attribute. A property or characteristic of an object or a person; attributes such as size, color, or shape would be apparent to a preschool child and would be used in grouping or sorting cardinality. The concept that the number name applied to the last object counted represents the total number of objects in the group (the quantity of objects counted) classification. The sorting, grouping, or categorizing of objects according to established criteria Glossary <strong>California</strong> Department of Education • <strong>Preschool</strong> <strong>Learning</strong> <strong>Foundations</strong>, Volume 1 167 one-to-one correspondence. One and only one number word is used for each object in the array of objects being counted simple repeating pattern. A pattern with two repeating elements: A-B-A-B, A-A- B-B, A-B-B-A-B-B subitize. The ability to quickly and accurately determine the quantity of objects in a small group (of up to five objects) without actually counting the objects MATHEMATICS
MATHEMATICS 168 Adding It Up: Helping Children Learn Mathematics. 2001. Edited by J. Kilpatrick, J. J. Swafford, and B. Findell. Washington, DC: National Academy Press. Alexander, P. A.; C. S. White; and M. Daughterty. 1997. “Analogical Reasoning and Early Mathematics <strong>Learning</strong>,” in Mathematical Reasoning: Analogies, Metaphors, and Images. Edited by L. D. English. Mahwah, NJ: Lawrence Erlbaum Associates. Becker, J. 1989. “<strong>Preschool</strong>ers’ Use of Number Words to Denote One-to-One Correspondence,” Child Development, Vol. 60, 1147–57. Baroody, A. J. 1992. “The Development of <strong>Preschool</strong>er’s Counting Skills and Principles,” in Pathways to Number: Children’s Developing Numerical Abilities. Edited by J. Bideaud, C. Meljac, and J. P. Fischer. Hillsdale, NJ: Erlbaum. Baroody, A. J. 2004. “The Developmental Bases for Early Childhood Number and Operations Standards” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D. H. Clements, J. Sarama, and A. M. DiBiase. Mahwah, NJ: Erlbaum. Blaut, J. M., and D. Stea. 1974. “Mapping at the Age of Three,” Journal of Geography, Vol. 73, No. 7, 5–9. Brush, L. R. 1978. “<strong>Preschool</strong> Children’s Knowledge of Addition and Subtraction,” Journal of Research in Mathematics Education, Vol. 9, 44–54. Carpenter, T. P., and others. 1993. “Models of Problem Solving: A Study of Kindergarten Children’s Problem-Solving Processes, Journal for Research in Mathematics Education, Vol. 24, 428–41. Carpenter, T. P., and J. M. Moser. 1982. “The Development of Addition and Subtraction Problem-Solving Skills,” References in Addition and Subtraction: A Cognitive Perspective. Edited by T. P. Carpenter, J. M. Moser, and T. A. Romberg. Hillsdale, NJ: Erlbaum. Clements, D. H. 1999. “Geometric and Spatial Thinking in Young Children,” in Mathematics in the Early Years. Edited by J. V. Copley. Reston, Va.: National Council of Teachers of Mathematics. Clements, D. H. 2004a. “Major Themes and Recommendations,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D. H. Clements, J. Sarama, and A. M. DiBiase. Mahwah, NJ: Erlbaum. Clements, D. H. 2004b. “Geometric and Spatial Thinking in Early Childhood Education,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D. H. Clements, J. Sarama, and A. M. DiBiase. Mahwah, NJ: Erlbaum. Clements, D. H., and J. Sarama. 2000. “Young Children’s Ideas About Geometric Shapes,” Teaching Children Mathematics, Vol. 6, 482-88. Clements, D. H., and others. 1999. “Young Children’s Concepts of Shape,” Journal of Research in Mathematics Education, Vol. 30, 192–212. Clements, D. H., and M. Stephan. 2004. “Measurement in Pre-K to Grade 2 Mathematics,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D. H. Clements, J. Sarama, and A. M. DiBiase. Mahwah, NJ: Erlbaum. Cooper, R. G. 1984. “Early Number Development: Discovering Number Space with Addition and Subtraction,” in Origins of Cognitive Skills. Edited by C. Hillsdale, NJ: Erlbaum. <strong>Preschool</strong> <strong>Learning</strong> <strong>Foundations</strong>, Volume 1 • <strong>California</strong> 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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LANGUAGE AND LITERACY 60 | Listenin
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LANGUAGE AND LITERACY 62 | Listenin
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LANGUAGE AND LITERACY 64 | Reading
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LANGUAGE AND LITERACY 66 | Reading
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LANGUAGE AND LITERACY 68 | Reading
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LANGUAGE AND LITERACY 70 1.0 Writin
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LANGUAGE AND LITERACY 72 It is impo
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LANGUAGE AND LITERACY 74 the world.
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LANGUAGE AND LITERACY 76 in hearing
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LANGUAGE AND LITERACY 78 textualize
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LANGUAGE AND LITERACY 80 phonemic a
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LANGUAGE AND LITERACY 82 is based o
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LANGUAGE AND LITERACY 84 the extern
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LANGUAGE AND LITERACY 86 and Ellswo
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LANGUAGE AND LITERACY 88 characteri
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LANGUAGE AND LITERACY 90 Adams, M.
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LANGUAGE AND LITERACY 92 Chapman, R
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LANGUAGE AND LITERACY 94 in the Tea
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LANGUAGE AND LITERACY 96 Kress, G.
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LANGUAGE AND LITERACY 98 Peterson,
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LANGUAGE AND LITERACY 100 Swanborn,
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FOUNDATIONS IN English-Language Dev
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in their home language, not English
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or sometime during the first year o
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the home language and English (Geni
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Overall, the teacher plays a crucia
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1.0 Children listen with understand
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Speaking* 1.0 Children use nonverba
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