California Preschool Learning Foundations - ECEZero2Three ...

More documents

Recommendations

Info

At around 48 months of age 1.0 Children begin to compare and order objects. 1.1 Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length. 1.2 Order three objects by size. At around 48 months of age 1.0 Children begin to identify and use common shapes in their everyday environment. 1.1 Identify simple two-dimensional shapes, such as a circle and square. 1.2 Use individual shapes to represent different elements of a picture or design. 2.0 Children begin to understand positions in space. 2.1 Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. Measurement Geometry California Department of Education • Preschool Learning Foundations, Volume 1 At around 60 months of age Mathematics | 191 1.0 Children expand their understanding of comparing, ordering, and measuring objects. 1.1 Compare two objects by length, weight, or capacity directly (e.g., putting objects side by side) or indirectly (e.g., using a third object). 1.2 Order four or more objects by size. 1.3 Measure length using multiple duplicates of the same-size concrete units laid end to end. At around 60 months of age 1.0 Children identify and use a variety of shapes in their everyday environment. 1.1 Identify, describe, and construct a variety of different shapes, including variations of a circle, triangle, rectangle, square, and other shapes. 1.2 Combine different shapes to create a picture or design. 2.0 Children expand their understanding of positions in space. 2.1 Identify positions of objects and people in space, including in/on/under, up/ down, inside/outside, beside/between, and in front/behind.
192 | Mathematics At around 48 months of age 1.0 Children use mathematical thinking to solve problems that arise in their everyday environment. 1.1 Begin to apply simple mathematical strategies to solve problems in their environment. Mathematical Reasoning At around 60 months of age 1.0 Children expand the use of mathematical thinking to solve problems that arise in their everyday environment. 1.1 Identify and apply a variety of mathematical strategies to solve problems in their environment. Preschool Learning Foundations, Volume 1 • California Department of Education
Page 2 and 3:
California Preschool Learning Found
Page 4 and 5:
Contents A Message from the State S
Page 6 and 7:
The development of the preschool le
Page 8 and 9:
English-Language Development Barbar
Page 10 and 11:
he preschool learning foun- Tdation
Page 12 and 13:
ecognition, comprehension and analy
Page 14 and 15:
tions incorporate a concept known a
Page 16 and 17:
FOUNDATIONS IN Social-Emotional Dev
Page 18 and 19:
ing task. This is another reason th
Page 20 and 21:
In addition, early childhood standa
Page 22 and 23:
2.0 Self-Regulation At around 48 mo
Page 24 and 25:
4.0 Empathy and Caring At around 48
Page 26 and 27:
Social Interaction 1.0 Interactions
Page 28 and 29:
2.0 Interactions with Peers (Contin
Page 30 and 31:
4.0 Cooperation and Responsibility
Page 32 and 33:
1.0 Attachments to Parents (Continu
Page 34 and 35:
2.0 Close Relationships with Teache
Page 36 and 37:
Self Self-Awareness There has been
Page 38 and 39:
competence, emotion regulation, con
Page 40 and 41:
awareness of and response to divers
Page 42 and 43:
trayal that is consistent with conc
Page 44 and 45:
ior; and spontaneously self-correct
Page 46 and 47:
importance for a child’s self-con
Page 48 and 49:
ity of the teacher-child relationsh
Page 50 and 51:
approaches to learning. Children’
Page 52 and 53:
Childhood Development. Edited by Ja
Page 54 and 55:
Heyman, Gail D.; Caroline L. Gee; a
Page 56 and 57:
Control and Negative Emotionality,
Page 58 and 59:
tional, and Personality Development
Page 60 and 61:
Wellman, Henry. 2002. “Understand
Page 62 and 63:
LANGUAGE AND LITERACY 48 Organizati
Page 64 and 65:
LANGUAGE AND LITERACY 50 dren to us
Page 66 and 67:
LANGUAGE AND LITERACY 52 convention
Page 68 and 69:
LANGUAGE AND LITERACY 54 ers to mod
Page 70 and 71:
LANGUAGE AND LITERACY 56 1.0 Langua
Page 72 and 73:
LANGUAGE AND LITERACY 58 | Listenin
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
LANGUAGE AND LITERACY 64 | Reading
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
LANGUAGE AND LITERACY 70 1.0 Writin
Page 86 and 87:
LANGUAGE AND LITERACY 72 It is impo
Page 88 and 89:
LANGUAGE AND LITERACY 74 the world.
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 124 and 125:
Overall, the teacher plays a crucia
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
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 184 and 185: Council for Teachers of Mathematics
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 200 and 201: 6.0 Children demonstrate phonologic
Page 202 and 203: Mathematics Number Sense At around
show all

California Preschool Learning Foundations - ECEZero2Three ...

Create successful ePaper yourself

Delete template?

Save as template?