California Preschool Learning Foundations - ECEZero2Three ...

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Contents A Message from the State Superintendent of Public Instruction v Acknowledgments vii Introduction xi Foundations in Social-Emotional Development 1 Foundations in Language and Literacy 47 Foundations in English-Language Development 103 Foundations in Mathematics 143 Appendix: The Foundations 173 California Department of Education • Preschool Learning Foundations, Volume 1 iii
A Message from the State Superintendent of Public Instruction Iam delighted to present the California Preschool Learning Foundations (Volume 1), a publication that I believe will be instrumental in improving early learning and development for California’s preschool children. Young children are naturally eager to learn. However, not all of them are ready for school. All too often, children entering school for the first time as kindergarteners are already lagging behind their classmates, and this disadvantage can affect them socially and academically long past kindergarten. Children who have had the benefit of attending high-quality preschools are more comfortable in their surroundings, have been exposed to books, have learned how to play cooperatively, and are accustomed to learning with others. Research shows that all children can benefit from participating in highquality preschool programs. And a recent study by the RAND Corporation shows that closing the school “readiness” gap will help to close the achievement gap, in which far too many socioeconomically disadvantaged students and far too many African American and Latino children are lagging behind and achieving below their abilities. Not all preschool programs are equally effective, however. Those that strengthen children’s school readiness operate with an in-depth understanding of what children need to learn before they start school. With a goal of ensuring that all preschools in California offer such highquality programs, the California Depart- ment of Education, during a three-yearlong collaborative effort with leading early childhood educators, researchers, advocates, and parents, developed these preschool learning foundations. The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program. These foundations focus on four domains: social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains. It is my hope that these foundations will help guide and support all California preschools as they offer developmentally appropriate activities and instruction that are both purposeful and playful, instilling in our young children a love of learning that will last a lifetime. JACK O’CONNELL State Superintendent of Public Instruction California Department of Education • Preschool Learning Foundations, Volume 1 v
Page 2 and 3: California Preschool Learning Found
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
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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
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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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