Provideopportunitiestoengagewithavarietyoftextonthe

same topic.

•Askquestionsregardingsimilaritiesanddifferencesafter

reading two or more texts on the same topic.

•Introducestrategies(e.g.,Venndiagrams,T-charts)using

concrete materials (e.g., hula hoops, string) to compare and

contrast texts and components of texts in teacher-led, small

group, and individual activities.

Standard Concepts and Competencies Supporve Pracces

J. VOCABULARY ACQUISITION AND USE

1.2 PK.J

Use new

vocabulary and

phrases acquired

in conversations

and being read

to.

The learner will:

•Talkaboutpicturesusingnew

vocabulary words or phrases.

•Usenewvocabularyinthecontext

of dramatic play, daily routines, and

classroom conversations.

•Begintousenewvocabularywhen

asking questions or describing situations

or objects.

The adult will:

Encourage children to use new vocabulary words or phrases

when discussing pictures or real objects.

Explicitly introduce Tier II vocabulary words.

•Providelearningcentersforchildrentoengagewithwordsand

pictures.

•Modeluseofnewlylearnedwordsorphrases.

•Supportandacknowledgechildren’suseofnewwordsor

phrases.

•Introducevocabularyinthecontextoftopicswhenusinga

variety of informational text. (e.g., non-fiction text, recipes, web

pages, menus, phone books, maps, etc.)

•Scaffoldthedefinitionofwordswhenintroducinganew

topic, being certain to provide several examples that help to

demonstrate the meaning.

•Encouragechildrentolistenfornewvocabularywordswithin

the context of the text.

Standard

Concepts and Competencies

Supporve Pracces

K. VOCABULARY ACQUISITION AND USE

1.2 PK.K

With prompting

and support,

clarify unknown

words or phrases

read aloud.

The learner will:

•Recognizewordsorphrasesthatare

unfamiliar to them.

•Ask,“Whatdoesthatmean?”

•Talkaboutconnectionsbetweenfamiliar

and unfamiliar words or phrases that

mean similar things. (e.g., grass, lawn)

The adult will:

•Introducevocabularyinthecontextoftopicswhenusinga

variety of informational text. (e.g., non-fiction text, recipes, web

pages, menus, phone books, maps, etc.)

•Provideconcretematerialsinlearningcenterstoassistchildren

in connecting prior knowledge to new words or phrases.

•Respondwithinterestandsupportwhenchildrenseek

clarification of a word or phrase.

Standard Concepts and Competencies Supporve Pracces

L. RANGE OF READING

1.2 PK.L

With prompting

and support,

actively engage

in group reading

activities with

purpose and

understanding.

The learner will:

•Askandanswerquestionsabouttext

being read aloud.

•Sharerelevantpriorknowledgeabout

text being read aloud.

•Respondtoandbuildoncomments

from other children.

•Useideasgainedingroupreading

activities in other daily routines,

learning centers, and activities.

The adult will:

•Readtochildrendailyinlargegroups,smallgroups,and

individually.

•Usestrategiespriortoreadingtoinvolvechildreninthetext

being read. (e.g., predict the topic of the text using front cover

and/orillustrations,picturewalk)

•Attendtochildren’squestionsandcommentsduringreading.

•Askquestionsabouttextduringreading.

•Providelearningcentermaterialsandactivitiesthatextendthe

ideas explored in group reading activity. (These opportunities

can be planned or emergent.)

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

A. KEY IDEAS AND DETAILS – THEME

1.3 PK.A

With prompting

and support,

retell a familiar

story in a

sequence with

picture support.

The learner will:

•Retellastoryinsequentialorderusing

various materials.

The adult will:

•Provideopportunitiestopracticesequencingusingpictures,

flannel boards, dramatic play.

•Engagewithchildrenusingdigitalmediatoreinforcesequencing

skills.

•Askquestionsthatsupporttheuseofsequencing.(e.g.,“What

was the first thing that happened?” “What happened after?”)

Standard Concepts and Competencies Supporve Pracces

1.3 Reading Literature

BIG IDEAS: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret,

analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.

ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why

learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?

C. KEY IDEAS AND DETAILS – LITERARY ELEMENTS

1.3 PK.C

With prompting

and support,

answer questions

to identify

characters,

settings, and

major events in a

story.

The learner will:

•Demonstrateunderstandingthat

“setting” is where a story takes place.

•Demonstrateunderstandingthat

“characters” are people or animals who

have a role in the story.

•Respondtoquestionsandprompts

about characters, settings, and events

during a read-aloud.

The adult will:

•Explicitlyusetheterm“character”alongwithverbalor

visual prompts (e.g., “Who is this story about?”) when asking

questions about a text.

•Explicitlyusetheterm“setting”alongwithverbalorvisual

prompts. (e.g., “Look at this picture. Where do you think this

story takes place?”)

Standard Concepts and Competencies Supporve Pracces

D. CRAFT AND STRUCTURE – POINT OF VIEW

1.3 PK.D

With prompting

and support,

name the author

and illustrator of

a story.

The learner will:

•Understandthatanauthorwritesthe

story.

•Understandthattheillustratordrawsthe

pictures.

The adult will:

•Explicitlyusetheterms“author”and“illustrator”alongwith

their definitions.

•Creditchildrenas“author”and“illustrator”oftheirownworks

(drawings and dictations).

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

1.3 PK.B

Answer questions

about a particular

story (who, what,

how, when, and

where).

The learner will:

•Usespecificdetailsfromthestoryto

answer questions.

The adult will:

•Providepurposefulandplayfulexposuretoavarietyoffictional

texts. (e.g., fables, folklore, fairy tales, nursery rhymes, tall tales,

dramas, poetry, picture books, story books)

•Ask“who,”“what,”“how,”“when,”and“where”questions.

•Provideverbalpromptsandpicturecuestoassistinrecall.

Standard Concepts and Competencies Supporve Pracces

F. CRAFT AND STRUCTURE – VOCABULARY

1.3 PK.F

Answer questions

about unfamiliar

words read aloud

from a story.

The learner will:

•Participateindiscussionsabout

unfamiliar words.

•Connectpriorunderstandingsto

unfamiliar words.

The adult will:

•Introducevocabularyinthecontextoftopicswhenusing

storybooks, finger plays, songs, or poems.

•Modelownconnectionstonewvocabulary.

•Modelhowuseofpicturecuescanhelponedeterminethe

meaning of new words.

Standard Concepts and Competencies Supporve Pracces

G. INTEGRATION OF KNOWLEDGE AND IDEAS – SOURCES OF INFORMATION

1.3 PK.G

Describe pictures

in books using

detail.

The learner will:

•Attachactionanddescriptivewordsto

illustrations. (e.g., “That man in the

yellow hat is running fast.”)

The adult will:

•Modelhowtoattachactionanddescriptivewordsto

illustrations.

•Askquestionsaboutpicturesinbooks.

Standard Concepts and Competencies Supporve Pracces

H. INTEGRATION OF KNOWLEDGE AND IDEAS – TEXT ANALYSIS

1.3 PK.H

Answer questions

to compare and

contrast the

adventures and

experiences of

characters in

familiar stories.

The learner will:

•Understandthatcharacterswithinthe

same story or characters from different

stories can be compared and contrasted.

•Participateinstrategiesthatprovide

opportunities to compare and contrast

the experiences of characters. (e.g.,

Venn diagrams, T-charts, dramatic play)

The adult will:

•Providepurposefulandplayfulexposuretoavarietyoffictional

texts. (e.g., fables, folklore, fairy tales, nursery rhymes, tall tales,

dramas, poetry, picture books, story books)

•Askquestionsregardingsimilaritiesanddifferencesbetweenthe

experiences of characters.

•Introducestrategies(e.g.,Venndiagrams,T-charts)using

concrete materials (e.g., hula hoops, string) to compare and

contrast texts and components of texts in teacher-led, small

group, and individual activities.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

E. CRAFT AND STRUCTURE – TEXT STRUCTURE

1.3 PK.E

With prompting

and support,

recognize

common types of

text.

The learner will:

•Understandthatdifferenttypesoftexts

are used for different purposes.

•Understandthatastorybookhas

characters, setting, and actions

associated with words and, most often,

illustrations.

•Understandthatapoemconsistsof

words arranged in patterns of sound.

(e.g., rhyming words, alliteration)

•Tellifatextisstorybookorpoem.

•Differentiatebetweenrealandmake-

believe.

The adult will:

•Providepurposefulandplayfulexposuretoavarietyoftexts.

(e.g., fables, folklore, fairy tales, nursery rhymes, tall tales,

dramas, poetry, picture books, story books, non-fiction text,

recipes, web pages, menus, phone books, maps)

•Useprintedmaterialsforfunctionalpurposes,including

entertainment and enjoyment.

•Explicitlyusethelabelsfordifferentgenres.(“storybook,”

“poem,” “fiction,” and “non-fiction”)

Standard

Concepts and Competencies

Supporve Pracces

I. VOCABULARY ACQUISITION AND USE – STRATEGIES

1.3 PK.I

With prompting

and support,

clarify unknown

words or phrases

read aloud.

The learner will:

•Recognizewordsorphrasesthatare

unfamiliar to them.

•Ask,“Whatdoesthatmean?”

•Talkaboutconnectionsbetweenfamiliar

and unfamiliar words or phrases that

mean similar things. (e.g., grass, lawn)

The adult will:

•Introducevocabularyinthecontextoftopicswhenusinga

variety of fictional texts. (e.g., fables, folklore, fairy tales, nursery

rhymes, tall tales, dramas, poetry, picture books, story books)

•Provideconcretematerialsinlearningcenterstoassistchildren

in connecting prior knowledge to new words or phrases.

•Respondwithinterestandsupportwhenchildrenseek

clarification of a word or phrase.

Standard

Concepts and Competencies

Supporve Pracces

J. VOCABULARY ACQUISITION AND USE

1.3 PK.J

Use new

vocabulary and

phrases acquired

in conversations

and being read

to.

The learner will:

•Talkaboutpicturesusingnew

vocabulary words or phrases.

•Usenewvocabularyinthecontext

of dramatic play, daily routines, and

classroom conversations.

•Begintousenewvocabularywhen

asking questions or describing situations

or objects.

The adult will:

Encourage children to use new vocabulary words or phrases

when discussing pictures or real objects.

•Providelearningcentersforchildrentoengagewithwordsand

pictures.

•Modeluseofnewlylearnedwordsorphrases.

•Supportandacknowledgechildren’suseofnewwordsor

phrases.

•Introducevocabularyinthecontextoftopicswhenusinga

variety of fictional text. (e.g., fables, folklore, fairy tales, nursery

rhymes, tall tales, dramas, poetry, picture books, story books)

•ExplicitlyintroduceTierIIvocabularywords.

•Scaffoldthedefinitionofwordswhenintroducingthembefore

a story, being certain to provide several examples that help to

demonstrate the meaning.

•Encouragechildrentolistenfornewvocabularywordswithin

the context of the story.

Standard Concepts and Competencies Supporve Pracces

K. RANGE OF READING

1.3 PK.K

With prompting

and support,

actively engage

in group reading

activities with

purpose and

understanding.

The learner will:

•Askandanswerquestionsaboutstoryor

poem being read aloud.

•Sharerelevantpriorknowledgeabout

text being read aloud.

•Respondtoandbuildoncomments

from other children.

•Useideasgainedingroupreading

activities in other daily routines,

learning centers, and activities.

The adult will:

•Readtochildrendailyinlargegroups,smallgroups,and

individually.

•Usestrategiespriortoreadingtoinvolvechildreninthestoryor

poem being read. (e.g., predict what story will be about using

frontcoverand/orillustrations,picturewalk)

•Attendtochildren’squestionsandcommentsduringreading.

•Askquestionsaboutstoryorpoemduringreading.

•Providelearningcentermaterialsandactivitiesthatextendthe

ideas explored in group reading activity. (These opportunities

can be planned or emergent.)

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

B. INFORMATIVE/EXPLANATORY – FOCUS

1.4 PK.B

With prompting

and support, draw/

dictate about one

specific topic.

The learner will:

•Createapictureaboutanon-fiction

topic and talk about it.

The adult will:

•Createchartsofchildren’sideasabouttopicsofinterestto

facilitate children’s choice of a particular topic.

•Talkaboutthefocusofbooksandpicturesthatchildrensee.

Standard Concepts and Competencies Supporve Pracces

C. INFORMATIVE/EXPLANATORY – ORGANIZATION

1.4 PK.C

With prompting

and support,

generate ideas

to convey

information.

The learner will:

•Brainstormideasforpicturesand

stories.

•Telladultwhatshe/hewilldraw.

The adult will:

•Createalistofideasbrainstormedbythechildren.

•Facilitatediscussionbetweensmallgroupsofchildreninterested

in a similar topic to organize thoughts and ideas.

Standard Concepts and Competencies Supporve Pracces

D. INFORMATIVE/EXPLANATORY – ORGANIZATION

1.4 PK.D

With prompting

and support,

make logical

connections

between drawing

and dictation.

The learner will:

•Understandthatwordsareconnectedto

print.

•Workwithadulttocreatewordsor

sentences that relate to drawings.

The adult will:

•Writethechild’swordsonthepictureandreaditoutloud.

•Encouragechildrento(pretend)readtheirdictations.

Standard Concepts and Competencies Supporve Pracces

F. INFORMATIVE/EXPLANATORY – CONVENTIONS OF LANGUAGE

Emerging to …

Spell simple

words

phonetically.

The learner will:

•Writesymbols,letters,orletter-like

shapes.

•Attempttoreproduceownnameand/or

simple words, with most letters correct.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

write daily.

•Encouragechildrentowritetheirname.

•Havechildrenthinkofhowtospellwordsthathavethesame

sounds as their name.

•Havechildrensigninandoutfortheday.(e.g.,attendance)

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

A. INFORMATIVE/EXPLANATORY

1.4 PK.A

Draw/dictate

to compose

informative/

explanatory texts

examining a

topic.

The learner will:

•Useillustration/dictationtoconvey

meaning about a particular topic.

•Createapictureaboutanon-fiction

topic and talk about it.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

write daily.

•Encouragechildrentodrawandtalkabouttopicsofinterest.

•Usejournalswherechildrencanwriteaboutspecifictopicsof

interest.

•Writechildren’swordsontheirdrawings.

Standard Concepts and Competencies Supporve Pracces

1.4 Wring

BIG IDEAS: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective

research requires the use of varied resources to gain or expand knowledge.

ESSENTIAL QUESTIONS: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best

for the audience? Where can one find information to answer questions?

N. NARRATIVE – FOCUS

1.4 PK.N

Establish “who”

and “what” the

narrative will be

about.

The learner will:

•Generateideasforwriting.

•Understandthat“who”astorywillbe

about refers to the person, animal, or

animated object that the story will be

about.

•Understandthat“what”astorywillbe

about refers to the sequenced events

that happen to the referenced “who.”

•Respondwhenasked“who”or“what”a

story is about, and follow through when

drawing about or dictating the story.

The adult will:

•Explicitlyusetermslike“character”alongwithaverbalorvisual

prompts (e.g., “Who is this story about?”) when responding to

children’s stories or when sharing stories with children (spoken

or read).

•Explicitlyusetermslike“details”and“sequence”alongwitha

verbal or visual prompts (e.g., “What is this story about?” “What

happens in your story?”) when responding to children’s stories

or when sharing stories with children (spoken or read).

•Encouragechildrentofollowthroughwiththeirgenerated

“who” and “what.”

Standard Concepts and Competencies Supporve Pracces

O. NARRATIVE – CONTENT

1.4 PK.O

With prompting

and support,

describe

experiences and

events.

The learner will:

•Whenprompted,providedetails(e.g.,

descriptive words, feelings, and thoughts

of the character) to further develop a

story.

•Telladultwhatshe/hehasdrawn/written

about.

The adult will:

•Askchildrenfordetailsabouttheirillustrationsordictated

stories. (e.g., “Was it hot that day?” “I wonder how she felt about

that.” “Did you like when that happened?”)

•Use“Iwonder…”statementstopromptfurtherdetails.

•Writethechild’swordsonthepictureandreaditoutloudor

have child echo back the words.

Standard Concepts and Competencies Supporve Pracces

P. NARRATIVE – ORGANIZATION

1.4 PK.P

Recount a single

event and tell

about the events

in the order

in which they

occurred.

The learner will:

•Understandthatstoriescanbetold

about a single event.

•Understandthatasingleeventismade

up of a series of smaller events that are

in a sequence (before, next, end).

•Respondwithalogicalsequenceof

events when asked “what” their story is

about.

The adult will:

•Provideopportunitiestopracticesequencingusingpictures,

flannel boards, dramatic play, graphic organizers.

•Engagewithchildrenusingdigitalmediatoreinforcesequencing

skills.

•Askchildren“Whathappenedbeforethat?”

•Askchildren“Whathappenednext?”

•Askchildren“Howdidthatend?”

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

M. NARRATIVE

1.4 PK.M

Dictate narratives

to describe real

or imagined

experiences or

events.

The learner will:

•Useillustration/dictationtoconvey

meaning about an experience or event.

•Createapictureaboutanexperienceor

event and talk about it.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

write daily.

•Encouragechildrentodrawandtalkabouttheirexperiences.

•Encouragechildrentotellimaginedstories.

•Usejournalswherechildrencanwriteabouttheirexperiences

and “imaginings.”

•Writechildren’swordsontheirdrawings.

•Havechildrentaketurnsdictatingadailymessageduringcircle.

Standard

Concepts and Competencies

Supporve Pracces

T. PRODUCTION AND DISTRIBUTION OF WRITING – WRITING PROCESS

1.4 PK.T

With guidance

and support

from adults and

peers, respond

to questions and

suggestions, add

details as needed.

The learner will:

•Understandthatdrawingsand

dictations can convey meaning to an

audience.

•Understandthatstoriesmayhavetobe

changed to make meaning more clear.

•Shareworkwithothers.

•Participateindiscussionsabouttheir

work.

•Whenprompted,makechangestowork

based on feedback.

The adult will:

•Assureasupportiveenvironmentwherechildrenfeelconfident

enough to share their work.

•Provideopportunitiesforchildrentosharetheirworkwith

adults and peers and to receive feedback. (e.g., author’s chair)

•Useexplicitpromptstoencouragepeerstousebothpositive

and constructive feedback. (“I liked when …” “I wish …”, “I

wonder…”)

Standard Concepts and Competencies Supporve Pracces

V. CONDUCTING RESEARCH

1.4 PK.V

Ask questions

about topics

of personal

interest to gain

information;

with teacher

guidance and

support, locate

information on

the chosen topic.

The learner will:

•Askadultsforexplanationsor

information using why, how, where, and

when questions. (e.g., “Why do leaves

turncolors?”“Whydoesn’tJamallike

pizza?”)

•Useavarietyofresources(e.g.,adults

and peers, books, digital media,

maps, recipes, experts) to find new

information.

The adult will:

•Encouragechildrentotalkabouttopicsofinterest.

•Sharepersonalcuriosityandinterestsusing“Iwonder”

statements and questioning.

•Provideavarietyofresourcesthatrespondtothechildren’s

interests and inquiries. (e.g., adults and peers, books, digital

media, maps, recipes, experts)

•Engageindividualchildrenorgroupsofchildreninterestedina

similar topic in project-based learning.

Standard Concepts and Competencies Supporve Pracces

W. CREDIBILITY, RELIABILITY, AND VALIDITY OF SOURCES

1.4 PK.W

With guidance

and support,

recall information

from experiences

or books.

The learner will:

•Respondtopromptswhichrequire

reference to prior experiences.

•Relatepriorexperiencesandlearningto

a current topic.

The adult will:

Model connecting prior experiences and learning to a current

topic.

•Usepromptstoencouragechildrentoreferenceprior

experiences in their discussions, drawings, writing, and play.

(e.g., “Remember when we read about …?” “Remember our

field trip to the farm?”)

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

R. NARRATIVE – CONVENTIONS OF LANGUAGE

Emerging to …

Spell simple

words

phonetically.

The learner will:

•Writesymbols,letters,orletterlike

shapes.

•Attempttoreproduceownnameand/or

simple words, with most letters correct.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

write daily.

•Encouragechildrentowritetheirname.

•Havechildrenthinkofhowtospellwordsthathavethesame

sounds as their name.

•Havechildrensigninandoutfortheday(attendance).

Standard

Concepts and Competencies

Supporve Pracces

A. COMPREHENSION AND COLLABORATION – COLLABORATIVE DISCUSSION

1.5 PK.A

Participate in

collaborative

conversations

with peers and

adults in small

and larger

groups.

The learner will:

•Communicateusingdetailrelatedto

topic being discussed.

•Posequestionsrelatedtotopicbeing

discussed.

•Allowwaittimebeforeresponding.

•Engageinturn-taking.

The adult will:

•Explicitlyrestatecommentsmadebychildrenandencourage

those responding to add further detail, or contribute further to

the topic being discussed.

•Encouragechildrentorestatecommentsmadebyotherchildren.

•Encouragechildrentoaskquestionstofindoutmore

information.

•Modelappropriateparticipationindiscussionsincludingpolite

interactions, one person speaking at a time, or asking questions.

•Embedopportunitiesforchildrento“turnandtalk”toshare

ideas on a topic.

Standard Concepts and Competencies Supporve Pracces

X. RANGE OF WRITING

Emerging to …

Write routinely

over short time

frames.

The learner will:

•Engageinwritingopportunities

including journaling.

•Askadultto“writedownthewords”of

his/herstoryortohis/herdrawing.

•Asktorevisitpreviouswork.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildren

to write daily and over time. (e.g., journals, “author’s” chair,

projects, child-initiated environmental print for the classroom)

•Provideopportunitiesandencouragechildrentorevisitprior

work.

•Encouragechildrentopersist(“stick-with-it”)intheirdrawing/

dictation/writing.

Standard

Concepts and Competencies

Supporve Pracces

1.5 Speaking and Listening

BIG IDEAS: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective

speakers prepare and communicate messages to address the audience and purpose.

ESSENTIAL QUESTIONS: What do good listeners do? How do active listeners make meaning? How do speakers effectively

communicate a message?

B. COMPREHENSION AND COLLABORATION – CRITICAL LISTENING

1.5 PK.B

Answer questions

about key details in

a text read aloud

or information

presented orally

or through other

media.

The learner will:

•Respondtoaquestionwithananswer

or details related to the topic being

discussed.

The adult will:

•Engagechildreninconversationabouttopicsofinterestdaily.

•Ask“who,”“what,”“how,”“when,”and“where”questions.

•Askchildrentoidentifyfactsfromtext.

•Invitechildrentodiscusshowtheywouldreacttoasituationif

they were the character in the story.

Standard Concepts and Competencies Supporve Pracces

C. COMPREHENSION AND COLLABORATION – EVALUATION

1.5 PK.C

Respond to

what a speaker

says to follow

directions, seek

help, or gather

information.

The learner will:

•Followtwo-stepdirections.

•Actuponorrespondtosimple

statements and questions showing

understanding of intent.

The adult will:

Reinforce following directions.

Encourage children to ask questions to find out more

information.

Direct children to multiple sources of assistance and

information, including their peers and media resources.

•Encouragechildrentorestatecommentsmadebyotherchildren.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

E. PRESENTATION OF KNOWLEDGE AND IDEAS – CONTEXT

1.5 PK.E

Use simple

sentences;

express thoughts,

feelings, and

ideas, speaking

clearly enough to

be understood by

most audiences.

The learner will:

•Talkaboutpersonalthoughts,feelings,

and ideas.

•Useappropriatevolumetobeheardby

group, paying attention to inside and

outside voices.

•Useappropriatepacingwhenspeaking.

The adult will:

•Allowtimeforchildrentotalkwitheachotherthroughouttheday.

•Usemealtimeasanopportunityforsharinganddiscussion.

•Re-phraselearner’ssentencestructureorgrammarbyrepeating

the sentence properly.

•Modelappropriatevolumeandpacewhenspeaking.

•Explicitlyencouragechildrentoadaptvolumeandpacingas

appropriate to the situation.

•Encouragechildrentoexpressthoughts,feelings,andideas

within conversations. (e.g., “Tell me about a time you felt scared.”)

•Acknowledgechildren’seffortstoshareinformation.

Standard Concepts and Competencies Supporve Pracces

G. CONVENTIONS OF STANDARD ENGLISH

1.5 PK.G

Demonstrate

command of the

conventions of

standard English

when speaking

based on pre-

kindergarten

level and content.

The learner will:

•Speakincompletesentencesthat

contain more than three words.

•Usepasttense.

•Usepluralsincludingthosewhichdo

not end in “s.”

•Usepronouns.

•Useavarietyofprepositions.

The adult will:

•Speaktoandengagechildreningroupandindividual

conversation daily.

•Re-phraselearner’ssentencestructureorgrammarbyrepeating

the sentence properly.

•ModelappropriateuseoftheconventionsofstandardEnglish.

•StatephrasesinbothhomelanguageandstandardEnglish,as

appropriate.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

D. PRESENTATION OF KNOWLEDGE AND IDEAS – PURPOSE, AUDIENCE, AND TASK

1.5 PK.D

Use simple

sentences; share

stories, familiar

experiences,

and interests,

speaking clearly

enough to be

understood by

most audiences.

The learner will:

•Talkaboutstories,experiences,and

interests using some detail.

•Useappropriatevolumetobeheardby

group, paying attention to inside and

outside voices.

•Useappropriatepacingwhenspeaking.

The adult will:

•Speaktoandengagechildreningroupandindividual

conversation daily.

•Re-phraselearner’ssentencestructureorgrammarbyrepeating

the sentence properly.

•Modelappropriatevolumeandpacewhenspeaking.

•Explicitlyencouragechildrentoadaptvolumeandpacingas

appropriate to the situation.

•Acknowledgechildren’seffortstosharestoriesandexperiences.

Standard

Concepts and Competencies

Supporve Pracces

Languages and Literacy Development

Glossary

Alliteration—The repetition of initial consonant sounds.

Antonym—A word that is the opposite of another word.

Basic Features of Print—Letters, words, and sentences

Characterization—The method an author uses to reveal char-

acters and their various personalities.

Choral Reading—Reading of a text where an adult or an experi-

enced reader reads a line of text and student repeats the line.

Collaboration—The action of working with someone to produce

or create something.

Collaborative Conversations—Also called reciprocal conversa-

tion; knowing and following the back and forth rules of

conversation.

Compare—Place together characters, situations, or ideas to

show common or differing features in literary selections.

Context Clues—Information from the reading that identifies a

word or group of words.

Conventions of Language—Mechanics, usage, and sentence

completeness.

Credibility—The quality of being believable or worthy of trust.

Decoding—Analyzing text to identify and understand individual

reading.

Dialogic Reading—An effective strategy to enhance vocabulary,

oral language skills, and comprehension.

Dictation—The act of saying words aloud to be written down.

Emergent Literacy—One stage of literacy development; reading

and writing behaviors that precede and develop into convention

and literacy.

Environmental Print—The print of everyday life; symbols,

signs, numbers, colors, and logos found within the environment.

Expressive Language—Being able to convey messages using

words.

Evaluate—Examine and judge carefully.

Explanatory—Something that makes things more clear; in-

tended to make people understand something by describing it or

giving the reasons for it.

Fine Motor—Demonstrate increased control of hand and eye

coordination; using hands and fingers such as in writing, paint-

ing, drawing, modeling clay, or pinching clothespins.

Fluency—The clear, easy, written or spoken expression of ideas.

Freedom from word-identification problems which might hinder

comprehension in silent reading or the expression of ideas in oral

reading.

Genre—A category used to classify literary works, usually by

form, technique, or content (prose, poetry).

Guided Reading—Teachers work with students at their instruc-

tional level to guide them in using context, visual, and structural

cues.

Homophone—One of two or more words pronounced alike, but

differentinspellingormeaning(hair/hare;road/rode).

Informative—Something that contains useful, helpful, or rel-

evant information or details.

Literary/Story Elements—The essential techniques used in

literature (characterization, setting, plot, theme, problem,

solution).

Literary Devices—Tools used by the author to enliven and

provide voice to the writing (dialogue, alliteration).

Main Idea—The most important or central thought of a para-

graph or larger section of text, which tells the reader what the text

is about.

Narrative—A story, actual or fictional, expressed orally or in

writing.

Onset—A sound in word that comes before the vowel.

Phonemic Awareness—Ability to hear and identify parts of

spoken language and auditory divide into phonemes.

Phoneme—A sound unit of speech.

Phonics—A way of teaching reading that stresses sound symbol

relationships; refers to the relationship between the letters and

letter sounds of language.

Phonological Awareness—A broad term that includes phone-

mic awareness. In addition to phonemes, phonological awareness

refers to larger spoken units such as rhymes, words, syllables,

and onsets and rimes.

Picture Walk—A pre-reading strategy that is an examination of

the text looking at pictures to gain an understanding of the story

and to illicit story related language in advance of reading the story.

Point of View—The way in which an author reveals characters,

events, and ideas in telling a story; the vantage point from which

the story is told.

Print Awareness—Ability to understand how print works.

Project-Based Learning—An instructional approach built

upon authentic learning activities that engage student interest and

motivation.

Reading Critically—Reading in which a questioning attitude,

logical analysis, and interference are used to judge the worth of

text; evaluating relevancy and adequacy of what is read; the judg-

ment of validity or worth of what is read, based on sound criteria.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Reciprocal Conversations—Also called collaborative conversa-

tions; knowing and following the back and forth rules of

conversation.

Receptive Language—Being able to receive and give meaning

tomessage/wordsheard.

Research—A systematic inquiry into a subject or problem to

discover, verify, or revise relevant facts or principles having to do

with that subject or problem.

Rhyme—Correspondence of sound between words or the end-

ings of words.

Rime—The part of a syllable that contains at least one vowel and

all that follows.

Shared Reading—Teachers guides the entire class through

stories with a high level of support; sharing and reading a story

together (echo reading, choral reading, or fill the gap reading).

Shared Writing—Teacher and learner work together to compose

a message or story.

TIER I Words—Words that rarely require direct instruction and

typically do not have multiple meanings.

TIER II Words—High-frequency words that occur across a vari-

ety of domains; occur often in mature language situations such

as adult conversations and literature; TIER II words also contain

multiplemeanings.(e.g.,here/hear)

TIER III Words—Low-frequency words that occur in specific

domains (including subjects in school, hobbies, occupations,

geographic regions, technology, weather).

Tone—The attitude of the author toward the audience and char-

acters (serious or humorous).

Voice—The fluency, rhythm, and liveliness in writing that make it

unique to the writer.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Mathemacal Thinking and Expression

Exploring, Processing, and Problem-Solving

2.1 Numbers and Operaons

2.2 Algebraic Concepts

2.3 Geometry

2.4 Measurement, Data, and Probability

Use of

Manipulaves

in Early Learning

Sengs

mall toys or objects

may be one of the most

important teaching tools

for early childhood classrooms.

Counters,pegs,and/orsmall

blocks support children’s

learning in math and science

as a means of learning complex

concepts. As children combine,

sort, count, or describe the characteristics of these small

objects, they are using active, hands-on strategies for

problem-solving, exploration, and experimentation, and

scaffolding previous knowledge and interactions to learn

new information. In addition, children are learning mo-

tor control, patterns, and concrete ways to understand

abstract ideas. All classrooms should provide ample

opportunities for children’s independent access to ma-

nipulatives throughout the daily routine.

athematical learning is a key element of

Science, Technology, Engineering, and Math

(STEM) education. To fully understand

math, children must be able to connect mathematical

concepts to real-world situations and across disciplines.

Math skills are developed and based on children’s expe-

riences with their environment,

their interactions with adults

and other children, and their

daily observations.

Throughout the early

years of life, children

notice and discover math-

ematical dimensions of

their world. They compare

quantities, find patterns, prob-

lem-solve, communicate, and

confront real problems such as

balancing a tall block building

or angling a ramp to roll a ball

down. Mathematics helps children make sense of their

world and helps them construct a solid foundation for

future success. By asking intentional questions, adults

can help encourage STEM concepts where children are

identifying objects, making comparisons, making pre-

dictions, testing ideas, and sharing discoveries, all while

investigating their environment. Mathematical thinking

is foundational and important to academic success in all

subjects. All children are capable of developing a strong

knowledge of mathematics in their earliest years. Math

and science subjects are connected to other subject mat-

ters and the real world. Adults should tap into children’s

natural curiosity and give them ample opportunities to

be active participants in their own learning.

2.1 PK.A.1

Know number

names and the

count sequence.

The learner will:

•Namenumeralsupto10.

•Rotecountupto20.

•Matchanumeraltoasetof0–10

objects.

•Representanumberofobjectswitha

written numeral 0–10.

•Differentiatenumeralsfromletters.

•Countsonwhenaspecificnumberis

provided.

The adult will:

•Teachchildrencountingsongs,rhymes,andchants.

•Provideandreadbooks,poems,chantswithnumbers,and

number concepts.

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

•Provideexperienceswithnumbersthroughdailyroutinessuch

as attendance and calendar.

•Provideopportunitiesforwritingnumeralsandrepresenting

numbers.

•Playnumberrecognitiongames.

Standard

Concepts and Competencies

Supporve Pracces

2.1 Numbers and Operaons

BIG IDEA: Mathematical relationships among numbers can be represented, compared, and communicated.

ESSENTIAL QUESTION: How is mathematics used to quantify, compare, represent, and model numbers?

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.1 PK.A.2

Count to tell

the number of

objects.

The learner will:

•Subitize(visuallyquantify)todetermine

how many: attach a numerical value to a

set of objects without counting up to six.

•Useone-to-onecorrespondencewhen

counting to 10.

•Statethetotalnumberofobjects

counted, demonstrating understanding

that the last number named tells the

number of objects counted.

•Usecountingandnumbersaspartof

play and as a means for determining

quantity.

The adult will:

•Providemanipulatives.(e.g.,countingbears,magneticnumbers,

lacing numbers)

•Modelstrategiestohelpchildrenkeeptrackofwhattheyare

counting.

•Providedailyopportunitiesforchildrentocountandrecount

objects.

•Askchildrentopassoututensils,napkins,cupsatmealsand

snacks to reinforce one-to-one correspondence.

Standard Concepts and Competencies Supporve Pracces

2.1 PK.A.3

Compare

numbers.

The learner will:

•Createsetsofobjectswithsameand

different amounts.

•Identifywhetherthenumberofobjects

in one group is greater than, less than,

or equal to the number of objects in

another group up to 10.

•Comparetwonumbersbetween1and5

when presented as written numerals.

•Practiceuseofmathematicalvocabulary

to compare numbers of objects.

The adult will:

•Modelcountingandcomparingofobjectsindailyexperiences.

•Explicitlyteachmathematicalvocabulary.(e.g.,“morethan,”

“less than,” “equal to”)

•Provideopportunitiesforquantifyingsetsofobjects.

Standard Concepts and Competencies Supporve Pracces

2. COUNTING

3. COMPARING

A. COUNTING AND CARDINALITY

1. CARDINALITY

2.1 PK.MP

Use mathematical

processes when

quantifying,

comparing,

representing,

and modeling

numbers.

The learner will:

•Engageinnumericalplay.

•Persistinnumericalplay.(Reference

AL.2.PK.C)

•Whenprompted,communicatethinking

while engaged in numerical play.

•Talkandlistentopeersduring

numerical play.

•Usecommonformsofnumerical

representation. (e.g., fingers, tally

marks, dots)

The adult will:

•Noticechildrenengagedinnumericalplayanddescribewhat

they are doing.

•Askopen-endedquestionstoencouragechildrentotalkabout

their thinking. (e.g., How do you know there are six blocks?)

•Listencarefullytochildren’sresponses,andrestatetheir

responses using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Modelreasoninglanguage.(e.g.,“Ifthatisright,then…”“That

can’t be because if it were, then …”)

•Providemanyopportunitiesforchildrentotalkandlistento

their peers.

•Modelreasoningbythinking-out-loud.

•Explicitlycallattentiontoachild’sthink-aloudtoengagepeers

in the process.

•Acknowledgechildren’suseoffingers,concreteobjects,or

symbols to represent quantity.

Standard

Concepts and Competencies

Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.2 PK.A.1

Understand

addition as

putting together

and adding to,

and understand

subtraction as

taking apart and

taking from.

The learner will:

•Representadditionandsubtraction

with objects, fingers, mental images,

drawings, sounds (e.g., claps), acting

out situations, verbal explanations,

expressions, or equations.

•Explainaddingandsubtractingsetsof

objects up to and including six, using

basic math vocabulary. (e.g., putting

together, adding to, taking away, taking

apart, taking from)

•Joinsetsofobjects.

•Separatesetsofobjects.

•Addobjectstoasetandtellanumber

story about it.

The adult will:

•Modelusingappropriatemathvocabularywhenaddingobjects

to a set.

•Modelusingappropriatemathvocabularywhentakingaway

objects from a set.

•Usemanipulativestodemonstratejoiningandseparatingsets.

•Tellstoriesaboutjoiningandseparatingsets.

Standard Concepts and Competencies Supporve Pracces

2.2 Algebraic Concepts

BIG IDEA: Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.

ESSENTIAL QUESTION: How are relationships represented mathematically?

MP. MATHEMATICAL PROCESSES

A. OPERATIONS AND ALGEBRAIC THINKING

1. OPERATIONS AND ALGEBRAIC THINKING

2.2 PK.MP

Use mathematical

processes when

representing

relationships.

The learner will:

•Engageinmathematicalplay.

•Persistinmathematicalplay.(Reference

AL.2.PK.C)

•Problem-solveduringmathematical

play. (ReferenceAL.4.PK.C)

•Whenprompted,communicatethinking

while engaged in mathematical play.

•Talkandlistentopeersduring

mathematical play.

•Usecommonformsofnumerical

representation. (e.g., fingers, tally

marks, dots)

The adult will:

•Noticechildrenengagedinmathematicalplayanddescribewhat

they are doing.

•Askopen-endedquestionstoencouragechildrentotalkabout

their thinking. (e.g., “Tell me how you joined your piles of

objects to make a bigger pile.” “I wonder what would happen if

you ate some of those gummy bears?”)

•Listencarefullytochildren’sresponses,andrestatetheir

responses using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Modelreasoninglanguage.(e.g.,“Ifthatisright,then…”“That

can’t be because if it were, then …”)

•Providemanyopportunitiesforchildrentotalkandlistento

their peers.

•Modelreasoningbythinking-out-loud.

•Explicitlycallattentiontoachild’sthink-aloudtoengagepeers

in the process.

•Acknowledgechildren’suseoffingers,concreteobjects,or

symbols to represent quantity.

Standard

Concepts and Competencies

Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.3 PK.A.1

Identify and

describe shapes.

The learner will:

•Describeobjectsintheenvironment

using names of shapes.

•Recognizeanddescribetheattributesof

geometric figures.

•Describetherelativepositionsofobjects

using terms such as above, below,

beside, in front of, behind, and next to.

•Identifyshapesastwo-dimensional

(lying in a plane, “flat”) or three-

dimensional (solid).

The adult will:

•Explicitlyusethenamesofgeometricshapes.

•Takechildrenonashapewalklookingforgeometricshapesin

the environment.

•Providebooksaboutgeometricshapes.

•Provideshapetemplates,puzzles,attributeblocks,parquetry

and pattern blocks in learning centers.

•Modelnamingshapesastwo-dimensional(lyinginaplane,

“flat”) or three-dimensional (solid).

Standard Concepts and Competencies Supporve Pracces

2.3 Geometry

BIG IDEA:Geometricrelationshipscanbedescribed,analyzed,andclassifiedbasedonspatialreasoningand/orvisualization.

ESSENTIAL QUESTIONS: How are spatial relationships, including shape and dimension, used to draw, construct, model, and

represent real situations or solve problems? How can the application of the attributes of geometric shapes support mathematical

reasoning and problem solving?

A. GEOMETRY

1. IDENTIFICATION

MP. MATHEMATICAL PROCESSES

2.3 PK.A.2

Analyze, compare,

create, and

compose shapes.

The learner will:

•Analyzeandcomparetwo-andthree-

dimensional shapes, in different sizes

and orientations, using informal

language to describe their similarities,

differences, parts, and other attributes.

•Modelshapesintheworldbybuilding

shapes from components and drawing

shapes.

•Usegeoboardstocreateshapeswith

rubber bands.

•Usesimpleshapestocomposelarger

shapes.

The adult will:

•Provideexperiencesforchildrentocompareattributesof

various geometrical shapes.

•Provideshapetemplates,puzzles,attributeblocks,parquetry

and pattern blocks in learning centers.

•Provideopportunitiestomakeshapeswithplaydough,

geoboards, Popsicle sticks, and pattern blocks.

Standard

Concepts and Competencies

Supporve Pracces

2.3 PK.MP

Use mathematical

processes

when drawing,

constructing,

modeling, and

representing

shapes.

The learner will:

•Engageingeometricplay.

•Persistingeometricplay.(Reference

AL.2.PK.C)

•Problem-solveduringgeometricplay.

(ReferenceAL.4.PK.C)

•Whenprompted,communicatethinking

while engaged in geometric play.

•Talkandlistentopeersduring

geometric play.

The adult will:

•Noticechildrenengagedingeometricplayanddescribewhat

they are doing.

•Fostergeometricawareness.(e.g.,encouragechildrentosketch

their block creation before taking it down)

•Askopen-endedquestionstoencouragechildrentotalkabout

their thinking. (e.g., “I wonder if we could make a square out of

our pile of triangles?”)

•Listencarefullytochildren’sresponses,andrestatetheir

responses using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Modelreasoninglanguage.(e.g.,“Ifthatisright,then…”“That

can’t be because if it were, then …”)

•Providemanyopportunitiesforchildrentotalkandlistento

their peers.

•Modelreasoningbythinking-out-loud.

•Explicitlycallattentiontoachild’sthink-aloudtoengagepeers

in the process.

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2. APPLICATION

MP. – MATHEMATICAL PROCESSES

2.4 PK.A.1

Describe

and compare

measurable

attributes of

length and

weights of

everyday objects.

The learner will:

•Recognizeattributesofobjectsthatcan

be measured.

•Measureobjectsusingnon-standard

items. (e.g., hands, shoes, yarn, blocks)

•Practiceuseofstandardmeasurement

tools.

•Practiceusingmeasurementvocabulary.

•Sortandorderbyoneattribute.

•Useordinalnumberwordstodescribe

the position of objects (first, second,

last).

•Comparetwoobjectswitha

measureable attribute in common to see

whichobjecthas“moreof”/“lessof”

the attribute and describe the difference.

The adult will:

•Showchildrenhowtomeasurewithnon-standarditems.

•Providemeasuringtools(e.g.,rulers,scales,measuringcups)

for children to explore and use in their play.

•Explicitlydiscussandmodeluseofstandardmeasuringtools,

using measurement vocabulary.

•Engagechildrenincookingexperiences.

•Askquestionsaboutmeasurement.(e.g.,“Howtallareyou?”

“How much does that weigh?” “How many footsteps to the

door?”)

Standard Concepts and Competencies Supporve Pracces

2.4 Measurement, Data, and Probability

BIG IDEAS: Measurement attributes can be quantified and estimated using customary and non-customary units of measure.

Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions.

ESSENTIAL QUESTIONS: Why does “what” we measure influence “how” we measure? How can data be organized and represented

to provide insight into the relationship between quantities?

2.4 PK.A.4

Classify objects

and count the

number of objects

in each category.

The learner will:

•Classifyupto10objectsusingone

attribute into categories.

•Displaythenumberofobjectsineach

category.

•Countandcomparethequantitiesof

each category to describe which category

has“moreof”/“lessof”theattribute.

The adult will:

•Providematerialstopracticesortingandclassifying.

•Modelsortingandclassifying.

•Useverbalprompts.(e.g.,“Let’sputalltheredcrayonsinthis

cup.”)

•Labelstoragecontainerswithvisualpromptstoencourage

sorting and classifying.

•Sing,recitefingerplays,andreadbooksthatexploredifferent

categories. (e.g., colors, shapes, animals)

•Askchildrenaboutgroups.(e.g.,“Whydothesethingsbelong

together?”)

•Collectobjectstousefordatacollection.

•Modelorganizationofdataforgraphingpurposes.

•Model,usingmathematicalvocabulary,comparingdataon

graphs and charts. (e.g., more, equal, less, not equal)

•Makecomparisonspartofdailyroutine.(e.g.,“Domorepeople

walk or ride to school?”)

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

4. DATA

A. MEASUREMENT AND DATA

1. MEASUREMENT

2.4 PK.MP

Use mathematical

processes when

measuring;

representing,

organizing, and

understanding

data.

The learner will:

•Engageinactivitiesthatinclude

measuring, representing, organizing,

and understanding data.

•Persistinactivitiesthatinclude

measuring, representing, organizing,

and understanding data. (Reference

AL.2.PK.C)

•Problem-solveinactivitiesthatinclude

measuring, representing, organizing,

and understanding data. (Reference

AL.4.PK.C)

•Whenprompted,communicatethinking

while engaged in activities that include

measuring, representing, organizing,

and understanding data.

•Talkandlistentopeersduringactivities

that include measuring, representing,

organizing, and understanding data.

The adult will:

•Noticechildrenengagedinmeasurementactivitiesanddescribe

what they are doing.

•Engagechildreninopportunitiestomeasure,represent,

organize, and understand data.

•Askopen-endedquestionstoencouragechildrentotalkabout

their thinking. (e.g., “I wonder how we could discover which

type of weather we get the most of this month?”)

•Listencarefullytochildren’sresponses,andrestatetheir

responses using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Modelreasoninglanguage.(e.g.,“Ifthatisright,then…”“That

can’t be because if it were, then …”)

•Providemanyopportunitiesforchildrentotalkandlistento

their peers.

•Modelreasoningbythinking-out-loud.

•Explicitlycallattentiontoachild’sthink-aloudtoengagepeers

in the process.

Standard

Concepts and Competencies

Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

MP. MATHEMATICAL PROCESSES

Mathemacal Thinking and Expression

Glossary

Algebraic Expression—A group of numbers, symbols, and

variables that express a single series of operations.

Ascending Order—A listing in which numbers or terms are

organized in increasing value.

Attribute—A quality or feature regarded as a characteristic or

inherent part of someone or something.

Bar Graph—A graph in which horizontal or vertical bars repre-

sent data.

Cardinality—The number of elements in a set or other grouping.

Concrete Objects—Physical objects used to represent math-

ematical situations.

Counting On—Given two sets of objects in which to find the

sum; learner counts one set and then counts on from the first

set to the second set (3 apples in one set, 1 apple in other set –

learner says 1 – 2 – 3 and then 4; there are 4 in all).

Data—Information gathered by observation, questioning, or

measurement, usually expressed with numbers.

Descending Order—A listing in which numbers or terms are

organized in decreasing value.

Graph—A pictorial device that shows a relationship between

variables or sets of data.

Manipulatives—A wide variety of physical materials, objects,

and supplies that students use to foster mathematical learning.

Non-Standard Measurement—A measure that is not deter-

mined by the use of standard units (paper clips, blocks).

Numerical Operations—Place value, number sense, count-

ing, correspondence, comparison, ordering numbers, addition,

subtraction(joining/separatingsets).

Number Sense—Understanding of numbers and their quantities.

Ordinal Number—A whole number that names the position of

an object in a sequence.

Pictograph—A graph that uses pictures or symbols to represent

data.

Place Value—The value of the position of a digit in a numeral.

Probability—The measure of the likelihood of an event

occurring.

Reflection—A transformation creating a mirror image of a figure

on the opposite side of a line.

Seriation—Arranging objects in order by size or position in

space (arrange in a series of pattern).

Spatial Sense—Building and manipulating mental representa-

tions of two- and three-dimensional objects.

Standard Measurement—A measure determined by the use

of standard units. (e.g., inches, feet, pounds, cups, pints, gallons,

centimeters, meters, kilos, milliliters, liters)

Subitize—To perceive the number of (a group of items) at a

glance and without counting.

Symbol—A sign used to represent something.

Symmetry—An attribute of a shape or relation; an exact reflec-

tion of a form on opposite sides of a dividing line or place.

Three-dimensional—Involving or relating to three dimensions

or aspects; giving the illusion of depth.

Two-dimensional—Having only two dimensions, especially

length and width.

Whole Numbers—The set of numbers consisting of the count-

ing numbers and zero.

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

Scienc Thinking and Technology

Exploring, Scienc Inquiry, and Discovery

3.1A Biological Sciences – Living and

Non-Living Organisms

3.1B Biological Sciences – Genecs

3.1C Biological Sciences – Evoluon

3.2A Physical Sciences – Chemistry

3.2B Physical Sciences – Physics

3.3A Earth and Space Sciences – Earth

Structures, Processes, and Cycles

4.1 Environment and Ecology – Ecology

4.2 Environment and Ecology –

Watersheds and Wetlands

4.3 Environment and Ecology –

Agriculture and Society

4.4 Environment and Ecology –

Humans and the Environment

15.4 Computer and Informaon

Technology

hildren are born with

natural curiosity and

the innate science and

math skills to interpret and

respond to the world. Children

learn about Science, Technology,

Engineering, and Math (STEM)

concepts through play. They

explore, experiment, invent,

design and test solutions, and

form ideas about how the world

works. Technology, engineering,

and math are the application of

science to the design, creation

and construction of things. Children,

who are given opportunities to conduct experi-

ments, gather data and make conclusions, are

developing skills that support discovery about the

natural world and scientific inquiry. Adults support

science in play by providing an engaging environment

and facilitating appropriately. Scientific play is enhanced

with natural objects. High quality early learning environ-

ments provide children with the structure in which to

build upon their natural desire to explore, to build, and

to question. Adults must acknowledge and support chil-

dren in extending their curiosity through the scientific

process of inquiry, observing, asking questions, forming

hypothesis, investigating, gathering data, drawing con-

clusions, and building ideas that lead to new questions.

Facilitang

Scienc Inquiry

dults facilitate scientific

inquiry when class-

rooms or learning

environments are struc-

tured to promote curios-

ity. Scientific inquiry is

the active search for knowl-

edge and occurs most success-

fully when adults intentionally

create activities and experiences

that allow children to use previ-

ously learned knowledge to

understand new information. One role of the

adult during this active exploration is to

scaffold children’s thinking by asking open-

ended questions. Open-ended questions en-

courage problem-solving and support children’s learning

of the world around them. Open-ended questions are

a more effective strategy to encourage learning and

critical thinking when compared to closed questions,

which typically result in short answers that don’t provide

insight into children’s thinking. When learning environ-

ments are structured to promote curiosity, children use

strategies that are based on scientific inquiry.

3.1 Biological Sciences

BIG IDEAS: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be

observed and studied.

ESSENTIAL QUESTIONS: In what ways do living and non-living things differ? What are similarities, differences, and patterns of

living things?

A. LIVING AND NON-LIVING ORGANISMS

1. COMMON CHARACTERISTICS OF LIFE

3.1 PK.A.1

Recognize the

difference

between living

and non-living

things.

The learner will:

•Sortobjectsbylivingandnon-living.

•Categorizecommonlivingthingsinto

plants and animals.

The adult will:

•Includeliveanimalsandplantsalongwithmodels,stuffed

animals,plasticanimalsandplants,andpictures/postersinthe

classroom.

•Displaywormfarms,birdfeeders,oranthillsforobservation.

•Readbooksaboutlivingandnon-livingthings.

•Setupasciencetableorexplorationarea,stockwithbothliving

and non-living things.

Standard Concepts and Competencies Supporve Pracces

2. ENERGY FLOW

3.1 PK.A.2

Identify basic

needs of plants

(water and light)

and animals

(food, water, and

light).

The learner will:

•Categorizecommonlivingthingsinto

plants and animals.

•Statethatlivingthingsneedair,food,

and water to survive.

•Observetheeffectofdarknessandlight

on growing plants.

The adult will:

•Displaywormfarms,birdfeeders,oranthillsforobservation.

•Providelivingthingswithintheclassroomthatchildrenactively

care for. (e.g., non-toxic plants, classroom pet)

•Explicitlydiscusswhatlivingthingsneedtosurvive.

Standard Concepts and Competencies Supporve Pracces

3. LIFE CYCLES

3.1 PK.A.3

Recognize that

plants and

animals grow and

change.

The learner will:

•Observeanddocumentthegrowthofa

living thing through drawings, writing,

and/orphotos.

•Describechangesinpeopleandanimals

over time. (e.g., losing teeth, growing

out of clothing, beans sprouting)

•Careforplantsandanimalsinthe

classroom.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

words and pictures.

•Displaypicturesthatshowlifecycles.

•Provideopportunitiestoobservechangesinplantsandanimals.

•Setupasciencetableandexplorationarea.

•Takenaturewalksduringdifferentseasonsandpointout

differences in observations of plants and animals.

Standard Concepts and Competencies Supporve Pracces

5. FORM AND FUNCTION

3.1 PK.A.5

Name basic parts

of living things.

The learner will:

•Tellthepartsofaperson,ananimal,or

a plant.

•Drawapictureofaperson,ananimal,

or a plant including most of the major

observable features.

The adult will:

•Providepicturesandrealobjectsforobservation.

•Discussthenamesofparts.(e.g.,root,stalk,budorhoof,wing,

claw)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

9. SCIENCE AS INQUIRY

3.1 PK.A.9

Participate

in simple

investigations

about living and/

or non-living

things to answer a

question or to test

a prediction.

The learner will:

•Askquestionsaboutobjects,organisms,

and events.

•Usethefivesensesandsimple

equipment to gather data.

•Collectobjectsduringanaturewalk.

•Describeobservationsaccurately.

•Compareobservationswithothers.

•Makeapredictionabouttheresultofthe

experiment.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Providetoolsforexploration.(e.g.,magnifyingglass,

microscope, tweezers, eye droppers, and scale)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

•Providematerialsforchildrentosort,examine,andexploreat

the science table.

•Compareandcontrastanimals.

•Compareandcontrastplants.

•Discusshowplantsandanimalsaresimilaranddifferent.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

•Encouragechildrentomakepredictionsaboutsimple

experiments and observations.

Standard

Concepts and Competencies

Supporve Pracces

B. GENETICS

1. HEREDITY

3.1 PK.B.1

Recognize and

compare physical

characteristics of

living things from

same species.

The learner will:

•Notethingsthataresimilaramong

family members when looking at

photographs.

•Identifycharacteristicsofownfamily.

(e.g., hair color, eye color, and height)

•Matchparentanimalwithoffspring.

The adult will:

•Displayphotosoffamilies.

•Displayphotosofanimalsandtheiroffspring.

•Discusssimilaritiesamongfamilymembers.

•Usepropernamesforanimaloffspring.(e.g.,“calf”insteadof

“baby cow”)

Standard Concepts and Competencies Supporve Pracces

6. SCIENCE AS INQUIRY

3.1 PK.B.6

Participate

in simple

investigations

of physical

characteristics of

living things from

same species to

answer a question

or to test a

prediction.

The learner will:

•Askquestionsaboutobjects,organisms,

and events.

•Usethefivesensesandsimple

equipment to gather data.

•Describeobservationsaccurately.

•Compareobservationswithothers.

•Describeobservablepatternsinobjects.

•Makeapredictionabouttheresultsof

the experiment.

•Askquestionsaboutobjects,organisms,

and events.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Completesimplegraphswithclasstogatherandorganizedata

•Compareandcontrastanimals.

•Compareandcontrastplants.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

•Showanddiscussexamplesofpatternsinnaturalobjectslike

shells and leaves.

•Encouragechildrentomakepredictionsaboutsimple

experiments and observations.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

C. EVOLUTION

3. UNIFYING THEMES (Constancy and Change)

3.1 PK.C.3

Describe changes

that occur in

animals.

The learner will:

•Identifychangesthatoccurinanimals

during the seasons.

•Describethatsomeanimals,suchas

bears, hibernate when it gets cold.

The adult will:

•Readbooksaboutanimalsandtheiradaptationtothechanging

seasons.

•Takeoutsidewalkstowatchforbirdmigrationandtonotice

weather changes.

Standard

Concepts and Competencies

Supporve Pracces

4. SCIENCE AS INQUIRY

3.1 PK.B.6

Participate

in simple

investigations

of physical

characteristics of

living things from

same species to

answer a question

or to test a

prediction.

The learner will:

•Askquestionsaboutobjects,organisms,

and events.

•Usethefivesensesandsimple

equipment to gather data.

•Describeobservationsaccurately.

•Compareobservationswithothers.

•Describeobservablepatternsinobjects.

•Makeapredictionabouttheresultsof

the experiment.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Displaypicturesofvariousanimalsduringdifferentseasons.

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

•Compareandcontrastanimals.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

•Encouragechildrentomakepredictionsaboutsimple

experiments and observations.

Standard Concepts and Competencies Supporve Pracces

3.2 Physical Sciences

BIG IDEA: Physical properties help us to understand the world.

ESSENTIAL QUESTIONS: What are physical properties of objects? How are physical properties of objects discovered? What effect

does energy have on the physical properties of objects?

A. CHEMISTRY

1. PROPERTIES OF MATTER

3.2 PK.A.1

Sort and describe

objects according

to size, shape,

color, and

texture.

The learner will:

•Recognizethedifferenttypesofmatter.

(e.g., solid, liquid, gas)

•Describeobjectsaccordingtosize,

shape, color, or properties of matter.

•Collectitemsandsortthemaccordingto

shape, color, or other attributes.

The adult will:

•Encouragechildrentocollect,sort,classify,anddescribemany

materials.

•Provideopportunitiestosortbysize,color,shape,andtexture.

•Explicitlyusesciencevocabulary.(e.g.,solid,liquid,texture)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3. MATTER AND ENERGY

3.2 PK.A.3

Notice change in

matter.

The learner will:

•Pointoutwhenachangeinmatter

occurs.

•Observedifferencesinwater.(e.g.,ice

cube or snow melting and freezing)

•Noticechangesinfoodsubstances

during cooking.

The adult will:

•Providematerialsforchildrentomixandcombine.(e.g.,ice,

snow, water)

•Cookwithchildrenandtalkaboutthechangesthatoccurwhen

foods are combined.

•Askquestionstoprovokediscussionofobservations.

•Talkaboutobservablechangesinmatter.(e.g.,icecreamat

room temperature, mixing baking soda and vinegar, shaking

cream in a jar to make butter)

Standard

Concepts and Competencies

Supporve Pracces

5. UNIFYING THEMES

3.2 PK.A.5

Recognize that

everything is

made of matter.

The learner will:

•Recognizethatmattertakesondifferent

shapes depending upon its type. (e.g.,

solids have a definite shape, liquids take

the shape of their container, gas lacks

shape and is present everywhere)

The adult will:

•Providechildrenwithvarioussolidobjects.(e.g.,books,boxes,

pencils, and pebbles) Have them determine the shape of the

object.

•Providechildrenwithglassesofwater.Givethemasquarebowl,

a circular bowl, and a cup. Let them pour the water from the

glass to each container. Instruct them to pour the water onto the

table or a tile floor. Have them determine the shape of the water

and how it changes depending on the container.

•Providechildrenwithbaggies.Lettheminflatethebaggies.Tie

them tightly. Now puncture the baggie. Let them feel the air that

comes out through the small hole.

Standard Concepts and Competencies Supporve Pracces

6. SCIENCE AS INQUIRY

3.2 PK.A.6

Participate

in simple

investigations of

matter to answer

a question or to

test a prediction.

The learner will:

•Askquestionsaboutobjects.

•Usethefivesensesandsimple

equipment to gather data.

•Experimentwithchangesinmatter.

•Experimentwithchangesinsubstances

when combined.

•Makeapredictionabouttheresultsof

the experiment.

The adult will:

•Conductexperimentsthatusesolids,liquids,andgas.(e.g.,

melting an ice cube and re-freezing it, adding powdered drink

mix to water)

•Askforpredictionsaboutwhatmighthappenwhenone

substance in combined with another.

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

•Providevarioustypesofmattertoexploreinscienceareaor

sensory table.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

B. PHYSICS

1. FORCE AND MOTION OF PRACTICES AND RIGID BODIES

3.2 PK.B.1

Explore and

describe the

motion of toys

and objects.

The learner will:

•Commentaboutthemotionofavariety

of objects during play.

•Demonstrateanunderstandingoffast,

slow, back and forth.

The adult will:

•Describethemotionofobjectsandtoysaschildrenareengaged

in play.

•Encouragechildrentoextendthinkingbyasking“why”

questions.

Standard Concepts and Competencies Supporve Pracces

5. NATURE OF WAVES (Sound and Light Energy)

3.2 PK.B.5

Create and

describe

variations of

sound.

The learner will:

•Categorizeandcreatesoundsbasedon

different attributes.

•Listentosoundsfromoutsideorinside

and identify if they are loud, soft, high,

low.

•Listentosoundsandidentifythesource.

•Makesoundswithinstruments.

The adult will:

•Providematerialsforcreatingsounds.

•Usevocabularytodescribesoundsregardingvolumeorpitch.

•Provideinstrumentsforexploration.

Standard

Concepts and Competencies

Supporve Pracces

6. UNIFYING THEMES (Energy)

3.2 PK.B.6

Recognize that

light from the sun

is an important

source of energy

for living and

non-living

systems and some

source of energy

is needed for all

organisms to stay

alive and grow.

The learner will:

•Recognizebasicenergytypesand

sources. (e.g., light from the sun, wind,

water)

•Describeobservationsofandcomment

on basic energy types and sources.

•Identifywhatplantsandanimalsneed

to grow.

The adult will:

•Provideexperiencesinvolvingwind,water,andsolarpowerfor

children to observe.

•Explicitlydiscusswhatlivingthingsneedtosurvive.

Standard Concepts and Competencies Supporve Pracces

7. SCIENCE OF INQUIRY

3.2 PK.B.7

Participate

in simple

investigations

of energy and

motion to answer

a question or to

test a prediction.

The learner will:

•Askquestionsaboutobjects.

•Usethefivesensesandsimple

equipment to gather data.

•Experimentwithobjectsorideasto

obtain a result.

•Makepredictionsaboutanoutcome.

(e.g., “What might happen to a kite

when the wind blows or slows down?”)

•Describeobservationsaccurately.

•Compareobservationswithothers.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Usecentertimeasopportunitiestoexploreandinvestigatethe

properties of a variety of materials.

•Compareandcontrastobjects.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3.3 Earth and Space Sciences

BIG IDEA: The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants.

ESSENTIAL QUESTIONS: What structures, processes, and cycles make up the earth? How do the various structures, processes, and

cycles affect the earth’s inhabitants? How do we know the earth is part of a larger solar system?

A. EARTH STRUCTURE, PROCESSES, AND CYCLES

1. EARTH FEATURES AND THE PROCESSES THAT CHANGE THEM

3.3 PK.A.1

Sort different

types of earth

materials.

The learner will:

•Explorerocks,soil,andsandusinga

hand magnifier.

•Answerquestionsaboutobservationsof

earth matter.

•Usesensesandsimpletoolstoexplore

earth materials.

The adult will:

•Providesoilandcontainersforplanting.

•Displayrocks,stonesandpebblesofdifferentcolorsandshapes

for sorting.

•Encouragechildrentocompareandcontrasttypesofearth.

Standard Concepts and Competencies Supporve Pracces

4. WATER

3.3 PK.A.4

Identify a variety

of uses for water.

The learner will:

•Identifywayswatercanbeused.(e.g.,

drinking, washing, watering plants,

putting out fires, boating, and fishing)

•Explorewaterduringplay.

The adult will:

•Makealistwithchildrenonwayswatercanbeused.

•Providebooksthatshowwaterbeingusedinavarietyofways.

•Provideopportunitiesforexplorationofwaterinitsvarious

forms. (e.g., water, ice)

Standard Concepts and Competencies Supporve Pracces

5. WEATHER AND CLIMATE

3.3 PK.A.5

Identify seasons

that correspond

with observable

conditions and

identify how

weather affects

daily life.

The learner will:

•Namethefourseasonsandan

observable condition for that season.

(e.g., falling leaves, snow, rain, buds on

trees, or green grass)

•Matchtypesofclothingoractivitiesto

seasonal weather conditions. (e.g., we

use an umbrella when it is raining; we

wear coats, hats, scarves, and mittens

when it’s cold outside)

•Useathermometerasatoolfor

measuring temperature.

•Talkaboutcurrentweathereventsthat

affect the community.

The adult will:

•Takenaturewalkstoobserveweatherconditions.

•Talkabouttheweatherconditionsdaily.

•Provideopportunitiestosortpicturesofactivities,clothing,and

toys according to the types of weather and season they would be

connected to. (e.g., sled with snow, bathing suit with sun)

•Hangathermometeroutdoorsandreaditdailytodeterminethe

temperature.

•Talkaboutthepurposeofathermometer.

•Talkaboutandgraphthechangesintemperatureandchildren’s

dress. (e.g., “How many wore their boots today?”)

•Providedifferenttypesofseasonalclothinginthedramaticplay

area.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

7. SCIENCE OF INQUIRY

3.3 PK.A.7

Participate

in simple

investigations of

earth structures,

processes, and

cycles to answer a

question or to test

a prediction.

The learner will:

•Askquestionsaboutobjects,organisms,

and events.

•Usethefivesensesandsimple

equipment to gather data.

•Experimentwithdifferenttypesofearth

materials.

•Makepredictionsaboutanoutcome.

(e.g., “What might happen if we go out

in the snow without our boots?”)

•Describeobservationsaccurately.

•Compareobservationswithothers.

The adult will:

•Encouragedocumentationofobservationsinjournals,charts,

and/orgraphswithwordsand/orpictures.

•Readtext,includingdigitalmedia,aboutearthstructures,

processes, and cycles.

•Fillsensorytablewithavarietyofearthmaterials,including

water, to explore and investigate.

•Compareandcontrastearthmaterials.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

Standard

Concepts and Competencies

Supporve Pracces

B. ORIGIN AND EVOLUTION OF THE UNIVERSE

1. COMPARISONS AND STRUCTURE

3.3 PK.B.1

Identify objects

that can be found

in the day or

night sky.

The learner will:

•Talkaboutthingsthatcanbefoundin

the day or night sky. (e.g., moon, sun,

stars, clouds)

•Distinguishbetweenobjectsfoundin

the day sky and in the night sky.

•Observeanddescribedifferenttypesof

clouds.

The adult will:

•Displayitemsforsortingbydayornightuse.(e.g.,sunglasses,

visors, flashlights)

•Duringwalksobserveanddiscusswhatisinthesky.(e.g.,

clouds, birds, airplanes)

•Readbooksaboutdayandnight,stars,orclouds.

Standard Concepts and Competencies Supporve Pracces

3. SCIENCE AS INQUIRY

3.3 PK.B.3

Participate

in simple

investigations

of the objects

found in the day

or night sky to

answer a question

or to test a

prediction.

The learner will:

•Askquestionsaboutobjects,organisms,

and events.

•Usethefivesensesandsimple

equipment (e.g., prisms, binoculars) to

gather data.

•Describeobservationsaccurately.

•Compareobservationswithothers.

•Exploreshadowsmadefromthesun.

•Usedigitalmediatoexplorenight

sky, constellations, and other solar

phenomena.

The adult will:

•Encouragedocumentationofobservationsinjournalswith

wordsand/orpictures.

•Readtext,includingdigitalmedia,aboutobjectsfoundinthe

day or night sky.

•Explorerealtimeelectronicfeedsofobjectsfoundinthedayor

night sky using digital media.

•Compareandcontrastearthmaterials.

•Encouragecollaborationanddiscussionamongpeersabout

their questions and observations.

•Offeropportunitiestotraceshadowsonthesidewalk.

•Encouragechildrentocloud/skygazeduringoutdoortime.

•Encouragechildrentomakepredictionsaboutobservations.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Environment and Ecology

BIG IDEAS: People live in an environment. People share the environment with other living things. People are impacted and have

impact on the environment.

ESSENTIAL QUESTIONS: How can I describe my immediate environment? In what ways can I use the environment? How does what

I do (positive or negative) affect my environment?

4.1 ECOLOGY

A. THE ENVIRONMENT

4.1 PK.A

Identify living and

non-living things

in the immediate

and surrounding

environment.

The learner will:

•Sortobjectsfromtheimmediate

environment by living and non-living.

The adult will:

•Includeliveanimalsandplantsalongwithmodels,stuffed

animals,plasticanimalsandplants,andpictures/postersinthe

classroom.

•Displaywormfarms,birdfeeders,oranthillsforobservation.

•Takenaturewalksoftheimmediateenvironment.

•Readbooksaboutlivingandnon-livingthings,pointingout

things that are found in the immediate environment.

•Setupasciencetableandexplorationsarea,stockwithboth

living and non-living things.

Standard Concepts and Competencies Supporve Pracces

C. ENERGY FLOW

4.1 PK.C

Identify that

plants need the

sun to grow.

The learner will:

•Participateinexperimentsthatshowthe

effects on plant growth when the sun is

removed as a source of energy.

The adult will:

•Encouragechildrentoactivelycarefornon-toxicplantsprovided

within the classroom or outside.

•Conductexperimentsthatshowtheeffectsonplantgrowth

when the sun is removed as a source of energy.

Standard Concepts and Competencies Supporve Pracces

D. BIODIVERSITY

4.1 PK.D

Identify basic

needs of living

things.

Reference 3.1.PK.A.2 Reference 3.1.PK.A.2

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

E. SUCCESSION

4.1 PK.E

Identify the

change of

seasons in the

environment.

The learner will:

•Namethefourseasonsandan

observable condition for that season.

(e.g., falling leaves, snow, rain, buds on

trees, or green grass)

•Matchtypesofclothingoractivitiesto

seasonal weather conditions.

•Useathermometerasatoolfor

measuring temperature.

The adult will:

•Takenaturewalkstoobserveweatherconditionsthroughoutthe

year.

•Talkabouttheweatherconditionsdaily.

•Provideopportunitiestosortpicturesofactivities,clothing,and

toys according to the types of weather and season they would be

connected to. (e.g., sled with snow, bathing suit with sun)

•Hangathermometeroutdoorsandreaditdailytodeterminethe

temperature.

•Talkaboutthepurposeofathermometer.

•Providedifferenttypesofseasonalclothinginthedramaticplay

area.

Standard Concepts and Competencies Supporve Pracces

4.2 WATERSHEDS AND WETLANDS

A. WATERSHEDS

4.2 PK.A

Identify various

types of moving

water in

Pennsylvania.

The learner will:

•Identifybodiesofwater(e.g.,rivers,

lakes, streams, creeks, puddles) in the

local area.

•Differentiatebetweenwaterthatmoves

and water that is still.

The adult will:

•Nameanddiscusslocalbodiesofwater.

•Readbooksaboutdifferentbodiesofwater.

Standard

Concepts and Competencies

Supporve Pracces

B. WETLANDS

4.2 PK.B

Identify a wetland

as an ecosystem

in Pennsylvania.

The learner will:

•Understandthatanecosystemis

a community of living things and

everything that surrounds them.

•Understandthatawetlandisan

ecosystem in which the living things

depend on a large amount of water for

survival.

•Participateinclassroomactivitiesabout

wetlands.

The adult will:

•Explicitlyusetheword“ecosystem”anddefineitusingterms

children will understand.

•Explicitlyusetheword“wetland”anddefineitusingterms

children will understand.

•Readbooksaboutwetlands,particularlythosewithin

Pennsylvania.

•Takeafieldtriptoawetlandorusedigitalmediatotakeavirtual

field trip if a wetland is not in your immediate community.

•Engagealocalexpert(e.g.,gamecommission,highschoolor

college professional) as a guest speaker.

•Use“wetland”asathemeforvariouslearningcenters.

Standard Concepts and Competencies Supporve Pracces

C. AQUATIC ECOSYSTEM

4.2 PK.C

Describe an

aquatic (water)

and terrestrial

(land) habitat.

The learner will:

•Understandthatahabitatiswherea

living thing finds its basic needs for

survival.

•Describedifferentplacesanimalscan

live.

•Matchanimalstoanaquatic(water)or

terrestrial (land) habitat.

•Includeadescriptionofaspecific

habitat in drawing, creations, or

dictations.

The adult will:

•Explicitlyuse“habitat,”“aquatic,”and“terrestrial”anddefine

them using terms children will understand.

•Readbooksaboutavarietyofanimalswholiveindifferent

habitats.

•Providelivingthingswithintheclassroomthatchildrenactively

care for. (e.g., non-toxic plants, classroom pet)

•Exploredifferenthabitatsintheimmediatecommunityoruse

digital media to take virtual tours of different habitats.

Standard Concepts and Competencies Supporve Pracces

4.3 NATURAL RESOURCES

A. USE OF NATURAL RESOURCES

4.3 PK.A

Identify how the

environment

provides for the

needs of people

in their daily

lives.

The learner will:

•Understandthatthethingsweuse

can be made from things found in the

environment.

•Matchsimpleitemsusedbypeopleto

its natural resource. (e.g., milk to cow,

wood for building to tree, wool to sheep)

The adult will:

•Usetexts,includingdigitalmedia,toexplorehownatural

resources become items people use for survival.

•Makeconnectionsforchildrenbetweentheitemsusedinthe

classroom/homeandtheresourcestheycomefrom.

•Engageingardeningandusethefoodgrownformealsand

snacks.

•Collectanduserainwaterwithintheclassroom.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

B. AVAILABILITY OF NATURAL RESOURCES

4.3 PK.B

Identify natural

resources

available to

people in their

daily lives.

The learner will:

•Understandthatnaturalresources

are materials that come from the

environment and are used by people.

•Discussandusenaturalitemscollected

from the immediate environment.

The adult will:

•Explicitlyuse“naturalresource”anddefineusingterms

children will understand.

•Usetexts,includingdigitalmedia,toexplorehownatural

resources become items people use for survival.

•Makeconnectionsforchildrenbetweentheitemsusedinthe

classroom/homeandtheresourcestheycomefrom.

•Engageingardeningandusethefoodgrownformealsand

snacks.

•Collectanduserainwaterwithintheclassroom.

Standard

Concepts and Competencies

Supporve Pracces

4.4 AGRICULTURE AND SOCIETY

A. FOOD AND FIBER SYSTEMS

4.4 PK.A

Identify what

plants and

animals need to

grow.

Reference 3.1.PK.A.2 Reference 3.1.PK.A.2

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

4.5 HUMANS AND THE ENVIRONMENT

A. SUSTAINABILITY

4.5 PK.A

Identify what

people need to

survive.

The learner will:

•Statethatpeoplearelivingthings

•Labelhumanneedsasair,food,water,

shelter, clothing.

The adult will:

•Engagechildrenindiscussionsabouthumanneeds.

Standard Concepts and Competencies Supporve Pracces

C. APPLYING SCIENCES TO AGRICULTURE

4.4 PK.C

Recognize that

plants and

animals grow and

change.

Reference 3.1.PK.A.3 Reference 3.1.PK.A.3

Standard Concepts and Competencies Supporve Pracces

D. TECHNOLOGY INFLUENCES ON AGRICULTURE

4.4 PK.D

Identify basic

tools used in

gardening at

home and at

school.

The learner will:

•Discussandanswerquestionsabout

gardening.

•Usebasicgardeningtools.

The adult will:

•Readbooksaboutgardening.

•Explicitlynameavarietyofgardeningtools.

•Provideopportunitiesforchildrentoexploreanduseavarietyof

gardening tools. (e.g., gardening, sensory table, dramatic play)

•Engagealocalexpert(e.g.,familymemberwhogardens,farmer,

florist) as a guest speaker.

Standard Concepts and Competencies Supporve Pracces

B. INTEGRATED PEST MANAGEMENT

4.5 PK.B

Identify things

in the natural

environment that

can be harmful

to people, pets,

and other living

things.

The learner will:

•Recognizeandavoidunsafethingsand

situations within the immediate natural

environment.

•Discussplants,insects,andanimals

that could be harmful; share personal

experiences when relevant.

The adult will:

•Readbooksaboutplants,insects,andanimalsthatmightbe

harmful.

•Engagealocalexpert(e.g.,pestcontrolprofessional,highschool

or college professional, florist) as a guest speaker.

•Explicitlylabelplantswithintheclassroomas“non-toxic”and

explain what this means.

•Recognizeanduseteachablemoments(e.g.,avoidinginsect

nest on playground, avoiding stray dog, applying sunscreen) to

discuss how to stay safe in the natural environment.

Standard

Concepts and Competencies

Supporve Pracces

C. POLLUTION

4.5 PK.C

Identify ways

people pollute the

environment.

The learner will:

•Identifyhowlittercanhaveanegative

impact on the environment.

•Participateinexperimentsthatshow

how litter can impact the environment.

•Identifywaysthatlittershouldbe

handled.

The adult will:

•Createexperimentsaboutlitter’simpactontheenvironment.

•Showpicturesandvideosabouttheimpactofvarioustypesof

pollution on the environment.

•Modelandencouragethecleanupoflitterfoundinthe

immediate environment.

Standard Concepts and Competencies Supporve Pracces

D. WASTE MANAGEMENT

4.5 PK.D

Describe how

everyday human

activities generate

waste.

The learner will:

•Sortwasteintothosethingsthatcanbe

recycled and those things that cannot.

•Practicerecyclingaspartofclassroom

routine.

The adult will:

•Providerecyclingbinsforchildrentouse.

•Encourage“reduce,reuse,andrecycle”withintheclassroom.

Standard Concepts and Competencies Supporve Pracces

15.4 Computer and Informaon Technology

BIG IDEAS: Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as

communicating with one another. The media (e.g., music, books, maps, TV programming, newspapers, magazines, movies, Internet,

applications, advertising) constructed with available technology conveys a message that can be read, interpreted, and evaluated.

ESSENTIAL QUESTIONS: How do I choose the correct technology for a task? Can I use various technologies appropriately? How do I

read, interpret, and evaluate media?

A. INFLUENCE OF EMERGING TECHNOLOGIES

15.4 PK.A

Identify various

technologies used

in the classroom

and at home.

The learner will:

•Labeltechnologywithappropriate

vocabulary when using or shown. (e.g.,

telephone, cell phone, computer, TV,

camera, tablet, e-reader, Smart board)

•Discusspersonalexperienceswith

technology.

The adult will:

•Providetechnologicalequipmentthatchildrencanuse

independently or with adult support.

•Displaypicturesthatreflecttechnologyinuse.

•Useappropriatetermsfortechnologyanddiscusshoweachcan

be used.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

B. DIGITAL CITIZENSHIP

15.4 PK.B

Demonstrate

responsible use

of technology and

equipment.

The learner will:

•Performbasictasksusingtechnological

equipment. (e.g., turning on a computer,

taking a picture with a digital camera,

pushing play button on a tape recorder)

•Usetechnologyandcomponentsfor

intended purpose.

•Followestablishedrules(e.g.,timelimit,

handling with care, putting away) when

using technology.

•Choosetechnologiesthatareappropriate

for an identified task.

The adult will:

•Talkaboutthepurposesoftechnologicalitems.

•Providetechnologicalequipmentthatchildrencanuse

independently or with adult support.

•Establishrulesforuseofequipmentusingchildren’sinputand

be consistent when applying rules.

•Duringclassdiscussions,identifytechnologiesthatcouldhelp

learners find out more.

•Useavailabletechnologytoenhanceinstruction/learning,

encouraging collaboration and interaction between adults and

children, as well as between peers.

Standard

Concepts and Competencies

Supporve Pracces

C. HARDWARE

15.4. PK.C

With prompting

and support,

identify

peripheral

devices of

computer system

including input

and output

devices.

The learner will:

•Labelcomputercomponents(e.g.,

mouse, printer, keyboard, screen) with

appropriate terms when using.

The adult will:

•Usethecorrectvocabularyandlabelcorrespondingpartsofthe

computer.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

D. INPUT TECHNOLOGIES

15.4 PK.D

Demonstrate

the correct use

of simple input

technologies

(e.g., mouse,

touch screen,

microphone,

etc.).

The learner will:

•Performbasictasksusingsimpleinput

technologies. (e.g., mouse, touch

screen, microphone, etc.)

•Useinputtechnologiesforintended

purpose.

•Followestablishedrules(e.g.,timelimit,

handling with care, putting away) when

using input technologies.

The adult will:

•Usevisualcues.(e.g.,placebrighttapeonthebuttonschildren

are supposed to press to turn on computer, provide picture

directions for use)

•Explicitlyteachtheuseofinputtechnologies.

•Providetechnologicalequipmentthatchildrencanuse

independently or with adult support.

Standard Concepts and Competencies Supporve Pracces

G. SOFTWARE/APPLICATIONS

15.4 PK.G

With help and

support, select

and use various

software/

applications

for an intended

purpose.

The learner will:

•Describeapurposeforuseofsoftware/

application.

•Choosesoftware/applicationfrom

choices provided by the teacher.

The adult will:

•Researchandchooseappropriatesoftwareforclassroomuse/

specific instructional goals.

•Provideavarietyforsoftware/applicationsforchildrentouse.

•Monitoruseofsoftware/application.

Standard Concepts and Competencies Supporve Pracces

K. DIGITAL MEDIA

15.4 PK.K

With help and

support, identify

similarities

and differences

between text,

graphics, audio,

animation, and

video.

The learner will:

•Describevarioustypesofmedia,what

technology is used to convey them, and

some components (e.g., words, images,

video) of them.

•Describepreferencesforvarioustypesof

media.

The adult will:

•Provideopportunitiesforchildrentouseanddiscussavarietyof

media.

•Askquestionsaboutvarioustypesofmedia.

•Explicitlypointoutthecomponentsofmediaandsimilarities

and differences between types of media.

Standard

Concepts and Competencies

Supporve Pracces

L. TECHNOLOGY RESEARCH

15.4 PK.L

With help and

support, use web

browser to locate

content-specific

websites.

The learner will:

•Generateorchooseatopictolearn

about.

•Followteacherorpeerdirectionsto

use web browser to locate information

specific to chosen topic.

The adult will:

•Engagechildrenininquiry-basedprojectswheretheyare

encouraged to use technology to answer questions, gather

information, and communicate findings.

•Researchandprovidelistingofappropriatewebsitesbasedon

content/specificthemes.

Standard Concepts and Competencies Supporve Pracces

M. EMERGING TECHNOLOGIES IN CAREERS

15.4 PK.M

With help

and support,

identify various

technologies used

in the workplace.

The learner will:

•Attempttousemodelandrealmedical

equipment as it is used at the doctor’s

office during play.

•Identifythetypesoftoolsandmaterials

used in construction.

•Talkaboutvarioustypesofvehiclesused

in the workplace. (e.g., construction

vehicles, fire-fighting vehicles, boats,

airplanes)

•Practiceusinghammersandnails

or screws and screwdrivers in a

construction center.

The adult will:

•Provideavarietyofmodelandrealtechnologies(e.g.,medical

equipment, construction tools, calculators) for children to

explore and use.

•Usethetechnicalnamesofequipmentwhendescribingthemto

children.

•Readbooksaboutvariousjobsandthetechnologiesthatare

used.

•Encouragechildrentosortandclassifytechnologiesbyjob.

•Includemapsandblueprintsintheblockarea.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Scienc Thinking Glossary

Characteristic—A feature or quality belonging typically to a

person, place, or thing and serving to identify it.

Climate—The weather conditions prevailing in an area in gen-

eral or over a long period.

Constancy—The quality of being enduring and unchanging.

Energy—The capacity of a body or system to do work.

Energy Flow—Flow of energy is the way energy flows through

circuits or a food chain.

Fact—Information that has been objectively verified.

Force—Strength or energy as an attribute of physical action or

movement.

Form—The visible shape or configuration of something.

Function—An activity or purpose natural to or intended for a

person or thing.

Heredity—The passing on of physical or mental characteristics

genetically from one generation to another.

Hibernate—Spend the winter in a dormant state.

Hypothesis—An assertion subject to verification or proof as a

premise from which a conclusion is drawn.

Inquiry—A systematic process for using knowledge and skills to

acquire and apply new knowledge.

Investigation—The action of investigating something or some-

one; formal or systematic examination.

Life Cycle—The series of changes in the life of an organism,

including reproduction.

Matter—The substance or substances of which any physical

object consists or is composed.

Model—A description, analogy, or a representation of something

that helps us understand it better. (e.g., a physical model, a con-

ceptual model, a mathematical model)

Motion—The action or process of moving or being moved.

Organism—An individual animal, plant, or single-celled life

form.

Patterns—Repeated processes that are exhibited in a wide

varietyofways;identifiablerecurrencesoftheelementand/orthe

form.

Prediction—To declare or indicate in advance; especially foretell

on the basis of observation, experience, or scientific reason.

Rigid—Unable to bend or be forced out of shape; not flexible.

Science—Search for understanding of the natural world using

inquiry and experimentation.

Species—A group of individual organisms capable of interbreed-

ing to produce fertile offspring in nature.

System—A group of related objects that work together to achieve

a desired result.

Environment and Ecology Glossary

Adaptation—Special, inherited characteristics that help an

organism survive in its environment and which are developed

over time.

Agriculture—Science of art of cultivating soil, producing crops,

and raising livestock, and in varying degrees the processing and

distribution of the food or fiber product or by-product.

Aquatic Ecosystem—The interacting system of a biological

community and its nonliving environments; also, the place where

these interactions occur (pond, lake, marsh, bog, swamp, creek,

river, stream).

Biodiversity—The variety of life in the world or in a particular

habitat or ecosystem.

By-Product—Something produced or manufactured in addi-

tion to the principal product for which the original resource was

cultivated or harvested; often takes on a form very different from

its source.

Compost—Decomposed organic material resulting from the

breakdown by living beings (mostly microbes) and used to enrich

or improve the consistency and content of soil for growing.

Ecosystem—A biological community of interacting organisms

and their physical environment.

Fiber—1) Threadlike rows of cells in foods that give texture and

substance, or “bulk,” which is important in a healthy diet; 2)

Slender, threadlike structure combining with other fibers in the

form of weaving, knitting, or otherwise intertwining.

Food Chain—The transfer of food energy from one organism to

another as each consumes a lower member and in turn is preyed

upon by a higher member.

Habitat—The natural home or environment of an animal, plant,

or other organism.

Integrated Pest Management—An approach that assesses the

pest situation, evaluates the merits of pest management options,

and then implements a system of complementary management

actions within a defined area.

Litter—Waste materials carelessly discarded or accidentally

deposited in an inappropriate place. Littering is against the law.

Natural Resources—Those raw materials supplied by the Earth

and its processes. Natural resources include nutrients, minerals,

water, plants, animals, etc.

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Nonrenewable Resources—Natural materials such as oil,

gas, coal, etc. which are considered exhaustible because of their

scarcity, the great length of time required for their formation, or

their rapid depletion.

Non-Point Pollution—Pollution that is carried far from their

original source by rain, melting snow, moving water, wind, etc.,

and deposited in soil or water systems.

Pest—Any organism that spreads disease, destroys property,

competes with people for resources such as food, or is considered

a nuisance.

Pollution—Harmful substances deposited in the air, water, or

land, leading to a state of dirtiness, impurity, or unhealthiness.

Point Pollution—Contaminants that are discharged or emitted

from an identifiable source into the air, water, or soil.

Recycle—To make materials such as glass, aluminum, paper,

steel, and plastic into new products.

Reduce—To decrease the amount of waste we produce by buying

only what we need, avoiding disposables, and buying products

that are not over-packaged.

Renewable Resource—A naturally occurring resource that has

the capacity to be replenished through natural processes; the sun,

wind, trees, and animals are renewable resources.

Reuse—To extend the life of an item by using it again, repairing

it, or creating new uses for it.

Succession—A number of people or things sharing a specified

characteristic and following one after the other.

Sustainable—Conserving an ecological balance by avoiding

depletion of natural resources.

Terrestrial System—The interacting system of a biological

community and its nonliving environments; also, the place where

these interactions occur (meadow, forest, farm, field, city).

Waste Management—The collection, transport, processing,

recycling or disposal, and monitoring of waste materials.

Water Cycle—The paths water takes through its various states—

vapor, liquid, and solid, as it moves throughout Earth’s systems

(oceans, atmospheres, ground water, streams, etc.). The water

cycle is also known as the hydrologic cycle.

Watershed—The land area from which surface runoff drains

into a stream, channel, lake, reservoir, or other body of water;

also called a drainage basin.

Wetlands—Lands where water saturation is the dominant factor

determining the nature of the soil development and the plants

and animal communities. (e.g., marsh, bog, swamp)

Computer and Informaon Technology

Glossary

Application—A computer program designed to help people

perform an activity.

Digital—Involving or relating to the use of computer technology.

Digital Citizenship—Teaching users the rules of good citizen-

ship online (email etiquette, protecting private information).

Digital Media—Electronic media where data are stored in

digital (as opposed to analog) form.

Hardware—The machines, wiring, and other physical compo-

nents of a computer or other electronic system.

Input Technology—An input method is an operating system

component or program that allows users to enter characters and

symbols.

Software—The programs and other operating information used

by a computer.

Technology—Any device used to extend human capability

including computer-based tools.

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Social Studies Thinking

Connecng to Communies

5.1 Civics and Government – Principles and

Documents of Government

5.2 Civics and Government – Rights and

Responsibilies of Cizenship

6.1 Economics – Scarcity and Choice

6.3 Economics – Funcons of Government

6.5 Economics – Income, Prot, and Wealth

7.1 Geography – Basic Geographic Literacy

7.2 Geography – Physical Characteriscs of

Places and Regions

8.1 History – Historical Analysis and Skills

Development

Inclusive

Classrooms

arly childhood

classrooms should be

inclusive ones where

children with disabilities and

developmental delays engage in

classroom experiences along-

side their typically developing

peers. When teachers, special-

ists, and families work together to

understand and adapt teaching strategies, materials,

and/orenvironmenttochildren’suniqueneeds,every

child can experience success. Adults must celebrate chil-

dren’s accomplishments and appreciate what children

can learn and do.

he foundation of

social studies, eco-

nomics, history, and

the workings of government

begin with children’s personal

experiences and their initial

understanding of themselves

in relation to their families,

homes, and schools. Gradually,

students expand their under-

standing to include communities

and the larger world. As their

perception grows, they further expand their scope to

understand how systems work together. Adults facilitate

children’s social studies skill development by helping

them engage in active investigations that build knowl-

edge and understanding.

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

Civics and Government

BIG IDEA: Learning to be a good citizen helps one contribute to society in a meaningful way.

ESSENTIAL QUESTIONS: What rules and consequences are important? Can I identify some American symbols?

5.1 PRINCIPLES AND DOCUMENTS OF GOVERNMENT

A. RULE OF LAW

5.1 PK.A

State rules

and their

consequences.

The learner will:

•Describeclassroomrules.

•Explainaconsequenceforbreakinga

classroom rule.

The adult will:

•Discussruleswithchildren.

•Explainpurposeofrules(safety,respect).

•Begintointroducegamesthathaverules.

•Readbooksthatsupportfollowingrules(fictionandnon-fiction).

•Createaclassruleschart.

Standard

Concepts and Competencies

Supporve Pracces

F. SYMBOLS

5.1 PK.F

Identify basic

American

symbols. (e.g.,

American flag)

The learner will:

•Discussimages,picturesoritemsthat

are symbols of America.

•IdentifytheAmericanflag.

•ReplicatetheAmericanflagusingart

materials.

The adult will:

•DisplaytheAmericanflagintheclassroom.

•DisplaypicturesofAmericansymbols.

•ReadbooksthatrelatetosymbolsofAmerica.

•DiscussholidaysthatrelatetoAmerica.

Standard Concepts and Competencies Supporve Pracces

5.2 RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

A. CIVIC RIGHTS AND RESPONSIBILITIES

5.2 PK.A

Identify self-

membership of a

group such as the

class or family.

The learner will:

•Displayawarenessofroleasmemberof

a group.

•Participateingroupdecision-making.

•Participateinclassroomandfamily

responsibilities.

•Talkaboutresponsibilitiesathome.

•Workcooperativelywithotherchildren

to achieve an outcome.

The adult will:

•Talktochildrenabouttheirfamilies.

•Createaclasschartlistingfamilymembersandthejobeach

person does to help the family.

•Engagechildreninclassmeetingsanddecision-making.

•Givechildrenclassroomjobsandresponsibilities.

•Provideactivitiesthatrequirecooperativeplay.

Standard Concepts and Competencies Supporve Pracces

B. CONFLICT AND RESOLUTION

5.2 PK.B

Identify a

problem and

discuss possible

solutions with

adult assistance.

*See also 16.2

PK.D

The learner will:

•Identifyoneortwosolutionstoa

problem.

•Attempttosolveaconflictwithapeer.

•Workwithapeertodevelopasolutionto

a problem. (e.g., ways to share the play

dough when there isn’t enough)

•Suggestsimplesolutionstoconflict

which are most often based upon own

needs and desires.

The adult will:

•Observeandencouragechildren’sattemptstosolvetheirown

problems.

•Providefeedbackonsolutionsthatwereattempted.

•Providereinforcementforsolutionsthataresuccessful.

•Holdgroupmeetingstodiscusswaystosolveclassroom

problems or conflicts.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

C. LEADERSHIP AND PUBLIC SERVICE

Identify

classroom

projects/activities

that support

leadership and

service.

The learner will:

•Showinterestinleadership

opportunities.

•Choosealeaderforaclassroomproject.

•Asktobethelineleader.

•Requesttohelpteacher.

The adult will:

•Modelpositiveleadershipskills.

•Providepositivefeedbackwhenchildrenassumeleadership

roles.

•Readbooksaboutpeoplewhoareleaders.

Emerging to …

Concepts and Competencies

Supporve Pracces

5.3 HOW GOVERNMENT WORKS

C. GOVERNMENT SERVICES

5.3 PK.C

Identify

community

workers through

their uniforms

and equipment.

The learner will:

•Matchdescriptionsofpeople’sworkina

community with picture illustrating the

job.

•Actoutrolesofcommunityworkersin

dramatic play.

•Relaypersonalexperiencestodescribe

the work that community workers do.

The adult will:

Read books, both fiction and nonfiction, describing people’s

jobs.

Invite community workers into the classroom to talk about

their jobs.

•Organizefieldtripstothefirehouse,policestation,andother

community locations.

•Addcommunityworkerpropsandclothingtoplayareas.

Standard Concepts and Competencies Supporve Pracces

F. CONFLICT AND THE COURT SYSTEM

5.3 PK.F

Identify

appropriate

behaviors for

responsible

classroom

citizens.

The learner will:

•Useinsidevoiceswhileindoorsand

outside voices when outdoors.

•Cooperateinbothlargeandsmallgroup

activities that are facilitated by adult.

•Followrulesandroutinesinclassroom.

•Respondwithempathytootherswho

are upset.

•Recognizewhensomeoneneedshelp

and offer assistance.

•Respectanother’sattemptstocomplete

tasks independently.

The adult will:

•Discusswhatitmeanstobearesponsibleclassroomcitizen.

•Modelresponsiblebehavior.

•Provideconsistentrulesandexpectationsinclassroom

environment.

•Encouragepeerstohelponeanotherratherthanofferingadult

assistance, as appropriate.

•Readanddiscussbooksaboutempathy.

•Providespecificfeedbackonchildren’seffortstoberesponsible

citizens.

Standard Concepts and Competencies Supporve Pracces

Economics

BIG IDEA: Money can be used to purchase goods and services, or can be saved. People make choices about how to spend money

based on different influences.

ESSENTIAL QUESTIONS: How can I use money? What influences the choices I make about spending what I have earned?

6.1 SCARCITY AND CHOICE

A. SCARCITY AND CHOICE

Emerging to …

Identify

how scarcity

influences choice.

The learner will:

•Understandthatsomeresourcesare

limited.

•Noticewhenmaterialsarerunninglow.

(e.g., “We need more paper in the art

area.”)

•Offertosharematerialswhenmaterials

are scarce. (e.g., one shovel in sensory

table)

•Showpreferenceforonematerial/center,

butchooseadifferentmaterial/center

when materials are scarce or center is full.

The adult will:

•Discusshowtoresolvesituationswhentherearenotasmany

materials as needed.

•Useclassmeetingstobrainstormwaystoobtainresources

which are limited. (e.g., paper for art, wood for construction

area)

Emerging to … Concepts and Competencies Supporve Pracces

B. LIMITED RESOURCES

Emerging to …

Identify family

wants and needs.

The learner will:

•Identifywhatpeopleneedtosurvive.

•Demonstratesawarenessofone’sown

preferences.

•Identifypersonalwants.

The adult will:

•Engagechildrenindiscussionsabouthumanneeds.

•Encouragechildrentodiscusstheirpreferences.

•Explicitlydifferentiatebetweenaneedandawant.

Standard Concepts and Competencies Supporve Pracces

D. INCENTIVES AND CHOICE

6.1 PK.D

Identify a

choice based

on individual

interest.

The learner will:

•Makeachoiceandexplainthereason

for the choice.

•Provideareasonforchoosingtoplayin

a particular center that shows interest in

specific materials or people.

The adult will:

•

Provide opportunities to make decisions and choices. (e.g., create

a token system where children collect tokens that can be traded

in, choosing what to put in trail mix from options provided)

•Allowchildrentomakeownchoiceduringcentertimeandask

about why children choose a particular center.

•Shareenthusiasmanddescribechild’sinterest.(e.g.,“Iseeyou

chose building blocks again today. You must really like the blocks.”)

Standard Concepts and Competencies Supporve Pracces

6.2 MARKETS AND ECONOMIC SYSTEMS

C. ADVERTISING AND MEDIA

Emerging to …

Identify

advertisements

that encourage us

to buy things.

The learner will:

•Recognizelogos(environmentalprint)

from local businesses.

•Discussadvertisements.(e.g.,radio,

print, TV)

The adult will:

•Discusswhatanadvertisementisandhowtheyaremessaged.

•Showanddiscussexamplesofavarietyofadvertisements.

•Encouragechildrentoshareadvertisementsaboutproductsthey

want/need.

•Conductanexperimentusingsimilarproductswithdifferent

advertising (e.g., one uses a familiar character) to spark

discussion about the influence of advertisements.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

D. PRICE DETERMINATION

6.2 PK.D

Explain how

money is used.

The learner will:

•Identifythatmoneyisusedtobuy

things.

•Statethatmoneycanbesaved.

•Usepretendmoneywhileengagingin

dramatic play activities.

•Practiceexchangingplaymoneyfor

goods.

The adult will:

Set up dramatic play opportunities that involve the use of

pretend money. (e.g., bank, grocery store, restaurant)

Use names of coins and currency.

Provide opportunities to handle real money.

Introduce the purpose of a bank, creating opportunities for

children to use banking in their classroom experience.

•Createatokensystemwherechildrencollecttokensthatcanbe

traded in for supplies or trinkets.

Standard

Concepts and Competencies

Supporve Pracces

6.3 FUNCTIONS OF GOVERNMENT

D. GOVERNMENT’S ROLE IN INTERNATIONAL TRADE

6.3 PK.D

Identify products

produced locally.

The learner will:

•Nameitemsthatcomefromfarms,

factories,and/orbusinesseswithinthe

community.

•Talkaboutproductsthatcanbefound

around their homes.

The adult will:

Invite local businesses to visit and share what products they

produce.

Take children on a field trip to a local farm, factory, or

businessandobserve/discusshowlocalproductsaremade.

Bringinlocalproductstouse/displayinclassroom.

Standard Concepts and Competencies Supporve Pracces

6.5 INCOME, PROFIT, AND WEALTH

A. FACTORS INFLUENCING WAGES

6.5 PK.A

Differentiate

between work and

play.

The learner will:

•Respondthatadultsworktoearn

money.

•Relatethatworkinvolvesperformingan

activity that is chosen and directed by

someone else, and has a specific goal.

•Relatethatplayisaself-selectedactivity

that may or may not have a specific

purpose.

The adult will:

Provide many opportunities for children to play with materials

without a pre-determined purpose.

•Providebothchild-directedandteacher-directedactivities

throughout the day.

•Discussthatpeopledomanydifferentkindsofjobstoearn

money.

•Sharepersonalhobbiesandinterests.

Standard Concepts and Competencies Supporve Pracces

C. TYPES OF BUSINESS

6.5 PK.C

Identify local

businesses.

The learner will:

•Participateinroleplaythatisrelatedto

a local business. (e.g., pet store, hair

salon, restaurant)

•Describewherecustomersgotoacquire

specific goods or services. (e.g., food

purchased at grocery store, hammer

and nails purchased at hardware store)

The adult will:

Engage local experts (e.g., business owners or workers) to

visit classroom and share about the service or goods that are

sold or performed.

Take a field trip to or a virtual tour of a local business.

Take a walk around the neighborhood to identify the

businesses in the community.

•Providematerialsfromlocalbusinessesindramaticplay.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

7.1 BASIC GEOGRAPHIC LITERACY

A. GEOGRAPHIC TOOLS

7.1 PK.A

Explain how

a map is a

representation of

places.

The learner will:

•Useasimplemap.

•Useavailablematerials(e.g.,blocks)to

represent buildings, roads, or houses.

•Includerepresentationsofroads,bodies

of water, and buildings in play.

•Discusstoolsusedtolocateplaces.

•Usetheterm“map.”

The adult will:

Display and discuss the purposes for various tools for locating

places. (e.g., maps, globes, evacuation charts)

Discuss digital devices that assist in getting us from one place

to another. (e.g., GPS)

•Talkabouthowtogetfromoneplacetoanother.

•Engagechildreninplayscenariosthatusesimplemaps.(e.g.,

scavenger hunts, pirate treasure hunt)

Standard Concepts and Competencies Supporve Pracces

Geography

BIG IDEA: Location can be represented using a variety of tools.

ESSENTIAL QUESTIONS: What tools help me to understand the location of places and things? How can I represent the location of

places and things?

B. LOCATION OF PLACES AND REGIONS

Emerging to …

Describe the

location of

places in the

home, school,

and community

to gain an

understanding of

relative location.

The learner will:

•Describethelocationofitems/areasin

the classroom and at home.

•Usedirectionality,size,andposition

(e.g., left, right, first, last, little, big, top,

bottom) to describe location.

•Placepicturesofcommonhousehold

items in the proper rooms of a floor

plan.

•Listentodirectionsandretrieveitems.

The adult will:

•Encouragechildrentomoveinvariousways(e.g.,climbing,

jumping, and rolling) so they experience position in space.

•Pointoutwherethingsarelocated.

•Useleftandrightandotherdirectionalterms.

•Askchildrentodescribewherespecificitemsarelocatedinthe

classroom, school, and home.

Standard Concepts and Competencies Supporve Pracces

7.2 PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS

A. PHYSICAL CHARACTERISTICS

7.2 PK.A

Describe the

characteristics

of home and

frequently visited

locations to gain

an understanding

of physical

features.

The learner will:

•Describesimplecharacteristicsofhome.

(e.g., type of dwelling, where located,

what surrounds it)

•Identifyfamiliarplacesinthe

neighborhood.

•Describesimplecharacteristicsof

business or community structures.

(e.g., type of dwelling, where located,

what surrounds it)

The adult will:

•Askchildrentodescribetheirhomeandwhat’sclosetotheir

home.

•Comparetypesofhomes.

•Discusstheterm“address.”

•Askchildrenquestionsaboutwhatplacestheyvisitintheir

community.

•Displayanddiscusspicturesoflocalbusinesseswithinthe

general vicinity.

•Engagechildreninaproject-basedinquiryabouttheir

community.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

8.1 HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT

A. CONTINUITY AND CHANGE OVER TIME

8.1 PK.A

Identify a

sequence of

events through a

day.

The learner will:

•Demonstrateanunderstandingofpast,

present, and future. (e.g., today is __,

yesterday was __, and tomorrow will

be __, recall information from the

immediate past, sequence pictures of

self from birth to present)

•Describethedailyroutine.(e.g.,what

happens first, before lunch, after lunch,

at end of day)

•Showanticipationforregularly-

scheduled events.

•Usewordstodescribetime.(e.g.,

yesterday, today, tomorrow, o’clock)

The adult will:

•Talkaboutwhatishappeningduringthedayandtheweek.

•Explicitlyuseterminologytolabeleventsandroutines.(e.g.,

today, tomorrow, yesterday, next, later, long ago)

•Establishandmaintainaconsistentroutine.

•Askchildrentorecallwhathappenedlastnightoryesterday.

•Postapicturescheduleofthedailyroutine.

•Usecalendarstotalkaboutwhathappenedinthepastandwhat

will happen in the future.

•Provideaccesstoclock,timers,andwatches.

•Engageinintergenerationalactivities.(e.g.,visitinginfantroom,

having grandparents visit)

Standard Concepts and Competencies Supporve Pracces

C. RESEARCH

8.1 PK.C

Understand that

information

comes from many

sources such as

books, computers,

and newspapers.

The learner will:

•Labeltypesofmediaandwhat

information can be gained. (e.g., recipes

from a cookbook, prices from an

advertisement)

•Locateinformationonidentifiedtopics

using media. (e.g., music, books,

maps, TV programming, newspapers,

magazines, movies, Internet,

applications, advertising)

The adult will:

Provide a variety of resources on topics that interest children.

(e.g., books, pictures, authentic objects)

Model using resources to get information.

Support children (e.g., ask questions, encourage thinking)

while children are working on a project based on research.

•Talkabouttheresourcesyouusetogainspecificinformation.

(e.g., recipes from a cookbook, prices from an advertisement)

Standard Concepts and Competencies Supporve Pracces

History

BIG IDEA: Past experiences and ideas help us make sense of the world.

ESSENTIAL QUESTIONS: In what ways can events be sequenced? How do I use past experiences and events to understand the

present?

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

Social Studies Thinking Glossary

CIVICS AND GOVERNMENT

Authority—Right to control or direct the actions of others, legiti-

mized by law, morality, custom, or consent.

Citizen—Member of a political society who therefore owes al-

legiance to and is entitled to protection by and from the govern-

ment.

Civic Rights—The rights belonging to an individual by virtue of

citizenship.

Community—A group of people who share a common social,

historical, regional, or cultural heritage.

Conflict—Inherent incompatibility between two or more people

or two or more choices.

Conflict Resolution—Process by which issues arising from a

disagreement or clash between ideas, principles, or people are

settled.

Country—The acceptable political boundaries or borders recog-

nized throughout the world.

Decision-Making Process—An organized approach to making

choices.

Government—Institutions and procedures through which a ter-

ritory and its people are ruled.

Law—The system of rules that a particular country or commu-

nity recognizes as regulating the actions of its members.

Leadership—State or condition of one who guides or governs.

Public Service—Community service; a service that is performed

for the benefit of the public.

State—A commonwealth; a nation; a civil power.

ECONOMICS

Community Helpers—Any group or individual who plays a

role in the community such as doctors, nurses, dentists, teach-

ers, parents, fire fighters, police officers, trash collectors, animal

control officers.

Competition—Therivalryamongpeopleand/orbusinessfirms

forresourcesand/orconsumers.

Consumer—One who buys or rents goods or services and uses

them.

Cost—Whatisgivenupwhenachoiceismade;monetaryand/or

non-monetary.

Demand—The different quantities of a resource, good, or

service that potential buyers are willing and able to purchase at

various prices during a specific time period.

Goods—Objects that can satisfy people’s wants.

Household—The group of people living together under one

roof; a group of individuals whose economic decision-making is

interrelated.

Money—A medium of exchange.

Natural Resource—Anything found in nature that can be used

to produce a product. (e.g., land, water, coal)

Price—The amount people pay in exchange for a particular good

or service.

Producer—One who makes goods.

Profit—Total revenue minus total costs.

Scarcity—A small and inadequate amount.

Services—Actions that are valued by others.

Supply—The different quantities of a resource, good, or service

that potential sellers are willing and able to sell at various prices

during a specific time period.

Wage—A fixed regular payment, typically paid on a daily or

weekly basis typically by an employer.

Wants—Desires that can be satisfied by consuming goods, ser-

vices, or leisure activities.

GEOGRAPHY

Climate—Long-term patterns and trends in weather elements

and atmospheric conditions.

Culture—The way of life of a group of people, including cus-

toms, beliefs, arts, institutions, and worldview. Culture is acquired

through many means and is always changing.

Environment—Everything in and on earth’s surface and its at-

mosphere within which organisms, communities, or objects exist.

Geographic Tools—Tools used by geographers to organize and

interpret information. Tools range from the very simple (maps

and globes) to the complex (Geographic Information Systems,

population pyramids, satellite images, and climate graphs).

Place—An area with distinctive human and physical character-

istics; these characteristics give it meaning and character and

distinguish it from other areas.

Resource—An aspect of the physical environment that people

value and use to meet a need for fuel, food, industrial product, or

something else of value.

HISTORY

Document—A formal piece of writing the provides information

or acts as a record of events or arrangements.

Media Sources—Various forms of mass communication such as

television, radio, magazines, newspapers, and Internet.

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

Creave Thinking and Expression

Communicang through the Arts

9.1.M Producon and Performance – Music and

Movement

9.1.D Producon and Performance – Dramac

and Performance Play

9.1.V Producon and Performance – Visual Arts

9.3 Crical Response to Works in the Arts

Digital Media

Literacy

edia literacy

includes compe-

tencies that enable

people to analyze, evaluate, and

create messages in a variety

of forms. Children today are

growing up in a digital age and

are faced with increasingly new

types of digital media and tech-

nology. Some current examples in-

clude electronic tablets, computers,

digital cameras, video recorders, and a

variety of assistive technologies for children

with special needs. It is the responsibility of educators

and families to understand that digital media can be a

valuable instructional tool when used appropriately. Ap-

propriate media use should not replace concrete expe-

riences and personal interactions, but can be used to

extend play and interactions. For example, use of video

conferences can be used during the school day to con-

nectaparentwithhis/herchild.Educatorsandfamilies

are encouraged to engage in professional development

opportunities to understand the

role and instructional uses of

digital media.

reative

thinking and

expression is

an important com-

ponent of children’s

early learning experiences.

Children who are given op-

portunities to develop their

imagination and creativity through

a variety of media are learning to

express their individuality in interests,

abilities, and knowledge. When they

view others’ work, children are also

learning to appreciate and respect differences in culture

and viewpoint. Creative expression influences children’s

growing competence as creative problem solvers and

provides insight about their world around them. Teach-

ers support creative learning by providing concrete,

process-oriented play experiences that encourage chil-

dren to use their imagination and to experiment with

new ideas and materials.

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

A. ELEMENTS AND PRINCIPLES

9.1.M PK.A

Know and use

basic elements

and principles

of music and

movement.

The learner will:

•Practicerhythmsindifferentformsof

music and dance.

•Explorerhythminstruments.

•Userhythminstrumentsasintended.

•Participateinteacher-guidedmusicand

movement activities.

•Participateingroupmovementactivities

demonstrating an awareness of shared

space.

•Demonstrateanunderstandingof

“fast,” “slow,” “loud,” and “soft.”

The adult will:

•Explicitlyusevocabularyforelementsandprinciplesofmusic

and movement. (e.g., rhythm, space, tempo, pitch)

•Modelappropriateuseofinstruments.

•Callattentiontothechangesinmusicaschildrenarelistening.

•Provideexperiencesthroughlargeandsmallgroupactivitiesthat

focus on movement elements and principles.

Standard

Concepts and Competencies

Supporve Pracces

9.1.M Producon and Performance – Music and Movement

BIG IDEA: Music can be used to express and initiate aesthetic and physical responses.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through music and movement?

9.1.M PK.B

Respond to

different types

of music and

dance through

participation and

discussion.

The learner will:

•Participateinteacher-guidedmusicand

movement activities.

•Singfamiliarsongs,chants,andfinger

plays.

•Dancetodifferenttypesofmusic.

•Discussmusicandmovement

experiences.

The adult will:

•Playavarietyofmusictypesforlisteningandparticipation.

•Introducechildrentoavarietyofsongs,fingerplays,and

rhythms.

•Encouragechildrentodiscussexperiences.

•Providelargeandsmallgroupactivitiesthatfocusonmovement

and music participation.

Standard Concepts and Competencies Supporve Pracces

B. DEMONSTRATION

E. REPRESENTATION

9.1.M PK.E

Use imagination

and creativity

to express self

through music

and dance.

The learner will:

•Initiatemusicandmovementactivities.

•Selectmusicandmovementareaduring

free choice.

•Improvisesongsandrhythmicpatterns.

•Changewordsortuneoffamiliarsongs

to make new songs.

•Usebodytorepresentforminspace,

finger plays, or stories.

The adult will:

•Createopportunitiesforchildrentoexpressthemselves

through a variety of music forms and through dance or body

movements.

•Encouragechildrentobecreativeduringsingingbychanging

words and song endings.

•Usefingerplaysandstoriesthatchildrencanrepresentusing

their bodies.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

9.1 M.PK.J

Use a variety of

technologies for

producing or

performing works

of art.

The learner will:

•Exploremusicalinstruments.

•Useinstrumentstoaccompanymusic.

•Useinstrumentsasintended.

•Useageappropriatedigitalmedia

applications to create music.

•Useavarietyofpropstoenhance

movement activities. (e.g., scarves, bean

bags, ribbons)

•Userecordingdevices(e.g.,voice

recorder, video recorder) to capture

musicand/ormovementperformances.

The adult will:

•Provideopportunitiesforchildrentoexploreavarietyofmusical

instruments.

•Provideavarietyofpropsformusicalexpressionand

movement.

•Engagealocalexpert(e.g.,highschoolmusicstudent,college

professor, musician, dance instructor) as a guest speaker.

Standard

Concepts and Competencies

Supporve Pracces

J. TECHNOLOGIES

B. DEMONSTRATION

9.1.D PK.B

Recreate a

dramatic play

experience for an

audience.

The learner will:

•Createvariousvoiceinflectionsand

facial expressions in play.

•Changevoiceinflectionswhenrecreating

various characters.

•Directpeersorfollowpeers’instructions

about dramatic play schemes.

•Actoutstorieswithguidanceofthe

adult.

The adult will:

•Modeltheuseofvariousvoiceinflectionsandfacialexpressions

during read-aloud.

•Providepropsandcostumesassociatedwithfavoritestories.

•Participateindramaticplayeventsastheaudience,providing

praise and applause.

•Developteacher-guideddramaticactivities.(e.g.,actingouta

story, performing a short play for a special event)

Standard Concepts and Competencies Supporve Pracces

9.1.D Producon and Performance – Dramac and Performance Play

BIG IDEA: Dramatic and performance play is a way to act out reality and fantasy.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through dramatic play?

9.1.D PK.E

Use imagination

and creativity

to express self

through dramatic

play.

The learner will:

•Usenonconformingobjectstocreate

representations of real-life objects or

activities.

•Representfantasyandreal-life

experiences through pretend play.

•Imitaterolesofpeople,animals,or

objects observed in life experiences.

•Usepropsandcostumesduring

dramatic play.

•Createpropsfromavailablematerials.

The adult will:

Create situations where children can role-play familiar roles

or situations. (e.g., home living, grocery store, restaurants)

Ask questions and make suggestions to extend children’s play

in new directions.

•Providedramaticplayopportunitiesbothinsideandoutside.

•Provideclothing,materials,andpropsthatfacilitatepretend

play.

Standard Concepts and Competencies Supporve Pracces

E. REPRESENTATION

A. ELEMENTS AND PRINCIPLES

9.1.V PK.A

Know and use

basic elements of

visual arts.

The learner will:

•Participateinteacher-guidedvisualarts

activities.

•Chooseartcenterduringfreechoice.

•Demonstrateanunderstandingof

“color,” “shape,” and “line.”

•Createapictureusingdifferentcolors,

varying the intensity of strokes and

combining colors.

The adult will:

•Explicitlyusevocabularyforelementsofvisualarts.(e.g.,color,

shape, line)

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Provideavarietyofartmaterials.

•Modelappropriateuseofartmaterials.

•Pointoutbasicelementsofvisualartsinavarietyofartworks.

•Provideexperiencesthroughlargeandsmallgroupactivitiesthat

focus on the elements of visual arts.

Standard

Concepts and Competencies

Supporve Pracces

9.1.V Producon and Performance – Visual Arts

BIG IDEA: Visual arts allow expression of interests, abilities, and knowledge.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through visual arts?

9.1.V PK.B

Combine a variety

of materials to

create a work of

art.

The learner will:

•Participateinteacher-guidedvisualarts

activities.

•Chooseartcenterduringfreechoice.

•Useavarietyofmaterials.(e.g.,chalk,

paint, crayons, pencils, markers, wood,

play dough)

•Drawtoexploreandextendthemesin

the classroom.

The adult will:

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Provideavarietyofartmaterials.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Provideopportunitiesforchildrentousethree-dimensional

materials. (e.g., clay, play dough, wood)

•Allowforindividualorgroupprojectstoextendoverseveral

days.

•Displaychildren’sartwork.

Standard Concepts and Competencies Supporve Pracces

B. DEMONSTRATION

E. REPRESENTATION

9.1.V PK.E

Use imagination

and creativity

to express self

through visual

arts.

The learner will:

•Participateinteacher-guidedvisualarts

activities.

•Chooseartcenterduringfreechoice.

•Drawself-portrait.

•Createaworkofarttorepresentareal

or imagined object, animal, or person.

•Useagrowingnumberofdetailsand

make more realistic representations.

•Choosedifferentartmaterialsto

represent different types of thoughts or

feelings.

The adult will:

Allow for individual or group projects to extend over several

days.

Relate art activities to other classroom experiences.

Encourage children to talk about their artwork.

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Provideavarietyofartmaterials.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Providemulticulturalartmaterialsforuseinself-

representation.

•Encouragechildrentousematerialsforindividualexpressionof

feelings or thoughts.

•Displaychildren’sartwork.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

9.1.V PK.J

Use a variety of

technologies for

producing works

of art.

The learner will:

•Exploreavarietyofartmaterialsand

tools.

•Participateinteacher-guidedvisualarts

activities.

•Chooseartcenterduringfreechoice.

•Useartmaterialsandtoolsasintended.

•Manipulatematerialsinavarietyofways.

(e.g., pounding, squeezing, cutting,

rolling)

•Useage-appropriatedigitalmedia

applications to create works of art.

•Userecordingdevices(e.g.,digital

camera, video recorder) to capture

works in progress and finished works of

art.

The adult will:

Use recording devices (e.g., digital camera, video recorder) to

capture and share the creative process and finished works of

art.

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Provideavarietyofartmaterials.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Engagealocalexpert(e.g.,artist,sculptor,museumcurator)as

a guest speaker.

•Takeafieldtriptoanartmuseum.

Standard

Concepts and Competencies

Supporve Pracces

J. TECHNOLOGIES

D. PERSPECTIVE

9.2 PK.D

Explain that

instruments

or art forms

represent

cultural

perspectives.

The learner will:

•Exploreinstrumentsfromdifferent

cultures.

•Participateindiscussionsaboutwhere

various instruments and art forms

originate.

•Identifyculturesrepresentedbyvarious

art forms.

The adult will:

•Displaymanytypesofartwork.

•Shareavarietyofmusicandmovementforms,explicitlyusing

appropriate vocabulary to label the forms. (e.g., jazz, classical,

hip-hop, folk)

•Playmanytypesofmusic.

•Discusstheculturesrepresentedbyartformsandinstruments.

[e.g., hieroglyphics (Egyptian), maracas (Spanish)]

•Readbooksaboutavarietyofcultures,pointingoutsimilarities

and differences in art forms.

Standard Concepts and Competencies Supporve Pracces

9.2 Historical and Cultural Context of Works in the Arts

BIG IDEA: Every culture has its own art forms.

ESSENTIAL QUESTION:CanIidentifyinstrumentsand/orartformsfromanotherculture?

F. IDENTIFICATION

9.3 PK.F

Recognize and

name a variety of

art forms.

The learner will:

•Identifyaphoto,painting,drawing,

dance, and songs.

The adult will:

•Displaychildren’sandprofessionalartthroughoutthe

classroom at the child’s eye level.

•Discussthevarioustypesandcharacteristicsofphotography,

painting, dance, performance.

Standard Concepts and Competencies Supporve Pracces

9.3 Crical Response to Works in the Arts

BIG IDEA: People evaluate art based upon a variety of characteristics.

ESSENTIAL QUESTIONS: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about

a particular art form?

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

B. EMOTIONAL RESPONSE

9.4 PK.B

Demonstrate

an emotional

response to

viewing or

creating various

art works.

The learner will:

•Respondthroughbodylanguage,facial

expression, or oral language.

•Respondthroughhumming,swaying,

tapping foot to others’ work.

•Respondatappropriatetimes(laugh,

sigh) at others’ performance.

The adult will:

•Askchildrenhowtheartworkmakesthemfeel.

•Displaychildren’sandprofessionalartthroughoutthe

classroom.

•Provideawidevarietyofartmaterialsforchildren’suse

throughout the day.

•Askchildrenhowthemusicormovementmakesthemfeel.

•Provideawidevarietyofmusicandmovementmaterialsfor

children’s use throughout the day.

•Provideawidevarietyofdramaticandperformanceplay

materials for children’s use throughout the day.

Standard Concepts and Competencies Supporve Pracces

9.4 Aesthec Response to Works in the Arts

BIG IDEA: Art work can mean different things to different people.

ESSENTIAL QUESTION: How do I express my response to a work of art?

9.3 PK.G

Formulate and

share an opinion

about others’ art

products.

The learner will:

•Observe,applaud,orcommentonthe

works of others.

•Shareanopinionaboutartworkwhen

asked, “What do you think this is about?”

The adult will:

•Provideopportunitiesforchildrentoworkoncreativeactivities

in groups or individually.

•Modelandencouragechildrentocommentonothers’work.

Standard

Concepts and Competencies

Supporve Pracces

G. CRITICAL RESPONSE

Creave Thinking and Expression Glossary

Aesthetics—A branch of philosophy that focuses on the nature

of beauty, the nature and value of the arts, and the inquiry pro-

cesses and human responses they produce.

Aesthetic Response—A philosophical reply to works of art.

Artistic Choices—Selections made by artists to convey meaning.

Arts Resource—An outside community asset. (e.g., performanc-

es, exhibitions, performers, artists)

Assess—To analyze and determine the nature and quality of the

process/productthroughmeansappropriatetotheartform.

Community—A group of people who share a common social,

historical, regional, or cultural heritage.

Create—To produce works of art using materials, techniques,

processes, elements, principles, and analysis.

Culture—The way of life of a particular social, ethnic, or age

group of people which includes beliefs, customs, arts, and behav-

iors.

Elements—Core components that support the principles of the

arts.

Genre—A type of category. (e.g., music – opera, oratorio; theater

– tragedy, comedy; dance – modern, ballet; visual arts – pastoral,

scenes of everyday life)

Humanities—The branch of learning that connects the fine

arts, literature, languages, philosophy and cultural science. The

humanities are concerned with the understanding and integration

of human thought and accomplishment.

Multimedia—The combined use of media, such as movies, CD-

ROMs, television, radio, print, and the Internet, for entertainment

and publicity.

Original Works of Art—Dance, music, theatre, and visual arts

pieces created by performing or visual artists.

Style—A distinctive or characteristic manner or expression.

Technique—Specific skills and details employed by an artist,

craftsperson, or performer in the production of works of art.

Timbre—A unique quality of sound.

Visual Arts—Art forms which are primarily visual in nature,

such as ceramics, drawing, painting, sculpture.

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

Health, Wellness, and Physical Development

Learning about My Body

10.1 Concepts of Health

10.2 Healthful Living

10.3 Safety and Injury Prevenon

10.4 Physical Acvity – Gross Motor Coordinaon

10.5 Concepts, Principles, and Strategies of

Movement – Fine Motor Coordinaon

Get Up and

Move!

besity is a growing

concern even for

very young chil-

dren. Research indicates that

even young toddlers are eating

inappropriate foods with too

many calories. Early childhood

programs have a unique op-

portunity to influence children’s

healthy eating and physical activity habits. Teachers need

to plan adequate opportunities for children to exercise

and engage in active play. In addition to engaging chil-

dren in outdoor play, including active movement games

and songs as part of the indoor routine can also extend

the amount of time children are exercising each day.

Providers must carefully plan menus that offer healthy

foods and limit snacks and extras, like dessert, to

nutritionally-appropriate

selections. Teachers who

work with their program

administrators and their fami-

lies to introduce and sustain

healthy choices and habits

influence children’s ongoing

development and school success.

eachers should model

healthy and safe prac-

tices and promote

healthy lifestyles for children. In addition, opportunities

to experience active indoor and outdoor play in which

children use their bodies provide a foundation for life-

long healthy habits. Children’s health, safety, and ability

to learn are inextricably linked. Health and safety activi-

ties, integrated throughout the day, provide a means to

support children’s cognition.

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

B. INTERACTION OF BODY SYSTEMS

10.1 PK.B

Identify and

locate body parts.

The learner will:

•Participateinbodyidentificationgames

and songs. (e.g., Hokey Pokey)

•Pointtospecificbodypartswhenasked.

•Drawpicturesthatincludesomebody

parts.

•Participateindiscussionsaboutthe

functions of specific body parts.

The adult will:

•Provideopportunitiestopointtobodypartswhenasked.

•Providedollsandpuzzleswithbodyparts.

•Makeoutlinesofbodyandadddetailstobodyparts.

•Provideexperiencesthathighlightthefunctionsofbodyparts.

(e.g., add turkey baster to water table and discuss how a heart

pumps, play a smell-identification game)

Standard

Concepts and Competencies

Supporve Pracces

10.1 Concepts of Health

BIG IDEA: Awareness of health concepts provides a foundation for healthy decision-making.

ESSENTIAL QUESTIONS: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body

develop?

C. NUTRITION

10.1 PK.C

Identify foods that

keep our body

healthy.

The learner will:

•Identifyhealthyandunhealthyfoods.

•Classifyfoodsbytheirfoodgroups.(e.g.,

fruits, vegetables, dairy)

•Makehealthyfoodchoices.

The adult will:

•Provideavarietyofhealthychoicesatsnackormealtime.

•Createahealthy/nothealthypicturesortgame.

•Labelstoragebinsinhomecenterbyfoodgroupclassificationto

encourage food classification.

•Discusstheimportanceofmakinghealthyfoodchoices.

•Modelhealthyeating.

•DisplayMyPlate near mealtime area to encourage healthy

portioning of food.

•Provideavarietyoffoodsandpicturesincludingethnicfoods

(e.g., tortillas, lasagna, black-eyed peas, bagels, or chili) for

children to classify.

•Provideexamplesofhealthymeals.

•ParticipateinColorMeHealthy or other nutrition-specific

professional development.

Standard Concepts and Competencies Supporve Pracces

D. ALCOHOL, TOBACCO, AND CHEMICAL SUBSTANCES

10.1 PK.D

Identify and

discuss the

purposes of

medicine.

The learner will:

•Identifythatmedicinecanbeusedto

stay healthy.

•Discusstimeswhenmedicinemaybe

needed.

•Discusssafetypracticesrelatedtoproper

medicine use.

The adult will:

•Provideopportunitiesforchildrentodiscusswhathappens

when we are sick and what we do to feel better.

•Discusspositiveandnegativepointsofmedicineuse.

•Remindchildrentoonlytakemedicinefromatrustedadult.

•Discussthepurposesofsafetycapsonmedicine.

•Discusswhatchildrenshoulddoiftheycomeacrossunattended

medicine.

•Modelproperuseofmedicine.(e.g.,properstorageinfirstaid

kits, double checking medicine is going to appropriate child)

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

A. HEALTH PRACTICES, PRODUCTS, AND SERVICES

10.2 PK.A

Identify

fundamental

practices for good

health.

The learner will:

•Practicebasichygieneroutineswith

adult reminders. (e.g., hand washing,

tooth brushing, cover nose and mouth

when sneezing)

•Explainthatweneedtoeatwell,getrest,

and exercise to stay healthy.

•Identifypeoplethathelpkeepus

healthy. (e.g., doctor, nurse, or dentist;

gym teacher)

•Identifyspecificpracticesthatsupport

body development and function. (e.g.,

exercise, good nutrition, rest)

The adult will:

Invite local health experts (e.g., dentist, doctor, nurse,

physical trainer) to the classroom to discuss how they help to

keep us healthy.

•Provideopportunitiesindailyscheduletopracticehygiene

routines.

•Createlearningcentersthatsupporthealthypractices.

•DisplayMyPlate near mealtime area to encourage healthy

portioning of food.

•Encouragechildrentoresttohelptheirbodiesstayhealthy.

•Modelandencourageexerciseandactiveplay.

•Readbooksaboutstayinghealthy.

Standard Concepts and Competencies Supporve Pracces

10.2 Healthful Living

BIG IDEA: Children need to make healthy choices to optimize their learning potential.

ESSENTIAL QUESTION: What are things I can do to keep myself healthy?

E. HEALTH PROBLEMS AND DISEASE PREVENTION

10.1 PK.E

Identify and

discuss common

health problems.

The learner will:

•Participateindiscussionsabout

infectious (e.g., colds, flu, chicken pox,

pink eye) and non-infectious illnesses

(e.g., asthma, allergies).

•Discusstheconceptof“germs.”

•Participateinactivitiesthatexemplify

the spread of germs.

The adult will:

•Useteachablemoments(e.g.,whenmanychildrenareabsent

due to flu, children needing an inhaler) to discuss different

types of illnesses.

•Discussillnessprevention.

•Engagechildreninhands-onexperiencesthatexemplifythe

spread of germs.

•Readbooksaboutspecificillnessesandillnessprevention.

Standard

Concepts and Competencies

Supporve Pracces

E. HEALTH AND THE ENVIRONMENT

10.2 PK.E

Identify

environmental

factors that affect

health.

The learner will:

•Discussplants,insects,andanimals

that could be harmful; share personal

experiences when relevant.

•Identifyharmfulsubstances.

•Discusshowweprotectourbodiesin

different seasons. (e.g., use sunscreen

in summer, wear warm clothing in

winter)

The adult will:

Read books about plants, insects, and animals that might be

harmful.

Engage a local expert (e.g., pest control professional, high

school or college professional, florist) as a guest speaker.

•Explicitlylabelplantswithintheclassroomas“non-toxic”and

explain what this means.

•Talkwithchildrenaboutharmfulsubstancesandobjects.

•Recognizeanduseteachablemoments(e.g.,avoidinginsect

nest on playground, avoiding stray dog, applying sunscreen,

locking up cleaners) to discuss how to stay safe in the natural

environment.

Standard Concepts and Competencies Supporve Pracces

A. SAFE AND UNSAFE PRACTICES

10.3 PK.A

Recognize safe

and unsafe

practices.

The learner will:

•Identifyandfollowbasicsafetyrules.

(e.g., on playground, in classroom, on

field trip, crossing street)

•Identifytheconsequenceofanunsafe

behavior.

•Identifyandavoidunsafepractices.

(e.g., playing with matches, talking to

strangers)

•Explainhowcommunityhelpers(e.g.,

firefighters, police officers) can keep us

safe.

The adult will:

•Discussbasicrules.(e.g.,crossingstreet,strangerdanger,car

seat safety, water safety, bike safety)

•Readbooksaboutsafeandunsafepractices.

•Discussconsequencesofunsafebehavior.

•Engagealocalexpert(e.g.,policeofficer,firefighter,emergency

management personnel) as a guest speaker.

•Providesafetyworkerpropsfordramaticplayarea.

Standard

Concepts and Competencies

Supporve Pracces

10.3 Safety and Injury Prevenon

BIG IDEA: Awareness of safe and unsafe practices provides a foundation for healthy decision-making.

ESSENTIAL QUESTION: What are things I can do to keep myself and others safe?

B. EMERGENCY RESPONSES

10.3 PK.B

Recognize

emergency

situations

and discuss

appropriate

responses.

The learner will:

•Identifyproceduresforavarietyof

emergencies. (e.g., fire, tornado,

intruder, medical emergency)

•Participateindiscussionsthat

differentiate between emergencies and

non-emergencies.

•Practiceemergencyprocedures.

The adult will:

•Practicemaking911calls.

•Demonstrateandpractice“STOP,DROP,ROLL”andother

emergency procedures.

•Practicefireandemergencyevacuationprocedures.

•Readbooksaboutemergencysituations.

•Engagealocalexpert(e.g.,policeofficer,firefighter,emergency

management personnel) as a guest speaker.

•Offerspecificfeedbackafterpracticingemergencyprocedures.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

A. CONTROL AND COORDINATION

10.4 PK.A

Demonstrate

coordination of

body movements

in active play.

The learner will:

•Combinelargemotormovementswith

the use of equipment. (e.g., ride a

tricycle, using feet to pedal; catch a ball;

throw a bean bag or ball overhand with

aim; kick a ball)

•Moveandstopwithcontrol.

•Useoutdoorgrossmotorequipment.

•Runwithcontrolanddirection.

•Engageingrossmotorgames.(e.g.,

Hokey Pokey, London Bridge, Simon

Says)

•Performavarietyofmovement

alongside and with a partner.

The adult will:

•Providelightballsthateasilyfitinahand.Encouragechildto

throw with one hand while stepping forward.

•Providetargetsforchildrentothrowtoward.(e.g.,hulahoopsor

baskets)

•Includetoysandequipmentthatencourageactiveplay.(e.g.,

three- or four-wheeled steerable vehicles, balls, climbers and

slides, ramps)

•Provideoutsidetimedaily.

•Createopportunitiesforchildrentoparticipateinlargemotor

movement games that involve partners.

•IncorporatemovementactivitiesfromIAmMoving,IAm

Learning or other physical activity professional development.

•Engageinphysicalactivitywiththechildren.

Standard Concepts and Competencies Supporve Pracces

10.4 Physical Acvity – Gross Motor Coordinaon

BIG IDEA: Children gain control over their bodies and body movements through active experiences and exploration.

ESSENTIAL QUESTION: How do I control and coordinate my body during large motor activities and games?

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

B. BALANCE AND STRENGTH

10.4 PK.B

Exhibit balance

while moving on

the ground or

using equipment.

The learner will:

•Engageinlargemotoractivitiesthat

require strength and balance. (e.g.,

marching, hopping, running, jumping,

dancing, walking tip-toe)

•Walkonabalancebeam.

•Climbstairsusingalternatingfeet.

•Participateinanobstaclecourse

going through tunnels, over or under

equipment.

The adult will:

•Providespaceandopportunitiesforchildrentowalk,run,and

climb.

•Provideopportunitiesforchildrentoengageingrossmotor

activities inside. (e.g., dancing and moving to music, bean bag

toss)

•Includelargemotormovementsduringtransitionaltimes.(e.g.,

hop to the table, jump five times while you wait to wash your

hands)

•Includemotorgamesandsongs.(e.g.,SkiptomyLou and The

FarmerintheDell)

•Createobstaclecoursestopracticegrossmotormovements.

Standard

Concepts and Competencies

Supporve Pracces

A. STRENGTH, COORDINATION, AND MUSCLE CONTROL

10.5 PK.A

Use hands,

fingers, and

wrists to

manipulate

objects.

The learner will:

•Practicemanualself-helpskills.(e.g.,

zipping, snapping, buttoning)

•Practiceusingscissors.

•Usetongsortweezerstopickupobjects.

•Manipulatesmallerobjects.(e.g.,pegs

into a pegboard, puzzle pieces, stringing

beads)

The adult will:

•Encourageandallowthetimeforchildrentodress

independently.

•Provideopportunitiestousescissors.

•Supplytweezersandtongstograspobjects.

•Provideavarietyofsmallerobjectstomanipulate.

Standard Concepts and Competencies Supporve Pracces

10.5 Concepts, Principles, and Strategies of Movement – Fine Motor Development

BIG IDEA: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools.

ESSENTIAL QUESTIONS: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination?

B. EYE/HAND COORDINATION

10.5 PK.B

Coordinate

eye and hand

movements to

perform a task.

The learner will:

•Actoutfingerplayswithhandsand

fingers.

•Usescissorstocutonastraightline.

•Completeself-helpskillssuchaszip,

snap, or button.

•Manipulatesmallerobjects.(e.g.,pegs

into a pegboard, puzzle pieces, stringing

beads)

•Usetoolstopour.(e.g.,funnels,basters,

and pitchers)

The adult will:

•Teachandencouragechildrentoparticipateinfingerplays.

•Provideopportunitiestousescissorstocutlines.

•Encourageandallowthetimeforchildrentodress

independently.

•Supplytweezersandtongstograspobjects.

•Provideavarietyofsmallerobjectstomanipulate.

•Provideopportunitiesforchildrentopourwaterormilkandto

serve their own foods.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

C. USE OF TOOLS

10.5 PK.C

Use tools that

require use of

fingers, hands,

and/or wrists

to accomplish a

task.

The learner will:

•Usewritinganddrawingimplements

with functional grasp (pincer grasp).

•Useavarietyofarttools(e.g.,glue

sticks, paint brushes, scissors) for a

specific purpose.

•Usetools(e.g.,broom,dustpanbrush,

gardening tools) to complete classroom

jobs.

•Useutensilsforeatingappropriately.

•Usecuporglassfordrinking.

The adult will:

•Providemanyopportunitiesforchildrentowriteanddraw.

•Maintainanartcenterwithavarietyofarttoolsthatare

accessible to the children.

•Providechild-sizedtoolsforclassroomjobs.

•Encouragechildrentouseutensilsanddrinkingcups

appropriately during snack and mealtimes.

Standard

Concepts and Competencies

Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

Health, Wellness, and Physical

Development Glossary

Agility—A component of physical fitness that relates to the ability

to rapidly change the position of the entire body in space with

speed and accuracy.

Balance—A skill-related component of physical fitness that

relates to the maintenance of equilibrium while stationary or

moving.

Body Systems—A group of organs that work together to perform

a certain task.

Coordination—A skill-related component of physical fitness that

relates to the ability to use the senses together with body parts in

performing motor tasks smoothly and accurately.

Developmental Differences—Learners are at different levels

in their motor, cognitive, emotional, social, and physical develop-

ment. The learners’ developmental status will affect their ability to

learn or improve.

Developmentally Appropriate—Motor skill development and

change that occur in an orderly, sequential fashion and are age-

and experience-related.

Directions—Forward, backward, left, right, up, down.

Fine Motor—Action involving the small muscles of the hands

and wrists.

Flexibility—A health-related component of physical fitness that

relates to the range of motion available at a joint.

Health—A state of complete physical, mental, and social well-

being; not merely the absence of disease or infirmity.

Health Education—Planned, sequential PK-12 program of

curricula and instruction that helps students develop knowledge,

attitudes, and skills related to the physical, mental, emotional,

and social dimensions of health.

Gross Motor—The abilities required to control the large mus-

cles of the body for walking, running, sitting, crawling, and other

activities.

Locomotor Movement—Movements producing physical dis-

placement of the body, usually identified by weight transference

via the feet. Basic locomotor steps are the walk, run, hop, and

jump, as well as the irregular rhythmic combinations of the skip,

slide, and gallop.

Manipulate—Handle or control, typically in a skillful manner.

Motor Skills—Non-fitness abilities that improve with practice

and relate to one’s ability to perform specific sports and other

motor tasks (tennis serve, shooting a basketball).

Movement Skills—Proficiency in performing non-locomotor,

locomotor, and manipulative movements that are the foundation

for participation in physical activities.

My Plate—A visual cue to help consumers adopt healthy eating

habits by encouraging them to build a healthy plate, consistent

with the 2010 dietary guidelines for Americans.

Non-Locomotor Movement—Movements that do not produce

physical displacement of the body.

Nutrition—The sum total of the processes involved in the taking

in and the use of food substances by which growth, repair, and

maintenance of the body are accomplished.

Physical Activity—Bodily movement produced by the contrac-

tion of the skeletal muscle and which substantially increases

energy expenditure.

Physical Education—Planned, sequential, movement-based

program of curricula and instruction that helps students develop

knowledge, attitudes, motor skills, self-management skills, and

confidence needed to adapt and maintain a physically active life.

Physical Fitness—A set of attributes that people have or achieve

that relate to their ability to perform physical activity.

Strength—The quality or state of being strong; bodily or muscu-

lar power; vigor.

Safety Education—Planned, sequential program of curricula

and instruction that helps students develop the knowledge, at-

titudes, and confidence needed to protect them from injury.

Social and Emoonal Development

Student Interpersonal Skills

Posive Behavior

Techniques

ll children benefit

from safe,

nurturing

environments, clear and con-

sistent routines, and effective

caregivers who understand

children’s behavior as attempts to

communicate needs. When children are

taught skills to assist them in positive communication,

coping, and interpersonal relationships, challenging

behaviors can be prevented. For a smaller group of

children more focused efforts can be applied to address

specific behavioral needs. An even smaller population

of children will need more intensive interventions in

collaboration with trained professionals. This tiered-

approach to addressing behavior contributes to a safe

and supportive environment

in which all children are

respected and valued.

ll children need

early child-

hood

experiences that nurture

emotional security, positive

self-concept, and respect for

others. Children’s social and emotional development are

strengthened when they have experiences that promote

a sense of identity and belonging within an accepting

and responsive environment. Adults support children’s

self-identity and social competence by modeling respect

for the children, using positive guidance techniques

that support the development of self-control and inter-

personal problem-solving, and by encouraging positive

approaches to learning and interacting with others.

16.1 Self-Awareness and Self-Management

16.2 Establishing and Maintaining Relaonships

16.3 Decision-Making and Responsible Behavior

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

A. MANAGES EMOTIONS AND BEHAVIORS

16.1 PK.A

Distinguish

between emotions

and identify

socially accepted

ways to express

them.

The learner will:

•Recognizeandlabelbasicfeelings.

•Expressfeelingsthatareappropriateto

the situation.

•Expressfeelingsverballyorthroughplay

and artistic representation.

•Namearangeoffeelings.(e.g.,excited,

scared, angry, surprised)

•Controlnegativeresponsesbyexpressing

them in appropriate ways. (e.g., talking

with a peer or telling a teacher)

The adult will:

•Offermaterialsindramaticplay,blocks,andartthatencourage

children to creatively express emotions.

•Readbooksaboutfeelingsandtalkaboutwhatthecharacters

are feeling and the outcomes.

•Engagechildrenindiscussionsabouthowtheyfeelwhenthey

experience certain situations (both positive and negative).

•Modelgenuine,appropriateemotionalresponses.

•Useexpressions(e.g.,“Ifeel…”or“Thatmusthavemadeyou

feel …”) when interacting with children.

•Encourageopenexpressionoffeelingsbyaskingchildrenhow

they feel.

•Respondtochildren’sverbalandnon-verbalcues.

•UsethePyramidModeltosupportchildren’ssocialand

emotional success.

•Modelandexplainanappropriatecool-downstrategy.(e.g.,deep

breathing, counting slowly to 5, give yourself a bear hug)

•Establishandstateclearbehaviorexpectations.(e.g.,“Atschool

we do not throw things. If you feel angry you can visit the peace

table and choose something to work on.”)

Standard

Concepts and Competencies

Supporve Pracces

16.1 Self-Awareness and Self-Management

BIG IDEA: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success.

ESSENTIAL QUESTIONS: How do I develop positive feelings about myself? How do I express and manage my emotions?

B. INFLUENCES OF PERSONAL TRAITS ON LIFE

16.1 PK.B

Recognize that

everyone has

personal traits

which guide

behavior and

choices.

The learner will:

•Demonstrateawarenessofselfand

one’s own preferences.

•Knowandstateindependentthoughts

and feelings.

•Showprideinownaccomplishments.

•Demonstrateconfidenceinown

abilities. (e.g., “I can kick that ball really

far.”)

•Choosematerialsandactivitiesbasedon

preferences and personal interests.

The adult will:

•Providechildrenwithopportunitiestomakedecisionsand

choices.

•Askchildrentoshareopinionsaboutclassroomactivitiesand

other experiences.

•Graphchildren’slikesanddislikes.

•Shareenthusiasmanddescribechild’sabilitiesandpreferences.

(e.g., “I see you enjoy building with blocks.”)

•Displaychildren’sworkattheireyelevel.

•Askchildrenabouttheirdecisions.(e.g.,“Whydidyoudecideto

play with Legos today?”)

Standard Concepts and Competencies Supporve Pracces

C. RESILIENCY

16.1 PK.C

Recognize that

everyone makes

mistakes and that

using positive

coping skills

can result in

learning from the

experience.

The learner will:

•Staycalmwhensomethingdoesnotgo

the way intended.

•Strivetocorrectmistakes.

•Moveforwardwithasecondattemptat

something after the first attempt was

unsuccessful.

•Askforhelpwithataskafteran

unsuccessful attempt.

The adult will:

•Encouragechildrentotalkaboutmistakes.

•Encouragechildrentocomeupwithsolutionswhenmistakes

occur. (e.g., “What can you do to fix that?”)

•Modelresiliencybyreflectingonownmistakesaloud.

•Offeraquietspaceintheclassroomwherechildrencancalm

themselves.

•Fosterapositiveenvironmentwherechildrencanmake

mistakes without embarrassment or ridicule.

•Remindchildrenofpriormistakesandconsequences,while

encouraging them to make different choices.

•Understandthatchildrenstrugglingtoidentifybasicfeelings

may not demonstrate resiliency until those basic emotion-

related skills develop.

•Noticechildren’ssuccessesandacknowledgetheireffortsin

difficult or frustrating times.

Standard

Concepts and Competencies

Supporve Pracces

D. GOAL-SETTING

16.1 PK.D

Establish goals

independently

and recognize

their influence on

choices.

The learner will:

•Setanddiscussgoalsforplayand

activities when asked.

The adult will:

Explicitly use words such as “goal,” “plans,” “achieve,”

“met,” “change.”

•Use“Plan-Do-Review”strategytoencourageplanningand

discussion about goals and follow-through.

•Discusschildren’schoicesintermsof“goals”tobemet.

•Providechildrenwithopportunitiestomakedecisionsand

choices.

•Askchildrentoshareopinionsaboutclassroomactivitiesand

other experiences.

•Graphchildren’slikesanddislikes.

•Shareenthusiasmanddescribechild’sabilitiesandpreferences.

(e.g., “I see you enjoy building with blocks.”)

•Displaychildren’sworkattheireyelevel.

•Askchildrenabouttheirdecisions.(e.g.,“Whydidyoudecideto

play with blocks today?”)

•Modelgoal-settingthroughoutthedayandweek.(e.g.,talkabout

classroom goals, acknowledge children’s progress toward set

goals)

Standard Concepts and Competencies Supporve Pracces

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

A. RELATIONSHIPS – TRUST AND ATTACHMENT

16.2 PK.A

Interact with

peers and adults

in a socially

acceptable

manner.

The learner will:

•Engageinreciprocalconversationwith

familiar peers and adults.

•Respondtofamiliaradult’squestions

and directions.

•Demonstrateappropriateaffectionfor

familiar adults and peers.

•Seekoutcompanionshipfromanother

child.

•Usewordsdenotingfriendship.

•Askachildtoplay.(e.g.,“Doyouwant

to make a block house with me?”)

•Playcooperativelywithafewpeersfora

sustained period of time.

•Respondwithempathytootherswho

are upset.

•Shareandtaketurns.

•Respectfeelingsandbelongingsof

others.

The adult will:

•Talkwithchildrenaboutideasrelatedtotheirwork,play,and

home life.

•Arrangetheenvironmentsothatchildrencanworktogetheron

activities.

•Provideduplicatematerialssochildrencanplaytogether.

•Settimerstoencouragetoyorequipmentsharing.

•Setasidelargeblocksoftimeforuninterruptedchild-directed

play.

•Engageinactiveinstructionandmodelingofsocialinteractions.

(e.g., how to ask others to play, how to take turns, how to share)

•Activelystructuresocialskillstimes.(e.g.,dramaticplay,

cooperative games)

•Provideopportunitiesforone-on-oneconversationsbetween

children and adults.

•Describeothers’feelingsduringdifficultsituations.(e.g.,“Look

at Molly’s face. She is sad. What could you do to help her feel

better?”)

Standard Concepts and Competencies Supporve Pracces

16.2 Establishing and Maintaining Relaonships

BIG IDEAS: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact

children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning

opportunities. Relationships with others provide a means of support.

ESSENTIAL QUESTION: How do my relationships with adults and peers help me feel secure, supported, and successful?

B. DIVERSITY

16.2 PK.B

Identify

similarities

and differences

between self and

others.

The learner will:

•Understandthateachpersonhasaset

of unique characteristics.

•Makedrawingsofpeople,includingself-

portraits, depicting body parts, clothing,

and other physical characteristics.

•Labelpersonalcharacteristics.

•Discussthesimilaritiesanddifferences

between self and others.

•Understandthatfamilystructuresmay

differ from one family to another.

•Understandthatthethoughtsand

feelings of others may differ from own.

•Demonstraterespectforchildren’s

differences, including differences in

thoughts and feelings.

The adult will:

•Provideopportunitiestodiscussandcomparepersonaltraits

among members of your class.

•Encouragefamilymemberstovolunteerorshareinformation,

materials, and activities that reflect home cultures.

•Includemulticulturalmaterials,especiallythoserelevantto

the cultures of children in the class, throughout the classroom.

(e.g., skin-tone crayons, books, dolls, music, dress-up clothing

and props, posters)

•Displaypictures/postersandmaterialsshowingchildren/

families of different races, cultures, ages, and abilities.

•Explicitlydiscusspointsofdifferenceinthoughtsandfeelings.

Standard Concepts and Competencies Supporve Pracces

C. COMMUNICATION

16.2 PK.C

Engage in

reciprocal

communication

with adults and

peers.

The learner will:

•Communicateusingdetailrelatedto

topic being discussed including topics of

personal interest, and special events.

•Posequestionsrelatedtotopicbeing

discussed.

•Respondtoquestionsposedbyadults

and peers.

•Allowwaittimebeforeresponding.

•Engageinturn-taking.

The adult will:

•Explicitlyrestatecommentsmadebychildrenandencourage

those responding to add further detail, or contribute further to

the topic being discussed.

•Posequestionstochildrentoinitiateconversationorto

encourage them to continue with a conversation.

•Talktochildrenabouteventsthataregoingonintheirlives.

•Usemealtimesasanopportunityforone-on-oneandsmall

group conversation.

•Modelappropriateparticipationindiscussionsincludingpolite

interactions, one person speaking at a time, or asking questions.

•Incorporate“TurnandTalk”throughoutthedailyroutine.

(e.g., At lunch time, children turn and talk to a peer about what

activity they liked best. Each takes a turn to talk and listen.

During a read-aloud, children turn and talk to a peer about what

they think might happen next in the story.)

•Providetimetopracticeturn-takingskills.

•Providevisualreminderstowaitandlistenduringturn-taking

activities.

Standard

Concepts and Competencies

Supporve Pracces

D. MANAGING INTERPERSONAL CONFLICTS

16.2 PK.D

Recognize that

conflict occurs

and distinguish

between

appropriate and

inappropriate

ways to resolve

conflict.

*See also

5.2.PK.B

The learner will:

•Useappropriatewordsandactionsto

express one’s own desires.

•Identifyaproblemanddiscusspossible

solutions.

•Solvesimpleconflictswithpeerswith

independence. (e.g., share, take turns,

apologize, try something else, ask for

help)

•Begintonegotiateconflictsthatarise

using words before seeking help.

•Usewordsduringaconflictinsteadof

physically responding.

•Acceptandattemptteacher’sorothers’

ideas about new strategies to solve a

conflict.

The adult will:

•Useconflictasanopportunitytoteachproblem-solvingskills.

(e.g., acknowledge that conflict is a normal part of life and there

are positive ways to solve a conflict)

•Beavailabletohelpchildrenresolveconflictsratherthan

removing the child or toy.

•Encouragechildrentofindappropriatewaystoresolveaconflict.

•Setupanareainyourroom(e.g.,peacetable)thatchildrencan

visit to solve conflicts.

•Discusswithchildrenpossiblestrategiesforresolvingconflict.

•Readstoriesinvolvingconflictresolution.

•Usepuppetsanddramaticplaytodiscussanddemonstrate

conflict resolution.

•Modelappropriatelanguagethatchildrencanuseinconflict

situations. (e.g., “I feel upset because …”)

Standard Concepts and Competencies Supporve Pracces

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

A. DECISION-MAKING SKILLS

16.3 PK.A

Interpret the

consequences of

choices.

The learner will:

•Recognizeunsafesituationsandtellan

adult.

•Tellapeerwhenaruleisbroken.

•Warnapeeraboutasafetyriskonthe

playground.

•Encouragetwofriendswhoarehavinga

dispute to “use their words and work it

out.”

•Discussthereasonsforhavingrules.

The adult will:

•Provideopportunitiesforchildrentocreaterulesandtodiscuss

the reasons for having specific rules.

•Provideremindersofrulesandconsequenceswhenachildtests

the rules.

•Usenaturalconsequences(e.g.,fallingduetorunningin

the classroom) as opportunities to discuss consequences of

behaviors.

Standard Concepts and Competencies Supporve Pracces

16.3 Decision-Making and Responsible Behavior

BIG IDEA: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others.

ESSENTIAL QUESTION: How do I use healthy strategies to manage my behavior?

E. SUPPORT – ASKING FOR HELP

16.2 PK.E

Ask for and accept

offers of help

when needed or

appropriate.

The learner will:

•Attempttasksindependentlybefore

asking for help.

•Recognizewhenhelpisneeded.

•Recognizeappropriatesourcesofhelp.

(e.g., familiar adult, community helpers,

peers)

•Askforadulthelptosolveaproblemor

to complete a task.

•Respondappropriatelytooffersofhelp.

(e.g., “That’s okay, I can do it.” or “Yes,

thank you.”)

The adult will:

Explicitly use words such as “goal,” “plans,” “achieve,”

“met,” “change.” Encourage children to try tasks

independently before offering assistance.

•Createanenvironmentoftrustbyprovidingconsistencyand

predictability in daily routines, activities, and staff.

•Askifachildwantshelpbeforesolvingasituation.(e.g.,“CanI

help you with that zipper?”)

•Assignaprimaryadultforeachchildwhentherearemultiple

adults in a classroom.

•Discusswherechildrencangotoforhelpwhenneeded.(e.g.,

familiar adult, community helpers, peers)

Standard

Concepts and Competencies

Supporve Pracces

B. UNDERSTANDING SOCIAL NORMS (Social Identy)

16.3 PK.B

Recognize there

are socially

acceptable ways

to behave in

different places.

The learner will:

•Maketransitionsbetweenplacesand

people with minimal distress.

•Useinsidevoiceswhileindoorsand

outside voices when outdoors.

•Cooperateinbothlargeandsmallgroup

activities that are facilitated by adult.

•Applyclassroomrulestonewsituations.

•Adjusttochangesinroutinesand

activities.

•Followrulesandroutinesinclassroom

and other settings with reminders.

The adult will:

•Discussexpectationsofdifferingenvironments.(e.g.,library,

restroom, cafeteria, classroom, outside)

•Discussexpectationsofaneworunfamiliarenvironmentor

situation. (e.g., field trip, classroom visitor)

•Modelappropriatebehavior.

•Providevisualremindersofclassroomrulesandexpectations.

(e.g., quiet voice, hands to self)

•Provideconsistentrulesandexpectationsinclassroom

environment.

•Encouragefamiliestoprovideconsistentrulesandexpectations

in home environment.

Standard Concepts and Competencies Supporve Pracces

C. RESPONSIBLE ACTIVE ENGAGEMENT – EMPATHY

16.3 PK.C

Actively engage

in assisting

others when

appropriate.

The learner will:

•Respondwithempathytootherswho

are upset.

•Recognizewhensomeoneneedshelp

and offer assistance.

•Respectanother’sattemptstocomplete

tasks independently.

The adult will:

•Encouragepeerstohelponeanotherratherthanofferingadult

assistance, as appropriate.

•Readanddiscussbooksaboutempathy.

•Identifyanddescribeotherpeople’sfeelings,includinguseof

non-verbal cues. (e.g., book characters, peers as situations arise)

•Providespecificfeedbackandpraiseonchildren’seffortstohelp

others.

Standard

Concepts and Competencies

Supporve Pracces

Social and Emoonal Development

Glossary

Active Engagement—The process of acting, participating, assist-

ing, or actively connecting with others.

Communication—Processes by which information is exchanged

between individuals.

Communication Skills—Verbal and non-verbal means of ef-

fectively conveying meaningful information.

Conflict—Inherent incompatibility between two or more people

or two or more choices.

Conflict Resolution—Process by which issues arising from a

disagreement or clash between ideas, principles, or people are

settled.

Consequence—A positive or negative outcome resulting from a

choice or decision.

Coping Skills—Behavioral tools that enable one to express nega-

tive feelings in ways that are not self-destructive or threatening to

others and to overcome personal adversity or stress.

Culture—Shared attitudes, values, goals, behaviors, interactions

and practices that are learned through social interactions which

identify or distinguish groups.

Decision-Making—Process of coming to a conclusion or

determination.

Diversity—Variety of characteristics that make individuals

unique.

Emotions—The outward and inward expression of a person’s

state of mind based upon personality, mood, and temperament

that influence relationships and must be appropriately managed.

Resilience—An ability to recover from or adjust easily to misfor-

tune or change.

Pyramid Model—Is used to support social and emotional com-

petence in infants and young children.

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Partnerships for Learning

Families, Early Care and Educaon Programs, and Communies

PL 1. Families are supported in mes of need.

PL 2. Families experience relaonships with early

care and educaon programs that are arming,

reciprocal, and build upon their strengths.

PL 3. Families have the support and informaon they

need to encourage their children’s learning and

development.

PL 4. Family members have support from other families.

PL 5. Families have goals of their own and benet from

having supporve partners to help reach their

goals.

PL 6. Families grow in their leadership and use these

skills in many dierent ways.

PL 7. Families are supported in mes of transion.

he Pennsylvania Part-

nerships for Learning

Standards were in-

formed by nationally recognized

resources including the Head

StartParent,FamilyandCom-

munityEngagementFrame-

work,PTANationalStandards

forFamily-SchoolPartner-

ships®, and the Strengthening

FamiliesProtectiveFactors

Framework™. Information on these

resources can be found in the resource guide at the end

of the standards.

he partnerships be-

tween the child, fam-

ily, early care, and

education programs and other

agencies are critical to provid-

ing a holistic and seamless

approach to children’s learn-

ing. Early care and education

programs and families should

work together to share infor-

mation about individualized

learning plans and goals, assure positive

transition to and from the current setting, and identify

and refer family members to other community agencies

when appropriate.

FAMILIES BENEFIT FROM COMMUNITY SUPPORTS AND RESOURCES THAT ARE RESPONSIVE TO THE CHANGING

NEEDS OF FAMILIES AND BUILD UPON THEIR STRENGTHS.

Professionals Facilitate Connecons to Other Agencies

•Identifyandunderstandtheservicesthatareprovidedwithinthecommunity.Identify

contacts to facilitate collaborative work.

•Buildrelationshipswithothercommunityagenciesandusetheirexpertisetobuild

knowledge about the culture in the community, including community characteristics,

strengths, challenges, unique needs, and resources available.

•Createafamilyresourceareathatisaccessiblewithinthecommunityorprogram.

Routinely share information with families about the resource area and the availability

of information.

•Portrayinapositivelight,familiesthathaveaccessedcommunityresourcesand

supports (such as using them as mentors, facilitators, providing them opportunities

to share their stories to help others).

•Spotlightlocalcommunityagenciesandresourcesonaregularbasis,sharinghow

their services help families.

•Workcollaborativelywithotherprofessionals(e.g.,earlyintervention,behavioral

health) ensuring that there is ongoing communication and development of successful

strategies and supports for the child and family.

•Familiesreceiveinformationabout

community supports and resources from

trusted individuals.

•Familiesreceivereferralsandinformation

from those whom they have established

relationships. In turn, families begin to

build relationships with new agencies

made through these connections.

•Whenfamiliesmakethedecisionto

access additional resources, they have the

information and support needed to make

their next step.

•Familiesreachouttotrustedindividuals

to request information and support.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 1: Families are supported in mes of need.

BIG IDEAS: Each family has its own unique set of needs that change over time. Early education professionals are non-judgmental in

helping families to identify and address needs. Early education professionals build upon family strengths and support families as needs

arise so families are comfortable and knowledgeable to access resources.

ESSENTIAL QUESTIONS: What policies and procedures are in place to connect families to available resources? How do I

communicate to all families that it is a strength to identify needs and to access resources and supports?

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

Making Referrals

•Routinelyshareinformationwithfamiliesaboutavailableevents,classes,workshops,

community supports.

•Routinelyprovidematerialsfromagencies,includinginformationandreferral

providers.

•Recognizethatafamily’sneedschangeovertime.Maintainopencommunication

with families so relationships are established as needs arise.

•Empowerthefamilyasthedecision-makerforconnectingtoservices.Asappropriate,

facilitateconnectionswithotheragencies/supports,ensuringthatanyinformation

exchange follows confidentiality procedures.

•Providespecificresourcesasfamiliesidentifyneeds,whichincludecontact

information and necessary information and support that families need to be

empowered to make connections. (e.g., specific contact name, best time to call, what

information will be asked, directions to the location)

•Developongoinginformation-sharingprocesseswithotheragencieswhoworkwith

families. (e.g., early intervention, human services agencies, educational enrichment

programs, youth activity programs, fitness center, library)

•Besensitivetosomefamilies’reluctancetoactonpotentialreferraloradditional

evaluation recommendations, periodically re-assessing and discussing until action is

taken, if needed.

•Recognizeandsupportparents’resiliencywhentheymanagestressfulsituationsand

identify potential solutions.

•Followupwiththefamilyaftermakingareferraltofindoutifthefamilywas

successful in accessing the support needed. If not, problem-solve solutions to any

barriers with the family.

•Provideinformationandresourcestoenablefamiliestoaccessaffordable,quality

healthcare,screenings(e.g.,physical,mental,dental,andsocial/emotional

development), early intervention, and behavioral health care in ways that are non-

stigmatizing to the child and family.

•Guideandsupportfamiliesthroughsharingobservations,portfolios,andfamily

conferences to help the family take the first step.

•Familiesareknowledgeableaboutand

feel supported to access resources that

meet their needs in a timeframe that they

are comfortable.

•Familiesrecognizethataskingforsupport

or help is a sign of strength.

•Familiesdonotfeelstigmatizedfor

asking for, or receiving, assistance or

support.

•Whenfamiliesreceiveareferral,itis

provided in language that makes sense

to them and provides all of the necessary

information and support in making the

first contact. (e.g., specific contact name,

best time to call, what information will be

asked, directions to the location)

•Familiesreceiveconsistentmessagesthat

community supports and resources are

available to meet specific needs.

•Familiesshareinformationabouttheir

experiences with service providers with

other families.

Supporve Pracces of Programs/Professionals Families Will Experience

ACROSS A CHILD’S LIFESPAN, A CHILD AND HIS OR HER FAMILY MEMBERS MAY RECEIVE SUPPORT AND SERVICES

FROM A VARIETY OF INDIVIDUALS, AGENCIES, ORGANIZATIONS, PROGRAMS, ETC. THE CHILD BENEFITS WHEN

THESE PARTNERSHIPS ARE RELATIONSHIP-BASED, RECIPROCAL, AND BUILD UPON STRENGTHS OF THE CHILD AND

FAMILY.

Program Policies and Procedures

•Theprogramhasclearlydefinedwrittenpoliciesandproceduresthatareinformed

by family input, and are reviewed and discussed openly and on a regular basis with

families. These policies and procedures include:

– roles and responsibilities of staff.

– expectations of staff and families.

– policies and procedures related to timely responses to phone calls and messages

from families.

– family’s rights, including conflict resolution procedures.

– procedures for maintaining confidentiality.

– policies regarding classroom visitation so family members have access and can

visit, volunteer, or participate in the program.

– program mission, approaches to learning, and curriculum used within the program.

– how families can share information about their children, their goals, and vision for

their children’s learning and development.

•Familiesareawareoftheirrightsand

responsibilities and feel comfortable and

knowledgeable about how to act on them.

(e.g., concerns about time of services,

expectations of the family, accessing the

agency dispute resolution process)

•Familiesarecomfortableandwelcome

when dropping in or scheduling a visit

with their children’s program.

•Familiestrustthattheirpersonal

information will not be shared without

their consent.

•Familieshavewritteninformationto

refer to, and know who to contact in the

program, when they have questions or

concerns.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 2: Families experience relaonships with early care and educaon

programs that are arming, reciprocal, and build upon their strengths.

BIG IDEAS: Families are the heart of communities. Early care and education programs have a mission to support and strengthen

children and families.

ESSENTIAL QUESTIONS: What policies and procedures are in place to build relationships with families? How do I understand

a family’s strengths, values, beliefs, and attitudes towards learning? How does our program share its strengths, values, beliefs, and

attitudes towards learning with families? How do I develop reciprocal relationships with families so a child’s learning is enhanced?

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

Approaches to Relaonship-Building

•Acknowledgethatfamilymembersarethechild’sprimaryteachersandareanexpert

on their child.

•Createongoingformalandinformalopportunitiestoengagewithfamiliesabouttheir

interests, strengths, expectations, concerns, joys, and achievements.

•Useinformationaboutfamily’sstrengths,interests,expertise,andvisionfortheir

child to support the child’s learning and development.

•Useparents’preferredmethodsforcommunication.

•Promoteongoingandreciprocalcommunicationaboutday-to-dayactivitiesbetween

staff and families.

•Recognizeandcreateopportunitiesforprogramstaffandfamiliestohavefunand

learn together.

•Recognizethatobstaclestorelationship-buildingcanbeovercome,andactivelyseek

out strategies and resources when barriers exist. (e.g., talking with a supervisor,

bringing in a trusted person, consider if a misunderstanding is related to cultural

differences between staff and the family’s cultural approach to the situation, and seek

additional information)

•Familiesfeelvalidatedandsupportedin

their role as their child’s primary teacher

and expert on their child.

•Familiesfeelcomfortableandroutinely

provide feedback and input to their

child’s program.

•Familiesfeeltheyareequalpartners.

•Familiesrecognizestrategiestoovercome

barriers.

•Familiesprovideandreceive

communication in their preferred method.

•Familiesparticipateineventsthatare

part of their child’s program.

•Familiesareawareofandengagedin

their child’s learning process.

•Familiesseethattheirstrengthsand

interests are used to support their child’s

learning process and development.

Supporve Pracces of Programs/Professionals Families Will Experience

Pracces to Honor a Family’s Unique Culture

•Recognizethatcultureisdefinedas“anintegratedpatternofhumanbehavior,which

includes but is not limited to thought, communication, languages, beliefs, values,

practices, customs, courtesies, rituals, manners of interacting, roles, relationships,

and expected behaviors of a racial, ethnic, religious, social, or political group; the

ability to transmit the above to succeeding generations; dynamic in nature.” (National

Center for Cultural Competence 2004, 4)

•Seektounderstandeachfamily’suniqueculture.

•Learnaboutwhomthechildconsiders‘family’andinvitethemtoparticipateinthe

program.

•Ensurethatfamilycommunicationsaredoneinculturallysensitivewaysthat

accommodates family literacy levels and language needs.

•Recognizethatdailyroutines,suchaseating,thewaysthatholidaysarecelebrated,

special events, and emotions are expressed, are culturally influenced. Actively gather

this information from families and, as appropriate, incorporate into program activities.

•Encourageprogramparticipationinculturalandothereventswithinthecommunity.

•Familiesfeelaffirmedandacknowledged.

•Familiesfeeltheircultureandvaluesare

supported by the program.

•Familiesfeelvalidatedthattheprogram

recognizes their unique family

composition.

•Familiesshareculturalandother

community events that may be of interest

to the program and other families.

•Familiesfeelempoweredtosharetheir

culture to educate other children,

families, and staff within the program.

Supporve Pracces of Programs/Professionals Families Will Experience

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

THE BOND BETWEEN CHILD AND FAMILY IS THE STABLE CONNECTOR THROUGHOUT A CHILD’S LIFE. FAMILIES

BENEFIT FROM HAVING ONGOING SUPPORT TO LEARN ABOUT AND UNDERSTAND THEIR CHILDREN’S

DEVELOPMENT.

Families Will Experience

PL 3: Families have the support and informaon they need to encourage their

children’s learning and development.

BIG IDEAS: Families are children’s first teachers and foremost experts. They are the common link throughout a child’s educational

experience. Information and support in the early years forms the foundation for lifelong informed and engaged parenting.

ESSENTIAL QUESTIONS: What policies and procedures are in place to provide information and support families to encourage their

children’s learning and development and to access additional support if needed? How do I ensure that information provided to families

reflects best practice and current knowledge? How does our program ensure that information exchange is reciprocal and used to

support the child’s development?

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

Program Provides Informaon about Child Development and How the

Program Supports Learning

•Provideinformationaboutchilddevelopmentmilestones,includinghealthysocialand

emotional development, in a way that is accessible and relevant to families.

•ProvideinformationabouttheEarlyLearningStandardsandhowtheyaresupported

through the program. Support families to learn how their everyday routines and

activities supporting learning.

•Sharewithfamilieshowthequalityofprogramandindicatorsofqualityare

measured. (e.g., Keystone STARS, Pre K Counts, NAEYC accreditation)

•Identifytheskillsbeinglearnedinactivities,helpingfamiliestounderstandtheroleof

play and active learning in the instructional process.

•Encourageandsupportsharedopportunitiesforfamiliesandstafftodiscussand

explore such topics as child development, health and nutrition, supportive parenting,

cultural/ethnicexpectations,socialexpectations,howtheywereparented,andtheir

relationships with their children.

•Createvideos,picturebooks,writtenschedules,andnewslettersthatdepictthe

learning routines of the program. Clarify program expectations and values, and

illustrate how the program curriculum is used.

•Createafamilyresourceareathatcontainsbooks,toys,andinformationthatfamilies

can access.

Supporve Pracces of Programs/Professionals

•Familiesfeelvaluedasamemberoftheir

children’s learning team.

•Familiesarecompetentandconfident

in their understanding of basic child

development.

•Familiesrecognizethatcultureandhow

they were parented impacts how they

parent.

•Familiesunderstandhowtheirchildren’s

program supports learning and have

confidence to expand learning with their

children.

•Familiesrecognizeandfeelvalidated

that their strengths, interests, and daily

routines are supporting their children’s

learning and development.

•Familiesparticipateinavarietyofformal

and informal opportunities to gain

knowledge and experiences that are

relevant to them.

Reciprocal Sharing of an Individual Child’s Milestones, Progress, Learning

Styles, and Supporve Pracces

•Regularlyprovidethefamilyinformationaboutthechild’sgrowthandprogress.

•Sharewithfamilieshowyourprogramreviewsearlylearningoutcomesinformation

and uses it for overall program improvement and to support their children’s learning

and development.

•Askthechild’sfamilymemberstoidentifyaccomplishmentsthechildmayhave

completed at home, and share successes of learning during the program through art,

pictures, etc.

•Discussschedules,events,orpastexperiencesthatmayimpactachild’slearning

and development. Be respectful of family’s private and personal information and

recognize the need for sensitivity and confidentiality. (e.g., talk about a recent event,

such as divorce or death, which may impact a child’s behavior and discuss ways to

communicate reciprocally about child’s adjustment)

•Shareinitialresultsofscreeningsandassessmentsinawaythatenablesthefamilyto

understand the child’s strengths and areas for focus.

•Providecollaborativeopportunitieswithfamiliestodevelopindividualizedgoals

and strategies to support their children’s learning and development, taking into

account the temperament of the child, child’s current development, family routines,

strengths, and interests.

•Shareprogressofchild’sdevelopmentinwaysthataremeaningfulandallowthe

family to know what to expect next and to build on their child’s strengths.

•Encourageandsupportfamiliesinaccessingscreeningsforphysical,mental,and

dental health, and social-emotional and cognitive development supports.

•Establishprocedurestoallowsharing,andasappropriate,participateinthe

development of a child’s educational and development goals established through

other child and family serving systems. (e.g., early intervention, behavioral health,

etc.) Provide regular updates on child’s progress in a consistent format.

•Incollaborationwiththefamilyandasappropriateotherserviceproviders(e.g.,early

intervention, behavioral health), develop strategies to support a child’s learning with

modifications and adaptations to the environment and curriculum to meet a child’s

specific learning needs.

•Familiesareawareoftheirchildren’s

development and progress, and where

their children are in relation to typical

developmental milestones.

•Familiesusestrategiesandtheir

typical routines and family activities to

support their children’s learning and

development.

•Familiesareknowledgeableaboutand

comfortable in accessing resources to

support their children’s development

(e.g., early intervention, individual

therapeutic supports–speech,

occupational, counseling, or other

parenting supports).

•Familiesfeelcomfortablesharing

information about their families,

including culture and traditions.

Supporve Pracces of Programs/Professionals Families Will Experience

Using Family Input and Strengths to Enhance and Support Children’s

Development

•Guidefamiliesinidentifyingbooks,songs,fingerplays,dances,foods,toys,and

culturally relevant materials and experiences that can be used to support their

children’s development.

•Encouragechildrentoshowprideinfamily-specificbeliefsorpracticesbyshowing

interest and supporting the children’s learning and development which build upon

practices/beliefs.

•Includefamiliesinthescreening,authenticassessment,andreferralprocessesof

the program. Assure that these processes are culturally sensitive and delivered in the

language requested by the family. Include multiple sources of evidence to understand

children’s growth and development.

•Incollaborationwithfamilies,builduponstrengthsandinterestswhichsupportthe

expansion of learning to encompass areas of learning that are less familiar.

•Familiesparticipateinprogramplanning

efforts.

•Familiesfeelcomfortablesharing

resources and information they gather

with the program.

•Familiesfeelvalidatedthattheprogram

reflects their unique contributions and

qualities.

•Familiesfeelconfidenttousestrategies

that build upon their typical routines and

expand learning to areas that are less

familiar to them.

Supporve Pracces of Programs/Professionals Families Will Experience

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

FAMILY MEMBERS BENEFIT WHEN THEY HAVE OPPORTUNITIES TO SHARE EXPERIENCES, PROVIDE SUPPORT TO,

AND RECEIVE SUPPORT FROM EACH OTHER.

•Includefamily-to-familysupportpracticesandencouragesocialconnectionsaspart

of the organization’s policies and procedures.

•Createintentionalopportunitiesforfamilieswithsimilarcircumstancesandinterests

to connect with each other while respecting confidentiality.

•Strategizeinnovativewaystoensurethatfamiliesareawareof,andcanconnectto,

other families in the program.

•Developmentoringandwelcomingnetworkopportunitieswithintheprogram.

•Createspaceandopportunityforfamiliestogatherandsharewitheachother.

•Encourageandsupportfamiliestosharetheirskills,interests,andexpertisewith

other families.

•Provideopportunitiesforfamiliestoshareandlearnfromeachotherabout

supporting their children’s learning and development.

•Shareinformationaboutformalandinformalparentnetworkingopportunities.

(e.g., Parent to Parent of Pennsylvania, online groups, support groups, library groups,

places where families informally gather like parks or sporting events)

•Familieshaveastrongnetworkof

other families to support them in their

parenting roles.

•Familiesarecomfortableconnectingwith

families that share similar and different

experiences than their own.

•Familiesareknowledgeableabout,and

comfortable with, seeking and providing

support to and from other families.

•Familiesplayanactiveroleininitiating

and implementing family-to-family

supports within their program.

•Familiessharewithotherstheir

experiences, practical knowledge, and are

a support to other families.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 4: Family members have support from other families.

BIG IDEAS: Families grow in competence and confidence when they share and receive support and information from other families.

ESSENTIAL QUESTIONS: What policies and procedures are in place to support family-to-family experiences? How do I encourage

and support informal and formal opportunities for families to connect with other families for friendship, support, and information?

•Understandthattheoverallhealthandwell-beingofthefamilyaffectsthechild.

•Supportandencouragefamiliesinnonjudgmentalwaystomakeshort-andlong-term

goals.

•Connectfamilieswithothercommunityresourcesandotherfamilieswhohave

relevant experiences and interests to support them in reaching goals.

•Recognizeandacceptthatfamiliesareindifferentstagesrelatedtoplanningforthe

future. (e.g., Some families may be more comfortable seeking outside support for

planning than others.)

•Recognizethatage,economics,andlifestyleimpactfamilygoalsetting.

•Familiesfeelcomfortablesharingtheir

skills, experiences, and resources with

other families to help them reach their

goals.

•Familiesfeelcomfortablesharingwith

practitioners their goals for themselves

and their families.

•Familiesareknowledgeableand

comfortable accessing resources and

support to reach their goals.

•Asfamiliesstriveandreachtheirgoals

they build resiliency.

Supporve Pracces of Programs/Professionals Families Will Experience

AS FAMILY MEMBERS IDENTIFY AND DEVELOP GOALS, THEIR OWN KNOWLEDGE GROWS. WHEN FAMILIES ARE

STRONGER, COMMUNITIES ARE STRONGER.

PL 5: Families have goals of their own and benet from having supporve

partners to help reach their goals.

BIG IDEA: Every family is entitled to have hopes and dreams for the future.

ESSENTIAL QUESTIONS: What policies and procedures are in place to connect families to resources that can assist with their family

goals? How do I support families to share their hopes and dreams for the future?

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

FAMILY MEMBERS HAVE UNIQUE EXPERIENCES AND EXPERTISE FROM WHICH COMMUNITIES CAN BENEFIT.

WHEN FAMILIES HAVE SUPPORTS AND OPPORTUNITIES TO GROW IN THEIR LEADERSHIP, THEY BECOME AGENTS

OF CHANGE AND SUPPORTERS OF WHAT IS WORKING.

Leadership with Their Children and within the Program.

•Valueandencouragefamiliestotaketheleadwhenplanninggoalsfortheirchildren.

•Recognizefamiliesadvocatingonbehalfoftheirchildrenasasignofleadership.

•Provideopportunitiesforfamiliestoadvocateonbehalfoftheirchildren.

•Supportfamily’seffortstodevelopeffectivewaystonavigatesupportsystemsand

advocate for their child.

•Allowforandsupportfamiliesinsharingtheirchildren’saccomplishmentsand

progress.

•Valuetheparticipationoffamiliesandprovideavarietyofwaysfortheinputofvaried

family members in planning efforts and decision-making processes.

•Offervariedroleswithintheprogramtosupportfamiliestoinitiateandexpandtheir

leadership. (e.g., offering volunteer opportunities within the classroom or to support

theclassroom,servingonfamilyadvisorycommittees,planning/participatinginsocial

events, reviewing and providing input to policies and procedures)

•Provideavarietyofwaysforfamilymemberstosharefeedbackrelatedtotheir

experiences with the program.

•Routinelyinvestigatenewstate,federal,orlocalinitiativesthatmayimpactthe

program operation and recommends next steps. Provide a variety of ways for family

members to participate in this process.

•Involvefamiliesinprogramgoal-developmentandstrategicplanning.

•Encourageaconsensuswithinclassroomsorprogramsabouthowholiday

celebrations or birthdays should occur within the program.

•Implementpoliciesandproceduresthatsupporttheinvolvementoffamiliesin

program decision-making.

•Developconflictresolutionpolicieswithguidanceandinputfromfamiliesthat

identify procedures for complaints or suggestions.

•Provideopportunitiesforfamiliesandstafftoshareexpectationsrelatedtothe

program. (e.g., review regulations and program requirements together)

•Seekfeedbackfromfamiliestodesignfieldtripsandprogrameventsthatmaybeof

particular interest.

•Createafamilyadvisoryorparent-teacherorganizationandoffertrainingtothe

program’sboard/organizationonsharedgovernance.

•Usefamilies’experiencesandexpertisewithinyourprofessionaldevelopment.(e.g.,

families as co-presenters assist with planning, families sharing personal experiences