California Preschool Learning Foundations - ECEZero2Three ...

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Wellman, Henry. 2002. “Understanding the Psychological World: Developing a Theory of Mind,” in Handbook of Childhood Cognitive Development. Edited by Usha Goswami. Oxford: Blackwell. Yen, Cherng-Jyh; Timothy R. Konold; and Paul A. McDermott. 2004. “Does Learning Behavior Augment Cognitive Ability as an Indicator of Academic Achievement?” Journal of School Psychology, Vol. 42, 157–69. California Department of Education • Preschool Learning Foundations, Volume 1 Zahn-Waxler, Carolyn, and Joann Robinson. 1995. “Empathy and Guilt: Early Origins of Feelings of Responsibility,” in Self-Conscious Emotions. Edited by June Price Tangney and Kurt Fischer. New York: Guilford. Zelazo, P. D., and others. 2003. “The Development of Executive Function,” Monographs of the Society for Research in Child Development, Vol. 68. 45 SOCIAL-EMOTIONAL DEVELOPMENT
Purpose of the Language and Literacy Preschool Learning Foundations This section presents preschool learning foundations for preschool children in the central domain of language and literacy learning and development. Based on research, these preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers. The foundations describe age-appropriate knowledge and skills expected of older three-year-olds (i.e., at around 48 months of age) and of older four-yearolds (i.e., at around 60 months of age). In other words, the focus of these foundations is on the language and literacy competencies of young children near the time when they are three years old going on four years old and four years old going on five years old. Although an in-depth consideration of children’s language and literacy competencies during the preschool years is fundamentally important, attention to this domain is best understood in the broad context of early learning and development. Language and literacy learning FOUNDATIONS IN Language and Literacy California Department of Education • Preschool Learning Foundations, Volume 1 depends on children’s functioning in the other domains, including socialemotional development, physical development, and for English learners, English-language development. Many such complementary and mutually supporting aspects of the child’s overall learning and development are addressed in the learning foundations for the other domains, such as those for social-emotional development and mathematics learning. An assumption underlying the language and literacy foundations is that children should experience the kinds of interactions, relationships, activities, and play that research has shown to support successful learning and development. Like the foundations for the other domains, the language and literacy foundations describe learning and development that would typically be expected with appropriate support rather than presenting aspirational expectations that would be expected only under the best possible conditions. The foundations are not intended to be assessment items. This publication is meant to be a resource and a guide to support preschool programs in their efforts to foster learning in all young children. 47
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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
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 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 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
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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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