EnglishLanguageLearners/DualLanguageLearnersbenefitfromuse
of visuals, props, and realia (objects from real life used in classroom
instruction to improve children’s understanding of other cultures and
real life situations). The skills needed for young English Language
Learners/DualLanguageLearnerstobecomeproficientinEnglish
are fully embedded in the Pennsylvania Learning Standards for Early
Childhood.
5. Materials and resources
Every early-learning setting, whether it is in a home atmosphere or
center-based classroom, must be a comfortable, safe, and nurturing
environment where children can learn through their play. Children
discover and understand science, social studies, and math informa-
tion when they actively explore materials and ideas that are guided by
professionals who intentionally design activities that engage children
in critical thinking and processing. Children also learn about their own
abilities and learning styles, how to get along with others, and how to
appreciate others’ contributions in classrooms that include a diverse
set of materials and experiences.
School environments should be linked to a child’s home environment,
incorporating cultural and ethnic materials and children’s home
language, and provide experiences that are inclusive for all children,
regardless of ability, socio-economic status, or family background.
Well-designed environments demonstrate a commitment to the whole
child by offering materials and activities that promote social, physi-
cal, cognitive, and language learning. Resources provided within the
Standards Aligned System (SAS) portal include Pennsylvania educator-
created lesson plans, instructional strategies, digital media resources,
and other valuable information.
6. Safe and supporve schools
The safe and supportive schools element found on the Standards
Aligned System portal showcases resources and exemplars that pro-
mote active child engagement in a safe and positive learning environ-
ment. The three areas of focus within safe and supportive schools are:
Engagement—Program engagement is essential for child suc-
cess and building a positive program climate. Engagement within a
program is a process of events and opportunities that lead to children
gaining the skills and confidence needed to cope and feel safe within
their environment. These events and opportunities include relation-
ships, respect for cultural diversity, and family participation. Relation-
ships are the connection between two or more people or groups and
their involvement with and behavior toward one another. Respect
for diversity shows an understanding, appreciation, and response to
differences in individuals or groups. Family participation includes the
active involvement within classroom and school events.
Safety—Program safety refers to the security of the setting and
program-related activities as perceived and experienced by all stake-
holders, including families, caregivers, children, school staff, and the
community. Program safety encompasses both emotional and physical
safety, and is influenced by positive and negative behaviors of children
and staff. Emotional safety focuses on the feeling of connection, com-
fort, and acceptance within a secure setting. Physical safety ensures
children are free from danger or threatening circumstances.
Environment—Program environment refers to the extent to which
program settings promote child safety and health. Environment is
inclusive of all aspects of a program—academic components, its
physical and mental health supports and services, and its physical
building and location within a community. The physical environment
looks at the external surrounding and physical conditions within a
program. Classroom assessment instruments that help providers
assess the arrangement of indoor space, the provision of materials
and activities, and their development of class schedules are useful in a
sharing best practice implementation and alignment to Pennsylvania’s
Learning Standards for Early Childhood. The academic environment
is the climate set within a program that values and promotes learning
and self-fulfillment. Wellness within a program supports good physical
and mental health, including the promotion of a proper diet, exercise,
and healthy habits.
EARLY CHILDHOOD CONNECTIONS
High quality early care and education programs also promote con-
nections that assure children’s school success. Programs that build
relationships with children and families and coordinate their work
with other early-learning programs and school districts create strong
partnerships for success.
1. Connecons to children
Relationships are the key to successful connections between the adult
and the child. Professionals must take time to know every child, to
understand the way in which each child learns best, and to identify the
special talents and skills each child possesses. Adults who work with
young children must be students themselves. They must learn about
children’s home experiences and culture so they can design learning
environments that support the home-school connection and expand
prior learning into new knowledge.
2. Connecons to families
Families of young children have much to offer in the learning process.
When a partnership is formed between professional and family, the
connection has been strengthened, assuring that children receive
consistent messages about learning and skill development. Families
should be given opportunities to learn about their children’s day at
school, to provide input into the information they want their children
to learn and master, and to understand what they can do at home to
enhance the learning experience. To assure effective family engage-
ment strategies, professionals can reference the Partnerships for
Learning Standards.
At-home resources for families such as Kindergarten,HereICome;
Kindergarten,HereIAm;LearningIsEverywhere;BuildingBlocks
forBabies;EveryDayILearnthroughPlay; and RecipesforReadi-
ness provide professionals and families tools to share age-appropriate
expectations and to connect learning experiences.
Family ethnicity and culture must be interwoven into the life of an
early childhood program and classroom. Professionals must embrace
all children’s heritages and provide activities, materials, and experi-
ences that help children become aware of and appreciate their own
culture while learning about and appreciating the similarities and dif-
ferences of others. Families can provide authentic cultural experiences
and resources that support cultural awareness and appreciation. Such
opportunities foster family and school relations and partnerships.
Communications with families should be made in the home language.
Professionals in high quality, early education programs know and
understand their own attitudes and biases and are culturally sensitive
and supportive of diversity.
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