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Council for Teachers of Mathematics (NCTM). 2002. Joint Position Statement, Early Childhood Mathematics: Promoting Good Beginnings. National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA: Author. Piaget, J., and B. Inhelder. 1967. The Child’s Conception of Space. New York: Norton. Piaget, J.; B. Inhelder; and A. Szeminka. 1960. The Child’s Conception of Geometry. New York: Basic Books. Pieraut-Le Bonniec, G. 1982. “From Rhythm to Reversibility,” in Action and Thought: From Sensorimotor Schemes to Symbolic Operations. Edited by G. E. Forman. London: Academic Press. Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics (NCTM). 2000. A Research Companion to Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics (NCTM). 2003. Rieser, J. J.; A. E. Garing; and M. F. Young. 1994. “Imagery, Action, and Young Children’s Spatial Orientation: It’s Not Being There That Counts, It’s What One Has in Mind,” Child Development, Vol. 65, No. 5, 1272–78. Scott, C. 1997. “The Acquisition of Some Conversational Time Concepts by Preschool Children.” Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, Illinois, March. Seo, K., and H. P. Ginsburg. 2004. “What Is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D. H. Clements, J. Sarama, and A. M. DiBiase. Hillsdale, NJ: Lawrence Erlbaum. California Department of Education • Preschool Learning Foundations, Volume 1 171 Shannon, A. 1999. Keeping Score. Washington, DC: National Academy Press. Shaw, J. M., and S. S. Blake. 1998. Mathematics for Young Children. Upper Saddle River, NJ: Prentice-Hall. Siegler, R. S., and M. Robinson. 1982. “The Development of Numerical Understandings,” in Advances in Child Development and Behavior, Vol. 16. Edited by H. W. Reese and L. P. Lipsitt. New York: Academic Press. Smith, S. S. 2001. Early Childhood Mathematics. Boston, MA: Allyn and Bacon. Sophian, C. 1996. Children’s Numbers. Boulder, CO: Westview Press. Sophian, C. 1998. “Early Developments in Children’s Understanding of Number: Inferences about Numeracy and Oneto-One Correspondence,” Child Development, Vol. 59, 1397–1414. Sophian, C., and N. Adams. 1987. “Infants’ Understanding of Numerical Transformations,” British Journal of Developmental Psychology, Vol. 5, 257–64. Starkey, P. 1992. “The Early Development of Numerical Reasoning,” Cognition, Vol. 43, 93–126. Starkey, P., and R. G. Cooper. 1995. “The Development of Subitizing in Young Children,” British Journal of Developmental Psychology, Vol. 13, 399–420. Starkey, P.; A. Klein; and A. 2004. Wakeley. “Enhancing Young Children’s Mathematical Knowledge Through a Pre-Kindergarten Mathematics Intervention,” Early Childhood Research Quarterly, Vol. 19, 99–120. Steen, L. A. 1990. On the Shoulders of Giants: New Approaches to Numeracy. Washington, DC: National Academy Press. Stigler, J. 1984. “Mental Abacus: The Effect of Abacus Training on Chinese Children’s Mental Calculation,” Cognitive Psychology, Vol. 16, 145–76. Van de Walle, J. A. 2001. Elementary and Middle School Mathematics: Teaching Developmentally (Fourth edition). New York: Longman. MATHEMATICS
MATHEMATICS 172 Van Hiele, P. M. Structure and Insight: Wason. P. C., and P. N. Johnson-Laird. A Theory of Mathematics Education. 1972. Psychology of Reasoning: Struc- Orlando, FL: Academic Press, 1986. ture and Content. Cambridge, MA: Wagner, S. H., and J. Walters. 1982. “A Harvard University Press. Longitudinal Analysis of Early Number Concepts: From Numbers to Number,” in Action and Thought: from Sensorimotor Schemes to Symbolic Operations. Edited by G. E. Forman. New York: Academic Press. 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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LANGUAGE AND LITERACY 64 | 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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Speaking | 117 1.0 Children use non
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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 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
Page 174 and 175: with mathematics will be devoted to
Page 176 and 177: These researchers provide some evid
Page 178 and 179: 2004a). The developmental trajector
Page 180 and 181: attribute. A property or characteri
Page 182 and 183: Copeland, R. W. 1984. How Children
Page 186 and 187: APPENDIX The Foundations Social-Emo
Page 188 and 189: 1.0 Attachments to Parents At aroun
Page 190 and 191: 3.0 Grammar At around 48 months of
Page 192 and 193: 1.0 Writing Strategies Writing At a
Page 194 and 195: Speaking 1.0 Children use nonverbal
Page 196 and 197: English-Language Development | 183
Page 198 and 199: English-Language Development | 185
Page 202 and 203: Mathematics Number Sense At around
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