approaches to learning. Children’s classroom engagement, motivation, and participation attachment figures. Caregivers on whom children are emotionally reliant, such as a parent, grandparent, or nonparental caregiver; adults who assume a parenting function caregiver. An adult with responsibility for children in a family child care home, or an adult who provides family, friend, or neighbor care Glossary <strong>California</strong> Department of Education • <strong>Preschool</strong> <strong>Learning</strong> <strong>Foundations</strong>, Volume 1 35 family caregiver. A mother, father, grandparent, or other adult raising the child early childhood setting. Any setting in which preschool children receive education and care teacher. An adult with responsibility for the education and care of children in a preschool program theory of mind. Children’s developing ability to explain people’s behavior with respect to internal mental states SOCIAL-EMOTIONAL DEVELOPMENT
SOCIAL-EMOTIONAL DEVELOPMENT 36 References and Source Material Aboud, Frances E. 2005. “The Development of Prejudice in Childhood and Adolescence,” in On the Nature of Prejudice: Fifty Years After Allport. Edited by J. F. Dovidio; P. Glick; and L. A. Rudman. Malden, MA: Blackwell. Aboud, Frances E. 2003. “The Formation of In-Group Favoritism and Out-Group Prejudice in Young Children: Are They Distinct Attitudes?” Developmental Psychology, Vol. 39, No. 1, 48–60. Alexander, Karl L.; Doris R. Entwisle; and Susan L. Dauber. 1993. “First Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance,” Child Development, Vol. 64, 801–14. Berk, L. E. 2006. Child Development (Seventh edition). Boston: Pearson. Berlin, Lisa J., and Jude Cassidy. 1999. “Relations Among Relationships: Contributions from Attachment Theory and Research,” in Handbook of Attachment: Theory, Research and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. New York: Guilford. Birch, Sondra H., and Gary W. Ladd. 1997. “The Teacher-Child Relationship and Children’s Early School Adjustment,” Journal of School Psychology, Vol. 35, No. 1, 61–79. Brazelton, T. B., and Joshua D. Sparrow. 2001. Touchpoints Three to Six: Your Child’s Emotional and Behavioral Development. Cambridge, MA: Perseus. Bricker, Diane, and others. 1999. Ages & Stages Questionnaires (ASQ): A Parent- Completed, Child-Monitoring System (Second edition). Baltimore: Paul H. Brookes Publishing. Bronson, Martha B. 2000. Self-Regulation in Early Childhood: Nature and Nurture. New York: Guilford. Buhs, Eric S., and Gary W. Ladd. 2001. “Peer Rejection as an Antecedent of Young Children’s School Adjustment: An Examination of Mediating Processes,” Developmental Psychology, Vol. 37, No. 4, 550–60. Bunge, Silvia A., and Philip D. Zelazo. 2006. “A Brain-Based Account of the Development of Rule Use in Childhood,” Current Directions in Psychological Science, Vol. 15, No. 3, 118–21. Burchinal, Margaret R., and others. 2002. “Development of Academic Skills from <strong>Preschool</strong> Through Second Grade: Family and Classroom Predictors of Developmental Trajectories,” Journal of School Psychology, Vol. 40, No. 5, 415–36. Burhans, Karen K., and Carol S. Dweck, 1995. “Helplessness in Early Childhood: The Role of Contingent Worth,” Child Development, Vol. 66, 1719–38. Cabrera, N. J., and C. Garcia-Coll. 2004. “Latino Fathers: Uncharted Territory in Need of Much Exploration,” in The Role of the Father in Child Development (Fourth edition). Edited by Michael E. Lamb. Hoboken, NJ: Wiley. Committee on Developments in the Science of <strong>Learning</strong>, National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School. Edited by John D. Bransford, Ann L. Brown, and Rodney R. Cocking. Washington, DC: National Academy Press. Committee on Early Childhood Pedagogy, National Research Council. 2001. Eager to Learn: Educating Our <strong>Preschool</strong>ers. Edited by Barbara T. Bowman, M. S. Donovan, and M. S. Burns. Washington, DC: National Academy Press. Committee on Integrating the Science of Early Childhood Development, National Research Council and Institute of Medicine. 2000. From Neurons to Neighborhoods: The Science of Early <strong>Preschool</strong> <strong>Learning</strong> <strong>Foundations</strong>, Volume 1 • <strong>California</strong> 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
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- 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
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- 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
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- Page 42 and 43: trayal that is consistent with conc
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- Page 46 and 47: importance for a child’s self-con
- Page 48 and 49: ity of the teacher-child relationsh
- 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
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- 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
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- Page 82 and 83: LANGUAGE AND LITERACY 68 | Reading
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- Page 90 and 91: LANGUAGE AND LITERACY 76 in hearing
- Page 92 and 93: LANGUAGE AND LITERACY 78 textualize
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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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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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At around 48 months of age 1.0 Chil
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At around 48 months of age 1.0 Chil
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At around 48 months of age 1.0 Chil
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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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6.0 Children demonstrate phonologic
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Mathematics Number Sense At around
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At around 48 months of age 1.0 Chil