California Preschool Learning Foundations - ECEZero2Three ...

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1.0 Attachments to Parents (Continued) At around 48 months of age Examples (Continued) • Shows the parent a drawing she has made at school that day. • Shares information about parents with a teacher (e.g., “My dad caught a fish!”). 1.3 After experience with out-of-home care, manage departures and separations from primary family attachment figures with the teacher’s assistance. Children show affection to the family caregiver when the adult departs at the beginning of the day but may need the assistance of a teacher in coping with separation. At around 60 months of age Examples (Continued) Examples Examples • Gives the father a hug and kiss and lingers near him as he prepares to leave the child at preschool in the morning. • Begins to fuss as the mother departs but soothes easily with the primary caregiver at school. • After a distressing fall, cries for the mother but is reassured when reminded that the mother will return at the end of the day. • Manages his feelings after the parent leaves by playing with favorite objects, carrying personal objects around the room, and so forth. • Switches to the language typically used at home when the parent arrives. California Department of Education • Preschool Learning Foundations, Volume 1 Relationships | 17 • Reports to the teacher about helping with a chore at home. • Shows the attachment figure what she has been working on at school. 1.3 After experience with out-of-home care, comfortably depart from primary family attachment figures. Also maintain well-being while apart from primary family attachment figures during the day. Children are eager to begin the day in preschool. They respond affectionately to the family caregiver as the adult departs and have little difficulty being separated. • Runs into the preschool at arrival to greet friends, then runs back to the mother for a hug and kiss as she departs. • Eagerly waves good-bye to the father as he leaves, then turns to a favorite activity. • Greets the parent with conversation in the home language at the end of the day. SOCIAL-EMOTIONAL DEVELOPMENT
SOCIAL-EMOTIONAL DEVELOPMENT 18 | Relationships 2.0 Close Relationships with Teachers and Caregivers At around 48 months of age At around 60 months of age 2.1 Seek security and support from their primary teachers and caregivers. Children use their primary teachers and caregivers as sources of security and support, especially in challenging circumstances, by obtaining comfort, requesting help, and communicating about feelings. Examples Examples • Plays comfortably at a distance from the teacher, but cries to the teacher for help if hurt or frustrated and readily calms when comforted. • Prefers a particular teacher’s company or assistance to that of other teachers who may be equally available. • Seeks to be near the primary teacher if distressed by peer conflict or frightened by an unfamiliar adult. • Talks about the primary teacher at home (as reported by the parent). 2.2 Contribute to maintaining positive relationships with primary teachers and caregivers. Children prefer interacting with their primary teachers and caregivers, choosing them for sharing activities, seeking comfort and assistance, and displaying discoveries or achievements. Examples Examples • Completes a puzzle and proudly shows it to the primary teacher. • Rebuffs another adult’s attempts to help when the child is hurt and looks around to locate the primary teacher or caregiver. • Responds with pleasure when the primary teacher talks about a project done together with the child; may not, however, contribute much to the conversation at this age. 2.1 Take greater initiative in seeking the support of their primary teachers and caregivers. Children seek the support of their primary teachers and caregivers, especially when they are in difficult situations, by requesting the adult’s help in resolving conflicts with others, initiating cooperative problem solving, or seeking comfort when distressed. • Seeks the teacher’s help in a conflict with another child. • Seeks the teacher’s assistance when confronted with a difficult task (e.g., challenging puzzle, new skill to master). • Upon returning from outdoors, looks for the primary teacher and asks to play a game together. • With assistance from the primary caregiver, can describe his own feelings about a recent upsetting experience. 2.2 Contribute to positive mutual cooperation with primary teachers and caregivers. Children demonstrate an awareness of the mutuality of close relationships in their efforts to be helpful, showing interest in the teacher’s feelings, preferences, or well-being and sharing personal experiences with the teacher. • Responds with interest when the primary teacher communicates, “Yesterday I got a new dog!” and continues the conversation about dogs. • Proudly displays a drawing or discovery to the primary teacher for a positive response. • Contributes to classroom cleanup at the primary teacher’s request and, sometimes, initiates the cleanup of her own project, then shows the teacher what she has done. • Volunteers to help when the primary teacher is setting up a new activity. 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 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 78 and 79: LANGUAGE AND LITERACY 64 | Reading
Page 80 and 81: 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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Speaking | 117 1.0 Children use non
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Speaking | 119 1.0 Children use non
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2.0 Children begin to understand an
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Reading 1.0 Children demonstrate an
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Reading | 125 2.0 Children show an
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Reading | 127 3.0 Children demonstr
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5.0 Children demonstrate progress i
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6.0 Children demonstrate phonologic
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1.0 Children use writing to communi
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chunks. Short phrases used as units
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Dickinson, D. K., and P. O. Tabors.
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Contrast Between Urdu-English Bilin
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The preschool learning foundations
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A developmental progression by age
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other shapes. At first, they recogn
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At around 48 months of age At aroun
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At around 48 months of age 2.0 Chil
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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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Mathematics Number Sense At around
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