California Preschool Learning Foundations - ECEZero2Three ...

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English-Language Development Barbara Flores, California State University, San Bernardino Vera Gutierrez-Clellan, San Diego State University Linda Espinosa, University of Missouri, Columbia Celia Genishi, Teachers College, Columbia University Alison Wishard Guerra, University of California, San Diego RaMonda Horton-Ikard, University of Tennessee, Knoxville Gisela Jia, City University of New York Lisa Lopez, University of South Florida Marlene Zepeda, California State University, Los Angeles Mathematics Doug Clements, State University of New York, Stony Brook 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 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 Whit Hayslip, Los Angeles Unified School District Carolyn Huie-Hofstetter, University of California, Berkeley Deirdre Jackson, San Bernardino City Unified School District Anne Kuschner, Sonoma State University Peter Mangione, WestEd Daniel Meier, San Francisco State University Stephen Moore, University of California, Berkeley California Department of Education • Preschool Learning Foundations, Volume 1 Aki Murata, Mills College and Stanford University Deborah Montgomery Parrish, American Institutes for Research 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 Ann Shannon, University of California, Berkeley Eun Soo Shin, University of California, Berkeley 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 California Department of Education Thanks are also extended to the following staff members: Gavin Payne, Chief Deputy Superintendent; Anthony Monreal, Deputy Superintendent, Curriculum and Instruction Branch; and Michael Jett, Director, Gwen Stephens, Assistant Director, and Desiree Soto, Consultant, Child Development Division. During the lengthy development process, many CDE staff members were involved at various levels. Additional thanks are extended to Sue Stickel,* Meredith Cathcart, Barbara Metzuk,* Sy Dang Nguyen, Mary Smithberger, Maria Trejo, and Charles Vail. *During the development of the foundations, these individuals worked for the California Department of Education. ix
x Early Childhood Education Stakeholder Organizations Representatives from many statewide organizations provided perspectives affecting various aspects of the learning foundations: Action Alliance for Children Asian Pacific Islander Community Action Network Association of California School Administrators California Alliance Concerned with School-Age Parenting and Pregnancy Prevention California Association for Bilingual Education California Association for the Education of Young Children California Association of Family Child Care California Association of Latino Superintendents and Administrators California Child Care Coordinators Association California Child Care Resource and Referral Network California Child Development Administrators Association California Child Development Corps California Commission on Teacher Credentialing California Community College Early Childhood Educators California Community Colleges Chancellor’s Office California County Superintendents Educational Services Association California Early Reading First Network California Federation of Teachers California Head Start Association California Kindergarten Association California National Even Start Association California Preschool Instructional Network California Professors of Early Childhood Special Education California School Boards Association California State Parent-Teacher Association California State University Office of the Chancellor California Teachers Association California Tomorrow Californians Together Campaign for High Quality Early Learning Standards in California Child Development Policy Institute Child Development Policy Institute Education Fund Children Now Council for Exceptional Children/The California Division for Early Childhood Council of CSU Campus Childcare Curriculum and Instruction Steering Committee Fight Crime, Invest in Kids California First 5 Association of California First 5 California Children and Families Commission Infant Development Association of California Learning Disabilities Association of California Los Angeles Universal Preschool Mexican American Legal Defense and Education Fund Migrant Education Even Start Migrant Head Start National Black Child Development Institute National Council of La Raza Packard Foundation Children, Families, and Communities Program Preschool California Professional Association for Childhood Education Special Education Local Plan Area Organization University of California Child Care Directors University of California, Office of the President Voices for African American Students, Inc. Zero to Three Public Input Sessions Special thanks should also be extended to Joyce Wright, Nancy Herota, the regional leads of the California Preschool Instructional Network, and to Melinda Brookshire and Jan Davis, WestEd, for their contributions in facilitating 53 public input sessions on the draft foundations. 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 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 60 and 61:
Wellman, Henry. 2002. “Understand
Page 62 and 63:
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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Page 76 and 77:
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LANGUAGE AND LITERACY 64 | Reading
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Page 82 and 83:
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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
Page 200 and 201:
Page 202 and 203:
Mathematics Number Sense At around
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