California Preschool Learning Foundations - ECEZero2Three ...

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Overall, the teacher plays a crucial role, providing opportunities for children to develop their oral language and literacy skills. For example, the teacher can foster development in the area of listening and speaking through the use of questioning strategies, language elaboration and feedback (Cazden 1988; Lyster and Ranta 1997), and the facilitation of informal peer interactions with monolingual Englishspeaking peers (Tabors 1997). Those California Department of Education • Preschool Learning Foundations, Volume 1 111 opportunities will support children’s literacy development as well. The teacher can also engage children in storybook reading, create a print-rich environment, structure opportunities to use writing for a variety of purposes, and provide other activities to further enhance literacy development (Dickinson and Tabors 2002; Espinosa and Burns 2003; Genishi, Stires, and Yung-Chan 2001). ENGLISH-LANGUAGE DEVELOPMENT
ENGLISH-LANGUAGE DEVELOPMENT 112 Listening* 1.0 Children listen with understanding. Focus: Beginning words Beginning Middle Later 1.1 Attend to English oral language in both real and pretend activity, relying on intonation, facial expressions, or the gestures of the speaker. 1.1 Demonstrate understanding of words in English for objects and actions as well as phrases encountered frequently in both real and pretend activity. Examples Examples Examples • Listens attentively and nods her head in response to the teacher’s asking, “Is this your coat, Samantha?” while holding up a coat. • Looks at a cup and nods or smiles when another child says, “More milk?” during snack time. • Pays attention to the teacher during circle time, raising his hand when the teacher asks a question, but just looks and smiles when called upon. • Focuses intently on Englishspeaking children while they are playing with blocks, dolls, puzzles, and so forth and conversing in English. • Points to a picture of a dog on the page of a book when asked in English, “Where is the dog?” • Upon hearing, “I’m finished” or “Good-bye,” uses appropriate actions, such as waving goodbye to an English-speaking peer who says “Good-bye!” as she leaves at the end of the day. • Goes to the door when the teacher says, “outside time.” • Stands up and gets a toy monkey from the shelf while his peers sing “Five Little Monkeys” during circle time. • Reaches for a small carton of milk when asked by another child, “Pass the milk, please.” 1.1 Begin to demonstrate an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activity. • In response to the teacher holding up a jacket and asking the child, “Does this belong to you? Or is it Lai’s jacket?” as the children are getting ready to go outside, takes the jacket and gives it to his friend. • While playing with a dollhouse and props with an Englishspeaking peer, puts the pants on the doll when the peer says, “Put the pants on the doll.” • In response to the teacher asking an open-ended question while holding up a photograph (e.g., “What could you do at this park?”), runs in place or hops. • Responds by patting his chest and smiling when the teacher asks, “Whose hat is this?” (communicates possession) • During small group outdoor play, responds to the teacher’s input (“Throw the ball,” “Kick the ball,” “Catch the ball”) with appropriate actions. * Any means available to the child for attending to and processing oral language information could be considered “listening.” For example, a child might read lips or interpret facial expressions and other nonverbal gestures within the context of spoken language to develop understanding. This pertains to all examples in the foundations related to listening, even if attending to oral language is not explicitly stated. Preschool Learning Foundations, Volume 1 • California Department of Education
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California Preschool Learning Found
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Contents A Message from the State S
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The development of the preschool le
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English-Language Development Barbar
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he preschool learning foun- Tdation
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ecognition, comprehension and analy
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tions incorporate a concept known a
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FOUNDATIONS IN Social-Emotional Dev
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ing task. This is another reason th
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In addition, early childhood standa
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2.0 Self-Regulation At around 48 mo
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4.0 Empathy and Caring At around 48
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Social Interaction 1.0 Interactions
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2.0 Interactions with Peers (Contin
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4.0 Cooperation and Responsibility
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1.0 Attachments to Parents (Continu
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2.0 Close Relationships with Teache
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Self Self-Awareness There has been
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competence, emotion regulation, con
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awareness of and response to divers
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trayal that is consistent with conc
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ior; and spontaneously self-correct
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importance for a child’s self-con
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ity of the teacher-child relationsh
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approaches to learning. Children’
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Childhood Development. Edited by Ja
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Heyman, Gail D.; Caroline L. Gee; a
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Control and Negative Emotionality,
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tional, and Personality Development
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Wellman, Henry. 2002. “Understand
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LANGUAGE AND LITERACY 48 Organizati
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LANGUAGE AND LITERACY 50 dren to us
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LANGUAGE AND LITERACY 52 convention
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LANGUAGE AND LITERACY 54 ers to mod
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LANGUAGE AND LITERACY 56 1.0 Langua
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LANGUAGE AND LITERACY 58 | Listenin
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Page 76 and 77: LANGUAGE AND LITERACY 62 | Listenin
Page 78 and 79: LANGUAGE AND LITERACY 64 | Reading
Page 84 and 85: LANGUAGE AND LITERACY 70 1.0 Writin
Page 86 and 87: LANGUAGE AND LITERACY 72 It is impo
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Page 90 and 91: LANGUAGE AND LITERACY 76 in hearing
Page 92 and 93: LANGUAGE AND LITERACY 78 textualize
Page 94 and 95: LANGUAGE AND LITERACY 80 phonemic a
Page 96 and 97: LANGUAGE AND LITERACY 82 is based o
Page 98 and 99: LANGUAGE AND LITERACY 84 the extern
Page 100 and 101: LANGUAGE AND LITERACY 86 and Ellswo
Page 102 and 103: LANGUAGE AND LITERACY 88 characteri
Page 104 and 105: LANGUAGE AND LITERACY 90 Adams, M.
Page 106 and 107: LANGUAGE AND LITERACY 92 Chapman, R
Page 108 and 109: LANGUAGE AND LITERACY 94 in the Tea
Page 110 and 111: LANGUAGE AND LITERACY 96 Kress, G.
Page 112 and 113: LANGUAGE AND LITERACY 98 Peterson,
Page 114 and 115: LANGUAGE AND LITERACY 100 Swanborn,
Page 116 and 117: FOUNDATIONS IN English-Language Dev
Page 118 and 119: in their home language, not English
Page 120 and 121: or sometime during the first year o
Page 122 and 123: the home language and English (Geni
Page 126 and 127: 1.0 Children listen with understand
Page 128 and 129: Speaking* 1.0 Children use nonverba
Page 130 and 131: Speaking | 117 1.0 Children use non
Page 132 and 133: Speaking | 119 1.0 Children use non
Page 134 and 135: 2.0 Children begin to understand an
Page 136 and 137: Reading 1.0 Children demonstrate an
Page 138 and 139: Reading | 125 2.0 Children show an
Page 140 and 141: Reading | 127 3.0 Children demonstr
Page 142 and 143: 5.0 Children demonstrate progress i
Page 144 and 145: 6.0 Children demonstrate phonologic
Page 146 and 147: 6.0 Children demonstrate phonologic
Page 148 and 149: 1.0 Children use writing to communi
Page 150 and 151: chunks. Short phrases used as units
Page 152 and 153: Dickinson, D. K., and P. O. Tabors.
Page 154 and 155: Contrast Between Urdu-English Bilin
Page 156 and 157: The preschool learning foundations
Page 158 and 159: A developmental progression by age
Page 160 and 161: other shapes. At first, they recogn
Page 162 and 163: At around 48 months of age At aroun
Page 164 and 165: At around 48 months of age 2.0 Chil
Page 166 and 167: At around 48 months of age Algebra
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with mathematics will be devoted to
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These researchers provide some evid
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2004a). The developmental trajector
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attribute. A property or characteri
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Copeland, R. W. 1984. How Children
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Council for Teachers of Mathematics
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APPENDIX The Foundations Social-Emo
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1.0 Attachments to Parents At aroun
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3.0 Grammar At around 48 months of
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1.0 Writing Strategies Writing At a
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Speaking 1.0 Children use nonverbal
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English-Language Development | 183
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English-Language Development | 185
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6.0 Children demonstrate phonologic
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Mathematics Number Sense At around
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At around 48 months of age 1.0 Chil
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