California Preschool Learning Foundations - ECEZero2Three ...

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The development of the preschool learning foundations involved many people. The following groups contributed: (1) project leaders; (2) the Preschool Learning Foundations Research Consortium; (3) expanded research consortia; (4) lead researchers; (5) staff from the California Department of Education (CDE); (6) early childhood education stakeholder organizations; and (7) facilitators of public input sessions. Project Leaders The developmental work involved the tireless work of dedicated staff. The following staff members are gratefully acknowledged for their many contributions: Peter Mangione and Cathy Tsao, WestEd; Mark Wilson and Stephen Moore, University of California, Berkeley. Preschool Learning Foundations Research Consortium The development of the preschool learning foundations was guided by a research consortium composed of the following members: Melinda Brookshire, WestEd Tzur Karelitz, University of California, Berkeley Anne Kuschner, Sonoma State University Peter Mangione, WestEd Katie Monahan, WestEd Stephen Moore, University of California, Berkeley Maurine Ballard-Rosa, California State University, Sacramento Kavita Seeratan, University of California, Berkeley Janet Thompson, University of California, Davis Acknowledgments Ross Thompson, University of California, Davis Cathy Tsao, WestEd Ineko Tsuchida, WestEd Rebeca Valdivia, WestEd Ann Wakeley, Sonoma State University Ann-Marie Wiese, WestEd Mark Wilson, University of California, Berkeley Hiro Yamada, University of California, Berkeley Marlene Zepeda, California State University, Los Angeles Osnat Zur, WestEd Lead Researchers Special thanks are extended to the following lead researchers for their expertise: Social-Emotional Development Ross Thompson, University of California, Davis Janet Thompson, University of California, Davis Language and Literacy* Anne Cunningham, University of California, Berkeley Christopher Lonigan, Florida State University English-Language Development Marlene Zepeda, California State University, Los Angeles Mathematics Doug Clements, State University of New York Aki Murata, Mills College and Stanford University * Susan Landry and Susan Gunnewig, University of Texas, Houston, also made valuable contributions to early drafts. California Department of Education • Preschool Learning Foundations, Volume 1 vii
viii Expanded Research Consortia Domain experts and their affiliations are listed as follows: Social-Emotional Development Oscar Barbarin, University of North Carolina, Chapel Hill Susanne Denham, George Mason University Michael Lopez, National Center for Latino Child & Family Research, Washington D.C. Sandra Machida, California State University, Chico Ross Thompson, University of California, Davis Janet Thompson, University of California, Davis Deborah Vandell, University of California, Irvine Language and Literacy Development Sheila Arnold, Orange County Department of Education Marilyn Astore, Sacramento County Office of Education Janet Barnes, Tehama County Office of Education Melinda Brookshire, Sonoma State University Larry Champion, Tehama County Office of Education Don Corrie, Tehama County Office of Education Anne Cunningham, University of California, Berkeley Jan Davis, Sonoma State University Gary DeiRossi, San Joaquin County Office of Education Karen Draney, University of California, Berkeley Donna Elmore, SETA Head Start Imelda Foley, Los Angeles Unified School District Bertha Franco, United Families, Inc. Magda Franco, United Families, Inc. Susan Gunnewig, University of Texas, Houston Rena Hallam, University of Tennessee, Knoxville Whit Hayslip, Los Angeles Unified School District Betsy Hiteshew, University of California, Los Angeles Extension Carolyn Huie-Hofstetter, University of California, Berkeley Deirdre Jackson, San Bernardino City Unified School District Sarah Kania, Tehama County Office of Education Linda Kroll, Mills College Anne Kuschner, Sonoma State University Susan Landry, University of Texas, Houston Amy Lin Tan, Sacramento City Unified School District Christopher Lonigan, Florida State University Peter Mangione, WestEd Rick McCallum, University of California, Berkeley Daniel Meier, San Francisco State University Deborah Montgomery Parrish, American Institutes for Research Stephen Moore, University of California, Berkeley Roberta Peck, First 5 California Pat Phipps, California Association for the Education of Young Children Eva Ponte, University of California, Berkeley Lisa Sandberg, Tehama County Office of Education Connie Tate, San Joaquin County Office of Education Amy Wagner, WestEd Mark Whitney, Mira Costa College Mark Wilson, University of California, Berkeley Frank Worrell, University of California, Berkeley Joyce Wright, Sacramento County Office of Education 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 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
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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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