2014-Pennsylvania-Learning-Standards-for-Early-Childhood-Infants

INFAN TS-TODDLERS

2014

Oce of Child Development

and Early Learning

Pennsylvania Learning Standards

for Early Childhood

TABLE OF CONTENTS

Introduction ..........................................................................4

The Learning Standards Continuum ........................................................ 7

Guiding Principles ......................................................................8

KEY LEARNING AREA: Approaches to Learning through Play – Construcng, Organizing,

and Applying Knowledge

Standard Area AL.1: Constructing and Gathering Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Standard Area AL.2: Organizing and Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Standard Area AL.3: Applying Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Standard Area AL.4: Learning through Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Approaches to Learning Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

KEY LEARNING AREA: Language and Literacy Development – English Language Arts

Standard Area 1.1: Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Standard Area 1.2: Reading Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Standard Area 1.3: Reading Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Standard Area 1.4: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Standard Area 1.5: Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Language and Literacy Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

KEY LEARNING AREA: Mathemacal Thinking and Expression – Exploring, Processing, and

Problem-Solving

Standard Area 2.1: Numbers and Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Standard Area 2.2: Algebraic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Standard Area 2.3: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Standard Area 2.4: Measurement, Data, and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Mathematical Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

KEY LEARNING AREA: Scienc Thinking and Technology – Exploring, Scienc Inquiry,

and Discovery

Standard Area 3.1A: Biological Sciences – Living and Non-Living Organisms . . . . . . . . . . . . . . . . . . . . . 55

Standard Area 3.1B: Biological Sciences – Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Standard Area 3.1C: Biological Sciences – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Standard Area 3.2A: Physical Sciences – Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Standard Area 3.2B: Physical Sciences – Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Standard Area 3.3A: Earth and Space Sciences – Earth Structures, Processes, and Cycles . . . . . . . . . . . 67

Standard Area 4.1: Environment and Ecology – Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Standard Area 4.2: Environment and Ecology – Watersheds and Wetlands. . . . . . . . . . . . . . . . . . . . . . 74

Standard Area 4.3: Environment and Ecology – Agriculture and Society . . . . . . . . . . . . . . . . . . . . . . . 75

Standard Area 4.4: Environment and Ecology – Humans and the Environment . . . . . . . . . . . . . . . . . 76

Standard Area 15.4: Computer and Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Scientific Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Environment and Ecology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Computer and Information Technology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

KEY LEARNING AREA: Social Studies Thinking – Connecng to Communies

Standard Area 5.1: Civics and Government – Principles and Documents of Government . . . . . . . . . . 83

Standard Area 5.2: Civics and Government – Rights and Responsibilities of Citizenship . . . . . . . . . . . 83

Standard Area 6.1: Economics – Scarcity and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Standard Area 6.3: Economics – Functions of Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Standard Area 6.5: Economics – Income, Profit, and Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Standard Area 7.1: Geography – Basic Geographic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Standard Area 7.2: Geography – Physical Characteristics of Places and Regions . . . . . . . . . . . . . . . . . 88

Standard Area 8.1: History – Historical Analysis and Skills Development . . . . . . . . . . . . . . . . . . . . . . . 89

Social Studies Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

KEY LEARNING AREA: Creave Thinking and Expression – Communicang through the Arts

Standard Area 9.1M: Production and Performance – Music and Movement . . . . . . . . . . . . . . . . . . . . . . 92

Standard Area 9.1D: Production and Performance – Dramatic and Performance Play . . . . . . . . . . . . . 95

Standard Area 9.1V: Production and Performance – Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Standard Area 9.3: Critical Response to Works in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Creative Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

KEY LEARNING AREA: Health, Wellness, and Physical Development – Learning About My

Body

Standard Area 10.1: Concepts of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Standard Area 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Standard Area 10.3: Safety and Injury Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Standard Area 10.4: Physical Activity – Gross Motor Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Standard Area 10.5: Concepts, Principles, and Strategies of Movement – Fine Motor Coordination . . . 110

Health, Wellness, and Physical Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

KEY LEARNING AREA: Social and Emoonal Development – Student Interpersonal Skills

Standard Area 16.1: Self-Awareness and Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Standard Area 16.2: Establishing and Maintaining Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Standard Area 16.3: Decision-Making and Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

KEY LEARNING AREA: Partnerships for Learning – Families, Early Care and Educaon

Programs, and Communies

Standard PL.1: Families are supported in times of need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Standard PL.2: Families experience relationships with early care and education programs

that are affirming, reciprocal, and build upon their strengths. . . . . . . . . . . . . . . . 131

Standard PL.3: Families have the support and information they need to encourage their

children’s learning and development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Standard PL.4: Family members have support from other families. . . . . . . . . . . . . . . . . . . . . . . . 135

Standard PL.5: Families have goals of their own and benefit from having supportive partners

to help reach their goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Standard PL.6: Families grow in their leadership and use these skills in many different ways. . . 136

Standard PL.7: Families are supported in times of transition. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Resources ..........................................................................139

Introducon

hildren are born with an incredible capacity and desire to

learn. More than 40 years of research confirms the founda-

tional importance of early education and care for children’s

school and life success. It is essential that children’s first experiences

are robust ones, steeped in activities that develop critical thinking and

problem-solving skills, a deep understanding about themselves in a

social society, and age-appropriate content.

Instructional practices must embed the domains of development—

cognitive, social-emotional, language, and physical—with approaches

to learning that enable children to explore, understand, and reach

beyond the “here and now” to challenge themselves, experiment, and

transform information into meaningful content and skills.

Professionals interacting with young children have the critical task of

providing rich information and experiences. Such experiences build

skills and understanding in the context of everyday routines and within

intentionally-designed play opportunities that capture children’s inter-

ests and curiosity. Pennsylvania’s Learning Standards for Early Child-

hood are designed to support and enhance the learning environment;

responsive relationships; age, cultural, and linguistically-appropriate

curriculum; and practices being used to assess children, classrooms,

and programs.

The Department of Education and the Office of Child Development and

Early Learning use a Standards Aligned System. The Standards Aligned

System is a collective body of research that identifies six elements

which, when used together, provide a framework for program improve-

ment and child success. The elements identified are standards, as-

sessments, curriculum framework, instruction (including interven-

tions), safe and supportive schools, and materials and resources. A

web-based portal including more information and resources related to

these elements is accessible at www.pdesas.org.

STANDARDS ALIGNED SYSTEM (SAS)

Learning Standards Development

Pennsylvania’s Learning Standards for Early Childhood were originally constructed as a joint project of the

Departments of Education and Human Services. The Office of Child Development and Early Learning in col-

laboration with the Office of Elementary and Secondary Education have overseen revisions to the standards.

Each set of standards has been formulated with help and guidance from practitioners and program special-

ists who represented early childhood programs, school districts, higher education, family leaders, policy

analysts, and researchers. A group of Pennsylvania educators, in conjunction with the Office of Child Devel-

opment and Early Learning, created a set of Pennsylvania Core Standards beginning with Pre-Kindergarten.

The Pennsylvania Core Standards start in Pre-Kindergarten and continue through 12th grade. The Pennsyl-

vania State Board of Education adopted the Pennsylvania Core Standards in March 2014. The 2014 revisions

include updates related to the Pennsylvania Core Standards; Science, Technology, Engineering, and Math

(STEM) supportive practices; and current research trends.

Learning Standards for Early Childhood are used to:

•Informprofessionalsaboutcurriculumandassessment

•Guidetheselectionofinstructionalmaterialsandthedesignofinteractions/goalsetting

•Informfamiliesofappropriateexpectationsforchildren

•Provideacommonframeworkforcommunity-basedbirth–grade3alignmentwork

Learning Standards for Early Childhood are NOT used as:

•Aspecificcurriculum

•Ameanstoprohibitchildrenfrommovingfromonegradeorageleveltoanother

•Aspecificassessmentofthecompetenceofchildrenorteachers

INSTRUCTION

CURRICULUM

FRAMEWORK

ASSESSMENT

STANDARDS

SAFE AND

SUPPORTIVE

SCHOOLS

MATERIALS

AND

RESOURCES

STUDENT

ACHIEVEMENT

1. Standards

Learning standards provide the framework for learning. They provide

the foundational information for what children should be able to know

and do. Pennsylvania’s Learning Standards for Early Childhood build

on information learned previously, creating a continuum of learning

that assures consistent and linked learning that begins in infancy,

increasing in complexity as it extends through graduation.

Pennsylvania also uses program standards that assure children’s

experiences are being offered in high-quality settings. Pennsylvania’s

state-funded programs all offer similar sets of standards that provide

guidance on program operation that exhibit best practices.

2. Assessments

Professionals must use both informal and formal assessments to

understand children’s progress. In early childhood, formative assess-

ments that provide information about how children are progressing

allow professionals to make adaptations or adjustments in the indi-

vidualized learning plans for every child. Early childhood professionals

observe and assess children using the materials that are found in the

learning environment. Professionals must use the information they

have documented during observation, along with information from the

family, to identify goals and next steps for children’s learning.

3. Curriculum framework

A curriculum framework reminds us what information should be

taught to young children within each of the Key Learning Areas. It

assures the continuum of learning that begins at birth and continues

through graduation. Pennsylvania’s curriculum framework includes

big ideas, essential questions, concepts, and competencies that further

define the learning standards.

4. Instrucon including intervenons

Instruction in the early years often looks different than instruction in

the older grades. Learning occurs within the context of play and active

learning strategies where children are engaged in concrete and hands-

on discovery; experimentation; and interaction with materials, their

peers, and nurturing adults.

Professionals help construct knowledge during these active learning

times by designing activities that build on children’s prior knowledge

to create new understandings and information. Direct instruction

should be combined with child-initiated play to produce optimal con-

ditions for young children’s learning. Adults become facilitators who

interact with children throughout the day. Adults ask open-ended ques-

tions that encourage children to think about what comes next. With

this approach, adults support children’s creativity, problem-solving,

intuition, and inventiveness (approaches to learning) by challenging

and encouraging them. Professionals design focused instruction that

is based on the identified individual needs of every child and assure

these experiences encompass their interests, abilities, and culture.

STEM (Science, Technology, Engineering, Math)

STEM (Science, Technology, Engineering, Math) education is an

intentional, integrative approach to teaching and learning, in which

students uncover and acquire a comprehensive set of concepts,

competencies, and thinking skills of science, technology, engineering,

and mathematics that they transfer and apply in both academic and

real-world contexts.

Education in Science, Technology, Engineering, and Math beginning

at birth is supported by research in neuroscience and other develop-

mental sciences. This research shows that the basic architecture of a

child’s brain is constructed through an ongoing process that begins

before birth and continues through adulthood. Research also confirms

that the brain is predominantly receptive to learning math and logic

between the ages of 1 and 4, and that early math skills are the most

powerful predictors of later learning. Providing children with oppor-

tunities to have early experiences in STEM supports children in their

academic growth, develops early critical thinking and reasoning skills,

and enhances later interest in STEM careers. The foundations of STEM

learning lie in the natural inquiry and exploration of young children,

as well as intentionally-designed activities which build scientific and

mathematical concepts, and the effective use of available technologies.

Positive interactions early in life, in an environment intentionally

designed to provide STEM experiences where children explore, ask

questions, and receive support from educators will help to lay this

foundation. Early-learning STEM experiences are based on the Penn-

sylvania Learning Standards for Early Childhood for infants and

toddlers, prekindergarten, and kindergarten through grade 2. STEM

subjects are supported within these standards and are noted by the

symbol throughout the supportive practices. Science, Technology,

Engineering, and Math are not separate subjects broken down into their

own time slots. These topics of study are incorporated and encouraged

within all activities throughout the day. In addition, laying this early

foundation will help to bridge the educational gap between birth to age

5 and K-12 educational programs.

Interventions

•Earlychildhoodspecialeducation

Early childhood classrooms should be inclusive ones where children

with disabilities and developmental delays are enjoying learning

experience alongside their typically developing peers. Professionals

may need to adapt or modify the classroom environment, interactions,

and/ormaterialsandequipmenttohelpchildrenwithdisabilitiesfully

participate.

Pennsylvania’s Learning Standards for Early Childhood are designed to

be used for all children. The content within these standards provides

the breadth of information from which to create goals and experiences

for all children that will help them reach their highest potential while

capturing their interests and building on what they already know.

Professionals must emphasize and celebrate all children’s accomplish-

ments and focus on what all children can do.

•EnglishLanguageLearners/DualLanguageLearners

Children develop language much the same way they acquire other

skills. Children learn native and second languages using an indi-

vidualstyleandrate.DifferencesamongEnglishLanguageLearners/

Dual Language Learners such as mixing languages or a silent period

are natural. Each child’s progress in learning English needs to be

respected and viewed as acceptable and part of the ongoing process of

learning any new skill. Children can demonstrate proficiency in most

of the standards using their native language. Use of home language in

the classroom environment, and in simple phrases, validates a child’s

placeintheclassroom,encouragingthechildtoseehim/herselfas

a learner. Working alongside English-speaking adults and peers in

authentic learning experiences which respect home language is an

effective means of learning English. Similar to all young children,

EnglishLanguageLearners/DualLanguageLearnersbenefitfromuse

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/DualLanguageLearnerstobecomeproficientinEnglish

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 supporve 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 differ-

ences 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. Connecons 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. Connecons 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,HereICome;

Kindergarten,HereIAm;LearningIsEverywhere;BuildingBlocks

forBabies;EveryDayILearnthroughPlay; and RecipesforReadi-

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.

3. Connecons with other early-learning programs

Children and families often have other needs and priorities in addition

to participation in high quality early care and education programs.

Families may need to coordinate their early care and education

program services with health services or early intervention services, as

well as with their other children’s school experiences. Programs within

a community that support families’ single point of contact or help to

coordinate services for children demonstrate a strong understanding

and respect for families. Providers that reach out to neighborhood

schools to facilitate transition into the public school or who have de-

veloped a working relationship with their intervention provider assure

linkages that support children’s school readiness and ongoing success.

To assure effective family engagement strategies, professionals can

reference the Partnerships for Learning Standards.

4. Connecons for learning

Young children make learning connections through authentic hands-

on experiences. Professionals that allow children time to explore

and discover both inside and outside, optimize children’s capacity to

internalize and generalize content by making their own connections

to prior knowledge. All children, regardless of age and ability, need

opportunities to engage in practice activities and experiences that are

steeped in play. Adults should design learning experiences with con-

nections among multiple domains. Integrated learning experiences

support both content and social and cultural learning.

THE LEARNING STANDARDS CONTINUUM

ithin all Pennsylvania’s Learning Standards for Early Child-

hood, the Key Learning Areas define the domains or areas

of children’s learning that assure a holistic approach to

instruction. All children, regardless of age and ability, should be ex-

posed to experiences that build their skill development in approaches

to learning, social and emotional development, language and literacy

development, health wellness and physical development, creative

expression, and the cognitive areas of mathematics, science, and social

studies. The Standards within each Key Learning Area provide the

information that children should know and the skills children should

be able to do when they leave the age level or grade.

Pennsylvania’s Learning Standards for Early Childhood are connected

through a continuum of learning and link to the 3rd grade academic

standards. Some skills will not emerge in a noticeable way until a child

is older. These standards will be intentionally blank or identified as

emerging.

Professionals who view children’s skill development across ages and

grades will be able to understand the sequential way children learn

and become familiar with the way in which teachers at higher grade

levels support learning.

AGE GROUPING IN PENNSYLVANIA’S

LEARNING STANDARDS FOR EARLY

CHILDHOOD

Learning Standards for Infant-Toddler

The Infant-Toddler Standards are divided into three age levels: infant

(birth through 12 months), young toddler (9 months–27 months),

and older toddler (24 months through 36 months). These age divi-

sions are arbitrary as a means for organizing the content; very young

children’s development is uneven and may span two or all three of the

age levels in different Key Areas of Learning. This is reflected by the

overlap of the age 9 months–27 months in younger toddlers.

The Standards in each Key Area of Learning are displayed on an Infant-

Toddler continuum with the content within one strand presented

together. Practitioners can look down each level to determine the skills

that best match their children’s current development, identifying addi-

tional concepts and competencies, and supportive practices to scaffold

children’s learning.

When strands include “emerging” these concepts are beginning to

emerge but are not expected to be mastered. For example, infants

and young toddlers may be exploring mathematical estimation as

they interact with materials, but intentional instruction would not be

appropriate for that age. Adults should continue to introduce these

concepts whenever appropriate for the individual child without expec-

tation of mastery.

Learning Standards for Pre-Kindergarten

Professionals will find the skills that pre-kindergarteners (ages three

to five) are practicing and mastering within the pre-kindergarten

standards. Younger preschoolers will be learning the content, while

older children will be mastering the skills and showing proficiency.

Classroom environments, materials, and activities that are developed

for this age will be appropriate for both three- and four-year-olds;

expectations for mastery will be different.

Learning Standards for Kindergarten

Students who complete kindergarten should demonstrate mastery

of the skills within the kindergarten standards. This document is

designed for full-day kindergarten classrooms. Half-day kindergarten

teachers will need to modify the amount of content that is introduced

to children during the kindergarten year, but the cognitive processing

that children must develop and the holistic instruction will remain

constant regardless of the length of the kindergarten day.

It is critical that kindergarten instruction occurs through an active

learning approach where teachers use differentiated instructional

strategies and focus on learning centers and play as key elements of

the daily schedule. Child-initiated investigation should be predominant

with supportive direct instruction in content areas infused through-

out the day. Kindergarten children should be given opportunities to

develop social and emotional skills, physical skills, and their creative

expression within the course of a kindergarten day.

GUIDING PRINCIPLES

igh-quality early care and education programs offer learning

opportunities that have a significant impact on the success of

all children. A warm, responsive relationship with a highly-

trained teaching staff is foundational. It is expected that teachers will

intentionally integrate developmental knowledge with the attitudes,

skills, and concepts children need to make progress socially and aca-

demically. High-quality early care and education programs maintain

high developmentally achievable expectations for all children using

clear performance standards with a continuous cycle of assessment

understood and used by staff, children, and families.

All who care for and educate infants and tod-

dlers, whether in formal or informal early

learning settings, have a significant impact on

children’s future successes.

Healthy attachment relationships are critical for

successful early learning during the infant and

toddler years and provide the essential founda-

tion on which all subsequent learning occurs.

All infants and toddlers can learn and deserve

suitably high expectations that are age-, individu-

ally, and culturally appropriate.

Infants and toddlers learn best through

meaning-ful play; concrete sensory interactions;

and intentional activities, experiences, and ac-

tive exploration of their environment as well as

through interactions with adults in the context of

routine care.

The multiple learning environments for infants

and toddlers should stimulate and engage their

curiosity of the world around them and meet

their needs in all domains so children are and

feel healthy, safe, secure, and nurtured.

Language and early literacy development must

be supported and integrated throughout all

aspects of formal and informal early care and

education programs for infants and toddlers.

Infants’ and toddlers’ learning, development,

and opportunities are supported when their

teachers are trained in early childhood develop-

ment and education, including professional

training and ongoing professional development

specific to infants and toddlers; are intentional

in their relationships; and work with families

to increase knowledge and support of child

development.

Early care and education programs must ad-

dress the individual needs of all infants and

toddlers (e.g. with special needs, from diverse

cultural backgrounds, from all socio-economic

groups, etc.) and respect their families.

Early care and education programs are de-

fined by a set of comprehensive standards that

maximize an infant’s or toddler’s growth and de-

velopment across all domains and that recognize

that the domains are dynamically inter-related,

especially during the infant and toddler years.

Effectivesupportforinfant/toddlerdevelopment

requires a system of research-based assessment

that documents infants’ and toddlers’ growth

and development in relationship to a refined set

of standards and is used to inform practice.

Infants’ and toddlers’ learning is enhanced when

families,earlylearningenvironments/settings,

and communities work together to provide conti-

nuity of high quality care.

Language and Literacy Development

English Language Arts

KEY LEARNING

AREA – The

domains of

learning that

assure child’s

holistic

development

TAG LINE

THE LEARNING STANDARDS FOR

EARLY CHILDHOOD FORMAT

ESSENTIAL QUESTIONS – Linked to the BIG IDEAS and

provides the questions that support children’s inquiry

BIG IDEAS – Describes the information that

children should acquire across all age levels

1.5 Speaking and Listening

BIG IDEAS: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective

speakers prepare and communicate messages to address the audience and purpose.

ESSENTIAL QUESTIONS: What do good listeners do? How do active listeners make meaning? How do speakers effectively

communicate a message?

A. COMPREHENSION AND COLLABORATION

1.5 I.A

Use sounds

and gestures

as a form of

reciprocal

communication.

The learner will:

•Useverbalandnonverballanguageto

have needs met.

•Useverbalandnonverballanguageto

show interest in objects and people.

•Engageinconversationalturn-taking.

The adult will:

•Usewordstodescribetheobjectorneedschildiscommunicating.

•Encourageandsupporteffortstocommunicate.

•Modelconversationalturn-taking.(e.g.,speak,pause,andallowchild

to respond)

Standard Concepts and Competencies Supporve Pracces

STRAND

BROAD STANDARD STATEMENT – Overarching statement that summarizes the key focal

points found within the Infant, Young Toddler, and Older Toddler standard statements

STANDARD AREA – Organizes

the content within KEY LEARNING

AREAS into smaller topics

Young Toddler

1.5 YT.A

Use sounds,

gestures, and

words as a form

of reciprocal

communication.

The learner will:

•Useverbalandnonverballanguageto

have needs met.

•Useverbalandnonverballanguageto

show interest in objects and people.

•Engageinconversationalturn-taking.

The adult will:

•Usewordstodescribetheobjectorneedschildiscommunicating.

•Encourageandsupporteffortstocommunicate.

•Modelconversationalturn-taking.(e.g.,speak,pause,andallowchild

to respond)

Standard Concepts and Competencies Supporve Pracces

CONCEPTS AND COMPETENCIES – Skills that

help to define the construct of the STANDARD

SUPPORTIVE PRACTICES – Practitioners can employ these strategies

to help children learn or make progress with particular skills

STANDARD – A specific skill a

child should know by the end of

the developmental age range

BROAD STANDARD STATEMENT: Infants and toddlers will engage in reciprocal communicaon.

Infant

Approaches to Learning through Play

Construcng, Organizing, and Applying Knowledge

AL.1 Construcng and Gathering Knowledge

AL.2 Organizing and Understanding Informaon

AL.3 Applying Knowledge

AL.4 Learning through Experience

pproaches to Learning

through Play Standards

(ALPS) describe the es-

sential life skills that enable a child

to grow, learn, develop, and become

asuccessfulmemberofhis/her

community. The use and develop-

ment of these skills begin at birth

and continue across the human

life span. ALPS addresses how a

child gathers and constructs

knowledge, organizes and un-

derstands information, applies

that knowledge, and transfers

the self-constructed learning

beyond the immediate moment.

The child must develop these im-

perative capacities to understand and

use the content of literacy, mathematics, science,

and social studies, as well as necessary emotional wellbeing and

lifelong success. It is essential to provide children with optimal

learning opportunities that feature the development of these

skills as the key component of 21st century classrooms across

our state.

rom the moment of birth, healthy children are in a con-

tinuous state of exploring, discovering, and constructing

meaningful relationships with the world around them.

These innate qualities support children as they venture out

to connect with and understand the world in which they live.

When children are encouraged to follow their innate inquisi-

tiveness, they develop processes that enable them to succeed

in answering important self-constructed “how” or “I wonder”

questions. While children follow their own self-directed leads,

they may be unsure of the outcome but are willing to take that

risk to find out what will happen next. This outlook provides

children with great pleasure as they interact successfully to

understand their world; therefore, they desire to return to this

preferred state of mind again and again. Children enjoy learning

that includes active self-direction, positive anticipation, risk-

taking, pleasure, knowledge con-

construction, absorption in the

moment, and the desire to return

to this state of mind, which is what

we call play. Therefore, play is a

powerful learning tool that enables

the child to grow and develop a

lifelong love of learning. Play is

the child’s natural state of mind

and therefore influences all of the

child’s domains of development

including physical, cognitive, lan-

guage, social, aesthetic, and emo-

tional. And equally as important,

play as a focused state of mind

provides the child with a context and

positive attitude in which to develop

their Approaches to Learning skills, which

are shown to lead to lifelong success.

Play, Play, and

Play Some More!

he best way to support children’s learning in the early

years is to provide hands-on, active learning experi-

ences that include play activities. Play enables children

to weave together past knowledge and new information to

acquire new understanding and skill development. A child who

discovers the characteristics of apples through manipulating,

investigating, and exploring them understands the depth of

apples better than a child who colors a worksheet picture of an

apple. Children can cooperate in the block area to determine

how many blocks can be added to a structure before it falls.

This type of play enhances children’s social and creative think-

ing sequences. Play sequences and activities expand across

all Key Areas of Learning and can build social, cognitive, and

physical skill development when they are intentionally planned

and facilitated by teachers who interact with children, ask-

ing open-ended questions to scaffold children’s thinking and

problem-solving.

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

AL.1 Construcng and Gathering Knowledge

AL.1 I.A

Use the senses

as a primary

means to

explore and

learn from the

environment.

The learner will:

•Usehands,mouth,andeyesina

coordinated manner to explore body,

objects, and surroundings.

•Transferitemsfromhandtohandto

investigate the feel or appearance.

The adult will:

Provide opportunities for children to explore their natural and

human-made environment.

Talk about and describe objects in the environment with children.

(e.g., trees, bark, leaves, flowers, petal, stem, mailbox, birdfeeder)

•Putobjectsaroundtheroomtocapturechildren’sinterest.

•Intentionallyusemusicorothersensoryactivities.

•Engagechildreninroutinesbydescribingwhatisbeingdone.

•Showchildrenhowobjectswork.

•Providesafeareaswhereinfantscanexplore.

Young Toddler

AL.1 YT.A

Show interest

in various

environmental

stimuli.

The learner will:

•Askquestionstoobtainanadult

response.

•Pointtoandmovetowardsanobject

or activity.

•Engagewithobjectstolearnabout

them.

•Reachfororasktoplaywithanewtoy

or object after introduced by adult.

The adult will:

Provide a variety of activities and materials for exploration from

their natural and human-made environment.

Name and describe objects when children point to them.

Encourage children to figure out how things work.

•Ask“Iwonder“questions.

•Answerchildren’s“why”questions.

•Providesafeareasandopportunitiesforchildrentoexploreand

experiment.

Standard Concepts and Competencies Supporve Pracces

BIG IDEAS: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies

to gather information based upon their own individualized approach to learning.

ESSENTIAL QUESTIONS: What strategies can be used to gather information? What can I learn from my everyday experiences,

including play?

A. CURIOSITY AND INITIATIVE

BROAD STANDARD STATEMENT: Infants and toddlers will use sensory exploraon and demonstrate a growing

interest in the environment to gain informaon.

Infant

Older Toddler

AL.1 OT.A

Explore

characteristics

of and ask

questions about

objects people,

activities, and

environments.

The learner will:

•Exploreobjecttoseehowtheywork.

(e.g., pushing buttons to start and

stop turning object over)

•Approachothersatplayandaskwhat

they are doing or attempt to join in.

•Makeindependentplaychoices.

•Askquestionstoseekinformation.

The adult will:

Provide opportunities for children to explore objects and ask

questions about the natural and human-made environment.

Provide time for children to thoroughly explore or become

involved in specific activities or materials.

Usequestion/answertechniquestopromoteinquiry.

•Provideavarietyoffamiliarandunfamiliarobjectsandexperiences.

•Rotatematerialsfrequently.

•Allowchildrentimeduringthedaytomakeindependentchoices.

•Askopen-endedquestions.

Standard Concepts and Competencies Supporve Pracces

AL.1 I.B

Explore in

the comfort

of a familiar

surrounding or

adult.

The learner will:

•Engageinplayroutinesneara

familiar adult.

•Engagewithanunfamiliaradultto

complete routine activity while a

familiar adult is nearby.

•Trytotakewalkingstepstoreacha

familiar adult.

The adult will:

•Staynearchildrenbutencouragethemtoseparateandseekouttoys

or objects.

•Introducenewadultsinthecomfortoffamiliaradultsand

environments.

•Avoidsuddenchangestoroutineoradults.

Young Toddler

AL.1 YT.B

Explore the

environment in

close proximity

to and in the

constant sight

of familiar

adult.

The learner will:

•Engagewithanunfamiliaradultwhile

a familiar adult is nearby.

•Participateinnewexperiences

initiated by familiar adult.

The adult will:

•Continuetoobservechildrenwholeavethesecurityofanadultin

case support is needed.

•Providespecificfeedbackonchildren’seffortsofindependence.

•Introducenewexperiencesandpeopleslowly,mixedinwithfamiliar

activities.

•Providemultipleopportunitiesforchildrentoengageinnew

experiences.

•Preparechildrenforchangesinroutinesandgivethemtimeto

adjust.

Standard

Concepts and Competencies

Supporve Pracces

Standard Concepts and Competencies Supporve Pracces

Older Toddler

AL.1 OT.B

Explore the

environment

independently

seeking

occasional

approval from

adults.

The learner will:

•Turnandlooktoadultfor

reassurance when attempting new

things or meeting new people.

•Observeadultcompletingatask,then

independently attempt the task.

The adult will:

•Recognizechildren’sindividualtemperamentsandbepreparedto

support their attempts to try or learn new things accordingly.

•Providemanyopportunitiesforchildrentobecomefamiliarwithnew

ideas, people, or materials.

•Introducenewconceptsbeforeaskingchildrentoparticipate.

Standard Concepts and Competencies Supporve Pracces

AL.1 I.C

Engage in

parallel play.

The learner will:

•Movetowardanobject.

•Imitateadultactionsinplay.

•Childrenwillindependentlyplaynear

adults.

•Playnearotherswithoutinteracting

with them.

The adult will:

•Limitsolitarytimetonap/sleep.

•Provideopportunitiesforinfantstoexploretheenvironmentbygiving

them space to crawl, stand, and move around.

•Offerobjectswithdifferenttexturesandsurfacesforinfantsto

explore.

•Allowinfantstomouth,shake,andmanipulateavarietyofobjects

and toys.

Standard Concepts and Competencies Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

B. RISK-TAKING

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate increased independence as they explore

their environment and engage in new acvies.

Infant

C. STAGE OF PLAY

BROAD STANDARD STATEMENT: Infants and toddlers paerns of play will increase in complexity.

Infant

Young Toddler

AL.1 YT.C

Engage in

associative play.

The learner will:

•Imitateactionofpeersandadultsin

their play.

•Buildwithblocksalongsideanother

block-builder, occasionally taking the

other’s blocks for own structure.

•Coloronpaperwithcrayonswhile

seated next to another child who is

coloring or painting.

•Placephonetoearandpretendto

listen after watching a peer complete

similar action.

•Joinothersatplay,firstwatchingand

later joining in.

The adult will:

•Joininchildren’splayandaskquestionsthatextendtheirthinking

about the play activity.

•Explainwhatisoccurringwhileplayingalongsideachild.

•Askquestionsaboutthechildren’sactions,encouragingthemto

think about what comes next.

•Provideactivitiesthatencourageinteractiveplaywithothers.

•Verbalizewhatanotherchildisdoingtoencourageimitation

interaction.

Standard

Concepts and Competencies

Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

Older Toddler

AL.1 OT.C

Engage

with others

in simple

cooperative

play.

The learner will:

•Interactwithotherchildrenduring

play.

•Joinothersplay,firstwatchingand

later joining in.

•Actoutfamiliarscenarios.

The adult will:

•Participateinchildren’splay,explainingwhatishappeningand

asking questions about what might come next.

•Providechoicesforplay.

•Designtheenvironmenttoprovideamplematerialsand

opportunities for children to play or work together.

•Observechildreninsocialandcooperativeplayandprovidesupport

for emerging social skills. (e.g., turn-taking, sharing)

Standard Concepts and Competencies Supporve Pracces

AL.2 Organizing and Understanding Informaon

AL.2 I.A

Interact with

others, objects,

or activities for

short periods of

time.

The learner will:

•Attendtoadultduringreciprocal

interaction.

•Gazewithinterestatadult,peer,or

object nearby.

•Engageinexplorationofobjects

within the environment.

The adult will:

Provide children with unfamiliar and interesting objects to explore

and observe. (e.g., plastic vegetable steamer, calculator, pots and

pans, etc.)

•Engageinjoint-attentionactivitieswithchildren.(e.g.,lookatand

discuss stories together)

•Organizeenvironmentanddailyroutinetoallowchildrentointeract

with objects or work on an activity for as long as they are interested.

•Provideincreasinglychallengingtasksforchildrentoinvestigateand

master, offering support when appropriate.

•Besensitivetochildren’sneedsandinteresttoattachtospecifictoys

or activities by offering them repeatedly.

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Strategies for filtering and organizing information are important to the learning process.

ESSENTIAL QUESTIONS:HowdoIdecidewhatinformation/tasktoattendto?WhatstrategiesdoIusetoorganizeinformation?

A. ENGAGEMENT AND ATTENTION

BROAD STANDARD STATEMENT: Infants and toddlers engagement and aenon to tasks will develop over me.

Infant

Young Toddler

AL.2 YT.A

Engage with

others, focus

attention, and

participate in

activities for

longer periods

of time.

The learner will:

•Engageinthesameactivityoverand

over.

•Engagewithadultinextended

reciprocal interactions.

•Examineanobjectwithinterest.

•Readabookwithanadultfromstart

to finish.

The adult will:

Provide children with unique and interesting objects to explore,

build with, and investigate together.

•Givechildrenampletimetofullyengageinataskoractivity.

•Engageinjoint-attentionactivitieswithchildren.(e.g.,lookatand

discuss stories together)

•Encouragechildrentorepeatsimilaractivities.

•Rotatetoysandmaterialsfrequently,leavingmanyfamiliarobjects

while introducing some new ones.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

AL.2 OT.A

Focus attention

and participate

in task oriented

activities.

The learner will:

•Completeshort,simpletaskwith

adult support.

•Engagewithpeersinplayforan

extended period of time.

•Participatewithothersfocusingona

specific task.

•Tryataskoractivityseveraltimes.

The adult will:

Provide opportunities for children to experiment, build, and create

with new materials.

•Encouragechildrentoworktogethertoaccomplishatask.(e.g.,

model positive social interactions as needed)

•Engageinjoint-attentionactivitieswithchildren.(e.g.,lookatand

discuss stories together)

•Providespaceswithintheenvironmentthatsupportchildren’s

concentration.

•Provideampletimeinthedailyroutineforchildrentofocusonand

complete simple tasks.

Standard Concepts and Competencies Supporve Pracces

AL.2 I.B

Anticipate

next step of a

familiar routine

or activity.

The learner will:

•Repeatroutineactions.(e.g.,liftlegs

for clean diaper placement, hold out

hand for washing following diaper

change, go to seat in expectation of

meal)

The adult will:

•Performroutinetaskswithconsistencyandpredictability.(e.g.,

timing sequence, materials needed)

•Provideexperiencesusingsmallstepsthatareachievable,

acknowledging accomplishments of each step.

•Verbalizethestepstoataskasitisbeingperformed.(e.g.,“Let’sput

on a clean diaper now,” “We’re putting soap on your hands.”)

Young Toddler

AL.2 YT.B

Know the

sequence

of familiar

routines.

The learner will:

•Completethesequenceofafamiliar

routine.

•Demonstratefrustrationwhenroutine

is changed.

The adult will:

•Performroutinetaskswithconsistencyandpredictability.(e.g.,

timing sequence, materials needed)

•Describethestepsofataskwhileperformingtheactions.

•Askwhatshouldhappennextinafamiliarroutine.

•Breakdowncomplextasksintosimple,achievableactivities.

Standard Concepts and Competencies Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

B. TASK ANALYSIS

BROAD STANDARD STATEMENT: Infants and toddlers will develop an increased ability to understand the steps

needed to complete tasks.

Infant

Older Toddler

AL.2 OT.B

Identify and

complete the

sequence

of familiar

routines and

tasks.

The learner will:

•Completeamulti-steptaskwithadult

support.

•Verbalizethedailyschedule.(e.g,.

breakfast comes after morning

meeting)

•Talkaboutwaystocompleteataskor

activity and act on it.

•Describethesequentialstepsofbasic

routines and activities.

The adult will:

•Displayanddiscussdailyschedule.

•Remindchildrenwhathappensnextthroughouttheday.

•Demonstratesuccessfulstrategiesfortaskcompletion,giving

children time to explore their own ideas or solutions.

•Usevisualcues(e.g.,simplechartsandgraphs)thatdescribethe

steps of a recipe or activity.

•Makesimplebooksorchartsthatdescribethewayinwhichatask

was completed.

Standard

Concepts and Competencies

Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

AL.2 I.C

Engage with an

object in more

than one way.

The learner will:

•Repeatattemptstoengageanadultto

meet needs.

•Playwithavarietyofobjectsto

determine similar and different

outcomes.

•Exploreobjectsintheenvironment.

The adult will:

Ask “I wonder…” questions.

Make cause and effect statements.

•Provideobjectsthatproduceresponsetoanaction.

Young Toddler

AL.2 YT.C

Attempt to

accomplish

challenging

tasks.

The learner will:

•Demonstratefrustrationwhen

attempting to complete a difficult

task. (e.g., may give up, walk away

from task)

•Persistinworkingwithmaterialsthat

are challenging.

•Solvesimpleproblemsindependently.

•Attempttocompletetaskinmore

than one way. (e.g., using materials in

more than one way, trial and error)

•Sticktoataskforashortperiodof

time before asking for help.

•Showexcitementincompletionofa

challenging task.

The adult will:

Provide materials or activities with more than one way to complete.

•Recognizechildren’sneedtowalkawayfromadifficulttask.

•Modelavarietyofstrategiesthatcanbeusedtofollowthroughona

challenging task.

•Offerspecificfeedbackonchildren’seffortinaccomplishing

challenging tasks.

•Readbooksaboutcharactersengagedinchallengingtasks.

Standard Concepts and Competencies Supporve Pracces

C. PERSISTENCE

BROAD STANDARD STATEMENT: Infants and toddlers will develop an increased capacity to aend to a task even

when faced with challenges.

Infant

Older Toddler

AL.2 OT.C

Attempt to

accomplish

challenging

tasks by

employing

familiar

strategies.

The learner will:

•Attempttocompleteataskinmore

than one way. (e.g., using materials

in more than one way, trial and error,

and breaking tasks into steps)

•Focusonanactivityorobjectwhile

other things are occurring in the

environment.

•Sticktoataskforashortperiodof

time before asking for help.

•Showprideincompletionofa

challenging task.

The adult will:

Encourage children to develop alternate solutions to accomplish a

challenging task,

•Offerspecificfeedbackonchildren’seffortinaccomplishing

challenging tasks. (e.g., label children’s feelings of frustration, pride)

•Discusswithchildrenbasicstrategiesfordealingwithemotion.(e.g.,

take a deep breath when frustrated, take a break, state how you feel)

•Providechildrentimetoworkthroughataskbeforeoffering

immediate intervention.

•Readbooksaboutcharactersengagedinchallengingtasks.

•Encouragechildrentoworktogethertoaccomplishatask.

•Providespacesintheenvironmentthatallowchildrentofocusona

task.

•Provideampletimeinthedailyroutinetoallowchildrento

accomplish tasks.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

AL.2 YT.D

Recognize

simple

patterns in the

environment.

The learner will:

•Identifypatternsintheenvironment.

(e.g., spots on an animal, stripes on a

shirt)

•Dancetorhythmicmusic.

The adult will:

•Drawchildren’sattentiontopatternsintheenvironment.(e.g.,“Isee

a pattern on your shirt. Red stripe, blue stripe, red stripe.”)

•Encouragechildrentofindpatternsintheenvironment.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

AL.2 OT.D

Recognize and

create simple

patterns.

The learner will:

•Identifypatternsintheenvironment.

(e.g., spots on an animal, stripes on a

shirt, predictable text)

•Clapoutrhythmicpatterns.

•Createsimplepatternsusing

manipulatives.

Standard Concepts and Competencies Supporve Pracces

The adult will:

•Provideavarietyofmanipulativesandencouragetheirusetocreate

simple patterns.

•Modelcreatingsimplepatterns.

•Drawchildren’sattentiontopatternsintheenvironment.(e.g.,“Isee

a pattern on your shirt. Red stripe, blue stripe, red stripe.”)

•Discusspatterns.(e.g.,“Whatismissinginyourpattern?”)

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

D. PATTERNING

BROAD STANDARD STATEMENT: Infants and toddlers will begin to understand simple paerns.

Infant

Emerging

AL.2 I.E

Recognize and

respond to

familiar adults

and routines.

The learner will:

•Smilewhenfamiliaradultenters

room.

•Actonfamiliarroutines.(e.g.,goto

changing table for diaper change)

•Showexcitementforfamiliaradult.

The adult will:

•Provideindividualizedroutines.

•Acknowledgestepsofroutinewhileit’soccurring.

•Maintaindocumentationofpasteventsthroughpictures,photos,and

video. Post and explore this documentation with children over time.

•Encouragefamiliestomakeandsharememorybookshighlighting

past experiences.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

AL.2 YT.E

Recall

information

from previous

experiences.

The learner will:

•Relateinformationand/or

experiences from the past.

•Engageinmemorygames.

The adult will:

•Encouragechildrentotalkaboutpastexperiencesandevents.

•Provideopportunitiestoengageinmemorygames.

•Maintaindocumentationofpasteventsthroughpictures,

photos, videos, and quotes from children. Post and explore this

documentation with children over time.

•Encouragefamiliestomakeandsharememorybookshighlighting

past experiences.

Standard Concepts and Competencies Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

E. MEMORY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to retain and recall

informaon.

Infant

Older Toddler

AL.2 OT.E

Retain

and recall

information

from previous

experiences.

The learner will:

•Relateinformationand/or

experiences from the past.

•Engageinmemorygames.

•Recalldetailsfromstories,events,

and experiences.

The adult will:

•Encouragechildrentotalkaboutpastexperiencesandevents.

•Provideopportunitiestoengageinmemorygames.(e.g.,turning

over simple cards to find a match and remembering the location)

•Askquestionswhichchallengechildrentorecallthedetailsof

experiences they are relating.

•Maintaindocumentationofpasteventsthroughpictures,

photos, videos, and quotes from children. Post and explore this

documentation with children over time.

•Encouragefamiliestomakeandsharememorybookshighlighting

past experiences.

Standard Concepts and Competencies Supporve Pracces

AL.3 Applying Knowledge

AL.3 I.A/B

Respond to

music, art, and

stories.

Reference 9.1.V.I.B Reference 9.1.V.I.B

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Prior knowledge and experiences can be used to express and create new understandings.

ESSENTIAL QUESTIONS: How do I use what I already know to understand new things? How do I represent new understandings?

Young Toddler

AL.3 YT.A/B

Express self

through simple

actions,

gestures,

and words.

Reference 9.1.V.YT. A;

9.1.V.YT.B; 9.1.M.YT.E

Reference 9.1.V.YT. A; 9.1.V.YT.B; 9.1.M.YT.E

Standard Concepts and Competencies Supporve Pracces

Older Toddler

AL.3 OT.A/B

Construct

music, art, and

stories as a

means of self-

expression.

Reference 9.1.V.OT. A;

9.1.V.OT.B; 9.1.M.OT.E

Reference 9.1.V.OT. A; 9.1.V.OT.B; 9.1.M.OT.E

Standard Concepts and Competencies Supporve Pracces

AL.3 I.C

Use a variety

of materials to

create.

The learner will:

•Exploreavarietyofmaterials.

•Imitateuseofmaterialswhen

modeled by adult.

The adult will:

•Modeluseofmaterials.

•Providesafeartmaterialsregularly.

•Allowtimeforexplorationofmaterials.

Standard Concepts and Competencies Supporve Pracces

Infant

Young Toddler

AL.3 YT.C

Use a variety

of materials

to represent

familiar

objects.

The learner will:

•Usenon-conformingobjectstocreate

representations of real-life objects or

activities. (e.g., block for phone, stick

for spoon)

The adult will:

•Provideopportunitiesforchildrentousematerialsinnon-

conforming ways.

•Encouragechildrentodescribetheiractionsduringplayscenarios.

•Use“Iwonder”statementstoencouragechildren’screativityinuse

of objects.

Standard Concepts and Competencies Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

A/B. CREATIVITY/INVENTION

BROAD STANDARD STATEMENT: Infants and toddlers will interact with their environment in increasingly unique

and novel ways.

Infant

C. REPRESENTATION

BROAD STANDARD STATEMENT: Infants and toddlers will use a variety of materials to represent their

understanding of the environment.

Older Toddler

AL.3 OT.C

Experiment

with materials

to represent

objects.

The learner will:

•Usenon-conformingobjectstocreate

representations of real-life objects or

activities. (e.g., block for phone, stick

for spoon)

•Usereal-lifeobjectstorepresent

make-believe or fantasy objects. (e.g.,

spoon for magic wand, broom for a

flying horse)

Standard

Concepts and Competencies

Supporve Pracces

The adult will:

•Provideopportunitiesforchildrentousematerialsinnon-

conforming ways.

•Encouragechildrentodescribetheiractionsduringplayscenarios.

•Use“Iwonder”statementstoencouragechildren’screativityinuse

of objects.

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

AL.4 Learning through Experience

AL.4 I.A

Demonstrate

comfort in

routines,

objects, and

materials that

reflect home

experiences.

The learner will:

•Showcomfortwhenshownor

provided a favorite object from home.

•Showexcitementwhenstepsofa

routine mirror home experience.

•Respondtofamiliarfamilyphrases.

The adult will:

•Becomefamiliarwithandincorporatefamilies’routines.

•Learnandusefamilyphrasesordescriptionsforroutines.

•Whenpossible,encouragechildrentointeractwithadultsfromthe

same culture or who are familiar with cultural norms.

•Useorlearnwordsfromchild’shomelanguagetoincorporatein

daily interactions.

•Allowchildren’shomeobjectstobepartoftheenvironment.

Young Toddler

AL.4 YT.A

Relay

experience

from one

setting to

another.

The learner will:

•Sharenewskillsortasks,learnedor

practiced, outside the school setting.

•Applyaskilltomultipletasks.(e.g.,

use measuring cups in sensory table,

outside, and in cooking activity)

•Usefamiliarphrasesorbehaviors

from one setting in another setting.

•Engageinplaythatreflectshome

culture.

The adult will:

•Shareaccomplishments,goals,andactivitiesandencouragefamilies

to continue them at home.

•Providefamilieswithdailyupdatesaboutactivitiesthatareoccurring.

(e.g., daily message boards, newsletters, classroom websites)

•Talkwithfamiliesaboutwhatchildrenareworkingonathomeand

incorporate those goals into the day.

•Encouragechildrentotalkaboutextracurricularactivitiesandshow

what they are learning.

•Acknowledgeandvaluedifferencesinclassandhomestructure.

•Providematerialsincentersthatencouragepracticeofpreviously

learned skills.

Standard Concepts and Competencies Supporve Pracces

BIG IDEA: Experiences provide the context in which learning is constructed.

ESSENTIAL QUESTIONS: In what ways does an experience in one setting influence my learning and experiences in another setting?

HowdoIlearnfrommymistakesand/orfromchallengingsituations?

A. MAKING CONNECTIONS

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increasing ability to make connecons

between experiences.

Infant

Older Toddler

AL.4 OT.A

Notice

similarities

and differences

between

settings.

The learner will:

•Relatepersonalexperiencesduring

play.

•Identifythingsthatcanbedonein

one environment but not another.

(e.g., “I can serve my own food here,

but mommy does it at home.”)

•Tellanotherthatheorsheisdoing

something wrong when it varies from

a familiar routine.

•Askquestionsaboutdifferencesand

similarities among peers.

•Statesimilaritiesbetweenactivities.

The adult will:

•Invitefamiliestoshareculturalexperiences.

•Acceptandencouragechildren’sindividualityinthewaythey

approach or accept experiences.

•Answerchildren’squestionsaboutothersdifferencesmatter-of-factly.

•Readbooksaboutavarietyofreal-lifefamiliesandfamilysituations.

•Usesimilaractivitiestointroducenewideas.

Standard

Concepts and Competencies

Supporve Pracces

AL.4 I.B

Use comfort

of familiar

experiences to

explore new

activities and

experiences.

Reference 16.1.I.C Reference 16.1.I.C

Standard Concepts and Competencies Supporve Pracces

Young Toddler

AL.4 YT.B

Repeat familiar

activity to gain

comfort and

confidence.

Reference 16.1.YT.C Reference 16.1.YT.C

Standard Concepts and Competencies Supporve Pracces

Older Toddler

AL.4 OT.B

Approach new

experiences

with confidence.

Reference 16.1.OT.C Reference 16.1.OT.C

Standard Concepts and Competencies Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

B. RESILIENCY–COMPETENCE

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate competence while aempng acvies

and tasks.

Infant

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

AL.4 I.C

Play with a

variety of

objects to

determine

similar and

different

outcomes.

The learner will:

•Interactwithanobjectinmorethan

one way.

•Repeatactionsthathavean

interesting response.

•Exploreobjectstoseehowtheywork.

•Compareoutcomesofactionsupon

objects. (e.g., shake a rattle and then

shake a ball to determine if they have

similar responses)

The adult will:

Ask questions or make statements. (e.g. “I wonder if this ball rolls

as fast as this one?”)

•Describechildren’sactionsthathelpsolveaproblem.(e.g.,“You

squeezed the toy to make it squeak.”)

•Provideobjectsthatproducearesponsetoanaction.

•Readbookswherecharactersareengageinproblem-solving.

•Encouragechildrentouseavailablematerialstosolveproblems.

•Observehowchildrensolveproblemsandofferassistancewhen

needed.

•Givechildrentimetodiscovertheirownsolutions.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

AL.4 YT.C

Solve simple

problems

independently.

The learner will:

•Demonstrateinflexibilitywhen

attempting to solve a problem. (e.g.,

stick to one strategy, repeat error

multiple times, unwilling to try

alternative solution)

•Repeatactionsinattempttoachieve

desired outcome.

•Observeother’sactionswithmaterials

to learn strategies for problem-solving.

•Exploreobjectstoseehowtheywork.

•Compareoutcomesofactions

upon objects. (e.g., pour water

through different objects and notice

similarities and differences)

•Trynewwaystocompleteafamiliar

task.

•Attempttocompleteataskinmore

than one way. (e.g., using materials in

new ways, trial and error)

•Useapreviouslysuccessfulstrategy.

The adult will:

Ask questions about how to solve a problem. (e.g. ,“How do you

think we could reach that ball?”)

Explicitly discuss and model a variety of strategies that can be used

to solve problems.

•Providematerialsorexperienceswithmorethanonewaytointeract

or complete. Acknowledge all solutions.

•Describechildren’sactionsthathelpsolveaproblem.(e.g.,“You

squeezed the toy to make it squeak.”)

•Readbookswherecharactersareengagedinproblem-solving.

•Encouragechildrentouseavailablematerialstosolveproblems.

•Observehowchildrensolveproblemsandofferassistancewhen

needed.

•Createandprovideopportunitiesforlearnerstoengageinproblem-

solving activities.

•Askopen-endedquestionsthatrequirethoughtandencourage

creative thinking.

•Acknowledgechildren’sindependentattemptsatproblem-solving.

•Givechildrentimetodiscovertheirownsolutions.

Standard Concepts and Competencies Supporve Pracces

C. PROBLEM-SOLVING

BROAD STANDARD STATEMENT: Infants and toddlers will increasingly act with intenon and persistence in

aempng to problem-solve.

Infant

Older Toddler

AL.4 OT.C

Attempt

problem solving

activities

to achieve

a positive

outcome.

The learner will:

•Observeother’sactionswithmaterials

to learn strategies for problem-

solving.

•Trynewwaystocompleteafamiliar

task.

•Attempttocompleteataskinmore

than one way. (e.g., using materials

in new ways, trial and error, breaking

tasks into steps, ask for assistance)

•Useapreviouslysuccessfulstrategy.

•Discussthedifferentwaysused

to accomplish a task or to solve a

problem.

The adult will:

Ask questions about how to solve a problem. (e.g. ,“How do you

think we could reach that ball?”)

Explicitly discuss and model a variety of strategies that can be used

to solve problems.

•Createandprovideopportunitiesforlearnerstoengageinproblem-

solving activities.

•Encouragechildrentouseavailablematerialstosolveproblems.

•Engagechildrenininteractionsthatuseknownstrategiesinnew

situations.

•Displayavarietyofmaterialsandaskchildrentocompleteatask,

allowing them to choose the material that best suits the task.

•Askopen-endedquestionsthatrequirethoughtandencourage

creative thinking.

•Readbookswherecharactersareengagedinproblem-solvingand

then identify problem and solution with the children.

•Observehowchildrensolveproblemsandofferassistancewhen

needed.

•Offerspecificfeedbackonchildren’seffortstoproblem-solve.

•Givechildrentimetodiscovertheirownsolutions.

Standard

Concepts and Competencies

Supporve Pracces

APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE

Approaches to Learning through Play

Glossary

Associative Play—A form of play in which a group of children

participate in similar and identical activities without formal

organization, group direction, group interaction, or a definite

goal; children may imitate others in a group but each child acts

independently.

Approaches to Learning through Play—A set of skills that are

foundational to learning.

Attention—An ability to focus; take all stimuli in environment

and focus on one thing.

Competence—The ability to perform a task, action, or function

successfully.

Cooperative Play—Any organized recreation among a group of

children in which activities are planned for the purpose of achiev-

ing some goal.

Culture—The way of life of a particular social, ethnic, or age

group of people which includes beliefs, arts, customs, and

behaviors.

Curiosity—A desire to learn or know about something; inquisi-

tiveness.

Engagement—Ability to express oneself physically, cognitively,

and emotionally during an activity; to feel a connection or a

strong bond to work.

Extrinsic Motivation—Motivation that comes from factors

outside an individual.

Initiative—A readiness and ability to be eager to lead an action.

Intrinsic Motivation—Motivation that comes from inside an

individual rather than from any external or outside rewards.

Invention—An act of devising, creating, or producing using

imagination (art, music).

Memory—The mental capacity or faculty of retaining and reviv-

ing facts, events, impressions, etc., or of recalling or recognizing

previous experiences.

Parallel Play—A developmental stage of social development;

an activity in which children play with toys like those the children

aroundthemareusing,butchildisabsorbedinhis/herown

activity; usually play beside rather than with one another.

Pattern—A set or sequence of shapes or numbers that are

repeated in a predictable manner.

Persistence—The steady continuance of an action in spite of

obstacles or difficulties.

Play—A self-selected activity that may or may not have a specific

purpose.

Pretend Play—Using an object to represent something else

while giving it action and motion; actively experimenting with

the social and emotional roles of life; can build skills in many

developmental areas.

Proximity—The state, quality, sense, or fact of being near or

next to; closeness.

Resilience—The ability to cope with and bounce back from

all types of challenges. A person thrives, matures, and increases

competence by drawing on biological, psychological, and environ-

mental resources.

Task Analysis—A process of breaking down complex behaviors

into smaller, discrete, specific sub-behaviors to be performed in a

certain order for maximum success.

Temperament—The combination of mental, physical, and

emotional traits of a person; natural predisposition.

Language and Literacy Development

English Language Arts

1.1 Foundaonal Skills

1.2 Reading Informaonal Text

1.3 Reading Literature

1.4 Wring

1.5 Speaking and Listening

ommunication occurs

in different ways. It is

a way to share one’s

ideas and understand the ideas

of others. Reading involves the

use of pictures, symbols, and

text to gain information and

derive meaning, and writing is

used for a variety of purposes.

Children should be exposed to

a variety of books to acquire

new information and for person-

al fulfillment. Children apply a wide range of strategies

to comprehend, interpret, evaluate, and appreciate text.

Children draw meaning from their prior knowledge and

experience, their interactions with others, their knowl-

edge of word meaning, and their word identification

strategies. Children vary their use of the spoken and

written language to communicate effectively with others.

One of the first building blocks of reading is phonemic

awareness; this is one of the best predictors of early

reading achievement. Children should be developing

this awareness in the early years by listening to rhyming

stories and songs and engaging

in word play activities.

Diversity and

Culture

oday’s early childhood

programs include

increasingly diverse

groups of children, families,

and teachers who represent

many cultures, values, and

lifestyles. Providers have a

unique opportunity to create

welcoming environments that emphasize respect for

diversity and support families’ cultural and linguistic

differences. Teachers must help assure the preservation

of home language while supporting the acquisition of

Standard English. Programs should create experiences

and opportunities that honor all children’s cultures and

values by developing creative strategies for including and

expanding home to school connections and by providing

children with varied ways to demonstrate their learning.

Such experiences and opportunities assure all children’s

success in school.

1.1 Foundaonal Skills

BIG IDEA: Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning.

ESSENTIAL QUESTION: How do I acquire and practice pre-reading skills?

1.1 I.A

Explore books

in a variety of

ways.

The learner will:

•Gaze,babble,pat,andpointatbooks.

•Attendtopicturesinabookduring

lap-reading with an adult.

The adult will:

•Readtochildrenindependently,multipletimeseachday.

•Provideavarietyofbooksforexploration.

•Engagechildreninlap-readingthroughouttheday,showingand

describing the picture.

•Makebooksaccessible.

Young Toddler

1.1 YT.A

Demonstrate

beginning

book-handling

skills.

The learner will:

•Pointtoorfrequentlyturntofavorite

parts of a book.

•Turnpages.

•Pretendtoreadbytracking.

The adult will:

•Readtochildrenindependentlyorinsmallgroups,multipletimes

each day.

•Providesturdybooksforchildrentouseindependently.

•Askquestionsaboutthepictureswhenreadingwithachild.

•Modelbookreadingandcorrectbookorientation.

•Makebooksaccessible.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

1.1 OT.A

Demonstrate

beginning

book-handling

skills.

The learner will:

•Independentlyseekbookstoread

during free play.

•Orientbookcorrectly.

•Turnpagesinorder.

•Usepointerorfingertotrackprint.

The adult will:

•Readtochildrenindependentlyorinsmallgroups,multipletimes

each day.

•Provideavarietyofbooksforchildrentouseindependently.

•Modelcorrectbookorientation.

•Modelturningpagescorrectlyandinorder.

•Modeltrackingprint.

•Makebooksaccessible.

Infant

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

A. BOOK-HANDLING

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate book-handling skills.

1.1 I.B

Demonstrate

interest in

books that have

color, pattern,

and contrast.

The learner will:

•Gaze,babble,pat,andpointatbooks.

•Attendtopicturesinabookduring

lap-reading with an adult.

The adult will:

Provide books with pictures of real objects to make connections

between books and real world experiences.

•Provideavarietyofbooksandmakethemaccessible.

•Engagechildinlapreadingdaily,showinganddescribingthepictures.

•Providerichenvironmentalprint.(e.g.,posters,labeledshelves)

Standard Concepts and Competencies Supporve Pracces

Infant

B. PRINT CONCEPTS

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly aware of print.

Young Toddler

1.1 YT.B

Demonstrate

interest in

pictures and

text.

The learner will:

•Showpreferenceforfavoritebooksor

pages.

•Pointtoorfrequentlyturntofavorite

parts in a book.

•Noticeprintintheenvironment.

The adult will:

Provide books with pictures of real objects to make connections

between books and real world experiences.

•Readtochildrenindependentlyorinsmallgroups,multipletimes

each day.

•Providesturdybooksforchildrentouseindependently.

•Askquestionsaboutthepictureswhenreadingwithachild.

•Makebooksaccessible.

•Providerichenvironmentalprint.(e.g.,posters,labeledshelves)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

1.1 OT.B

Recognize

that print has

meaning.

The learner will:

•Chosebooksfromacollectionand

name each one even if not using

proper titles.

•Differentiatebetweennumbersand

letters.

•Recognizesomelettersinhis/her

name.

The adult will:

Provide books with pictures of real objects to make connections

between books and real world experiences.

•Readtochildrenindependentlyorinsmallgroups,multipletimes

each day.

•Providesturdybooksforchildrentouseindependently.

•Askquestionsaboutthepictureswhenreadingwithachild.

•Makebooksaccessible.

•Providerichenvironmentalprint.(e.g.,posters,labeledshelves)

•Provideavarietyofmaterials.(e.g.,hands-on,printand/ordigital)

for exploration of letters.

Standard Concepts and Competencies Supporve Pracces

1.1 I.C

Respond to

sounds in the

environment.

The learner will:

•Startletounfamiliarsounds.(e.g.,

vacuum cleaner)

•Respondpositivelytofamiliarsounds

and words. (e.g., voice of familiar

adult)

•Repeatsoundsinitiatedbyadult.

•Looktowardssounds.

The adult will:

•Identifysounds.(e.g.,“Thereisthedogbarkingagain.”)

•Provideopportunitiesforchildrentoexperimentandplaywith

sound. (e.g., rhyming, finger plays, books, songs)

•Usewordsandphrasesoverandovertoincreaselanguagelearning.

•Integratesoundsintentionallyintotheenvironment.(e.g.,music,

wind chimes)

•Listenandrespondtochildren’sattempttocommunicate.

•Readbooksthatcontainrichlanguage.(e.g.,rhyme,repetition,

rhythm)

•Providematerialsforexplorationofsounds.

Standard Concepts and Competencies Supporve Pracces

Infant

C. PHONOLOGICAL AWARENESS

BROAD STANDARD STATEMENT: Infants and toddlers will learn to make sense of sounds within the environment.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Young Toddler

1.1 YT.C

Identify and

imitate familiar

sounds in the

environment.

The learner will:

•Labelsoundswhentheyareheard.

(e.g., say “dog” when they hear a dog

barking)

•Repeatasoundsequence.(e.g.,“E,I,

E, I, O.”)

The adult will:

•Provideopportunitiesforchildrentoexperimentandplaywith

sound. (e.g., rhyming, finger plays, books, songs)

•Identifysoundsthatoccurthroughouttheday.

•Usesoundsandgivechildrentimetorepeatthem.

•Talkaboutsoundsandencouragechildrentopracticethesounds.

•Readbooksthatcontainrichlanguage.(e.g.,rhyme,repetition,

rhythm)

•Providematerialsforexplorationofsounds.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

1.1 OT.C

Categorize

familiar

sounds.

The learner will:

•Identifyanimalsounds.

•Listentosoundsandguesswhatthey

are.

•Useandimitatesoundswhenplaying.

•Recognizesoundsthataresimilarto

those found in name.

•Engageinactivitiesthatinclude

rhyme and alliteration.

The adult will:

•Pointoutsoundsinchildren’snames.

•Provideopportunitiesforchildrentoexperimentandplaywith

sound. (e.g., rhyming, finger plays, books, songs, non-sense words)

•Identifysoundsthatoccurthroughouttheday.

•Usesoundsandgivechildrentimetorepeatthem.

•Talkaboutsoundsandencouragechildrentopracticethesounds.

•

Read books that contain rich language. (e.g., rhyme, repetition, rhythm)

•Createrecordingsoffamiliarsoundsforchildrentoidentify.

•Providematerialsforexplorationofsounds.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

1.1 OT.D

Recognize

familiar

environmental

print.

The learner will:

•Recognizeandassociatefamiliar

logos. (e.g., restaurants, stores,

teams)

•Recognizeobjectslabeledwithhis/her

name.

The adult will:

•Explicitlypointoutsignsintheenvironment.

•Providerichenvironmentalprint.(e.g.,posters,labeledshelves)

•Incorporateletters,sounds,andwordsintoactivities.

•Useprintforfunctionalpurposes.(e.g.,usenametagstochoose

learning centers)

Standard Concepts and Competencies Supporve Pracces

Infant

D. PHONICS AND WORD RECOGNITION

BROAD STANDARD STATEMENT: Infants and toddlers will engage with print within their environment.

Emerging

Young Toddler

Emerging

1.2 Reading Informaonal Text

BIG IDEAS: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret,

analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.

ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why

learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?

1.2 I.B

Attend to a

picture in a text

when reading

with an adult.

The learner will:

•Gazeatpagesofatext.

•Pointtofamiliarobjectspictured

within a text.

•Attempttocommunicateabout

familiar objects in text. (e.g., sees a

ball and says “ba,” uses sign for apple

when seeing an apple)

The adult will:

•Describepictureswhenreading.

•Readsametextrepeatedly,pointingoutpictures.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

1.2 YT.B

Respond

to simple

questions about

a text.

The learner will:

•Pointtopictureinatextwhenasked

by an adult.

•Attempttocommunicateaboutthe

text when asked by an adult.

The adult will:

•Describepictureswhenreading.

•Readsametextrepeatedly,checkingforcomprehensionbyasking

questions.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Infant

B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

BROAD STANDARD STATEMENT: Infants and toddlers will acvely engage with text.

Older Toddler

1.2 OT.B

Answer simple

questions about

a text.

The learner will:

•Usesomedetailsfromthetextto

answer questions.

•Answer“who”or“what”thetextis

about.

The adult will:

•Readsametextrepeatedly,checkingforcomprehensionbyasking

questions.

•Asksimplequestionsaboutobviousdetailinatext.

•Explicitlystate“who”or“what”thetextisabout.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

1.2 YT.C

Relate familiar

objects in a

text to personal

experience.

The learner will:

•Pointtopictureinabookwhenasked

by adult.

•Answeraquestionaboutabook.(e.g.,

“What is the bat eating?”)

•Movetorealobjectafterviewingina

text.

The adult will:

•Describepictureswhenreading.

•Respondtoachildwhodemonstratesinterestinabookbyreading

aloud.

•Providereallifepropswhenreadingtext.

•Providebookswithrealpicturestohelpmakeconnectionsbetween

books and real world experiences.

Standard Concepts and Competencies Supporve Pracces

Infant

C. KEY IDEAS AND DETAILS

BROAD STANDARD STATEMENT: Infants and toddlers will begin to relate text to their personal experiences.

Emerging

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Older Toddler

1.2 OT.C

Relate text

to personal

experiences

when asked.

The learner will:

•Respondtoactioninastory.(e.g.,

jump when characters jump)

•Sharepersonalexperienceandprior

knowledge that is relevant to the text.

•Answerquestionsabouttextthat

relate to personal experiences.

•Choosetextbasedonpersonal

interest and experiences

The adult will:

•Usepromptingquestionstohelpchildmakeconnections.

•Sharehowthetextissimilartoownlifeexperiences.

•Provideopportunitiesforchildrentointeractindependentlywithtext.

•Askchildrenhowatextrelatestotheirhome,family,orschool.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

1.2 YT.E

Identify a

favorite book by

its cover.

The learner will:

•Usefrontcovertolocatefavoritetext.

•Askadulttoreadafavoritetextoften.

The adult will:

•Pointoutandidentifythepartsofatext.

•Acknowledgeandreflectchildren’spreferences.

•Provideavarietyoftextforexploration.

Standard Concepts and Competencies Supporve Pracces

Infant

E. CRAFT AND STRUCTURE – TEXT STRUCTURE

BROAD STANDARD STATEMENT: Infants and toddlers will show an awareness of parts of the book.

Emerging

Older Toddler

1.2 OT.E

Identify a text

by the front

cover.

The learner will:

•Locateafamiliartextwhenprovided

with title.

•Locateanunfamiliartextwhen

provided a description of the front

cover.

The adult will:

•Pointoutandidentifythepartsofatext.

•Acknowledgeandreflectchildren’spreferences.

•Provideavarietyoftextforexploration.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

Older Toddler

1.2 OT.G

Notice details

in illustration

or picture.

The learner will:

•Describedetailsaboutpicturesintext.

The adult will:

•Talkaboutthemeaningofpicturesintext.(e.g.,“Whatdoyouthink

this picture is telling us about Sophie?”)

•Askopenendedquestionsaboutillustrations.

Standard Concepts and Competencies Supporve Pracces

Infant

G. INTEGRATION OF KNOWLEDGE AND IDEAS – DIVERSE MEDIA

BROAD STANDARD STATEMENT: Infants and toddlers will begin to associate pictures with text.

Emerging

1.2 I.J

Use single

words to

identify family

members

and familiar

objects.

The learner will:

•Lookatormovetowardnamed

person or object.

•Repeatsoundsinitiatedbyadult.

•Usenewlyacquiredvocabularyto

name objects.

The adult will:

Name objects when interacting with child, introducing new words

and objects.

•Listenandrespondtochildren’sbabbleandattemptstosaywords.

•Respondtoinfant’sgesturesandnonverbalsignals.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

1.2 YT.J

Use new

vocabulary

in everyday

speech.

The learner will:

•Askadultsquestionstolearnnames

for new objects.

•Usenewlyacquiredvocabularyto

name objects.

•Understandabout200wordsanduse

about 50 in everyday speech.

The adult will:

Name objects when interacting with child, introducing new words

and objects

•Pausebeforeendingaphraseinasongorstorytoallowchildtosay

the next word

•Usewordsandgesturesthatcorrespondtoactivityorstory.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

J. VOCABULARY ACQUISITION AND USE

BROAD STANDARD STATEMENT: Infants and toddlers will acquire and use an increased amount of vocabulary in

everyday speech.

Infant

Older Toddler

1.2. OT.J

Use expanded

vocabulary

in everyday

speech.

The learner will:

•Talkaboutpicturesusingnew

vocabulary words or phrases.

•Usenewvocabularyinthecontext

of dramatic play, daily routines, and

classroom conversations.

•Begintousenewvocabularywhen

asking questions or describing

situations or objects.

•Useprepositionsandpronouns.

•Understandasmanyas900words

and use about 300 in everyday speech.

The adult will:

Encourage children to use new vocabulary when discussing

pictures or real objects.

•Introducenewvocabulary.

•Modeluseofnewlylearnedwordsorphrases.

•Supportandacknowledgechildren’suseofnewwordsorphrases.

•IntroduceTierIIvocabularywords.

•Discusswordsandmeaningsofwordsindailyuse.

Standard Concepts and Competencies Supporve Pracces

1.2 I.L

Engage in

reading

activities.

The learner will:

•Gaze,babble,pat,andpointatbooks

or photos.

•Attendtopicturesinabookduring

lap-reading with an adult.

•Purposefullyseekoutopportunitiesto

engage with books.

The adult will:

•Readtochildrenindependentlymultipletimeseachday.

•Provideavarietyofbooksforexploration.

•Engagechildreninlap-readingthroughouttheday,showingand

describing the pictures.

•Makebooksaccessible.

Standard Concepts and Competencies Supporve Pracces

Infant

L. RANGE OF READING

BROAD STANDARD STATEMENT: Infants and toddlers will engage in reading acvies.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Young Toddler

1.2. YT.L

Actively engage

in reading

activities for

short periods of

time.

The learner will:

•Listentoandinteractwithadult.

•Pointtoorfrequentlyturntofavorite

parts of a book.

•Askandanswerquestionsaboutthe

text being read aloud.

•Purposefullyseekoutopportunitiesto

engage with books.

The adult will:

•Readtochildrenindependentlyorinsmallgroupsmultipletimes

each day.

•Providebooksforchildrentouseindependently.

•Askquestionsaboutthetext.

•Makebooksaccessible.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

1.2. OT.L

Use expanded

vocabulary

in everyday

speech.

The learner will:

•Sharepriorknowledgeabouttext

being read aloud.

•Askandanswerquestionsabouttext

being read aloud.

•Respondtocommentsfromother

children.

•Useideasgainedingroupreading,

other daily routines, learning centers,

and activities.

The adult will:

•Readtochildrendailyinsmallgroupsandindividually.

•Usestrategiespriortoreadingtoinvolvechildreninthetextbeing

read.(e.g.,predictthetopicofthetextusingfrontcoverand/or

illustrations, picture walk)

•Attendtochildren’squestionsandcommentsduringreading.

•Askquestionsabouttextduringreading.

•Providelearningcentersandactivitiesthatextendtheideasexplored

in group reading activity. (These activities can be planned or

emergent.)

Standard Concepts and Competencies Supporve Pracces

1.3 Reading Literature

BIG IDEAS: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret,

analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.

ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why

learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?

Older Toddler

1.3 OT.A

Recall an event

from a story.

The learner will:

•Nameoneeventinastory.

•Talkaboutwhatthestoryisabout.

•Finishafamiliarstorywhenadult

pauses.

The adult will:

•Askquestionsaboutwhatishappeninginastory.

•Engagechildreninre-enactingthesequenceofthestory.

•Usepromptsandpropstosupportrecallofstoryevents.

Standard Concepts and Competencies Supporve Pracces

A. KEY IDEAS AND DETAILS – THEME

BROAD STANDARD STATEMENT: Infants and toddlers will recall an event from a story.

Young Toddler

Infant

Emerging

1.3 I.B

Attend to a

picture in a

story when

reading with an

adult.

The learner will:

•Gazeatpagesofastory.

•Pointtofamiliarobjectspictured

within a story.

•Attempttocommunicateabout

familiar objects in story. (e.g., sees a

ball and says “ba,” uses sign for apple

when seeing an apple)

The adult will:

•Describepictureswhenreading.

•Readsamestoryrepeatedly,pointingoutpictures.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

1.3 YT.B

Respond

to simple

questions about

a story.

The learner will:

•Pointtopictureinastorywhenasked

by an adult.

•Attempttocommunicateaboutthe

story when asked by an adult.

The adult will:

•Describepictureswhenreading.

•Readsamestoryrepeatedly,checkingforcomprehensionbyasking

questions.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Infant

B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

BROAD STANDARD STATEMENT: Infants and toddlers will acvely engage with a story.

Older Toddler

1.2 OT.B

Answer simple

questions about

a story.

The learner will:

•Usesomedetailsfromthestoryto

answer questions.

•Answer“who”or“what”thestoryis

about.

The adult will:

•Readsamestoryrepeatedly,checkingforcomprehensionbyasking

questions.

•Asksimplequestionsaboutobviousdetailinastory.

•Explicitlystate“who”or“what”thestoryisabout.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

1.3 OT.C

Recognize

pictures

of familiar

characters in a

book.

The learner will:

•Namecharactersinthestory.

The adult will:

•Discusscharactersinstories.

•Askopen-endedquestionsaboutillustrations.

•Talkaboutillustrations.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

Infant

Emerging

C. KEY IDEAS AND DETAILS – LITERARY ELEMENTS

BROAD STANDARD STATEMENT: Infants and toddlers will recognize basic elements of a story.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Older Toddler

1.3 OT.G

Notice details

in illustration

or picture.

The learner will:

•Describedetailsaboutpicturesin

stories.

The adult will:

•Talkaboutthemeaningofpicturesinstories.(e.g.,“Whatdoyou

think this picture is telling us about Sophie?”)

•Askopen-endedquestionsaboutillustrations.

Standard Concepts and Competencies Supporve Pracces

G. INTEGRATION OF KNOWLEDGE AND IDEAS – SOURCES OF INFORMATION

BROAD STANDARD STATEMENT: Infants and toddlers will use illustraons as a source of informaon about a story.

Young Toddler

Infant

Emerging

1.3 I.J

Use single

words to

identify family

members

and familiar

objects.

The learner will:

•Lookatormovetowardnamed

person or object.

•Repeatsoundsinitiatedbyadult.

•Usenewlyacquiredvocabularyto

name objects.

The adult will:

Name objects when interacting with child, introducing new words

and objects.

•Listenandrespondtochildren’sbabbleandattemptstosaywords.

•Respondtoinfant’sgesturesandnonverbalsignals.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

1.3 YT.J

Use new

vocabulary

in everyday

speech.

The learner will:

•Askadultsquestionstolearnnames

for new objects.

•Usenewlyacquiredvocabularyto

name objects.

•Understandabout200wordsanduse

about 50 in everyday speech.

The adult will:

Name objects when interacting with child, introducing new words

and objects.

•Pausebeforeendingaphraseinasongorstorytoallowchildtosay

the next word.

•Usewordsandgesturesthatcorrespondtoactivityorstory.

Standard Concepts and Competencies Supporve Pracces

J. VOCABULARY ACQUISITION AND USE

BROAD STANDARD STATEMENT: Infants and toddlers will acquire and use an increased amount of vocabulary in

everyday speech.

Infant

1.3 I.K

Engage in

reading

activities.

The learner will:

•Gaze,babble,pat,andpointatbooks

or photos.

•Attendtopicturesinabookduring

lap-reading with an adult.

•Purposefullyseekoutopportunitiesto

engage with books.

The adult will:

•Readtochildrenindependentlymultipletimeseachday.

•Provideavarietyofbooksforexploration.

•Engagechildreninlap-readingthroughouttheday,showingand

describing the picture.

•Makebooksaccessible.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Older Toddler

1.3 OT.J

Use expanded

vocabulary

in everyday

speech.

The learner will:

•Talkaboutpicturesusingnew

vocabulary words or phrases.

•Usenewvocabularyinthecontext

of dramatic play, daily routines, and

classroom conversations.

•Begintousenewvocabularywhen

asking questions or describing

situations or objects.

•Useprepositionsandpronouns.

•Understandasmanyas900words

and use about 300 in everyday speech.

The adult will:

Encourage children to use new vocabulary when discussing

pictures or real objects.

•Introducenewvocabulary.

•Modeluseofnewlylearnedwordsorphrases.

•Supportandacknowledgechildren’suseofnewwordsorphrases.

•IntroduceTierIIvocabularywords.

•Discusswordsandmeaningsofwordsindailyuse.

Standard

Concepts and Competencies

Supporve Pracces

Infant

K. RANGE OF READING

BROAD STANDARD STATEMENT: Infants and toddlers will begin to parcipate in group story mes.

Young Toddler

1.3 YT.K

Actively engage

in reading

activities for

short periods of

time.

The learner will:

•Listentoandinteractwithadult.

•Pointtoorfrequentlyturntofavorite

parts of a book.

•Askandanswerquestionsaboutthe

story being read aloud.

•Purposefullyseekoutopportunitiesto

engage with books.

The adult will:

•Readtochildrenindependentlyorinsmallgroups,multipletimes

each day.

•Providebooksforchildrentouseindependently.

•Askquestionsaboutthestory.

•Makebooksaccessible.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

1.3 OT.K

Actively engage

in small

group reading

activities.

The learner will:

•Sharepriorknowledgeabouttext

being read aloud.

•Askandanswerquestionsabouttext

being read aloud.

•Respondtocommentsfromother

children.

•Useideasgainedingroupreading,

other daily routines, learning centers,

and activities.

The adult will:

•Readtochildrendailyinsmallgroupsandindividually.

•Usestrategiespriortoreadingtoinvolvechildreninthetextbeing

read.(e.g.,predictthetopicofthetextusingfrontcoverand/or

illustrations, picture walk)

•Attendtochildren’squestionsandcommentsduringreading.

•Askquestionsabouttextduringreading.

•Providelearningcentersandactivities(plannedoremergent)that

extend the ideas explored in group reading activity.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

1.4 Wring

BIG IDEAS: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective

research requires the use of varied resources to gain or expand knowledge.

ESSENTIAL QUESTIONS: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best

for the audience? Where can one find information to answer questions?

M. NARRATIVE

BROAD STANDARD STATEMENT: Infants and toddlers will engage in pre-wring by communicang about their

illustraons.

Infant

Young Toddler

Emerging

Older Toddler

1.4 OT.M

Tell a story

about a picture.

The learner will:

•Tellarealormake-believestory.

•Describetheshapesinadrawn

picture. (e.g., “This is a dog and that

is her dog house.”)

•Respondwhenasked“who”or

“what” is in the picture.

•Whenprompted,providedetailsto

further support the description of the

picture.

•Communicatethebeginningandend

of an event.

The adult will:

•Askchildrentodescribetheirpaintingsordrawings.

•Askchildrenfordetailsabouttheirillustrations.

•Writechildren’swordsontheirpicturesandreaditoutloud.Ask

questions about what is happening in a story.

•Use“Iwonder”statementstopromptfurtherdetails.

Standard Concepts and Competencies Supporve Pracces

1.4 I.R

Make marks

with writing

and drawing

tools.

The learner will:

•Useavarietyofwritingtoolsand

surfaces during play.

•Engageintactileexperiences.

•Imitateadultmarkmaking.(e.g.,taps

out dots on paper after adult models)

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

engage in tactile writing experiences.

•Modeluseofwritingimplements.(e.g.,paintbrush,marker,crayon)

Standard Concepts and Competencies Supporve Pracces

R. NARRATIVE – CONVENTIONS OF LANGUAGE

BROAD STANDARD STATEMENT: Infants and toddlers will develop pre-wring skills.

Infant

Young Toddler

1.4 YT.R

Scribble with

writing and

drawing tools.

The learner will:

•Makemarksthatappearinrandom

order.

•Repeatscribbles.

•Choosefromavarietyofwritingtools

and surfaces during play.

•Engageintactileexperiencescreating

shapes and other forms.

•Createshapesandscribblesfrom

tactile materials.

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

engage in tactile writing experiences.

•Explicitlyacknowledgechildren’sattemptsatwriting.(e.g.,ask

questions)

•Modeluseofwritingimplements.(e.g.,paintbrush,marker,crayon)

•Modelconventionalwriting.

Standard

Concepts and Competencies

Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Older Toddler

1.4 OT.R

Intentionally

make marks

with writing

and drawing

tools.

The learner will:

•Choosefromavarietyofwritingtools

and surfaces during play.

•Engageintactileexperiencescreating

letters and other forms.

•Scribblelines,circles,zig-zags,orin

rows.

•Writesegmentsofletterforms.(e.g.,

lines, curves)

•Begintouseletter-likeforms.

•Traceandcreatelettersandother

shapes using tactile materials. (e.g.,

sand, sandpaper, glue, foam)

The adult will:

•Provideavarietyofmaterialsandopportunitiesforchildrento

engage in writing experiences.

•Modeluseofwritingimplements.(e.g.,paintbrush,marker,crayon,

pencil)

•Modelconventionalwriting.

•Explicitlyacknowledgechildren’sattemptsatwriting.(e.g.,ask

questions)

Standard Concepts and Competencies Supporve Pracces

V. CONDUCTING RESEARCH

BROAD STANDARD STATEMENT: Infants and toddlers will use sensory exploraon and demonstrate a growing

interest in the environment to gain informaon.

Infant

Young Toddler

Emerging

Older Toddler

1.4 OT.V

Ask questions

about topics

of personal

interest to gain

information.

The learner will:

•Askaboutanewtoyorobjectinthe

classroom. (e.g., “How does that

work?”)

•Askquestionsaboutfamiliarand

unfamiliar people.

The adult will:

•Sharepersonalcuriosityandinterestusing“Iwonder”statements

and questioning.

•Modeltheuseofavarietyofresourcesthatrespondtothechildren’s

interests and inquiries. (e.g., adults and peers, books, digital media,

maps, recipes, experts)

•Engageindividualchildrenorgroupsofchildreninterestedina

similar topic in project based learning.

•Introducenewmaterialsintotheclassroom.

•Encouragechildrentotalkabouttopicsofinterest.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

1.5 Speaking and Listening

BIG IDEAS: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective

speakers prepare and communicate messages to address the audience and purpose.

ESSENTIAL QUESTIONS: What do good listeners do? How do active listeners make meaning? How do speakers effectively

communicate a message?

1.5 I.A

Use sounds

and gestures

as a form of

reciprocal

communication.

The learner will:

•Useverbalandnonverballanguageto

have needs met.

•Useverbalandnonverballanguageto

show interest in objects and people.

•Engageinconversationalturn-taking.

The adult will:

•Usewordstodescribetheobjectorneedschildiscommunicating.

•Encourageandsupporteffortstocommunicate.

•Modelconversationalturn-taking.(e.g.,speak,pause,andallowchild

to respond)

Standard Concepts and Competencies Supporve Pracces

Young Toddler

1.5 YT.A

Use sounds,

gestures, and

words as forms

of reciprocal

communication.

The learner will:

•Useverbalandnonverballanguageto

have needs met.

•Useverbalandnonverballanguageto

show interest in objects and people.

•Engageinconversationalturn-taking.

The adult will:

•Usewordstodescribetheobjectorneedschildiscommunicating.

•Encourageandsupporteffortstocommunicate.

•Modelconversationalturn-taking.(e.g.,speak,pause,andallowchild

to respond)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

1.5 OT.A

Engage in

reciprocal

conversations

and interactions

with peers and

adults.

The learner will:

•Engageinconversationalturn-taking.

•Posequestions.

•Allowwaittimebeforeresponding.

The adult will:

•Modelappropriateparticipationindiscussion.

•Explicitlyrestatecommentsmadebychildrenandencouragethose

responding to add further detail.

•Encouragechildrentoaskquestionstofindoutmoreinformation.

Standard Concepts and Competencies Supporve Pracces

1.5 I.C

Respond in ways

that indicate

understanding

of what is being

communicated.

The learner will:

•Respondtotoneofother’svoice.

•Connectvoicetospecificperson.

•Followsimpledirection.

•Turnheadtowardspeaker.

The adult will:

•Talktochildthroughoutthedaydescribingactionsandnewsounds

or experiences.

•Usewordsorphrasesoverandovertoincreaselanguagelearning.

•Engagechildinsocialgames.(e.g.,PatACakeorThisLittlePiggy)

•Respondtochild’sbabbles.

Standard Concepts and Competencies Supporve Pracces

A. COMPREHENSION AND COLLABORATION – COLLABORATIVE DISCUSSION

BROAD STANDARD STATEMENT: Infants and toddlers will engage in reciprocal communicaon.

Infant

C. COMPREHENSION AND COLLABORATION – EVALUATION

BROAD STANDARD STATEMENT: Infants and toddlers will develop recepve language skills.

Infant

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Young Toddler

1.5 YT.C

Respond to

questions,

comments, or

directions.

The learner will:

•Focusattentiononspeakerand

attempt to imitate speech.

•Respondtoadults’requestsshowing

understanding of what is being asked.

(e.g., answer a simple question with a

nod of head, go to wash hands when

asked)

•Followaone-stepsimpledirection.

The adult will:

•Askopen-endedquestions.

•Asksimplequestionsthatofferchildrenachoice.

•Nameobjectsandactions,introducingnewwordsoften.

•Acknowledgechildren’seffortstofollowdirections.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

1.5 OT.C

Respond to

questions,

comments, or

directions.

The learner will:

•Respondtoadults’requestsshowing

understanding of what is being asked.

(e.g., answer a simple question with a

nod of head, go to wash hands when

asked)

•Demonstrateunderstandingof

position words.

•Followtwo-stepdirectionswith

reminders.

•Respondtoaquestionwithananswer

or details related to the topic being

discussed.

The adult will:

•Askopen-endedquestions.

•Asksimplequestionsthatofferchildrenachoice.

•Nameobjectsandactions,introducingnewwordsoften.

•Acknowledgechildren’seffortstofollowdirections.

•Reinforcefollowingdirectionsthroughuseofpromptsandcues.

(e.g., verbal and picture cues)

Standard Concepts and Competencies Supporve Pracces

1.5 I.D/E

Babble and

begin to use

single words

and/or signs.

The learner will:

•Changetonetoexpressfeelings.

•Babbleusingstringsofconsonant

sounds and sounds and rhythms of

native language.

•Activelyimitatethesoundsofspeech

and/orsigns.

The adult will:

•Communicatetochildusingnativelanguageorsigns.

•Respondtochildren’sattemptstocommunicate.

Standard Concepts and Competencies Supporve Pracces

D/E. PRESENTATION OF KNOWLEDGE AND IDEAS – PURPOSE, AUDIENCE, AND TASK/CONTEXT

BROAD STANDARD STATEMENT: Infants and toddlers will develop expressive language skills.

Infant

Young Toddler

1.5 YT.D/E

Use 1-2 words

and/or signs to

communicate.

The learner will:

•Usesimplewordsand/orsignsto

indicate wants or needs.

•Usesimplegestures.

•Useinflectionwhenspeaking.

•Expressthoughts,feelings,andideas.

•Talkaboutstories,experiencesand

interests.

The adult will:

•Changepitch,tone,andinflectionswhentalking,singing,orreading.

•Acknowledgechildren’sattemptstocommunicate.

•Speaktoandengagechildreninindividualconversationsdaily.

•Rephrasechild’ssentencestructureorgrammarbyrepeatingthe

sentence properly.

•Modelappropriatevolumeandpacewhenspeaking.

•Allowtimeforchildrentotalktoeachotherthroughouttheday.

•Usemealtimeasanopportunityforsharinganddiscussion.

Standard Concepts and Competencies Supporve Pracces

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Older Toddler

1.5 OT.D/E

Use simple

sentences,

communicating

clearly

enough to be

understood by

familiar adults.

The learner will:

•Expressthoughts,feelings,andideas.

•Talkaboutstories,experiences,and

interests.

•Useappropriatevolumetobeheard

by group, paying attention to inside

and outside voices.

•Usepronounsmorefrequently.

•Useinflectionwhenspeaking.

The adult will:

•Changepitch,tone,andinflectionswhentalking,singing,orreading.

•Acknowledgechildren’sattemptstocommunicate.

•Speaktoandengagechildreninindividualconversationsdaily.

•Rephrasechild’ssentencestructureorgrammarbyrepeatingthe

sentence properly.

•Modelappropriatevolumeandpacewhenspeaking.

•Allowtimeforchildrentotalktoeachotherthroughouttheday.

•Usemealtimeasanopportunityforsharinganddiscussion.

•Modelappropriategrammar.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

1.5 OT.G

Demonstrate

command of

the conventions

of standard

English when

speaking

based on

older toddler

development.

The learner will:

•Speakinsimplesentences.

•Usepronounsforself.

•Mayomitsomewordsorusesome

words incorrectly. (e.g., “Mommy

goed to work,” “I want banana.”)

•Endwordsin“s”toindicateplural.

(e.g., trucks, mouses)

•Begintouseprepositions.

The adult will:

•ModelappropriateuseofstandardEnglish.

•Acknowledgechildren’seffortstouseappropriatestandardEnglish.

•Speaktoandengagechildreninconversationdaily.

•Rephrasechild’ssentencestructureorgrammarbyrepeatingthe

sentence properly.

•StatephrasesinbothhomelanguageandstandardEnglish,as

appropriate.

Standard Concepts and Competencies Supporve Pracces

G. CONVENTIONS OF STANDARD ENGLISH

BROAD STANDARD STATEMENT: Infants and toddlers demonstrate command of the convenons of standard

English when speaking.

Infant

Young Toddler

Emerging

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Languages and Literacy Development

Glossary

Alliteration—The repetition of initial consonant sounds.

Antonym—A word that is the opposite of another word.

Basic Features of Print—Letters, words, and sentences.

Characterization—The method an author uses to reveal char-

acters and their various personalities.

Choral Reading—Reading of a text where an adult or an experi-

enced reader reads a line of text and student repeats the line.

Collaboration—The action of working with someone to produce

or create something.

Collaborative Conversations—Also called reciprocal conversa-

tion; knowing and following the back and forth rules of

conversation.

Compare—Place together characters, situations, or ideas to

show common or differing features in literary selections.

Context Clues—Information from the reading that identifies a

word or group of words.

Conventions of Language—Mechanics, usage, and sentence

completeness.

Credibility—The quality of being believable or worthy of trust.

Decoding—Analyzing text to identify and understand individual

reading.

Dialogic Reading—An effective strategy to enhance vocabulary,

oral language skills, and comprehension.

Dictation—The act of saying words aloud to be written down.

Emergent Literacy—One stage of literacy development; reading

and writing behaviors that precede and develop into convention

and literacy.

Environmental Print—The print of everyday life; symbols,

signs, numbers, colors, and logos found within the environment.

Expressive Language—Being able to convey messages using

words.

Evaluate—Examine and judge carefully.

Explanatory—Something that makes things more clear; in-

tended to make people understand something by describing it or

giving the reasons for it.

Fine Motor—Demonstrate increased control of hand and eye

coordination; using hands and fingers such as in writing, paint-

ing, drawing, modeling clay, or pinching clothespins.

Fluency—The clear, easy, written or spoken expression of ideas.

Freedom from word-identification problems which might hinder

comprehension in silent reading or the expression of ideas in oral

reading.

Genre—A category used to classify literary works, usually by

form, technique, or content (prose, poetry).

Guided Reading—Teachers work with students at their instruc-

tional level to guide them in using context, visual, and structural

cues.

Homophone—One of two or more words pronounced alike, but

differentinspellingormeaning(hair/hare;road/rode).

Informative—Something that contains useful, helpful, or rel-

evant information or details.

Literary/Story Elements—The essential techniques used in

literature (characterization, setting, plot, theme, problem, solu-

tion).

Literary Devices—Tools used by the author to enliven and

provide voice to the writing (dialogue, alliteration).

Main Idea—The most important or central thought of a para-

graph or larger section of text, which tells the reader what the text

is about.

Narrative—A story, actual or fictional, expressed orally or in

writing.

Onset—A sound in word that comes before the vowel.

Phonemic Awareness—Ability to hear and identify parts of

spoken language and auditory divide into phonemes.

Phoneme—A sound unit of speech.

Phonics—A way of teaching reading that stresses sound symbol

relationships; refers to the relationship between the letters and

letter sounds of language.

Phonological Awareness—A broad term that includes phone-

mic awareness. In addition to phonemes, phonological awareness

refers to larger spoken units such as rhymes, words, syllables,

and onsets and rimes.

Picture Walk—A pre-reading strategy that is an examination of

the text looking at pictures to gain an understanding of the story

and to illicit story related language in advance of reading the story.

Point of View—The way in which an author reveals characters,

events, and ideas in telling a story; the vantage point from which

the story is told.

Print Awareness—Ability to understand how print works.

Project-Based Learning—An instructional approach built

upon authentic learning activities that engage student interest and

motivation.

Reading Critically—Reading in which a questioning attitude,

logical analysis, and interference are used to judge the worth of

text; evaluating relevancy and adequacy of what is read; the judg-

ment of validity or worth of what is read, based on sound criteria.

LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS

Reciprocal Conversations—Also called collaborative conversa-

tions; knowing and following the back and forth rules of

conversation.

Receptive Language—Being able to receive and give meaning

tomessage/wordsheard.

Research—A systematic inquiry into a subject or problem to

discover, verify, or revise relevant facts or principles having to do

with that subject or problem.

Rhyme—Correspondence of sound between words or the end-

ings of words.

Rime—The part of a syllable that contains at least one vowel and

all that follows.

Shared Reading—Teachers guides the entire class through

stories with a high level of support; sharing and reading a story

together (echo reading, choral reading, or fill the gap reading).

Shared Writing—Teacher and learner work together to compose

a message or story.

TIER I Words—Words that rarely require direct instruction and

typically do not have multiple meanings.

TIER II Words—High-frequency words that occur across a vari-

ety of domains; occur often in mature language situations such

as adult conversations and literature; TIER II words also contain

multiplemeanings(e.g.,here/hear).

TIER III Words—Low-frequency words that occur in specific

domains (including subjects in school, hobbies, occupations,

geographic regions, technology, weather).

Tone—The attitude of the author toward the audience and char-

acters (serious or humorous).

Voice—The fluency, rhythm, and liveliness in writing that make it

unique to the writer.

Mathemacal Thinking and Expression

Exploring, Processing, and Problem-Solving

2.1 Numbers and Operaons

2.2 Algebraic Concepts

2.3 Geometry

2.4 Measurement, Data, and Probability

Use of

Manipulaves

in Early Learning

Sengs

mall toys or objects

may be one of the most

important teaching tools

for early childhood classrooms.

Counters,pegs,and/orsmall

blocks support children’s

learning in math and science

as a means of learning complex

concepts. As children combine,

sort, count, or describe the characteristics of these small

objects, they are using active, hands-on strategies for

problem-solving, exploration, and experimentation, and

scaffolding previous knowledge and interactions to learn

new information. In addition, children are learning mo-

tor control, patterns, and concrete ways to understand

abstract ideas. All classrooms should provide ample

opportunities for children’s independent access to ma-

nipulatives throughout the daily routine.

athematical learning is a key element of

Science, Technology, Engineering, and Math

(STEM) education. To fully understand

math, children must be able to connect mathematical

concepts to real-world situations and across disciplines.

Math skills are developed and based on children’s expe-

riences with their environment,

their interactions with adults

and other children, and their

daily observations.

Throughout the early

years of life, children

notice and discover math-

ematical dimensions of

their world. They compare

quantities, find patterns, prob-

lem-solve, communicate, and

confront real problems such as

balancing a tall block building

or angling a ramp to roll a ball

down. Mathematics helps children make sense of their

world and helps them construct a solid foundation for

future success. By asking intentional questions, adults

can help encourage STEM concepts where children are

identifying objects, making comparisons, making pre-

dictions, testing ideas, and sharing discoveries, all while

investigating their environment.Mathematical thinking

is foundational and important to academic success in all

subjects. All children are capable of developing a strong

knowledge of mathematics in their earliest years. Math

and science subjects are connected to other subject mat-

ters and the real world. Adults should tap into children’s

natural curiosity and give them ample opportunities to

be active participants in their own learning.

2.1 I.A.1

Explore objects.

The learner will:

•Stackandunstackobjects.

•Dumpandfillobjectsintoandoutof

containers.

•Repeatsoundpatterns.(e.g.,

repeatedly beat on drums, clap

hands)

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Talkwithchildrenanddescribewhattheyaredoing.

•Describecomparisonsduringplayfulinteractions.

•Providematerialsthathavenumbersonthemandexplicitlyname

them.

•Usemathematicalvocabularyduringroutineinteractions.

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

2.1 YT.A.1

Imitate rote

counting using

some names of

numbers.

The learner will:

•Attempttocount,notalwaysinthe

correct order.

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Usemathematicalvocabularyduringroutineinteractions.

•Countusingchild’shomelanguage.

•Providematerialsthathavenumbersonthemandexplicitlyname

them.

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

Standard Concepts and Competencies Supporve Pracces

2.1 Numbers and Operaons

BIG IDEA: Mathematical relationships among numbers can be represented, compared, and communicated.

ESSENTIAL QUESTION: How is mathematics used to quantify, compare, represent, and model numbers?

A.1. COUNTING AND CARDINALITY – CARDINALITY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate increased understanding of numbers and

rote counng.

Infant

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

Older Toddler

2.1 OT.A.1

Know some

number names

and the count

sequence.

The learner will:

•Rotecountto5.

•Recognizesomenumerals.(e.g.,

notice numerals in the environment

and names some of them, point to a

numeral when asked)

•Engageinexperiencesrelatedto

numbers. (e.g., counting songs, finger

plays, reading number books)

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Usemathematicalvocabularyduringroutineinteractions.

•Countusingchild’shomelanguage.

•Providematerialsthathavenumbersonthemandexplicitlyname

them.

•Acknowledgechildren’seffortstorotecount.

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

2.1 OT.A.2

Count to tell

the number of

objects.

The learner will:

•Subitize(visuallyquantify)to

determine how many; attach a

numeric value to a set of objects

without counting up to 3.

•Practiceone-to-onecorrespondence.

(e.g., setting out snack, counting

children, matching objects)

•Verbalizehowmanyobjectstheyhave.

•Usecountingandnumbersaspartof

play and as a means for determining

quantity.

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

•Countusingchild’shomelanguage.

•Providemanipulatives.(e.g.,countingbears,magneticnumbers,

lacing numbers)

•Modelstrategiestohelpchildrenkeeptrackofwhattheyare

counting.

•Askchildrentopassoututensils,napkins,cups,andplatesatsnack

time to reinforce one-to-one correspondence.

Standard Concepts and Competencies Supporve Pracces

A.2. COUNTING AND CARDINALITY – COUNTING

BROAD STANDARD STATEMENT: Infants and toddlers will develop an increasing ability to count to tell the

number of objects.

Infant

Young Toddler

Emerging

2.1 I.A.3

Explore

relationships

between

objects.

The learner will:

•Stackandunstackobjects.

•Dumpandfillobjectsintoandoutof

containers.

•Placeobjectsinsideofotherobjects.

The adult will:

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Talkwithchildrenanddescribetherelationshipsbetweenobjects.

•Describecomparisonsduringplayfulinteractions.

•Usecomparativevocabulary.(e.g.,“Thisblockisbiggerthanthat

block.”)

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

2.1 YT.A.3

Explore simple

comparisons of

quantity.

The learner will:

•Askfor“more.”

•Noticedifferencesinsize.(e.g.,big,

small)

•Indicatewhensomethingisgone.

•Participateincomparisonactivities.

The adult will:

•Posequestionsthatinvolvesimplecomparisons.(e.g.,“Whohas

more?”)

•Pointouttochildreninstanceswheregroupsofobjectshavemoreor

less.

•Acknowledgechildren’seffortsofcomparison.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

2.1 OT.A.3

Use comparative

language

to show

understanding

of more or less.

The learner will:

•Recognizewhohasmorethananother.

•Usetermslike“more,”“less,”“bigger

than,” “smaller than,” “the same.”

•Identifygroupsofmoreorless.

The adult will:

•Acknowledgechildren’seffortsofcomparison.

•Posequestionsthatinvolvecomparisons.

•Pointouttochildreninstanceswheregroupsofobjectshavemoreor

less.

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

A.3. COUNTING AND CARDINALITY – COMPARING

BROAD STANDARD STATEMENT: Infants and toddlers will develop an increasing understanding of comparisons

between objects.

Infant

2.1 I.MP

Engage in

numerical play.

The learner will:

•Stackandunstackobjects.

•Dumpandfillobjectsintoandoutof

containers.

•Placeobjectsinsideofotherobjects.

•Engageinexperiencesrelatedto

numbers. (e.g., counting songs, finger

plays, reading number books)

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Talkwithchildrenanddescribewhattheyaredoing.

•Describecomparisonsduringplayfulinteractions.

•Providematerialsthathavenumbersonthemandexplicitlyname

them.

•Usemathematicalvocabularyduringroutineinteractions.

•Usenumberwordsandnumerals,includingzero,ineveryday

situations.

Standard Concepts and Competencies Supporve Pracces

MP. COUNTING AND CARDINALITY – MATHEMATICAL PROCESSES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to use mathemacal

processes when quanfying, comparing, and represenng numbers.

Infant

Young Toddler

2.1 YT.MP

Engage and

persist in

numerical play.

The learner will:

•Stackandunstackobjects.

•Dumpandfillobjectsintoandoutof

containers.

•Placeobjectsinsideofotherobjects.

•Engageinexperiencesrelatedto

numbers. (e.g., counting songs, finger

plays, reading number books)

The adult will:

Count natural objects with children. (e.g., large stones, leaves, pine

cones, etc.)

Build small towers with children, counting each piece.

Build small ramps and count each object as it rolls down.

•Providenumericallyrichenvironment.(e.g.,books,songs,pictures)

•Usemathematicalvocabularyduringroutineinteractions.

•Providematerialsthathavenumbersonthemandexplicitlyname

them.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

2.1 OT.MP

Use

mathematical

processes when

quantifying,

comparing, and

representing

numbers.

The learner will:

•Engageinnumericalplay.

•Persistinnumericalplay.(Reference

AL.2 OT.C)

•Whenprompted,communicate

thinking while engaged in numerical

play.

•Talkandlistentopeersduring

numerical play.

•Usesimplesformsofnumerical

representations. (e.g., pictures,

objects, fingers)

The adult will:

•Noticechildrenengagedinnumericalplayanddescribewhatthey

are doing.

•Askopen-endedquestionstoencouragechildrentotalkaboutwhat

they are thinking. (e.g., “How do you know there are three blocks?”)

•Listencarefullytochildren’sresponsesandrestatetheirresponses

using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Acknowledgechildren’suseoffingers,concreteobjects,orsymbols

to represent quantity.

Standard Concepts and Competencies Supporve Pracces

2.2 Algebraic Concepts

BIG IDEA: Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.

ESSENTIAL QUESTION: How are relationships represented mathematically?

Young Toddler

2.2 YT.A.1

Sort

manipulatives

into sets.

The learner will:

•Grouplikeobjectsintosets.

•Engageinexperiencesrelatedto

adding and subtracting. (e.g., songs,

finger plays, books)

The adult will:

•Provideavarietyofobjectsforchildrentogroup.

•Countandgroupobjects.

•Acknowledgechildren’seffortstogroupobjects.

•Provideexperiencesrelatingtoaddingandsubtracting.(e.g.,sing

finger plays that include animals adding on)

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

A.1. OPERATIONS AND ALGEBRAIC THINKING

BROAD STANDARD STATEMENT: Infants and toddlers will engage in simple addion and subtracon experiences.

Infant

Emerging

Older Toddler

2.2 OT.A.1

Add to and take

apart sets.

The learner will:

•Grouplikeobjectsintosets.

•Engageinexperiencesrelatedto

adding and subtracting. (e.g., songs,

finger plays, books)

•Usevocabularythatincludes

subtraction or addition concepts.

(e.g., “I need one more.” “They’re all

gone.”)

The adult will:

•Provideavarietyofobjectsforchildrentogroup.

•Countandgroupobjects.

•Acknowledgechildren’seffortstogroupobjects.

•Provideexperiencesrelatingtoaddingandsubtracting.(e.g.,sing

finger plays that include animals adding on)

•Talkaboutsimplemathequationsthatarerelevanttodailylife.(e.g.,

“How many blocks are left?”)

Standard

Concepts and Competencies

Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.3 Geometry

BIG IDEA:Geometricrelationshipscanbedescribed,analyzed,andclassifiedbasedonspatialreasoningand/orvisualization.

ESSENTIAL QUESTIONS: How are spatial relationships, including shape and dimension, used to draw, construct, model, and

represent real situations or solve problems? How can the application of the attributes of geometric shapes support mathematical

reasoning and problem-solving?

2.3 I.A.1

Explore objects

of different

sizes and

shapes.

The learner will:

•Exploresimilaritiesanddifferencesin

the shape of objects.

•Explorepuzzleswithassistance.

•Stackandbuildwithvariousshaped

and sized blocks.

•Manipulatevariousshapes.

•Explorethewaysthatshapesand

objects fit together.

The adult will:

•Provideavarietyofnaturalitemsofvariousshapesforchildrento

explore.

•Offerpuzzles,shapesorters,andshapeblocksthatcanbeput

together and taken apart.

•Describeobjectsbyshapeandname.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

2.3 YT.A.1

Match identical

shapes.

The learner will:

•Puttogethersimplepuzzleswith

assistance.

•Placeshapesinshapesorter.

The adult will:

•Provideavarietyofnaturalitemsofvariousshapesforchildrento

explore.

•Offerpuzzles,shapesorters,andshapeblocks.

•Describeobjectsbyshapeandname.

•Describehowshapesaresimilarordifferent.

•Modelmatchingshapes.

Standard Concepts and Competencies Supporve Pracces

A.1. GEOMETRY – IDENTIFICATION

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to idenfy basic

shapes.

Infant

Older Toddler

2.3 OT.A.1

Recognize and

identify basic

shapes in the

environment.

The learner will:

•Describeobjectsintheenvironment

and name shapes.

•Completesimplepuzzles.

•Manipulateobjectsofvariousshape

and size.

The adult will:

•Provideavarietyofnaturalitemsofvariousshapesforchildrento

explore.

•Offerpuzzles,shapesorters,andshapeblocksthatcanbeput

together and taken apart.

•Describeobjectsbyshapeandname.

•Pointoutshapesandtheircharacteristicsintheenvironment.(e.g.,

“This leaf is in the shape of a triangle.”)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

2.3 OT.A.2

Create and

compose simple

shapes.

The learner will:

•Usesimpleshapesindrawing.

•Use3-Dmaterialstorepresentsimple

shapes.

•Usefingersorbodytorepresent

shapes when asked.

The adult will:

•Provide2-Dand3-Dmaterialsofvariousshapesandsizes.

•Modelcreatingandcomposingvariousshapes.

•Acknowledgechildren’seffortstocreateandcomposeshapes.

•Providemultipleopportunitiestomakeshapes.(e.g.,indoorsand

outdoors, art, finger plays)

Standard Concepts and Competencies Supporve Pracces

2.3 I.MP

Engage in

geometric play.

The learner will:

•Exploresimilaritiesanddifferencesin

the shape of objects.

•Explorepuzzleswithassistance.

•Stackandbuildwithvariousshaped

and sized blocks.

•Manipulatevariousshapes.

•Explorethewaysthatshapesand

objects fit together.

The adult will:

•Provideavarietyofnaturalitemsofvariousshapesforchildrento

explore.

•Offerpuzzles,shapesorters,andshapeblocksthatcanbeput

together and taken apart.

•Describeobjectsbyshapeandname.

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

A.2. GEOMETRY – APPLICATION

BROAD STANDARD STATEMENT: Infants and toddlers will create and compose simple shapes.

Infant

Young Toddler

Emerging

MP. GEOMETRY – MATHEMATICAL PROCESSES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to use mathemacal

processes when engaged in geometric play.

Infant

Young Toddler

2.3 YT.MP

Engage and

persist in

geometric play.

The learner will:

•Puttogethersimplepuzzleswith

assistance.

•Placeshapesinshapesorter.

The adult will:

•Provideavarietyofnaturalitemsofvariousshapesforchildrento

explore.

•Offerpuzzles,shapesorters,andshapeblocks.

•Describeobjectsbyshapeandname.

•Describehowshapesaresimilarordifferent.

•Modelmatchingshapes.

Standard

Concepts and Competencies

Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

Older Toddler

2.3 OT.MP

Use

mathematical

processes when

creating and

composing

shapes.

The learner will:

•Describeobjectsintheenvironment

and name shapes.

•Completesimplepuzzles.

•Manipulateobjectsofvariousshapes

and sizes.

•Persistingeometricplay.(Reference

AL.2 OT.C)

•Engageingeometricplay.

•Problem-solveduringgeometricplay.

(Reference AL.4 OT.C)

•Whenprompted,communicate

thinking while engaged in numerical

play.

•Talkandlistentopeersduring

numerical play.

The adult will:

•Noticechildrenengagedingeometricplayanddescribewhattheyare

doing.

•Askopen-endedquestionstoencouragechildrentotalkaboutwhat

they are thinking. (e.g., “I wonder if you can make a circle with your

fingers?”)

•Listencarefullytochildren’sresponsesandrestatetheirresponses

using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Acknowledgechildren’seffortstocreateandcomposeshapes.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

2.4 YT.A.1

Engage in

measurement

experiences.

The learner will:

•Begintousesizewords.

•Exploreobjectstodeterminesize.

•Exploremeasuringtools.

•Fillsandemptiescontainersinthe

water table.

The adult will:

•Provideopportunitiesforexplorationofobjectsofvarioussizesand

weights.

•Explicitlyusethelanguageofmeasurement.

•Modelmeasuringobjects.

•Providepicturebooks/boardbookswithmeasurementconcepts.

•Engagelearnersingrossmotoractivitiesinvolvingdistance,weight,

and height.

•Acknowledgechildren’seffortstomeasure.

•Engageincookingexperiences.

•Askquestionsaboutmeasurement.(e.g.,“What’sbigger?”“Isthat

heavy?” “How many footsteps to the door?”)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

2.4 OT.A.1

Use basic

measurement

vocabulary.

The learner will:

•Usesizewords.(e.g.,many,big,and

little)

•Comparesizesofobjects.

•Exploreobjectstodeterminesize.

•Exploremeasuringtools.

•Measureobjectswithadultassistance.

•Begintousenonstandard(e.g.,hand,

shoe, yarn, block) or standard tools to

measure objects.

The adult will:

•Provideopportunitiesforexplorationofobjectsofvarioussizesand

weights.

•Explicitlyusethelanguageofmeasurement.

•Provideopportunitiesformeasuringobjectsintheclassroom.

•Providebookswithmeasurementconcepts.

•Engagelearnersingrossmotoractivitiesinvolvingdistance,weight,

and height.

•Acknowledgechildren’seffortstomeasure.

•Modelhowtomeasureusingstandardandnonstandardtools.

•Providemeasuringtools(e.g.,ruler,scales,measuringcups)for

children to explore and use in their play.

•Engageincookingexperiences.

•Askquestionsaboutmeasurement.(e.g.,“Howtallareyou?”“How

many footsteps to the door?”)

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.4 Measurement, Data, and Probability

BIG IDEAS: Measurement attributes can be quantified and estimated using customary and non-customary units of measure.

Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions.

ESSENTIAL QUESTIONS: Why does “what” we measure influence “how” we measure? How can data be organized and represented

to provide insight into the relationship between quantities?

A.1. MEASUREMENT AND DATA – MEASUREMENT

BROAD STANDARD STATEMENT: Infants and toddlers will explore basic measureable aributes of everyday

objects.

Infant

Emerging

Young Toddler

2.4 YT.A.4

Participate in

sorting objects.

The learner will:

•Putsimilarobjectsintopiles.

•Begintosortobjectsbysizeorshape

(e.g., beads, blocks, counting bears)

with teacher support.

The adult will:

•Providechildrenwithobjectsofvarioussizesandshapes.

•Playsortinggameswithchildren.

•Modelsortingandclassifying.

•Incorporatesortingandclassifyingactivitiesindailyroutine.

•Acknowledgechildren’sattemptstosort.

•Sing,recitefingerplaysandreadbooksthatexploredifferent

categories. (e.g., color, shape, animals)

•Labelstoragecontainerswithvisualpromptstoencouragesorting

and classifying.

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

A.4. MEASUREMENT AND DATA – DATA

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to classify and

organize data.

Infant

Emerging

Older Toddler

2.4 OT.A.4

Classify objects

and count the

number of

objects in each

category.

The learner will:

•Sortobjectsbyoneattribute.(e.g.,

color, size, shape)

•Classifyuptofiveobjectsusingone

attribute into categories.

•Countthenumberofobjectsineach

category and with adult assistance

display the number of objects in each

category.

The adult will:

•Providematerialstopracticesortingandclassifying.

•Modelsortingandclassifying.

•Useverbalprompts.(e.g.,“Let’sputalltheredcrayonsinthiscup.”)

•Labelstoragecontainerswithvisualpromptstoencouragesorting

and classifying.

•Sing,recitefingerplaysandreadbooksthatexploredifferent

categories. (e.g., color, shape, animals)

•Askchildrenaboutgroups.(e.g.,“Whydothesethingsbelong

together?”)

•Collectobjectstousefordatacollection.

•Modelorganizationofdataforgraphingpurposes.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

2.1 YT.MP

Engage and

persist when

measuring and

sorting objects.

The learner will:

•Begintousesizewords.

•Exploreobjectstodeterminesize.

•Exploremeasuringtools.

•Fillsandemptiescontainersinthe

water table.

•Putsimilarobjectsintopiles.

•Begintosortobjectsbysizeorshape

(e.g., beads, blocks, counting bears)

with teacher support.

The adult will:

Provide opportunities for exploration of objects of various sizes,

shapes, and weights.

Explicitly use the language of measurement.

•Modelmeasuringandsortingobjects.

•Engagelearnersingrossmotoractivitiesinvolvingdistance,weight,

and height.

•Acknowledgechildren’seffortstomeasureandsort.

•Askquestionsaboutmeasurement.(e.g.,“What’sbigger?”“Isthat

heavy?” “How many footsteps to the door?”)

•Incorporatesortingandclassifyingactivitiesindailyroutine.

•Sing,recitefingerplays,andreadbooksthatexploredifferent

categories. (e.g., color, shape, animals)

•Labelstoragecontainerswithvisualpromptstoencouragesorting

and classifying.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

2.1 OT.MP

Use

mathematical

processes when

measuring,

organizing

data.

The learner will:

•Engageinmeasurementactivities.

•Engageinactivitiesthatinclude

organizing data.

•Persistinmeasurementactivities.

(Reference AL.2 OT.C)

•Persistinactivitiesthatinclude

organizing data. (Reference AL.2 OT.C)

•Problem-solveduringmeasurement

activities. (Reference AL.4 OT.C)

•Problem-solveinactivitiesthat

include organizing data. (Reference

AL.4 OT.C)

•Whenprompted,communicate

thinking while engaged in

measurement activities and

organizing.

•Talkandlistentopeers.

The adult will:

•Noticechildrenengagedinmeasurementanddescribewhattheyare

doing.

•Askopen-endedquestionstoencouragechildrentotalkaboutwhat

they are thinking. (e.g., “I wonder which group has more?”)

•Listencarefullytochildren’sresponsesandrestatetheirresponses

using clear, age-appropriate, mathematical language.

•Listencarefullytochildren’sresponsestoidentifyandclarify

misconceptions.

•Acknowledgechildren’seffortstomeasure,andorganizedata.

Standard Concepts and Competencies Supporve Pracces

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

MP. MEASUREMENT AND DATA – MATHEMATICAL PROCESSES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to engage in and

communicate about measuring, represenng, organizing, and understanding data.

Infant

Emerging

MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

Mathemacal Thinking and Expression

Glossary

Algebraic Expression—A group of numbers, symbols, and

variables that express a single series of operations.

Ascending Order—A listing in which numbers or terms are

organized in increasing value.

Attribute—A quality or feature regarded as a characteristic or

inherent part of someone or something.

Bar Graph—A graph in which horizontal or vertical bars repre-

sent data.

Cardinality—The number of elements in a set or other grouping.

Concrete Objects—Physical objects used to represent math-

ematical situations.

Counting On—Given two sets of objects in which to find the

sum; learner counts one set and then counts on from the first

set to the second set (3 apples in one set, 1 apple in other set –

learner says 1 – 2 – 3 and then 4; there are 4 in all).

Data—Information gathered by observation, questioning, or

measurement, usually expressed with numbers.

Descending Order—A listing in which numbers or terms are

organized in decreasing value.

Graph—A pictorial device that shows a relationship between

variables or sets of data.

Manipulatives—A wide variety of physical materials, objects,

and supplies that students use to foster mathematical learning.

Non-Standard Measurement—A measure that is not deter-

mined by the use of standard units (paper clips, blocks).

Numerical Operations—Place value, number sense, counting,

correspondence, comparison, ordering numbers, addition, sub-

traction(joining/separatingsets).

Number Sense—Understanding of numbers and their quantities.

Ordinal Number—A whole number that names the position of

an object in a sequence.

Pictograph—A graph that uses pictures or symbols to represent

data.

Place Value—The value of the position of a digit in a numeral.

Probability—The measure of the likelihood of an event occurring.

Reflection—A transformation creating a mirror image of a figure

on the opposite side of a line.

Seriation—Arranging objects in order by size or position in

space (arrange in a series of pattern).

Spatial Sense—Building and manipulating mental representa-

tions of two- and three-dimensional objects.

Standard Measurement—A measure determined by the use

of standard units (i.e., inches, feet, pounds, cups, pints, gallons,

centimeters, meters, kilos, milliliters, liters).

Subitize—To perceive the number of (a group of items) at a

glance and without counting.

Symbol—A sign used to represent something.

Symmetry—An attribute of a shape or relation; an exact reflec-

tion of a form on opposite sides of a dividing line or place.

Three-dimensional—Involving or relating to three dimensions

or aspects; giving the illusion of depth.

Two-dimensional—Having only two dimensions, especially

length and width.

Whole Numbers—The set of numbers consisting of the count-

ing numbers and zero.

Scienc Thinking and Technology

Exploring, Scienc Inquiry, and Discovery

3.1A Biological Sciences – Living and

Non-Living Organisms

3.1B Biological Sciences – Genecs

3.1C Biological Sciences – Evoluon

3.2A Physical Sciences – Chemistry

3.2B Physical Sciences – Physics

3.3A Earth and Space Sciences – Earth

Structures, Processes, and Cycles

4.1 Environment and Ecology – Ecology

4.2 Environment and Ecology –

Watersheds and Wetlands

4.3 Environment and Ecology –

Agriculture and Society

4.4 Environment and Ecology –

Humans and the Environment

15.4 Computer and Informaon

Technology

hildren are born with

natural curiosity and

the innate science and

math skills to interpret and

respond to the world. Children

learn about Science, Technology,

Engineering, and Math (STEM)

concepts through play. They

explore, experiment, invent,

design and test solutions, and

form ideas about how the world

works. Technology, engineering,

and math are the application of

science to the design, creation

and construction of things. Children,

who are given opportunities to conduct experi-

ments, gather data and make conclusions, are

developing skills that support discovery about the

natural world and scientific inquiry. Adults support

science in play by providing an engaging environment

and facilitating appropriately. Scientific play is enhanced

with natural objects. High quality early learning environ-

ments provide children with the structure in which to

build upon their natural desire to explore, to build, and

to question. Adults must acknowledge and support chil-

dren in extending their curiosity through the scientific

process of inquiry, observing, asking questions, forming

hypothesis, investigating, gathering data, drawing con-

clusions, and building ideas that lead to new questions.

Facilitang

Scienc Inquiry

dults facilitate scientific

inquiry when class-

rooms or learning

environments are struc-

tured to promote curios-

ity. Scientific inquiry is

the active search for knowl-

edge and occurs most success-

fully when adults intentionally

create activities and experiences

that allow children to use previ-

ously learned knowledge to

understand new information. One role of the

adult during this active exploration is to

scaffold children’s thinking by asking open-

ended questions. Open-ended questions en-

courage problem-solving and support children’s learning

of the world around them. Open-ended questions are

a more effective strategy to encourage learning and

critical thinking when compared to closed questions,

which typically result in short answers that don’t provide

insight into children’s thinking. When learning environ-

ments are structured to promote curiosity, children use

strategies that are based on scientific inquiry.

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3.1 Biological Sciences

BIG IDEAS: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be

observed and studied.

ESSENTIAL QUESTIONS: In what ways do living and non-living things differ? What are similarities, differences, and patterns of

living things?

3.1 I.A.1

Show interest

in the natural

world.

The learner will:

•Reachforandmovetoobjectsand

people.

•Exploreusingallsenses.

•Observebasiccaretakingofnon-toxic

plants and safe animals.

The adult will:

•Provideopportunitiesforchildrentoobserveplantsandanimalsin

their environment.

•Provideavarietyofnaturalobjectsforinfantstoexploreanddiscover

(different texture, size, shape, material).

•Describewhatchildisseeing,hearing,andexploring.

•Providebookswithrealphotographsofnaturalobjects,animals,and

people.

•Modelbasiccaretakingofplantsandanimals.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.1 YT.A.1

Explore the

characteristics

of living things.

The learner will:

•Showinterestinandrespondto

plants, animals, and people in the

environment.

•Exploreusingallsenses.

•Engageinbasiccaretakingofnon-

toxic plants and safe animals.

The adult will:

•Provideopportunitiesforchildrentoexploreplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

•Readbooksaboutplantsandanimalsandtheircharacteristics.

•Provideavarietyofnaturalobjectsforchildrentoexploreand

discover (different texture, size, shape, material).

•Describewhatchildisseeing,hearing,andexploring.

•Modelbasiccaretakingofplantsandanimals.

Standard Concepts and Competencies Supporve Pracces

A. LIVING AND NON-LIVING ORGANISMS

1. COMMON CHARACTERISTICS OF LIFE

BROAD STANDARD STATEMENT: Infants and toddlers will explore basic measureable aributes of everyday

objects.

Infant

Older Toddler

3.1 OT.A.1

Identify basic

characteristics

of some living

and non-living

things.

The learner will:

•Usetechnology(e.g.,magnifying

glass, digital camera, light table) to

observe and describe objects.

•Identifytheexternalcharacteristicsof

living things. (e.g., size, shape, color,

and texture of leaves or insects)

•Identifytheexternalcharacteristicsof

non-living things. (e.g., size, shape,

color, and texture of rocks and toys)

•Engageinactivitiestosortbyliving

and non-living.

The adult will:

•Provideopportunitiesforchildrentoinvestigateplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

•Readbooksaboutplantsandanimalsandtheircharacteristics.

•Provideavarietyofnaturalobjectsforchildrentoexploreand

discover (different texture, size, shape, material).

•Describewhatchildisseeing,hearing,andexploring.

•Modelbasiccaretakingofplantsandanimals.

•Provideandmodeltheuseoftechnology.(e.g.,magnifyingglass,

digital camera, light table)

•Provideopportunitiestosortbylivingandnon-living.

Standard

Concepts and Competencies

Supporve Pracces

3.1 YT.A.2

Explore the

basic needs

of plants and

animals.

The learner will:

•Engageinbasiccaretakingofnon-

toxic plants and safe animals.

The adult will:

•Provideopportunitiesforchildrentoexploreplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

•Readbooksdepictingthebasicneedsofplantsandanimals.

•Modelbasiccaretakingofplantsandanimals.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.1. OT.A.2

Recognize that

plants and

animals have

basic needs.

The learner will:

•Engageinbasiccaretakingofnon-

toxic plants and safe animals.

•Statethatlivingthingsneedfoodand

water to survive.

The adult will:

•Provideopportunitiesforchildrentoexploreplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

•Readbooksdepictingthebasicneedsofplantsandanimals.

•Modelbasiccaretakingofplantsandanimals.

•Explicitlydiscusswhatlivingthingsneedtosurvive.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

2. ENERGY FLOW

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

needs of plants and animals.

Young Toddler

Infant

Emerging

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Older Toddler

3.1 OT.A.3

Notice plants

and animals

growing and

changing.

The learner will:

•Askquestionsaboutplantsand

animals growing and changing.

•Observeanddocumentthegrowth

of a living thing through scribbles,

drawings,and/orphotos.

•Describechangesinpeopleand

animals over time. (e.g., losing

teeth, growing out of clothing, beans

sprouting)

•Careforplantsandanimalsinthe

classroom.

The adult will:

•Encouragedocumentationofobservations.

•Displaypicturesthatshowlifecycles.

•Provideopportunitiestoobservechangesinplantsandanimals.

•Setupasciencetableandexplorationarea.

•Takenaturewalksduringdifferentseasonsandpointoutdifferences

in observations of plants and animals.

Standard

Concepts and Competencies Supporve Pracces

3.1 I.A.5

Explore parts

of living

things in their

environment.

The learner will:

•Exploreownbodyparts.

•Explorepartsofotherlivingthings.

The adult will:

•Provideopportunitiesforchildrentoobservepartsofvariousplants

(e.g.,flower,stem,roots,leaves,andfruits/vegetablesstillonthe

plant) in their environment.

•Providepicturesandrealobjectsforexploration.

•Namebodypartsandpartsofotherlivingthings.

•Recitesimplerhymesandgamesthatincludebodyparts.(e.g.,This

Little Piggy).

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.1 YT.A.5

Recognize

parts of living

things in their

environment.

The learner will:

•Pointtobasicbodypartswhenasked.

•Participateinsimplebodypartgames.

(e.g., “Head, shoulders, Knees, and

Toes”)

•Pointtoandmatchbasicpartsof

plants and animals. (e.g., flower, leaf,

tail)

The adult will:

•Provideopportunitiesforchildrentoobservepartsofvariousplants

(e.g.,flower,stem,roots,leaves,andfruits/vegetablesstillonthe

plant) in their environment.

•Providepicturesandrealobjectsforexploration.

•Namebodypartsandpartsofotherlivingthings.

•Recitesimplerhymesandgamesthatincludebodyparts.(e.g.,This

Little Piggy)

Standard Concepts and Competencies Supporve Pracces

BROAD STANDARD STATEMENT: Infants and toddlers will noce plants and animals growing and changing.

3. LIFE CYCLES

Infant

Emerging

Young Toddler

Emerging

5. FORM AND FUNCTION

BROAD STANDARD STATEMENT: Infants and toddlers will increase their ability to recognize and idenfy basic

parts of living things.

Infant

Older Toddler

3.1 OT.A.5

Identify basic

parts of living

things.

The learner will:

•Pointtobasicbodypartswhenasked.

•Participateinsimplebodypartgames.

(e.g., “Head, Shoulders, Knees, and

Toes”)

•Namebasicpartsofplantsand

animals. (e.g., flower, leaf, tail)

•Namebasicbodyparts.

•Includebasicparts(e.g.,head,

flower) in drawing of people, animals,

or plants.

The adult will:

•Provideopportunitiesforchildrentoobservepartsofvariousplants

(e.g.,flower,stem,roots,leaves,andfruits/vegetablesstillonthe

plant) in their environment.

•Providepicturesandrealobjectsforexploration.

•Namebodypartsandpartsofotherlivingthings.

•Recitesimplerhymesandgamesthatincludebodyparts.(e.g.,This

Little Piggy)

•Discussthenamesofparts.(e.g.,root,stalk,budorhoof,wing,claw)

Standard

Concepts and Competencies

Supporve Pracces

3.1 I.A.9

Participate

in simple

investigations

of living and

non-living

things.

The learner will:

•Usesensestoexplore.

•Engagewithadult-providedmaterials.

•Observelivingandnon-livingthings

in their environment.

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorelivingand

non-living things.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

light table)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.1 YT.A.9

Participate

in simple

investigations

to observe

living and non-

living things.

The learner will:

•Usesensesandsimpleequipmentto

explore.

•Engagewithadult-providedmaterials.

•Observelivingandnon-livingthings

in their environment.

•Collectobjectsduringanaturewalk.

•Pointoutobjectsofinterestinthe

environment.

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorelivingand

non-living things.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Observeandrespondtochildren’sinterestsinlivingandnon-living

things.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

digital camera, light table)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

9. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their exploraon of

living and non-living things.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Older Toddler

3.1 OT.A.9

Participate

in simple

investigations

of living and

non-living

things to

answer a

question.

The learner will:

•Askquestionsaboutobjects,

organisms, and events.

•Usethefivesensesandsimple

equipment to gather data.

•Collectobjectsduringanaturewalk.

•Describeobservations.

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.,magnifyingglass,largetweezers,a

scale)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

•Providematerialsforchildrentosort,examine,andexploreatthe

science table.

•Compareandcontrastanimals.

•Compareandcontrastplants.

Standard

Concepts and Competencies Supporve Pracces

3.1 I.B.1

Recognize self

and family

members.

The learner will:

•Lookatselfinmirror.

•Directgazetonamedpersonwhen

asked. (e.g., look for family member

when caregiver says, “Here’s

Mommy!”)

The adult will:

•Providemirrorsateye-levelforchildrentolookinto.

•Talktochildwhilelookingintomirror.

•Identifyfamilymembersbynamewhentheyarepresent.

•Displayfamilypicturesandtalkaboutwhoisinthepicture.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.1 YT.B.1

Recognize

familiar

animals and

their babies.

The learner will:

•Pointtoadultandbabyanimalsin

pictures when asked.

•Nameafamiliaranimalwhenseen.

•Matchfamiliaranimalstotheir

babies.

The adult will:

•Identifyfamilymembersbynamewhentheyarepresent.

•Displayfamilypicturesandtalkaboutwhoisinthepicture.

•Providepictures,books,andmaterialsdepictingrealisticadultand

baby animals.

•Useappropriatevocabularywhenidentifyinganimals.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.1 OT.B.1

Notice

similarities

and differences

between living

things from the

same species.

The learner will:

•Identifycharacteristicsofownfamily.

(e.g., hair color, eye color, and height)

•Matchparentanimalwithoffspring.

•Identifycharacteristicsofanimals

from the same species. (e.g., color,

size)

The adult will:

•Displayphotosoffamilies.

•Displayphotosofanimalsandtheiroffspring.

•Discusssimilaritiesamongfamilymembers.

•Usepropernamesforanimaloffspring.(e.g.,“calf”insteadof“baby

cow”)

Standard Concepts and Competencies Supporve Pracces

B. GENETICS

1. HEREDITY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased awareness of characteriscs

of living things from the same species.

Infant

3.1 I.B.6

Participate

in simple

investigations

of physical

characteristics

of living things.

The learner will:

•Usesensestoexplore.

•Engagewithadult-providedmaterials.

•Observelivingthingsintheir

environment.

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorelivingthings.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

light table)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

3.1 YT.B.6

Participate

in simple

investigations

to observe

physical

characteristics

of living things.

The learner will:

•Usesensesandsimpleequipmentto

explore.

•Engagewithadult-providedmaterials.

•Observelivingthingsintheir

environment.

•Participateinnaturewalkstoobserve

living things.

•Pointoutlivingthingsinthe

environment.

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorelivingthings.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Observeandrespondtochildren’sinterestsinlivingthings.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

digital camera, light table)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.1 OT.B.6

Participate

in simple

investigations

of physical

characteristics

of living

things from

same species

to answer a

question.

The learner will:

•Askquestionsaboutthephysical

characteristics of living things from

the same species.

•Usethefivesensesandsimple

equipment to gather data.

•Collectobservationsoflivingthings

during a nature walk.

•Describeobservations.

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.,magnifyingglass,largetweezers,a

scale)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

•Providepictures,books,andmaterialsdepictingrealisticadultand

baby animals.

•Compareandcontrastanimals.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

6. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their exploraon of

the physical characteriscs of living things from the same species.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Older Toddler

3.1 OT.C.3

Notice changes

that occur in

animals.

The learner will:

•Talkaboutchangesthatoccurin

animals during the seasons.

The adult will:

•Providebooksdepictingrealisticanimalsandtheiradaptationtothe

changing seasons.

•Relateobservationsmadeonwalkstoinformationintext.

•Pointoutanddiscusschangesthatoccurinanimalstoadaptto

seasonal changes. (e.g., bird migration, squirrels gathering nuts)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.1 OT.C.4

Participate

in simple

investigations

of changes

that occur in

animals.

The learner will:

•Askquestionsaboutchangesthat

occur in animals.

•Usethefivesensesandsimple

equipment to gather data.

•Observeduringanaturewalk.

•Describeobservations.

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.,magnifyingglass,largetweezers,a

scale)

•Useoutdoortimeasopportunitiestoexploreandinvestigatethe

environment.

•Providebooksdepictingrealisticanimalsandtheiradaptationtothe

changing seasons.

•Compareandcontrastanimals.

Standard Concepts and Competencies Supporve Pracces

C. EVOLUTION

3. UNIFYING THEMES (Constancy and Change)

BROAD STANDARD STATEMENT: Infants and toddlers will noce changes that occur in animals.

Infant

Emerging

Young Toddler

Emerging

4. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of the physical characteriscs of animals.

Infant

Emerging

Young Toddler

Emerging

3.2 Physical Sciences

BIG IDEA: Physical properties help us to understand the world.

ESSENTIAL QUESTIONS: What are physical properties of objects? How are physical properties of objects discovered? What effect

does energy have on the physical properties of objects?

3.2 I.A.1

Explore objects

with varying

characteristics.

The learner will:

•Usesensestoexploreobjects.

•Exploreobjectsofvaryingsizes.

•Exploreobjectsofvaryingshapes.

•Exploreobjectsofvaryingtextures.

•Exploreobjectsofvaryingcolors

The adult will:

•Provideopportunitiesforchildrentoexploreobjectswithvarying

characteristics. (e.g., color, size, shape, texture)

•Introducenewobjectsintotheenvironment.

•Describethecharacteristicsofobjects.(e.g.,“Thatfeelssquishy.”)

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.2 YT.A.1

Engage with

objects to learn

about their

characteristics.

The learner will:

•Usesensestoexploreobjects.

•Exploreobjectsofvaryingsizes.

•Exploreobjectsofvaryingshapes.

•Exploreobjectsofvaryingtextures.

•Exploreobjectsofvaryingcolors.

•Participateinteacher-ledexploration

of matter. (e.g., water and sensory

play, explore novel objects introduced

into classroom)

The adult will:

•Provideopportunitiesforchildrentoexploreobjectswithvarying

characteristics. (e.g., color, size, shape, texture)

•Introducenewobjectsintotheenvironment.

•Describethecharacteristicsofobjects.(e.g.,“Thatfeelssquishy.”

“This one is rough but this one feels smooth.”)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.2 OT.A.1

Describe

objects by their

characteristics.

The learner will:

•Usesensestoexploreobjects.

•Exploreobjectsofvaryingsizes.

•Exploreobjectsofvaryingshapes.

•Exploreobjectsofvaryingtextures.

•Exploreobjectsofvaryingcolors.

•Participateinteacher-ledexploration

of matter. (e.g., water and sensory

play, explore novel objects introduced

into classroom)

•Collectandsortobjectsaccordingto

characteristics.

The adult will:

•Provideopportunitiesforchildrentoexploreobjectswithvarying

characteristics. (e.g., color, size, shape, texture)

•Introducenewobjectsintotheenvironment.

•Describethecharacteristicsofobjects.(e.g.,“Thatfeelssquishy.”

“This one is rough but this one feels smooth.”)

•Encouragechildrentoparticipateinconversations,literature,and

hands-on sorting of objects.

•Explicitlyusesciencevocabulary.(e.g.,solid,liquid,rough,smooth,

wet, dry)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

A. CHEMISTRY

1. PROPERTIES OF MATTER

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of the characteriscs of objects.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3.2 I.A.3

Observe

activities

involving

changes in

matter.

The learner will:

•Observeadultcombiningmaterialsto

make a new substance. (e.g., cooking,

making volcano, mixing paint colors)

•Observedifferencesinwater.(e.g.,ice

cube or snow melting and freezing)

•Observechangesinsolidmaterials.

(e.g., crayon melting)

The adult will:

•Conductsimpleexperimentswherechildrencanobservechanges.

•Provideopportunitiesforchildrentomixandcombinesafematerials.

•Modelanddescribemixingandcombiningmaterials.(e.g.,“WhenI

mix flour with water, we get solid dough.”)

•Explicitlyusesciencevocabulary.(e.g.,solid,liquid,reaction,

mixture)

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

3.2 YT.A.3

Engage in

activities

involving

changes in

matter.

The learner will:

•Combinematerialstomakeanew

substance. (e.g., mix paint color, mix

water and soil)

•Participateinteacher-ledcooking

activities.

•Observedifferencesinwater.(e.g.,

an ice cube or snow melting and

freezing)

•Observechangesinsolidmaterials.

(e.g., crayon melting)

The adult will:

•Conductsimpleexperimentswherechildrencanobservechanges.

•Encouragecreativeuseofmultiplematerials.

•Provideopportunitiesforchildrentomixandcombinesafe

materials.

•Modelanddescribemixingandcombiningmaterials.(e.g.,“WhenI

mix flour with water, we get solid dough.”)

•Explicitlyusesciencevocabulary.(e.g.,solid,liquid,reaction,

mixture)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.2 OT.A.3

Notice changes

in matter.

The learner will:

•Combinematerialstomakeanew

substance (e.g., mix paint color, mix

water and soil) and describe the

result.

•Pointoutwhenachangeinmatter

occurs.

•Discusschangesinwater.(e.g.,anice

cube or snow melting and freezing)

•Discusschangesinsolidmaterials.

(e.g., crayon melting)

•Describechangesinfoodsubstances

during cooking.

The adult will:

•Provideopportunitiesforchildrentoinvestigateobjectsthatgo

through changes. (e.g., snow, bread dough, waffles)

•Conductsimpleexperimentswherechildrencanobservechanges.

•Encouragecreativeuseofmultiplematerials.

•Modelanddescribemixingandcombiningmaterials.(e.g.,“WhenI

mix flour with water, we get solid dough.”)

•Explicitlyusesciencevocabulary.(e.g.,solid,liquid,reaction,mixture)

•Cookwithchildrenandtalkaboutthechangesthatoccurwhenfoods

are combined.

•Askquestionstoprovokediscussionofobservations.

•Talkaboutobservablechangesinmatter.(e.g.,icecreamatroom

temperature, mixing baking soda and vinegar, shaking cream in a jar

to make butter)

Standard Concepts and Competencies Supporve Pracces

3. MATTER AND ENERGY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly aware of changes in maer.

Infant

3.2 I.A.6

Participate

in simple

investigations

of matter.

The learner will:

•Usesensestoexploreobjects.

•Exploreobjectsofvaryingsizes.

•Exploreobjectsofvaryingshapes.

•Exploreobjectsofvaryingtextures.

•Exploreobjectsofvaryingcolors.

•Engagewithadult-providedmaterials.

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorematter.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

cooking utensils)

Standard Concepts and Competencies Supporve Pracces

Young Toddler

3.2 YT.A.6

Participate

in simple

investigations

to observe

changes in

matter.

The learner will:

•Usesensesandsimpleequipmentto

explore objects.

•Exploreobjectsofvaryingsizes.

•Exploreobjectsofvaryingshapes.

•Exploreobjectsofvaryingtextures.

•Exploreobjectsofvaryingcolors.

•Participateinteacher-ledexploration

of matter. (e.g., water and sensory

play, explore novel objects introduced

into classroom)

The adult will:

•Provideopportunitiesforchildrentoobserveandexplorematter.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Observeandrespondtochildren’sinterestsinmatter.

•Providesimpleequipmentforexploration.(e.g.,magnifyingglass,

digital camera, cooking utensils)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.2 OT.A.6

Participate

in simple

investigations

of matter

to answer a

question.

The learner will:

•Askquestionsaboutmatter.

•Usethefivesensesandsimple

equipment to gather data.

•Collectandsortobjectsaccordingto

characteristics.

•Describeobservations.

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.,magnifyingglass,largetweezers,a

scale)

•Providematerialsforchildrentosort,examine,andexploreatthe

science table.

•Compareandcontrastsizeofobjects.

•Compareandcontrastshapeofobjects.

•Compareandcontrasttextureofobjects.

•Compareandcontrastcolorsofobjects.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

6. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

in the changes of maer.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3.2 I.B.1

Explore the

motion of

objects.

The learner will:

•Recognizethatobjectscanbemoved.

•Actuponobjectstomakethemmove

in various ways.

•Participateinteacher-ledactivities

involving moving objects.

The adult will:

•Describethemotion(e.g.,fast,slow,stop,andgo)offamiliarobjects

in the environment.

•Provideanddescribethemotionofnovelobjects.(e.g.,watermelons,

medicine ball)

•Modelactivitiesinvolvingmotion.(e.g.,buildrampsandrollballs

down them)

•Engageinsongsthatinvolvechildrenindifferentspeedsof

movement.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

3.2 YT.B.1

Recognize and

explore how

objects move.

The learner will:

•Recognizethatobjectscanbemoved.

•Actuponobjectstomakethemmove

in various ways.

•Participateinteacher-ledactivities

involving moving objects.

The adult will:

•Describethemotion(e.g.,fast,slow,stop,andgo)offamiliarobjects

in the environment.

•Provideanddescribethemotionofnovelobjects.(e.g.,watermelons,

medicine ball, tires)

•Modelactivitiesinvolvingmotion.(e.g.,buildrampsandrollballs

down them)

•Engageinsongsthatinvolvechildrenindifferentspeedsof

movement.

•Readbooksaboutthemotionofvariousobjects.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.2 OT.B.1

Communicate

about the

motion of

objects.

The learner will:

•Recognizethatobjectscanbemoved.

•Actuponobjectstomakethemmove

in various ways.

•Participateinteacher-ledactivities

involving moving objects.

•Commentaboutthemotionofa

variety of objects during play.

•Usewordsrelatedtomotion.(e.g.,

fast, slow)

•Participateindiscussionsaboutthe

motion of objects.

The adult will:

•Describethemotion(e.g.fast,slow,stop,andgo)offamiliarobjects

in the environment.

•Provideanddescribethemotionofnovelobjects.(e.g.,watermelons,

medicine ball, tires)

•Engagechildreninsimpleinvestigationstoexploremotion.(e.g.,

provide ramps and balls)

•Engageinsongsthatinvolvechildrenindifferentspeedsof

movement.

•Readbooksaboutthemotionofvariousobjects.

•Introducescientificvocabularytodescribemotion.(e.g.,gravity,

momentum, velocity)

•Encouragechildrentoextendthinkingbyasking“why”questions.

Standard Concepts and Competencies Supporve Pracces

B. PHYSICS

1. FORCES AND MOTION OF PRACTICES AND RIGID BODIES

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of how objects move.

Infant

Young Toddler

3.2 YT.B.5

Identify and

imitate familiar

sounds in the

environment.

Reference 1.1 YT.C Reference 1.1 YT.C

Standard Concepts and Competencies Supporve Pracces

Older Toddler

3.2 OT.B.5

Categorize

familiar sounds.

Reference 1.1 OT.C Reference 1.1 OT.C

Standard Concepts and Competencies Supporve Pracces

3.2 I.B.7

Participate

in simple

investigations

of motion and

sound.

The learner will:

•Usesensestoexplorethemotionand

sound of objects.

•Explorethemotionofobjectswith

varying sizes.

•Explorethemotionofobjectswith

varying shapes.

•Explorethemotionofobjectswith

varying weights.

•Engagewithadult-providedmaterials.

The adult will:

•Provideopportunitiesforchildrentoobserveandexploreavarietyof

objects.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Providesimpleequipmentforexploration.(e.g.,ramps,instruments,

tuning forks, wind chimes)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

7. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of moon and sound.

Infant

3.2 I.B.5

Respond to

sounds in the

environment.

Reference 1.1 I.C Reference 1.1 I.C

Standard

Concepts and Competencies

Supporve Pracces

5. NATURE OF WAVES (Sound and Light Energy)

BROAD STANDARD STATEMENT: Infants and toddlers will learn to make sense of sounds within the environment.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Young Toddler

3.2 YT.B.7

Participate

in simple

investigations

to observe

motion and

sound.

The learner will:

•Usesensestoexplorethemotionand

sound of objects.

•Explorethemotionofobjectswith

varying sizes.

•Explorethemotionofobjectswith

varying shapes.

•Explorethemotionofobjectswith

varying weights.

•Engagewithadult-providedmaterials.

•Participateinteacher-ledexploration

of motion and sound. (e.g., ramp and

ball experiments, sound bingo)

The adult will:

•Provideopportunitiesforchildrentoobserveandexploreavarietyof

objects.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Observeandrespondtochildren’sinterestsinmotionandsound.

•Providesimpleequipmentforexploration.(e.g.,ramps,instruments,

tuning forks)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

3.2 OT.B.7

Participate

in simple

investigations

of motion

and sound

to answer a

question.

The learner will:

•Askquestionsaboutmotionand

sound.

•Usethefivesensesandsimple

equipment to gather data.

•Describeobservations.

•Participateinteacher-ledexploration

of motion and sound. (e.g., ramp and

ball experiments, sound bingo, sound

comparisons)

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.,ramps,instruments,tuningforks,

wind chimes)

•Providematerialsforchildrentoexamineandexploreatthescience

table, block area, and outside.

•Compareandcontrastmotionofobjects.

•Compareandcontrastsoundsofobjects.

Standard Concepts and Competencies Supporve Pracces

3.3 I.A.1

Explore earth

materials.

The learner will:

•Usesensestoexploreearthmaterials.

•Exploreavarietyofearthmaterials.

(e.g., large rocks, soil, wood)

The adult will:

•Provideopportunitiesforchildrentoinvestigatesafeearthmaterials.

•Safelydisplayrocks,stones,andpebblesofdifferentcolorsand

shapes.

•Talkaboutearthmaterialswithchildrenandintroducenew

vocabulary.

•Providebooksaboutearthmaterials.

Standard Concepts and Competencies Supporve Pracces

3.3 Earth and Space Sciences

BIG IDEA: The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants.

ESSENTIAL QUESTIONS: What structures, processes, and cycles make up the earth? How do the various structures, processes, and

cycles affect the earth’s inhabitants? How do we know the earth is part of a larger solar system?

A. EARTH STRUCTURE, PROCESSES, AND CYCLES

1. EARTH FEATURES AND THE PROCESSES THAT CHANGE THEM

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of earth

materials.

Infant

Older Toddler

3.3 OT.A.1

Describe earth

materials.

The learner will:

•Usesensesandsimpletoolsto

explore earth materials.

•Exploreavarietyofearthmaterials.

(e.g., large rocks, soil, wood,

minerals)

•Participateinteacher-ledactivities.

(e.g., sorting rocks, mixing water and

soil, gardening)

•Usesimplescientificvocabularyto

label earth materials. (e.g., rock,

stone, soil, dirt)

•Answerquestionsaboutobservations

of earth matter.

The adult will:

•Provideopportunitiesforchildrentoinvestigatesafeearthmaterials.

(e.g., rocks and minerals, clay, gravel, soil, wood)

•Talkaboutearthmaterialswithchildrenandintroducenew

vocabulary.

•Askquestionsaboutwhatchildrenareseeinganddoing.

•Gardenwithchildren.

•Providetoolsforexplorationofearthmaterials.(e.g.,magnifying

glasses, child-sized shovels, rakes and hoes, sifters)

•Encouragechildrentobuildstructureswithavarietyofsafeearth

materials.

•Providebooksaboutearthmaterials.

•Displayearthmaterialsofdifferentcolorsandshapesforsorting.

•Encouragechildrentocompareandcontrasttypesofearth.

Standard Concepts and Competencies Supporve Pracces

3.3 I.A.4

Explore water.

The learner will:

•Usesensesandsimpletoolsto

explore water.

The adult will:

•Provideopportunitiesforchildrentosafelyinvestigatewater.

•Provideopportunitiesforchildrentoobserveadultsusingwaterfor

a variety of purposes. (e.g., watering plants, filling fish tank, doing

dishes, washing hands, turning on sprinkler)

•Providetoolsforexplorationofwater.(e.g.,cups,spoons,funnels,

water wheel, basters, bowls, tubes)

•Talkaboutwaterwithchildrenandintroducenewvocabulary.

•Providebooksaboutwateranditsuses.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

4. WATER

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of water leading to an increased understanding of its uses.

Infant

Young Toddler

3.3 YT.A.1

Engage with

earth materials.

The learner will:

•Usesensesandsimpletoolsto

explore earth materials.

•Exploreavarietyofearthmaterials.

(e.g., large rocks, soil, wood,

minerals)

•Participateinteacher-ledactivities.

(e.g., sorting rocks, mixing water and

soil)

The adult will:

•Provideopportunitiesforchildrentoinvestigatesafeearthmaterials.

•Safelydisplayrocks,stones,andpebblesofdifferentcolorsand

shapes.

•Gardenwithchildren.

•Providetoolsforexplorationofearthmaterials.(e.g.,magnifying

glasses, child-sized shovels, rakes and hoes, sifters)

•Talkaboutearthmaterialswithchildrenandintroducenew

vocabulary.

•Providebooksaboutearthmaterials.

Standard

Concepts and Competencies

Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Young Toddler

3.3 YT.A.4

Engage with

water.

The learner will:

•Usesensesandsimpletoolsto

explore water.

•Participateinteacher-ledactivities.

(e.g., watering plants; filling fish tank;

washing hands, sponges, and water)

The adult will:

•Provideopportunitiesforchildrentosafelyinvestigatewater.

•Provideopportunitiesforchildrentoobserveadultsusingwaterfor

a variety of purposes. (e.g., watering plants, filling fish tank, doing

dishes, washing hands, turning on sprinkler)

•Providetoolsforexplorationofwater.(e.g.,cups,spoons,funnels,

water wheel, basters, bowls, tubes)

•Talkaboutwaterwithchildrenandintroducenewvocabulary.

•Providebooksaboutwateranditsuses.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

3.3 OT.A.4

Discuss basic

uses of water.

The learner will:

•Usesensesandsimpletoolsto

explore water.

•Participateinteacher-ledactivities.

(e.g., watering plants; filling fish tank;

washing hands, sponges, and water)

•Usesimplescientificvocabularyto

label water. (e.g., wet, sink, float,

warm, cold)

•Answerquestionsaboutobservations

of water.

The adult will:

•Provideopportunitiesforchildrentosafelyinvestigatewater.

•Provideopportunitiesforchildrentoobserveadultsusingwaterfor

a variety of purposes. (e.g., watering plants, filling fish tank, doing

dishes, washing hands, turning on sprinkler)

•Providetoolsforexplorationofwater.(e.g.,cups,spoons,funnels,

water wheel, basters, bowls, tubes)

•Talkaboutwaterwithchildrenandintroducenewvocabulary/

•Providebooksaboutwateranditsuses/

•Askquestionsaboutwhatchildrenareseeinganddoing.

Standard Concepts and Competencies Supporve Pracces

3.3 I.A.5

Observe

weather

conditions.

The learner will:

•Respondtoweather.(e.g.,pointto

or move to window when raining or

snowing)

•Usesensestoobserveweather

conditions.

The adult will:

•Provideopportunitiesforchildrentoobserveavarietyofweather

conditions. (e.g., by going outdoors, observation through a window,

realistic pictures)

•Takenaturewalkstoobserveweatherconditions.

•Talkabouttheweatherconditionsdaily.

•Provideopportunitiesforchildrentoparticipateinsongs,finger

plays, and rhymes about weather.

•Providebooksaboutweather.

•Providedifferenttypesofseasonalclothinginthedramaticplayarea.

Standard Concepts and Competencies Supporve Pracces

5. WEATHER AND CLIMATE

BROAD STANDARD STATEMENT: Infants and toddlers will increase their awareness of weather and its impact on

daily life.

Infant

Older Toddler

3.3 OT.A.5

Describe

changes in

weather

conditions, and

discuss how

weather affects

daily life.

The learner will:

•Respondtoweather.(e.g.,pointto

or move to window when raining or

snowing, notice puddles)

•Usesensestoobserveweather

conditions.

•Usewordsorsignstolabelweather.

(e.g., sun, snow, rain, cloud)

•Namethefourseasonsandan

observable condition for that season.

(e.g., falling leaves, snow, rain, buds

on trees or green grass)

•Matchtypesofclothingoractivitiesto

seasonal weather conditions. (e.g., we

use an umbrella when it is raining;

we wear coats, hats, scarves, and

mittens when it’s cold outside)

The adult will:

•Provideopportunitiesforchildrentoobserveanddiscusschanges

in weather conditions and their impact on daily life. (e.g., by going

outdoors, observation through a window, realistic pictures)

•Takenaturewalkstoobserveweatherconditions.

•Talkabouttheweatherconditionsdaily.

•Provideopportunitiesforchildrentoparticipateinsongs,finger

plays, and rhymes about weather.

•Providebooksaboutweather.

•Provideopportunitiestosortpicturesofactivities,clothing,and

objects according to the types of weather and season they would be

connected to. (e.g., sled with snow, bathing suit with sun)

•Hangathermometeroutdoorsandmodelhowtoreaditdailyto

determine the temperature.

•Talkaboutthepurposeofathermometer.

•Talkaboutandgraphthechangesintemperatureandchildren’s

dress. (e.g., “How many wore their boots today?”)

•Providedifferenttypesofseasonalclothinginthedramaticplayarea.

Standard Concepts and Competencies Supporve Pracces

3.3 I.A.7

Participate

in simple

investigations

of earth

materials,

processes, and

cycles.

The learner will:

•Usesensestoexploreearthmaterials,

processes, and cycles.

The adult will:

•Provideopportunitiesforchildrentoobserveandexploreavarietyof

earth materials, processes, and cycles.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Providesimpleequipmentforexploration.(e.g.,sifters,child-sized

shovels, rakes, hoes, buckets, water wheels, wind chimes)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

7. SCIENCE AS INQUIRY

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly purposeful in their invesgaon

of earth materials, processes, and cycles.

Infant

Young Toddler

3.3 YT.A.5

Observe and

begin to

label weather

conditions.

The learner will:

•Respondtoweather.(e.g.,pointto

or move to window when raining or

snowing, notice puddles)

•Usesensestoobserveweather

conditions.

•Usesimplewordsorsignstolabel

weather. (e.g., sun, snow, rain, cloud)

The adult will:

•Provideopportunitiesforchildrentoobserveanddiscussavarietyof

weather conditions. (e.g., by going outdoors, observation through a

window, realistic pictures)

•Takenaturewalkstoobserveweatherconditions.

•Talkabouttheweatherconditionsdaily.

•Provideopportunitiesforchildrentoparticipateinsongs,finger

plays, and rhymes about weather.

•Providebooksaboutweather.

•Providedifferenttypesofseasonalclothinginthedramaticplayarea.

Standard

Concepts and Competencies

Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Young Toddler

3.3 YT.A.7

Participate

in simple

investigations

of earth

materials,

processes, and

cycles.

The learner will:

•Usesensestoexploreearthmaterials,

processes, and cycles.

•Engagewithadult-providedmaterials.

•Participateinteacher-ledexploration

of earth materials, processes, and

cycles.

The adult will:

•Provideopportunitiesforchildrentoobserveandexploreavarietyof

earth materials, processes, and cycles.

•Pose“Iwonderquestions”anddescribewhatchildrenareseeing,

hearing, and doing.

•Observeandrespondtochildren’sinterestsinearthmaterials,water,

and weather.

•Providesimpleequipmentforexploration.(e.g.,sifters,child-sized

shovels, rakes, hoes, buckets, water wheels, wind chimes)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

3.3 OT.A.7

Participate

in simple

investigations

of earth

materials,

processes, and

cycles to answer

a question.

The learner will:

•Askquestionsaboutearthmaterials,

processes, and cycles.

•Usethefivesensesandsimple

equipment to gather data.

•Describeobservations.

•Participateinteacher-ledexploration

of earth materials, processes, and

cycles.

The adult will:

•Encouragedocumentationofobservationsinjournalswithscribbles

and/orpictures.

•Providetoolsforexploration.(e.g.varietyofearthmaterials,sifters,

buckets)

•Providematerialsforchildrentoexamineandexploreatthescience

table, block area, or outside.

Standard Concepts and Competencies Supporve Pracces

4.1 I.A

Show interest

in the

environment.

The learner will:

•Reachforandmovetoobjectsand

people.

•Exploreusingallsenses.

•Observebasiccaretakingofnon-toxic

plants and safe animals.

The adult will:

•Provideopportunitiesforchildrentoobserveplantsandanimalsin

their environment.

•Provideavarietyofnaturalandman-madeobjectsforinfantsto

explore and discover. (e.g., different texture, size, shape, material)

•Describewhatchildisseeing,hearing,andexploring.

•Providebookswithrealphotographsofnaturalobjects,animals,and

people.

•Modelbasiccaretakingofplantsandanimals.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeplantsand,whenpossible,petsintheclassroom.

Standard Concepts and Competencies Supporve Pracces

Environment and Ecology

BIG IDEAS: People live in an environment. People share the environment with other living things. People are impacted and have

impact on the environment.

ESSENTIAL QUESTIONS: How can I describe my immediate environment? In what ways can I use the environment? How does what

I do (positive or negative) affect my environment?

4.1 ECOLOGY

A. THE ENVIRONMENT

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of living and

non-living things in the immediate and surrounding environment.

Infant

Young Toddler

4.1 YT.A

Explore the

characteristics

of living and

non-living

things.

The learner will:

•Showinterestinandrespond

to plants, animals, and people,

and man-made objects in the

environment.

•Exploreusingallsenses.

•Engageinbasiccaretakingofnon-

toxic plants and safe animals.

The adult will:

•Provideopportunitiesforchildrentoexploreplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeliveanimalsandplants,alongwithlargeplasticanimals,

plants,andpictures/posters.

•Readbooksaboutplantsandanimalsandtheircharacteristics.

•Provideavarietyofnaturalandman-madeobjectsforchildrento

explore and discover. (e.g., different texture, size, shape, material)

•Describewhatchildisseeing,hearingandexploring.

•Modelbasiccaretakingofplantsandanimals.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

4.1 OT.A

Identify basic

characteristics

of some living

and non-living

things.

The learner will:

•Usetechnology(e.g.,magnifying

glass, digital camera, light table) to

observe and describe objects.

•Identifytheexternalcharacteristicsof

living things. (e.g., size, shape, color,

and texture of leaves or insects)

•Identifytheexternalcharacteristicsof

non-living things. (e.g., size, shape,

color, and texture of rocks and toys)

•Engageinactivitiestosortbyliving

and non-living.

The adult will:

•Provideandmodeltheuseoftechnology.(e.g.,magnifyingglass,

digital camera, light table)

•Provideopportunitiesforchildrentoinvestigateplants,animals,and

people in their environment.

•Provideindoorandoutdoorexperiencesthatincludesafeinteraction

with animals, plants, and other people.

•Includeliveanimalsandplants,alongwithmodels;stuffedanimals;

plasticanimalsandplants;andpictures/posters.

•Readbooksaboutplantsandanimalsandtheircharacteristics.

•Provideavarietyofnaturalobjectsforchildrentoexploreand

discover. (e.g., different texture, size, shape, material)

•Describewhatchildisseeing,hearing,andexploring.

•Displaywormfarms,birdfeeders,and/oranthillsforobservation.

•Setupasciencetableandexplorationarea,stockedwithbothliving

and non-living things.

•Modelbasiccaretakingofplantsandanimals.

•Provideopportunitiestosortbylivingandnon-living.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

4.1 YT.D

Explore the

basic needs

of plants and

animals.

Reference 3.1 YT.A.2 Reference 3.1 YT.A.2

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

D. BIODIVERSITY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

needs of living things.

Infant

Emerging

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Older Toddler

4.1 OT.D

Recognize that

plants and

animals have

basic needs.

Reference 3.1 OT.A.2 Reference 3.1 OT.A.2

Standard

Concepts and Competencies

Supporve Pracces

4.1 I.E

Observe weather

conditions.

Reference 3.3 I.A.5 Reference 3.3 I.A.5

Standard Concepts and Competencies Supporve Pracces

Young Toddler

4.1 YT.E

Observe and

begin to

label weather

conditions.

Reference 3.3 YT.A.5 Reference 3.3 YT.A.5

Standard Concepts and Competencies Supporve Pracces

Older Toddler

4.1 OT.E

Describe

changes in

weather

conditions, and

discuss how

weather affects

daily life.

Reference 3.3 OT.A.5 Reference 3.3 OT.A.5

Standard Concepts and Competencies Supporve Pracces

E. SUCCESSION

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increasing awareness of weather

change.

Infant

Older Toddler

4.2 OT.C

Discuss

different places

animals can

live.

The learner will:

•Matchanimalstoanaquatic(water)

or terrestrial (land) habitat.

•Participateindiscussionsabout

animals that live in various places.

•Engageinvariousmedia(e.g.,

posters, books, digital media)

showcasing different places animals

can live.

The adult will:

•Explicitlyuse“habitat,”“aquatic,”and“terrestrial”anddefinethem

using terms children will understand.

•Readbooksaboutavarietyofanimalswholiveindifferenthabitats.

•Providelivingthingswithintheclassroomthatchildrenactivelycare

for. (e.g., non-toxic plants, classroom pet)

•Exploredifferenthabitatsintheimmediatecommunityorusedigital

media to take virtual tours of different habitats.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

C. AQUATIC ECOSYSTEM

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

needs of living things.

Infant

Emerging

Young Toddler

Emerging

4.2 WATERSHEDS AND WETLANDS

A. WATERSHEDS

BROAD STANDARD STATEMENT: Infants and toddlers will parcipate in discussions about water in the

environment.

Infant

Emerging

Young Toddler

Emerging

Older Toddler

4.2 OT.A

Participate in

discussions

about water

in the

environment.

The learner will:

•Namebasicbodiesofwater.(e.g.,

rivers, lakes, streams, creeks, puddles)

•Recognizedifferencesintypesof

water. (e.g., moving versus still)

The adult will:

•Namebodiesofwateranddescribetheircharacteristics.

•Readbooksaboutdifferentbodiesofwater.

•Engagechildrenindiscussionsaboutdifferencesintypesofwater.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Young Toddler

4.3 YT.A

Explore the

basic needs

of plants and

animals.

Reference 3.1 YT.A.2 Reference 3.1 YT.A.2

Standard Concepts and Competencies Supporve Pracces

4.3 AGRICULTURE AND SOCIETY

A. FOOD AND FIBER SYSTEMS

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

needs of plants and animals.

Infant

Emerging

Older Toddler

4.3 OT.A

Recognize that

plants and

animals have

basic needs.

Reference 3.1 OT.A.2 Reference 3.1 OT.A.2

Standard Concepts and Competencies Supporve Pracces

Older Toddler

4.4 OT.C

Notice plants

and animals

growing and

changing.

Reference 3.1 OT.A.3 Reference 3.1 OT.A.3

Standard Concepts and Competencies Supporve Pracces

C. APPLYING SCIENCES TO AGRICULTURE

BROAD STANDARD STATEMENT: Infants and toddlers will noce plants and animals growing and changing.

Infant

Emerging

Young Toddler

Emerging

Older Toddler

4.4 OT.A

Communicate

about the basic

needs of people.

The learner will:

•Labelhumanneeds.(e.g.,food,water,

home, clothing)

The adult will:

•Engagechildrenindiscussionsabouthumanneeds.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

4.4 HUMANS AND THE ENVIRONMENT

A. SUSTAINABILITY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of people’s

basic needs.

Infant

Emerging

Young Toddler

Emerging

4.3 I.D

Observe basic

gardening tools

being used.

The learner will:

•Observeadultengagedingardening.

•Withadultassistance,engagewith

child-size garden tools.

•Listentosimplediscussionsabout

gardening. (e.g., on a nature walk)

The adult will:

•Readbooksaboutgardening.

•Explicitlynameavarietyofchild-sizedgardeningtools.

•Provideopportunitiesforchildrentoexploreanduseavarietyof

gardening tools. (e.g., gardening, sensory table, dramatic play)

•Engagelocalexperts.(e.g.,familymemberwhogardens,farmer,

florist)

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

4.3 YT.D

Imitate the

use of basic

gardening

tools.

The learner will:

•Observeandimitateadultengagedin

gardening.

•Withadultassistance,engagewith

child-size garden tools.

•Listentosimplediscussionsabout

gardening. (e.g., on a nature walk)

The adult will:

•Readbooksaboutgardening.

•Explicitlynameavarietyofchild-sizedgardeningtools.

•Provideopportunitiesforchildrentoexploreanduseavarietyof

gardening tools. (e.g., gardening, sensory table, dramatic play)

•Engagelocalexperts.(e.g.,familymemberwhogardens,farmer,

florist)

Standard Concepts and Competencies Supporve Pracces

D. TECHNOLOGY INFLUENCES ON AGRICULTURE

BROAD STANDARD STATEMENT: Infants and toddlers will become increasingly aware of basic gardening tools.

Infant

Older Toddler

4.3 OT.D

Label basic

garden tools.

The learner will:

•Communicateaboutgardening.

•Usebasic,child-sizegardeningtools.

•Listentodiscussionsaboutgardening.

(e.g., on a nature walk)

The adult will:

•Readbooksaboutgardening.

•Explicitlynameavarietyofgardeningtools.

•Provideopportunitiesforchildrentoexploreanduseavarietyof

gardening tools. (e.g., gardening, sensory table, dramatic play)

•Engagealocalexpert(e.g.,familymemberwhogardens,farmer,

florist) as a guest speaker.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

B. INTEGRATED PEST MANAGEMENT

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased awareness of living things

within the natural environment that can be harmful.

Infant

Emerging

Young Toddler

Emerging

Older Toddler

4.4 OT.B

Communicate

about insects

and animals

that can be

harmful.

The learner will:

•Recognizeandavoidunsafeinsects

and animals within the immediate

natural environment.

•Discussinsectsandanimalsthat

could be harmful; share personal

experiences when relevant.

The adult will:

•Readbooksaboutplants,insects,andanimalsthatmightbeharmful.

•Engagealocalexpert(e.g.,pestcontrolprofessional,highschoolor

college professional, florist) as a guest speaker.

•Explicitlylabelplantswithintheclassroomas“non-toxic”and

explain what this means.

•Recognizeanduseteachablemoments(e.g.,avoidinginsectneston

playground; avoiding stray dog; applying sunscreen) to discuss how

to stay safe in the natural environment.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

4.4 YT.D

Use appropriate

trash

receptacles.

The learner will:

•Imitatethedisposingofwaste.

The adult will:

•Modelthecleanupoflitterfoundintheimmediateenvironment.

•Modeldisposingofwasteinappropriatetrashreceptacles.

•Encourage“reduce,reuse,recycle.”

Standard Concepts and Competencies Supporve Pracces

D. WASTE MANAGEMENT

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased awareness of appropriate

ways to dispose of waste.

Infant

Emerging

Older Toddler

4.4 OT.D

Communicate

about and use

appropriate

trash

receptacles.

The learner will:

•Participateindiscussionsaboutways

people pollute the environment.

•Participateindiscussionsabout

appropriate disposal of waste.

•Attempttosortwasteintothosethings

that can be recycled and those things

that cannot.

•Practicerecyclingaspartofroutine.

The adult will:

•Modelthecleanupoflitterfoundintheimmediateenvironment.

•Modeldisposingofwasteinappropriatetrashreceptacles.

•Engagechildrenindiscussionsaboutwasteanditsappropriate

disposal.

•Providerecyclingbinsforchildrentouse.

•Encourage“reduce,reuse,recycle.”

Standard Concepts and Competencies Supporve Pracces

Young Toddler

15.4 YT.A

Imitate use

of various

technologies in

play.

The learner will:

•Observeuseoftechnology.(e.g.,

telephone, cell phone, computer,

camera, tablet)

•Usetechnologyprops(e.g.,old

cell phones, toy or real cameras,

computer keyboard) in play.

The adult will:

•Modelanddescribethevarioususesoftechnology.

•Providetechnologyprops.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

15.4 OT.A

Communicate

about

technology

in their

environment.

The learner will:

•Observeuseoftechnology.(e.g.,

telephone, cell phone, computer,

camera, tablet)

•Usetechnologyprops(e.g.,old

cell phones, toy or real cameras,

computer keyboard) in their play.

•Labeltechnologywithappropriate

vocabulary when using or shown.

(e.g., telephone, cell phone,

computer, TV, camera, tablet)

•Discusspersonalexperienceswith

technology.

The adult will:

•Modelanddescribethevarioususesoftechnology.

•Providetechnologyprops.

•Providetechnologicalequipment,whenappropriateforinstructional

enhancement, that children can use with adult support. (e.g., digital

cameras for documentation, use computers for simulated field trips)

•Displaypicturesthatreflecttechnologyinuse.

•Useappropriatetermsfortechnologyanddiscusshoweachcanbe

used.

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

15.4 Computer and Informaon Technology

BIG IDEAS: Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as

communicating with one another. The media (e.g., music, books, maps, TV programming, newspapers, magazines, movies, Internet,

applications, advertising) constructed with available technology conveys a message that can be read, interpreted, and evaluated.

ESSENTIAL QUESTIONS: How do I choose the correct technology for a task? Can I use various technologies appropriately? How do I

read, interpret, and evaluate media?

15.4 I.A

Imitate use

of various

technologies in

play.

The learner will:

•Observeuseoftechnology.(e.g.,

telephone, cell phone, computer,

camera, tablet)

•Usetechnologyprops(e.g.,old

cell phones, toy or real cameras,

computer keyboard) in play.

The adult will:

•Modelanddescribethevarioususesoftechnology.

•Providetechnologyprops.

Standard Concepts and Competencies Supporve Pracces

A. INFLUENCE OF EMERGING TECHNOLOGIES

BROAD STANDARD STATEMENT: Infants and toddlers will use their natural curiosity about the world to

appropriately engage with various technologies.

Infant

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

15.4 I.M

Explore

pictures and

objects that

represent

workplace

technologies.

The learner will:

•Exploremedicalequipmentand

materials.

•Playwithrealormodelmedical

equipment. (e.g., stethoscope, blood

pressure cuff)

•Exploretransportationvehicles.

•Exploresimpleconstructiontoolsand

vehicles.

The adult will:

•Provideavarietyofworkplacetechnologiesthatchildrencanexplore

safely.

•Modeluseofworkplacetechnologies.

•Labelusingcorrectvocabularyanddiscussusesofworkplace

technologies.

•Incorporatebooks,pictures,andpostersthatdepictworkplace

technologies.

•Engageexpertstoshareknowledgeofworkplacetechnologies.

•Takeawalktoobserveuseofworkplacetechnologies.(e.g.,

construction site, hospital, post office, dentist)

Standard

Concepts and Competencies

Supporve Pracces

M. EMERGING TECHNOLOGIES IN CAREERS

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of workplace

technologies.

Infant

Young Toddler

15.4 YT.M

Engage with

objects that

represent

workplace

technologies.

The learner will:

•Usesimpleworkplacetechnologies

for intended purpose. (e.g., hold

stethoscope to teddy bear’s heart, use

hammer to pound peg into pegboard,

fill a dump truck)

•Exploremedicalequipmentand

materials.

•Playwithrealormodelmedical

equipment. (e.g., stethoscope, blood

pressure cuff)

•Exploresimpleconstructiontoolsand

vehicles.

The adult will:

•Provideavarietyofworkplacetechnologiesthatchildrencanexplore

safely.

•Modeluseofworkplacetechnologies.

•Labelusingcorrectvocabularyanddiscussusesofworkplace

technologies.

•Incorporatebooks,pictures,andpostersthatdepictworkplace

technologies.

•Engageexpertstoshareknowledgeofworkplacetechnologies.

•Takeawalktoobserveuseofworkplacetechnologies.(e.g.,

construction site, hospital, post office, dentist)

Standard Concepts and Competencies Supporve Pracces

Scienc Thinking Glossary

Characteristic—A feature or quality belonging typically to a

person, place, or thing and serving to identify it.

Climate—The weather conditions prevailing in an area in gen-

eral or over a long period.

Constancy—The quality of being enduring and unchanging.

Energy—The capacity of a body or system to do work.

Energy Flow—Flow of energy is the way energy flows through

circuits or a food chain.

Fact—Information that has been objectively verified.

Force—Strength or energy as an attribute of physical action or

movement.

Form—The visible shape or configuration of something.

Function—An activity or purpose natural to or intended for a

person or thing.

Heredity—The passing on of physical or mental characteristics

genetically from one generation to another.

Hibernate—Spend the winter in a dormant state.

Hypothesis—An assertion subject to verification or proof as a

premise from which a conclusion is drawn.

Inquiry—A systematic process for using knowledge and skills to

acquire and apply new knowledge.

Investigation—The action of investigating something or some-

one; formal or systematic examination.

Life Cycle—The series of changes in the life of an organism,

including reproduction.

Matter—The substance or substances of which any physical

object consists or is composed.

Model—A description, analogy, or a representation of something

that helps us understand it better (e.g., a physical model, a con-

ceptual model, a mathematical model).

Motion—The action or process of moving or being moved.

Organism—An individual animal, plant, or single-celled life form.

Patterns—Repeated processes that are exhibited in a wide variety

ofways;identifiablerecurrencesoftheelementand/ortheform.

Prediction—To declare or indicate in advance; especially foretell

on the basis of observation, experience, or scientific reason.

Rigid—Unable to bend or be forced out of shape; not flexible.

Science—Search for understanding of the natural world using

inquiry and experimentation.

Species—A group of individual organisms capable of interbreed-

ing to produce fertile offspring in nature.

System—A group of related objects that work together to achieve

a desired result.

Environment and Ecology Glossary

Adaptation—Special, inherited characteristics that help an

organism survive in its environment and which are developed

over time.

Agriculture—Science of art of cultivating soil, producing crops,

and raising livestock, and in varying degrees the processing and

distribution of the food or fiber product or by-product.

Aquatic Ecosystem—The interacting system of a biological

community and its nonliving environments; also, the place where

these interactions occur (pond, lake, marsh, bog, swamp, creek,

river, stream).

Biodiversity—The variety of life in the world or in a particular

habitat or ecosystem.

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

Older Toddler

15.4 OT.M

Communicate

about

workplace

technologies

and their uses.

The learner will:

•Usesimpleworkplacetechnologies

for intended purpose. (e.g., hold

stethoscope to teddy bear’s heart, use

hammer to pound peg into pegboard,

fill a dump truck)

•Identifythetypesoftoolsand

materials used in construction.

•Talkaboutvarioustypesofvehicles

used in the workplace. (e.g.,

construction vehicles, fire-fighting

vehicles, boats, airplanes)

•Askandanswerquestionsabout

workplace technologies and their uses.

•Matchworkplacetechnologyto

worker.

The adult will:

•Modeluseofworkplacetechnologies.

•Labelusingcorrectvocabularyanddiscussusesofworkplace

technologies.

•Incorporatebooks,pictures,andpostersthatdepictworkplace

technologies.

•Engageexpertstoshareknowledgeofworkplacetechnologies.

•Provideavarietyofmodelandrealtechnologies(e.g.,medical

equipment, construction tools, calculators) for children to explore

and use.

•Encouragechildrentosortandclassifytechnologiesbyjob.

•Includemapsandblueprintsintheblockarea.

•Askquestionsaboutworkplacetechnologies.

•Takeawalktoobserveuseofworkplacetechnologies.(e.g.,

construction site, hospital, post office, dentist)

Standard Concepts and Competencies Supporve Pracces

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

By-Product—Something produced or manufactured in addi-

tion to the principal product for which the original resource was

cultivated or harvested; often takes on a form very different from

its source.

Compost—Decomposed organic material resulting from the

breakdown by living beings (mostly microbes) and used to enrich

or improve the consistency and content of soil for growing.

Ecosystem—A biological community of interacting organisms

and their physical environment.

Fiber—1) Threadlike rows of cells in foods that give texture and

substance, or “bulk,” which is important in a healthy diet; 2)

Slender, threadlike structure combining with other fibers in the

form of weaving, knitting, or otherwise intertwining.

Food Chain—The transfer of food energy from one organism to

another as each consumes a lower member and in turn is preyed

upon by a higher member.

Habitat—The natural home or environment of an animal, plant,

or other organism.

Integrated Pest Management—An approach that assesses the

pest situation, evaluates the merits of pest management options,

and then implements a system of complementary management

actions within a defined area.

Litter—Waste materials carelessly discarded or accidentally

deposited in an inappropriate place. Littering is against the law.

Natural Resources—Those raw materials supplied by the Earth

and its processes. Natural resources include nutrients, minerals,

water, plants, animals, etc.

Nonrenewable Resources—Natural materials such as oil,

gas, coal, etc. which are considered exhaustible because of their

scarcity, the great length of time required for their formation, or

their rapid depletion.

Non-Point Pollution—Pollution that is carried far from their

original source by rain, melting snow, moving water, wind, etc.,

and deposited in soil or water systems.

Pest—Any organism that spreads disease, destroys property,

competes with people for resources such as food, or is considered

a nuisance.

Pollution—Harmful substances deposited in the air, water, or

land, leading to a state of dirtiness, impurity, or unhealthiness.

Point Pollution—Contaminants that are discharged or emitted

from an identifiable source into the air, water, or soil.

Recycle—To make materials such as glass, aluminum, paper,

steel, and plastic into new products.

Reduce—To decrease the amount of waste we produce by buying

only what we need, avoiding disposables, and buying products

that are not over-packaged.

Renewable Resource—A naturally occurring resource that has

the capacity to be replenished through natural processes; the sun,

wind, trees, and animals are renewable resources.

Reuse—To extend the life of an item by using it again, repairing

it, or creating new uses for it.

Succession—A number of people or things sharing a specified

characteristic and following one after the other.

Sustainable—Conserving an ecological balance by avoiding

depletion of natural resources.

Terrestrial System—The interacting system of a biological

community and its nonliving environments; also, the place where

these interactions occur (meadow, forest, farm, field, city).

Waste Management—The collection, transport, processing,

recycling or disposal, and monitoring of waste materials.

Water Cycle—The paths water takes through its various states—

vapor, liquid, and solid, as it moves throughout Earth’s systems

(oceans, atmospheres, ground water, streams, etc.). The water

cycle is also known as the hydrologic cycle.

Watershed—The land area from which surface runoff drains

into a stream, channel, lake, reservoir, or other body of water;

also called a drainage basin.

Wetlands—Lands where water saturation is the dominant factor

determining the nature of the soil development and the plants

and animal communities (e.g., marsh, bog, swamp).

Computer and Informaon Technology

Glossary

Application—A computer program designed to help people

perform an activity.

Digital—Involving or relating to the use of computer technology.

Digital Citizenship—Teaching users the rules of good citizen-

ship online (email etiquette, protecting private information).

Digital Media—Electronic media where data are stored in

digital (as opposed to analog) form.

Hardware—The machines, wiring, and other physical compo-

nents of a computer or other electronic system.

Input Technology—An input method is an operating system

component or program that allows users to enter characters and

symbols.

Software—The programs and other operating information used

by a computer.

Technology—Any device used to extend human capability

including computer-based tools.

Social Studies Thinking

Connecng to Communies

5.1 Civics and Government – Principles and

Documents of Government

5.2 Civics and Government – Rights and

Responsibilies of Cizenship

6.1 Economics – Scarcity and Choice

6.3 Economics – Funcons of Government

6.5 Economics – Income, Prot, and Wealth

7.1 Geography – Basic Geographic Literacy

7.2 Geography – Physical Characteriscs of

Places and Regions

8.1 History – Historical Analysis and Skills

Development

Inclusive

Classrooms

arly childhood

classrooms should be

inclusive ones where

children with disabilities and

developmental delays engage in

classroom experiences along-

side their typically developing

peers. When teachers, special-

ists, and families work together to

understand and adapt teaching strategies, materials,

and/orenvironmenttochildren’suniqueneeds,every

child can experience success. Adults must celebrate chil-

dren’s accomplishments and appreciate what children

can learn and do.

he foundation of

social studies, eco-

nomics, history, and

the workings of government

begin with children’s personal

experiences and their initial

understanding of themselves

in relation to their families,

homes, and schools. Gradually,

students expand their under-

standing to include communities

and the larger world. As their

perception grows, they further expand their scope to

understand how systems work together. Adults facilitate

children’s social studies skill development by helping

them engage in active investigations that build knowl-

edge and understanding.

Civics and Government

BIG IDEA: Learning to be a good citizen helps one contribute to society in a meaningful way.

ESSENTIAL QUESTIONS: What rules and consequences are important? Can I identify some American symbols?

5.1 I.A

Respond to

adult guidance

about behavior.

Reference 16.3 I.B Reference 16.3 I.B

Standard Concepts and Competencies Supporve Pracces

Young Toddler

5.1 YT.A

Demonstrate

basic

understanding

of rules.

Reference 16.3 YT.B Reference 16.3 YT.B

Standard Concepts and Competencies Supporve Pracces

Older Toddler

5.1 OT.A

Follow basic

rules.

Reference 16.3 OT.B Reference 16.3 OT.B

Standard Concepts and Competencies Supporve Pracces

Young Toddler

5.2 YT.A

Demonstrate

sense of

belonging to a

group such as a

class or family.

The learner will:

•Pointtopicturesoffamilymembers.

•Followtheestablisheddailyroutine.

•Demonstratefamiliaritywithpeople

and settings. (e.g., upon arrival walk

to their classroom, place belongings

in personal space)

The adult will:

•Displaypicturesoffamilies.

•Discusschildasamemberofagroup.

•Createpersonalizedbooksreflectingmembershipinagroup.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

5.1 PRINCIPLES AND DOCUMENTS OF GOVERNMENT

A. RULE OF LAW

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of socially

acceptable behaviors.

Infant

5.2 RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

A. CIVIC RIGHTS AND RESPONSIBILITIES

BROAD STANDARD STATEMENT: Infants and toddlers show increased awareness of themselves as members of a

group.

Infant

Emerging

Older Toddler

5.2 OT.A

Communicate

a sense of

belonging to a

group such as a

class or family.

The learner will:

•Talkaboutfamilymembers.

•Participateindecision-making.

•Identifyselfinrelationshiptoothers

in a group. (e.g., brother, sister, son,

daughter, friend)

•Talkaboutthingsthefamilydoes

together.

•Talkaboutthingstheclassdoes

together.

The adult will:

•Displaypicturesoffamilies.

•Discusschildasamemberofagroup.

•Createpersonalizedbooksreflectingmembershipinagroup.

•Givechildrenclassroomjobsandresponsibilities.

•Provideactivitiesthatrequirecooperativeplay.

Standard

Concepts and Competencies

Supporve Pracces

5.2 I.B

Express

emotion

relating to a

conflict.

Reference 16.2 I.D Reference 16.2 I.D

Standard Concepts and Competencies Supporve Pracces

Young Toddler

5.2 YT.B

Express

emotion

relating to a

conflict.

Reference 16.2 YT.D Reference 16.2 YT.D

Standard Concepts and Competencies Supporve Pracces

Older Toddler

5.2 OT.B

Communicate

about a conflict

and seek help

to solve.

Reference 16.2 OT.D Reference 16.2 OT.D

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

B. CONFLICT AND RESOLUTION

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to communicate

about and seek help for interpersonal conicts.

Infant

5.2 I.C

Explore

costumes and

props that

represent

community

workers.

The learner will:

•Playwithrealormodelequipment.

(e.g., stethoscope, blood pressure

cuff, fire hose, play workbench)

•Engageindress-upplay.

The adult will:

Emphasize science, technology, engineering, and mathematical

careers.

•Provideavarietyofcostumesandpropsrepresentingavarietyof

community workers.

•Labelcommunityworkersusingcorrectvocabulary.

•Incorporatebooks,pictures,andpostersthatdepictcommunity

workers.

•Engagecommunityworkersasexpertstosharetheirknowledgeof

workplace.

•Readbooks(bothfictionandnon-fiction)describingpeople’sjobs.

•Takeawalktoobservecommunityworkers.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

5.2 YT.C

Engage with

costumes and

props that

represent

community

workers.

The learner will:

•Usecostumesandpropsof

community workers for intended

purpose. (e.g., hold stethoscope to

teddy bear’s heart, use hammer to

pound peg into pegboard, fill a dump

truck)

•Engageindress-upplay.

The adult will:

Emphasize science, technology, engineering, and mathematical

careers.

•Provideavarietyofcostumesandpropsrepresentingavarietyof

community workers.

•Labelcommunityworkersusingcorrectvocabulary.

•Incorporatebooks,pictures,postersthatdepictcommunityworkers.

•Engagecommunityworkersasexpertstosharetheirknowledgeof

workplace.

•Readbooks(bothfictionandnon-fiction)describingpeople’sjobs.

•Takeawalktoobservecommunityworkers.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

C. GOVERNMENT SERVICES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of workers

in the community.

Infant

Economics

BIG IDEA: Money can be used to purchase goods and services, or can be saved. People make choices about how to spend money

based on different influences.

ESSENTIAL QUESTIONS: How can I use money? What influences the choices I make about spending what I have earned?

Older Toddler

5.2 OT.C

Recognize

community

workers

through their

uniforms and

equipment.

The learner will:

•Usecostumesandpropsof

community workers for intended

purpose. (e.g., hold stethoscope to

teddy bear’s heart, use hammer to

pound peg into pegboard, fill a dump

truck)

•Engageindressupplay.

•Identifythetypesofequipmentand

materials community workers use.

•Askandanswerquestionsabout

community workers and their roles.

•Matchworkplaceequipmentand

uniform to worker.

•Labelcommunityworkersintheir

neighborhood.

The adult will:

Emphasize science, technology, engineering, and mathematical

careers.

•Provideavarietyofcostumesandpropsrepresentingavarietyof

community workers.

•Labelcommunityworkersusingcorrectvocabulary.

•Incorporatebooks,pictures,andpostersthatdepictcommunity

workers.

•Engagecommunityworkersasexpertstosharetheirknowledgeof

workplace.

•Readbooks(bothfictionandnon-fiction)describingpeople’sjobs.

•Takeawalktoobservecommunityworkers.

•Takeawalktoobserveuseofworkplacetechnologies.(e.g.,

construction site, hospital, post office, dentist)

Standard

Concepts and Competencies

Supporve Pracces

6.1 I.D

Demonstrate

preference for

specific objects

and people.

Reference 16.3 I.A Reference 16.3 I.A

Standard Concepts and Competencies Supporve Pracces

Young Toddler

6.1 YT.D

Make simple

choices.

Reference 16.3 YT.A Reference 16.3 YT.A

Standard Concepts and Competencies Supporve Pracces

Older Toddler

6.1 OT.D

Communicate

about a choice

based on

individual

interest.

The learner will:

•Makeachoiceandexplainthereason

for the choice.

The adult will:

•Provideopportunitiesforchildrentomakedecisionsandchoices.

•Allowchildrentomaketheirownchoiceandaskchildrenwhy.

•Shareenthusiasmanddescribechild’sinterest.(e.g.,“Iseeyou

chose building blocks again today. You must really like the blocks.”)

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

6.1 SCARCITY AND CHOICE

D. INCENTIVES AND CHOICE

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to make intenonal

choices.

Infant

Older Toddler

6.3 OT.D

Communicate

about products

produced

locally.

The learner will:

•Talkaboutproductsthatcanbefound

around their homes.

•Askandanswerquestionsaboutitems

thatcomefromfarms,factories,and/

or businesses within the community.

The adult will:

•Invitelocalbusinessestovisitandsharewhatproductstheyproduce.

•Takechildrenonafieldtriptoalocalfarm,factory,orbusinessand

observe/discusshowlocalproductsaremade.

•Bringinlocalproductstouse/displayintheclassroom.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

6.3 FUNCTIONS OF GOVERNMENT

D. GOVERNMENT’S ROLE IN INTERNATIONAL TRADE

BROAD STANDARD STATEMENT: Infants and toddlers will communicate about products produced locally.

Infant

Emerging

Young Toddler

Emerging

6.5 INCOME, PROFIT, AND WEALTH

C. TYPES OF BUSINESS

BROAD STANDARD STATEMENT: Infants and toddlers will communicate about local businesses.

Infant

Emerging

Young Toddler

Emerging

Older Toddler

6.5 OT.C

Communicate

about local

businesses.

The learner will:

•Askandanswerquestionsaboutlocal

businesses.

•Actoutplayscenariosthatrelateto

local businesses. (e.g., getting haircut,

pet, school, farmer’s market)

The adult will:

•Engagechildrenindiscussionsaboutlocalbusinesses.

•Includepropsandcostumesfromlocalbusinessesindramaticplay

area.

•Readbooksaboutworkersandtheirjobsandconnectthemtolocal

businesses. (e.g., read book about hair and connect to local barber

shop)

•Invitelocalbusinessestovisitandshare.

•Takechildrenonafieldtriptoalocalbusiness.

•Displaythelogosoflocalbusinessesintheclassroom.

Standard Concepts and Competencies Supporve Pracces

Geography

BIG IDEA: Locations can be represented using a variety of tools.

ESSENTIAL QUESTIONS: What tools help me to understand the location of places and things? How can I represent the location of

places and things?

Older Toddler

7.1 OT.A

Use maps in

play.

The learner will:

•Followapathwayorroadwayona

large car mat.

•Followateacher-mademap.(e.g.,

locate something in the environment,

follow a course)

•Askandanswerquestionsaboutmaps.

The adult will:

•Provideavarietyofmapsforchildrentouse.

•Displaymaps.

•Askquestionsrelatingtomaps.

•Modeltheuseofamap.

•Readbooksaboutcharacterswhousemaps.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

7.2 OT.A

Describe the

characteristics

of home to gain

understanding

of physical

features.

The learner will:

•Identifythecharacteristicsofone’s

home. (e.g., door color, exterior type,

type of home)

•Describethelocationsandusesof

important areas within the home.

•Identifytheroominwhichcertain

items might be found.

The adult will:

Engage children in project-based inquiry about their home. (e.g.,

encourage children to replicate their home using simple building

materials)

•Engagechildrenindiscussionabouttheirhomes.

•Readbooksaboutdifferenttypesofshelter.

•Comparetypesofhomes.

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

7.1 BASIC GEOGRAPHIC LITERACY

A. GEOGRAPHIC TOOLS

BROAD STANDARD STATEMENT: Infants and toddlers will develop an awareness of landmarks and familiar places.

Infant

Emerging

Young Toddler

Emerging

7.2 PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS

A. PHYSICAL CHARACTERISTICS

BROAD STANDARD STATEMENT: Infants and toddlers will describe the characteriscs of home to gain

understanding of physical features.

Infant

Emerging

Young Toddler

Emerging

History

BIG IDEA: Past experiences and ideas help us make sense of the world.

ESSENTIAL QUESTIONS: In what ways can events be sequenced? How do I use past experiences and events to understand the

present?

8.1 I.A

Anticipate

next step of a

familiar routine

or activity.

Reference AL.2 I.B Reference AL.2 I.B

Standard Concepts and Competencies Supporve Pracces

Young Toddler

8.1 YT.A

Know the

sequence

of familiar

routines.

Reference AL.2 YT.B Reference AL.2 YT.B

Standard Concepts and Competencies Supporve Pracces

Older Toddler

8.1 OT.A

Identify and

complete the

sequence

of familiar

routines and

tasks.

Reference AL.2 OT.B Reference AL.2 OT.B

Standard Concepts and Competencies Supporve Pracces

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

8.1 HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT

A. CONTINUITY AND CHANGE OVER TIME

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased awareness of sequences of

events.

Infant

Social Studies Thinking Glossary

CIVICS AND GOVERNMENT

Authority—Right to control or direct the actions of others, legiti-

mized by law, morality, custom, or consent.

Citizen—Member of a political society who therefore owes al-

legiance to and is entitled to protection by and from the govern-

ment.

Civic Rights—The rights belonging to an individual by virtue of

citizenship.

Community—A group of people who share a common social,

historical, regional, or cultural heritage.

Conflict—Inherent incompatibility between two or more people

or two or more choices.

Conflict Resolution—Process by which issues arising from a

disagreement or clash between ideas, principles, or people are

settled.

Country—The acceptable political boundaries or borders recog-

nized throughout the world.

Decision-Making Process—An organized approach to making

choices.

Government—Institutions and procedures through which a ter-

ritory and its people are ruled.

Law—The system of rules that a particular country or commu-

nity recognizes as regulating the actions of its members.

Leadership—State or condition of one who guides or governs.

Public Service—Community service; a service that is performed

for the benefit of the public.

State—A commonwealth; a nation; a civil power.

ECONOMICS

Community Helpers—Any group or individual who plays a

role in the community such as doctors, nurses, dentists, teach-

ers, parents, fire fighters, police officers, trash collectors, animal

control officers.

Competition—Therivalryamongpeopleand/orbusinessfirms

forresourcesand/orconsumers.

Consumer—One who buys or rents goods or services and uses

them.

Cost—Whatisgivenupwhenachoiceismade;monetaryand/or

non-monetary.

Demand—The different quantities of a resource, good, or

service that potential buyers are willing and able to purchase at

various prices during a specific time period.

Goods—Objects that can satisfy people’s wants.

Household—The group of people living together under one

roof; a group of individuals whose economic decision-making is

interrelated.

Money—A medium of exchange.

Natural Resource—Anything found in nature that can be used

to produce a product (e.g., land, water, coal).

Price—The amount people pay in exchange for a particular good

or service.

Producer—One who makes goods.

Profit—Total revenue minus total costs.

Scarcity—A small and inadequate amount.

Services—Actions that are valued by others.

Supply—The different quantities of a resource, good, or service

that potential sellers are willing and able to sell at various prices

during a specific time period.

Wage—A fixed regular payment, typically paid on a daily or

weekly basis typically by an employer.

Wants—Desires that can be satisfied by consuming goods, ser-

vices, or leisure activities.

GEOGRAPHY

Climate—Long-term patterns and trends in weather elements

and atmospheric conditions.

Culture—The way of life of a group of people, including cus-

toms, beliefs, arts, institutions, and worldview. Culture is acquired

through many means and is always changing.

Environment—Everything in and on earth’s surface and its at-

mosphere within which organisms, communities, or objects exist.

Geographic Tools—Tools used by geographers to organize and

interpret information. Tools range from the very simple (maps

and globes) to the complex (Geographic Information Systems,

population pyramids, satellite images, and climate graphs).

Place—An area with distinctive human and physical character-

istics; these characteristics give it meaning and character and

distinguish it from other areas.

Resource—An aspect of the physical environment that people

value and use to meet a need for fuel, food, industrial product, or

something else of value.

HISTORY

Document—A formal piece of writing the provides information

or acts as a record of events or arrangements.

Media Sources—Various forms of mass communication such as

television, radio, magazines, newspapers, and Internet.

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

Creave Thinking and Expression

Communicang through the Arts

9.1.M Producon and Performance – Music and

Movement

9.1.D Producon and Performance – Dramac

and Performance Play

9.1.V Producon and Performance – Visual Arts

9.3 Crical Response to Works in the Arts

Digital Media

Literacy

edia literacy

includes compe-

tencies that enable

people to analyze, evaluate, and

create messages in a variety

of forms. Children today are

growing up in a digital age and

are faced with increasingly new

types of digital media and tech-

nology. Some current examples in-

clude electronic tablets, computers,

digital cameras, video recorders, and a

variety of assistive technologies for children

with special needs. It is the responsibility of educators

and families to understand that digital media can be a

valuable instructional tool when used appropriately. Ap-

propriate media use should not replace concrete expe-

riences and personal interactions, but can be used to

extend play and interactions. For example, use of video

conferences can be used during the school day to con-

nectaparentwithhis/herchild.Educatorsandfamilies

are encouraged to engage in professional development

opportunities to understand the

role and instructional uses of

digital media.

reative

thinking and

expression is

an important com-

ponent of children’s

early learning experiences.

Children who are given op-

portunities to develop their

imagination and creativity through

a variety of media are learning to

express their individuality in interests,

abilities, and knowledge. When they

view others’ work, children are also

learning to appreciate and respect differences in culture

and viewpoint. Creative expression influences children’s

growing competence as creative problem solvers and

provides insight about their world around them. Teach-

ers support creative learning by providing concrete,

process-oriented play experiences that encourage chil-

dren to use their imagination and to experiment with

new ideas and materials.

9.1.M Producon and Performance – Music and Movement

BIG IDEA: Music can be used to express and initiate aesthetic and physical responses.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through music and movement?

9.1.M YT.A

Demonstrate an

understanding

of basic

elements of

music and

movement.

The learner will:

•Explorerhythminstruments.

•Participateinteacher-guidedmusic

and movement activities.

•Demonstrateunderstandingoffast,

slow, loud, and soft.

The adult will:

•Provideavarietyofmusicandmovementactivities.

•Exposechildrentoavarietyoftypesofmusic.(e.g.,lullabies,

classical, jazz, folk)

•Explicitlyusevocabularyforelementsandprinciplesofmusicand

movement. (e.g., rhythm, space, tempo)

•Modelappropriateuseofinstruments.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

Older Toddler

9.1.M OT.A

Know and use

basic elements

of music and

movement.

The learner will:

•Explorerhythminstruments.

•Userhythminstrumentsasintended.

•Participateinteacher-guidedmusic

and movement activities.

•Demonstrateunderstandingoffast,

slow, loud, and soft.

The adult will:

•Provideavarietyofmusicandmovementactivities.

•Exposechildrentoavarietyoftypesofmusic.(e.g.,lullabies,

classical, jazz, folk)

•Explicitlyusevocabularyforelementsandprinciplesofmusicand

movement. (e.g., rhythm, space, tempo)

•Modelappropriateuseofinstruments.

Standard Concepts and Competencies Supporve Pracces

9.1.M I.B

Respond to

music.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Turnheadtosourceofmusic.

•Reacttomusicwithbodymovements.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Holdchildandrockormovetomusic.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

A. ELEMENTS AND PRINCIPLES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

elements of music and movement.

Infant

Emerging

B. DEMONSTRATION

BROAD STANDARD STATEMENT: Infants and toddlers will respond to music in a variety of ways.

Infant

Young Toddler

9.1.M YT.B

Respond to

music.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Turnheadtosourceofmusic.

•Reacttomusicwithbodymovements.

(e.g., move, dance, clap, sway:

movements may not match rhythm)

•Usepropsinresponsetomusic.(e.g.,

scarves, instruments, ribbons)

•Attempttosingafamiliarmelodic

pattern.

•Attempttoimitatemusicpatterns

using available materials.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Providemusicalexperiencesinavarietyofways.

•Introducenewsongsregularlyandrepeatfavoritesoften.

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard

Concepts and Competencies

Supporve Pracces

9.1.M OT.B

Respond to and

communicate

about music.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Requestfavoritetypesofmusic.

•Singsongsinrecognizableways.

•Reacttomusicwithincreasingly

coordinated body movements. (e.g.,

move, dance, clap, sway: movements

may not match rhythm)

•Usepropsinresponsetomusic.(e.g.,

scarves, instruments, ribbons)

•Attempttoimitatemusicpatternsand

dance movements.

•Participateingroupmusicactivities

for short periods of time.

•Indicatelikesanddislikesinregardto

music.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Askchildrentoselectsongsandsonggames.

•Providemusicalexperiencesinavarietyofways.

•Introducenewsongsregularlyandrepeatfavoritesoften.

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

9.1.M I.E

Express self

through music

and dance.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Turnheadtosourceofmusic.

•Reacttomusicwithbodymovements.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Holdchildandrockormovetomusic.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

E. REPRESENTATION

BROAD STANDARD STATEMENT: Infants and toddlers will use imaginaon and creavity to express self through

music and dance.

Infant

Young Toddler

9.1.M YT.E

Respond to

music and

dance.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Turnheadtosourceofmusic.

•Reacttomusicwithbodymovements.

(e.g., move, dance, clap, sway:

movements may not match rhythm)

•Usepropsinresponsetomusic.(e.g.,

scarves, instruments, ribbons)

•Attempttosingafamiliarmelodic

pattern.

•Attempttoimitatemusicpatterns

using available materials.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Providemusicalexperiencesinavarietyofways.

•Introducenewsongsregularlyandrepeatfavoritesoften.

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard

Concepts and Competencies

Supporve Pracces

9.1.M OT.E

Respond to and

communicate

about music

and dance.

The learner will:

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Requestfavoritetypesofmusic.

•Singsongsinrecognizableways.

•Reacttomusicwithincreasingly

coordinated body movements. (e.g.,

move, dance, clap, sway: movements

may not match rhythm)

•Usepropsinresponsetomusic.(e.g.,

scarves, instruments, ribbons)

•Attempttoimitatemusicpatternsand

dance movements.

•Participateingroupmusicactivities

for short periods of time.

•Indicatelikesanddislikesinregardto

music.

The adult will:

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Askchildrentoselectsongsandsonggames.

•Providemusicalexperiencesinavarietyofways.

•Introducenewsongsregularlyandrepeatfavoritesoften.

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

9.1.M I.J

Use

technologies

for producing

music.

The learner will:

•Exploremusicalinstruments,

including those which are culturally

diverse.

•Useavarietyofpropstorespondto

music. (e.g., scarves, ribbons, bean

bags)

The adult will:

•Provideopportunitiesforchildrentoexploreavarietyofmusical

instruments, including those which are culturally diverse.

•Provideavarietyofpropsformusicalexpressionandmovement.

•Engagealocalexpert(e.g.,highschoolmusicstudent,college

professor, dance instructor, musician) as a guest speaker.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

J. TECHNOLOGIES

BROAD STANDARD STATEMENT: Infants and toddlers will use a variety of technologies in music and movement

acvies.

Infant

Young Toddler

9.1.M YT.J

Use a variety

of technologies

for producing

music or

performing

movements.

The learner will:

•Exploremusicalinstruments,

including those which are culturally

diverse.

•Useavarietyofpropstorespondto

music. (e.g., scarves, ribbons, bean

bags)

•Attempttoimitatemusicpatterns

using musical instruments.

The adult will:

•Provideopportunitiesforchildrentoexploreavarietyofmusical

instruments, including those which are culturally diverse.

•Provideavarietyofpropsformusicalexpressionandmovement.

•Engagealocalexpert(e.g.,highschoolmusicstudent,college

professor, dance instructor, musician) as a guest speaker.

•Userecordingdevices(e.g.,voicerecorder,videorecorder)tocapture

musicand/ormovementexperiences.

Standard

Concepts and Competencies

Supporve Pracces

9.1.M OT.J

Use a variety

of technologies

for producing

music or

performing

movements.

The learner will:

•Exploremusicalinstruments,

including those which are culturally

diverse.

•Useinstrumentstoaccompany

music.

•Useinstrumentsasintended.

•Useavarietyofpropstorespondto

music. (e.g., scarves, ribbons, bean

bags)

•Attempttoimitatemusicpatterns

using musical instruments.

The adult will:

•Provideopportunitiesforchildrentoexploreavarietyofmusical

instruments, including those which are culturally diverse.

•Provideavarietyofpropsformusicalexpressionandmovement.

•Engagealocalexpert(e.g.,highschoolmusicstudent,college

professor, dance instructor, musician) as a guest speaker.

•Userecordingdevices(e.g.,voicerecorder,videorecorder)tocapture

musicand/ormovementexperiences.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

9.1.D I.B

Act out familiar

scenarios.

The learner will:

•Imitatefamiliaractionsinplay.(e.g.,

hold phone to ear, stir using spoon,

use cups and plates to serve pretend

meal)

The adult will:

Provide real-life objects in all areas of the classroom.

Incorporate integration of STEM occupations in dramatic play.

(e.g., lab coat, safety goggles, building materials, calculators)

•Acknowledgechildren’sattemptstoimitatereal-lifescenarios.

•Joininchildren’splay,askingquestionstoextendtheirplay.

•Provideavarietyofmaterialstoencouragechildrentorepresentreal-

life objects.

•Providematerialstoencouragedramaticplaybothindoorsand

outdoors.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

9.1.D Producon and Performance – Dramac and Performance Play

BIG IDEA: Dramatic and performance play is a way to act out reality and fantasy.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through dramatic play?

B. DEMONSTRATION

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased complexity in dramac

play.

Infant

Young Toddler

9.1.D YT.B

Act out familiar

scenarios

using objects

with intended

purpose.

The learner will:

•Imitatefamiliaractionsinplay.(e.g.,

hold phone to ear, stir using spoon,

use cups and plates to serve pretend

meal)

•Useobjectforintendedpurpose

during play.

The adult will:

Provide real-life objects in all areas of the classroom.

Incorporate integration of STEM occupations in dramatic play.

(e.g., lab coat, safety goggles, building materials, calculators)

•Acknowledgechildren’sattemptstoimitatereal-lifescenarios.

•Joininchildren’splay,askingquestionstoextendtheirplay.

•Provideavarietyofmaterialstoencouragechildrentorepresentreal-

life objects.

•Providematerialstoencouragedramaticplaybothindoorsandoutdoors.

Standard

Concepts and Competencies

Supporve Pracces

9.1.D OT.B

Explore real or

make-believe

scenarios

through

dramatic play.

The learner will:

•Imitatefamiliaractionsinplay.(e.g.,

hold phone to ear, stir using spoon, use

cups and plates to serve pretend meal)

•Useobjectforintendedpurpose

during play.

•Useoneobjecttorepresentanother

object during play.

•Createowndramaticplayscenarios.

•Actoutexperiencesthatarenewor

unknown. (e.g., dentist)

•Pretendtobeapersonoranimal.

The adult will:

Provide real-life objects in all areas of the classroom.

Incorporate integration of STEM occupations in dramatic play.

(e.g., microscope, lab coat, safety goggles, building materials,

calculators)

•Acknowledgechildren’sattemptstoimitatereal-lifescenarios.

•Joininchildren’splay,askingquestionstoextendtheirplay.

•Provideavarietyofmaterialstoencouragechildrentorepresentreal-

life objects.

•Encourageimaginationandpretendingbysuggestingscenarios.(e.g.,

move like a tiger through the jungle)

•Providematerialstoencouragedramaticplaybothindoorsandoutdoors.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

9.1.D OT.E

Use imagination

and creativity

to express

self through

dramatic play.

The learner will:

•Imitateandrepeatvoiceinflectionsand

facial expressions to entertain others.

•Usenon-conformingobjectstocreate

representations of real-life objects or

activities.

•Representfantasyandreal-life

experiences through pretend play.

•Imitaterolesofpeople,animals,or

objects observed in life experiences.

•Usepropsandcostumesduring

dramatic play.

•Askotherstowatchaperformance.

The adult will:

Create situations where children can role-play familiar situations.

(e.g., restaurants, laboratory, home living, construction site)

Ask questions and make suggestions to extend children’s play in

new directions.

Provide clothing, materials, and props that facilitate pretend play.

•Providedramaticplayopportunitiesbothinsideandoutside.

•Modelcharactervoiceinfectionsandfacialexpressionsduringstory

time.

•Attendtochildren’sperformancesofdramaticplaywhenrequested.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

E. REPRESENTATION

BROAD STANDARD STATEMENT: Infants and toddlers will use imaginaon and creavity to express self through

dramac play.

Infant

Emerging

Young Toddler

Emerging

9.1.V Producon and Performance – Visual Arts

BIG IDEA: Visual arts allow expression of interests, abilities, and knowledge.

ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through visual arts?

9.1.V YT.A

Demonstrate an

understanding

of basic

elements of

visual arts.

The learner will:

•Participateinteacher-guidedvisualart

activities.

•Demonstrateanunderstandingof

color.

•Createapictureusingdifferentcolors.

•Combinecolors.

•Exploreavarietyofartmaterials.

The adult will:

•Provideavarietyofvisualartactivities.

•Exposechildrentoavarietyofartmaterials.

•Explicitlyusevocabularyforprinciplesofvisualarts.(e.g.,color,

shape, line)

•Modelappropriateuseofartmaterials.

•Displayavarietyofworksofart,includingthosewhichareculturally

diverse.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

A. ELEMENTS AND PRINCIPLES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of the basic

elements of visual arts.

Infant

Emerging

Older Toddler

9.1.V OT.A

Know and use

basic elements

of visual arts.

The learner will:

•Participateinteacher-guidedvisualart

activities.

•Communicateaboutart,

demonstrating an understanding of

color and shape.

•Createapictureusingdifferentcolors.

•Combinecolors.

•Exploreavarietyofartmaterials.

•Useartmaterialsasintended.

The adult will:

•Provideavarietyofvisualartactivities.

•Exposechildrentoavarietyofartmaterials.

•Explicitlyusevocabularyforprinciplesofvisualarts.(e.g.,color,

shape, line)

•Modelappropriateuseofartmaterials.

•Displayavarietyofworksofart,includingthosewhichareculturally

diverse.

•Askchildrenquestionsabouttheirartwork.

Standard Concepts and Competencies Supporve Pracces

9.1.V I.B

Combine a

variety of

materials to

engage in the

process of art.

The learner will:

•Participateinteacher-guidedart

activities.

•Useavarietyofnon-toxicmaterials.

(e.g., paint, crayons, markers, wood,

play dough)

The adult will:

•Displaychildren’sartwork.

•Makenon-toxicartmaterialsaccessibletochildrenthroughoutthe

day, including those which represent a variety of cultures.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Provideopportunitiesforchildrentousethree-dimensionalmaterials.

•Allowforprojectstoextendoverseveraldays.

•Encouragecreativeexpressionandexplorationofmaterialsandtools

without expectations for a finished product.

•Providebooksthatshowcaseexamplesoftextures,shapes,andcolors.

•Documentchildren’sprocessofart.(e.g.,photographs,captions,video)

Standard Concepts and Competencies Supporve Pracces

B. DEMONSTRATION

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased complexity in combining a

variety of art materials to engage in the process of art.

Infant

Young Toddler

9.1.V YT.B

Combine a

variety of

materials to

engage in the

process of art.

The learner will:

•Participateinteacher-guidedart

activities.

•Useavarietyofnon-toxicmaterials

(e.g., paint, crayons, markers, chalk,

wood, stampers, play dough)

•Demonstrateincreasedcontrolofart

technologies.

The adult will:

•Displaychildren’sartwork.

•Makenon-toxicartmaterialsaccessibletochildrenthroughoutthe

day, including those which represent a variety of cultures.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Provideopportunitiesforchildrentousethree-dimensionalmaterials.

•Allowforprojectstoextendoverseveraldays.

•Encouragecreativeexpressionandexplorationofmaterialsandtools

without expectations for a finished product.

•Providebooksthatshowcaseexamplesoftextures,shapes,andcolors.

•Documentchildren’sprocessofart.(e.g.,photographs,captions,

video)

Standard

Concepts and Competencies

Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

Older Toddler

9.1.V OT.B

Combine a

variety of

materials to

engage in the

process of art.

The learner will:

•Participateinteacher-guidedart

activities.

•Useavarietyofnon-toxicmaterials.

(e.g., paint, crayons, markers, wood,

play dough, plastic safety scissors,

stampers, rubbing plates)

•Demonstrateincreasedcontrolofart

technologies.

•Initiateindependentworksofart.

The adult will:

•Displaychildren’sartwork.

•Makenon-toxicartmaterialsaccessibletochildrenthroughoutthe

day, including those which represent a variety of cultures.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Provideopportunitiesforchildrentousethree-dimensionalmaterials.

•Allowforprojectstoextendoverseveraldays.

•Encouragecreativeexpressionandexplorationofmaterialsandtools

without expectations for a finished product.

•Providebooksthatshowcaseexamplesoftextures,shapes,andcolors.

•Documentchildren’sprocessofart.(e.g.,photographs,captions,

video)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

9.1.V OT.E

Use imagination

and creativity

to express self

through the

process of art.

The learner will:

•Initiateartactivities.

•Participateinteacher-guidedvisualart

activities.

•Selectartmaterialsduringfree

choice.

•Drawsimplepicturestorepresent

something.

•Attempttodrawself-portrait.

•Createbasicshapes.

•Labelowncreations.

The adult will:

•Displaychildren’sartwork.

•Createopportunitiesforchildrentoexpressthemselvesusingart

materials.

•Provideavarietyofartmaterials.

•Providemulti-culturalartmaterialsforuseinself-representation.

•Encouragechildrentouseartmaterialsforindividualexpressionof

feelings or thoughts.

•Allowprojectstoextendforseveraldays.

•Relateartactivitiestootherclassroomexperiences.

•Encouragechildrentotalkabouttheirartwork.

•Encouragecreativitybyaskingquestions.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

E. REPRESENTATION

BROAD STANDARD STATEMENT: Infants and toddlers will use imaginaon and creavity to express self through

the process of art.

Infant

Emerging

Young Toddler

Emerging

J. TECHNOLOGIES

BROAD STANDARD STATEMENT: Infants and toddlers will use a variety of technologies in the process of creang

art.

Infant

9.1.V I.J

Use

technologies in

the process of

creating art.

The learner will:

•Exploreavarietyoftoolsandnon-

toxic art materials, including those

which are culturally diverse.

•Participateinteacher-guidedvisualart

activities.

•Manipulatematerialsinavarietyof

ways. (e.g., pounding, squeezing,

poking)

The adult will:

Use recording devices (e.g., digital camera, video recorder) to

capture and share the creative process.

•Provideopportunitiesforchildrentoexploreavarietyofnon-toxicart

materials, including those which are culturally diverse.

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Engagealocalexpert(e.g.,artist,sculptor,museumcurator)asa

guest speaker.

•Takeafieldtriptoanartmuseum.

Standard Concepts and Competencies Supporve Pracces

100

Older Toddler

9.1.V OT.J

Use a variety of

technologies in

the process of

creating art.

The learner will:

•Exploreavarietyoftoolsandnon-

toxic art materials, including those

which are culturally diverse.

•Participateinteacher-guidedvisualart

activities.

•Manipulatematerialsinavarietyof

ways. (e.g., pounding, squeezing,

rolling, tearing, poking)

•Useartmaterialsandtoolsas

intended.

The adult will:

Use recording devices (e.g., digital camera, video recorder) to

capture and share the creative process.

•Provideopportunitiesforchildrentoexploreavarietyofnon-toxicart

materials, including those which are culturally diverse.

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Engagelocalexpert(e.g.,artist,sculptor,museumcurator)asaguest

speaker.

•Takeafieldtriptoanartmuseum.

Standard Concepts and Competencies Supporve Pracces

9.3 Crical Response to Works in the Arts

BIG IDEA: People evaluate art based upon a variety of characteristics.

ESSENTIAL QUESTIONS: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about

a particular art form?

9.3 I.F

Explore a

variety of art

forms.

The learner will:

•Recognizeandpointtofamiliar

objects or persons in photos or books.

•Engagewithphotographsand

paintings.

•Engageintactileartexperiences.

•Engagewithmusic.

•Participateinteacher-guidedmusic

and movement activities.

The adult will:

•Provideavarietyofartexperiences.(e.g.,music,painting,dancing,

singing)

•Displayphotos,art,orobjectsintheclassroomatthechildren’seye

level.

•Describephotos,paintings,andotherclassroomdisplays.

•Usecorrecttermstodescribewhatchildrenaredoing.(e.g.,“Youare

painting.” “Look at you dancing.”)

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

Young Toddler

9.1.V YT.J

Use a variety of

technologies in

the process of

creating art.

The learner will:

•Exploreavarietyoftoolsandnon-

toxic art materials, including those

which are culturally diverse.

•Participateinteacher-guidedvisualart

activities.

•Manipulatematerialsinavarietyof

ways. (e.g., pounding, squeezing,

poking)

The adult will:

Use recording devices (e.g., digital camera, video recorder) to

capture and share the creative process.

•Provideopportunitiesforchildrentoexploreavarietyofnon-toxicart

materials, including those which are culturally diverse.

•Makeartmaterialsaccessibletochildrenthroughouttheday.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Engagealocalexpert(e.g.,artist,sculptor,museumcurator)asa

guest speaker.

•Takeafieldtriptoanartmuseum.

Standard

Concepts and Competencies

Supporve Pracces

F. IDENTIFICATION

BROAD STANDARD STATEMENT: Infants and toddlers will engage with and communicate about a variety of art

forms.

Infant

101

Young Toddler

9.3 YT.F

Engage with a

variety of art

forms.

The learner will:

•Engagewithphotographsand

paintings.

•Engageintactileartexperiences.

•Engagewithmusic.

•Participateinteacher-guidedmusic

and movement activities.

The adult will:

•Provideavarietyofartexperiences.(e.g.,music,painting,dancing,

singing)

•Displayphotos,art,orobjectsintheclassroomatthechildren’seye

level.

•Describephotos,paintings,andotherclassroomdisplays.

•Usecorrecttermstodescribewhatchildrenaredoing.(e.g.,“Youare

painting.” “Look at you dancing.”)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

9.3. OT.F

Communicate

about a variety

of art forms.

The learner will:

•Describephotographsandpaintings.

•Engageintactileartexperiences.

•Communicateaboutthespecifictools

needed to perform a specific type of

art. (e.g., “I need crayons.”)

•Engagewithmusic.

•Participateinteacher-guidedmusic

and movement activities.

•Communicatelikesanddislikes.

•Answerquestionsaboutdifferentart

forms.

The adult will:

•Provideavarietyofartexperiences.(e.g.,music,painting,dancing,

singing)

•Displayphotos,art,orobjectsintheclassroomatthechildren’seye

level.

•Describephotos,paintings,andotherclassroomdisplays.

•Usecorrecttermstodescribewhatchildrenaredoing.(e.g.,“Youare

making a sculpture.” “That looks like ballet.”)

•Askquestionsaboutdifferentartforms.

•Engagechildrenindiscussionsabouttheirownart.

Standard Concepts and Competencies Supporve Pracces

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

9.3 I.G

Respond to

various art

forms.

The learner will:

•Gazeatorpointtoapicture,painting,

or photo.

•Respondtoavarietyofmusictypes,

including culturally diverse music.

•Turnheadtosourceofmusic.

•Reacttomusicwithbodymovements.

The adult will:

•Displaychildren’sartwork.

•Makenon-toxicartmaterialsaccessibletochildrenthroughoutthe

day, including those which represent a variety of cultures.

•Rotateartmaterialstoprovideavarietyofexperiences.

•Provideopportunitiesforchildrentousethree-dimensional

materials.

•Providebooksthatshowcaseexamplesoftextures,shapes,and

colors.

•Documentchildren’sprocessofart.(e.g.,photographs,captions,

video)

•Respondtomusic.(e.g.,sing,hum,dance,sway)

•Intentionallyprovideavarietyofmusictypes,includingawiderange

of culturally diverse music.

•Includemovementtomusicindailyroutine.

•Holdchildandrockormovetomusic.

•Encouragechildren’sinterestandparticipationinmusicalactivities.

•Explicitlyacknowledgechildren’smovementstomusic.

Standard Concepts and Competencies Supporve Pracces

G. CRITICAL RESPONSE

BROAD STANDARD STATEMENT: Infants and toddlers will show interest in and respond to arsc expressions.

Infant

102

Young Toddler

9.3 YT.G

Show interest

in others’

artistic

expressions.

The learner will:

•Intentionallylookatdisplayed

pictures.

•Watchothersdance.

•Imitatetheartisticactionsofothers.

(e.g., copy dance moves, choose a

similar art tool after observing peer

use)

The adult will:

•Displaychildren’sandprofessionals’artworkatchild’seyelevel.

•Discussothers’artisticexpressions.

•Modelshowinginterestinothersartisticexpressions.(e.g.,“Lookat

Joliedancing.Iwanttotrythat.”)

•Acknowledgechildren’sinterestinothers’artisticexpressions.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

9.3 OT.G

Comment on

characteristics

of others’

artistic

expressions.

The learner will:

•Describepictures.

•Noticethewayothersaredancingto

music.

•Commentonthetoolspeersare

using.

The adult will:

•Displaychildren’sandprofessionals’artworkatchild’seyelevel.

•Discussothers’artisticexpressions.

•Modelshowinginterestinothersartisticexpressions.(e.g.,“Lookat

Joliedancing.Iwanttotrythat.”)

•Acknowledgechildren’sinterestinothers’artisticexpressions.

Standard Concepts and Competencies Supporve Pracces

Creave Thinking and Expression Glossary

Aesthetics—A branch of philosophy that focuses on the nature

of beauty, the nature and value of the arts, and the inquiry pro-

cesses and human responses they produce.

Aesthetic Response—A philosophical reply to works of art.

Artistic Choices—Selections made by artists to convey meaning.

Arts Resource—An outside community asset (e.g., performanc-

es, exhibitions, performers, artists).

Assess—To analyze and determine the nature and quality of the

process/productthroughmeansappropriatetotheartform.

Community—A group of people who share a common social,

historical, regional, or cultural heritage.

Create—To produce works of art using materials, techniques,

processes, elements, principles, and analysis.

Culture—The way of life of a particular social, ethnic, or age

group of people which includes beliefs, customs, arts, and

behaviors.

Elements—Core components that support the principles of the

arts.

Genre—A type of category (e.g., music – opera, oratorio; theater

– tragedy, comedy; dance – modern, ballet; visual arts – pastoral,

scenes of everyday life).

Humanities—The branch of learning that connects the fine

arts, literature, languages, philosophy and cultural science. The

humanities are concerned with the understanding and integration

of human thought and accomplishment.

Multimedia—The combined use of media, such as movies, CD-

ROMs, television, radio, print, and the Internet, for entertainment

and publicity.

Original Works of Art—Dance, music, theatre, and visual arts

pieces created by performing or visual artists.

Style—A distinctive or characteristic manner or expression.

Technique—Specific skills and details employed by an artist,

craftsperson, or performer in the production of works of art.

Timbre—A unique quality of sound.

Visual Arts—Art forms which are primarily visual in nature,

such as ceramics, drawing, painting, sculpture.

CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS

Health, Wellness, and Physical Development

Learning about My Body

10.1 Concepts of Health

10.2 Healthful Living

10.3 Safety and Injury Prevenon

10.4 Physical Acvity – Gross Motor Coordinaon

10.5 Concepts, Principles, and Strategies of

Movement – Fine Motor Coordinaon

Get Up and

Move!

besity is a growing

concern even for

very young chil-

dren. Research indicates that

even young toddlers are eating

inappropriate foods with too

many calories. Early childhood

programs have a unique op-

portunity to influence children’s

healthy eating and physical activity habits. Teachers need

to plan adequate opportunities for children to exercise

and engage in active play. In addition to engaging chil-

dren in outdoor play, including active movement games

and songs as part of the indoor routine can also extend

the amount of time children are exercising each day.

Providers must carefully plan menus that offer healthy

foods and limit snacks and extras, like dessert, to

nutritionally-appropriate

selections. Teachers who

work with their program

administrators and their fami-

lies to introduce and sustain

healthy choices and habits

influence children’s ongoing

development and school success.

eachers should model

healthy and safe prac-

tices and promote

healthy lifestyles for children. In addition, opportunities

to experience active indoor and outdoor play in which

children use their bodies provide a foundation for life-

long healthy habits. Children’s health, safety, and ability

to learn are inextricably linked. Health and safety activi-

ties, integrated throughout the day, provide a means to

support children’s cognition.

103

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

10.1 Concepts of Health

BIG IDEA: Awareness of health concepts provides a foundation for healthy decision-making.

ESSENTIAL QUESTIONS: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body

develop?

10.1 I.B

Locate basic

body parts

when named by

an adult.

The learner will:

•Pointtoormovefingers,hands,toes,

feet, and head when asked.

The adult will:

•Intentionallylabelbasicbodypartswhenengagedindailyroutines.

•Engageinfingerplaysandsongsdealingwithbodyidentification.

(e.g., This Little Piggy)

•Readbooksandrelatepicturesofdifferentbodypartstothechild’s

body.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

10.1 YT.B

Locate basic

body parts

when asked.

The learner will:

•Pointtoormovefingers,hands,toes,

feet. and head when asked.

•Usefingersandhandsduringfinger

plays and songs with motions.

The adult will:

•Intentionallylabelbasicbodypartswhenengagedindailyroutines.

•Engageinfingerplaysandsongsdealingwithbodyidentification.

(e.g., This Little Piggy; Head, Shoulders, Knees, and Toes)

•Readbooksandrelatepicturesofdifferentbodypartstochild’sbody.

•Askchildrentolocatebasicbodyparts.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.1 OT.B

Identify and

locate basic

body parts.

The learner will:

•Namebasicbodyparts.

•Followbasicdirectionsinamovement

song. (e.g., shake your feet or wiggle

your arms)

•Pointtoormovefingers,hands,toes,

feet, and head when asked.

•Usefingersandhandsduringfinger

plays and songs with motions.

The adult will:

•Intentionallylabelbasicbodypartswhenengagedindailyroutines.

•Engageinfingerplaysandsongsdealingwithbodyidentification.

(e.g., This Little Piggy; Head, Shoulders, Knees, and Toes; Hokey

Pokey)

•Readbooksandrelatepicturesofdifferentbodypartstochild’sbody.

•Askchildrentolocateandidentifybasicbodyparts.

Standard Concepts and Competencies Supporve Pracces

B. INTERACTION OF BODY SYSTEMS

BROAD STANDARD STATEMENT: Infants and toddlers will idenfy basic body parts.

Infant

104

Older Toddler

10.1 OT.C

Participate in

experiences

related to

healthy food

choices.

The learner will:

•Explorehealthfoodoptions.

•Choosebetweenhealthyfoodoptions.

•Participateindiscussionsaboutfood

options.

The adult will:

•Modelhealthyeatingwhilesittingwithchildatthetable.

•Provideachoiceoftwoormorenutritionalfoods.

•Provideavarietyofhealthychoicesatsnackormealtime.

•Readbooksabouthealthyfoodchoices.

•Discusshealthyandnon-healthyfoodchoices.

•Engagechildreninahealthycookingexperience.

•DisplayMyPlate near meal time.

•ParticipateinColorMeHealthy or other nutrition-specific

professional development.

Standard Concepts and Competencies Supporve Pracces

10.2 Healthful Living

BIG IDEA: Children need to make healthy choices to optimize their learning potential.

ESSENTIAL QUESTIONS: What are things I can do to keep myself healthy?

10.2 I.A

Participate in

fundamental

practices for

good health.

The learner will:

•Establishandengageinindividualized

daily routines. (e.g., eating, toileting,

sleeping)

•Useverbalandnon-verbalcuesto

express needs. (e.g., hunger, tired,

diaper change)

•Activelyparticipatewithadultindaily

hygiene routines.

•Imitatebasichygienepractices.(e.g.,

wash hands, wipe nose)

The adult will:

•Respondtoeachchild’sindividualizedneeds.(e.g.,eating,toileting,

sleeping)

•Provideopportunitiesinthedailyscheduletopracticehygiene

routines.

•Createopportunitiestoexplorehealthypracticesthroughplay.(e.g.,

doll/toywashing)

•Readbooksaboutstayinghealthy.

•Modelpracticesforgoodhealthanddiscusswhatistakingplace.

•Invitelocalexperts(e.g.,personaltrainer,dentist,doctor,nurse)to

the classroom to discuss how they help to keep us healthy.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

105

C. NUTRITION

BROAD STANDARD STATEMENT: Infants and toddlers will parcipate in experiences related to healthy food

choices.

Infant

Emerging

Young Toddler

Emerging

A. HEALTH PRACTICES, PRODUCTS, AND SERVICES

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of basic

hygiene pracces.

Infant

Young Toddler

10.2 YT.A

Engage in

fundamental

practices for

good health.

The learner will:

•Establishandengageinindividualized

daily routines. (e.g., eating, toileting,

sleeping)

•Engageindailyactivitiesthatpromote

good health. (e.g., exercise, rest,

eating, tooth brushing)

•Useverbalandnon-verbalcuesto

express needs. (e.g., hunger, tired,

diaper change)

•Imitateandpracticebasichygiene

practices. (e.g., use tissue to wipe

nose, wash hands, attempt to brush

teeth, cough into elbow)

•Recognizebasichealthcareworkers.

The adult will:

•Respondtoeachchild’sindividualizedneeds.(e.g.,eating,toileting,

sleeping)

•Provideopportunitiesindailyscheduletopracticehygieneroutines.

•Createopportunitiestoexplorehealthypracticesthroughplay.(e.g.,

doll/toywashing)

•Givechildtimetoattempthygieneroutinesindependentlybefore

stepping in to assist.

•Modelpracticesforgoodhealthanddiscusswhatistakingplace.

•Invitelocalexperts(e.g.,personaltrainer,dentist,doctor,nurse)to

the classroom to discuss how they help to keep us healthy.

•DisplayMyPlate near mealtime area to encourage healthy portioning

of food.

•Readbooksaboutstayinghealthy.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

10.2 OT.A

Discuss

fundamental

practices for

good health.

The learner will:

•Establishandengageinindividualized

daily routines. (e.g., eating, toileting,

sleeping)

•Useverbalandnon-verbalcuesto

express needs. (e.g., hunger, tired,

toileting)

•Engageindailyactivitiesthatpromote

good health. (e.g., exercise, rest,

eating, tooth brushing)

•Practicebasichygienepracticeswith

adult reminders. (e.g., use tissue to

wipe nose, wash hands, attempt to

brush teeth, cough into elbow)

•Discussbasichygienepractices.

•Askandanswerquestionsabout

health practices. (e.g., “Why do I need

a nap?”, explain that we need to eat

well, get rest, and exercise to stay

healthy)

•Identifypeoplethathelpkeepus

healthy.

The adult will:

•Respondtoeachchild’sindividualizedneeds.(e.g.,eating,toileting,

sleeping)

•Provideopportunitiesinthedailyscheduletopracticehygiene

routines.

•Createopportunitiestoexplorehealthypracticesthroughplay.(e.g.,

doll/toywashing)

•Givechildtimetoaccomplishhygieneroutinesindependentlybefore

stepping in to assist.

•Readbooksaboutstayinghealthy.

•Encouragechildrentoresttohelptheirbodiesstayhealthy.

•Modelandencourageexerciseinactiveplay.

•Invitelocalexperts(e.g.,personaltrainer,dentist,doctor,nurse)to

the classroom to discuss how they help to keep us healthy.

•DisplayMyPlate near mealtime area to encourage healthy portioning

of food.

•Readbooksaboutstayinghealthy.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

106

10.3 Safety and Injury Prevenon

BIG IDEA: Awareness of safe and unsafe practices provides a foundation for healthy decision-making.

ESSENTIAL QUESTION: What are things I can do to keep myself and others safe?

10.3 I.A

Respond to

basic safety

words.

The learner will:

•Stopbehaviorwhentold“no”or

“stop.”

•Lookatadultbeforerepeatinga

behavior.

The adult will:

•Modelacceptablebehavior.

•Useredirection.

•Designtheenvironmentforsafeandindependentexploration.

•Acknowledgebothappropriateandinappropriatebehavior.

•Reservetheuseof“no”and“stop”tobehaviorsthatareunsafe.

•Readbooksaboutsafetyworkersandsafepractices.

Standard Concepts and Competencies Supporve Pracces

Young Toddler

10.3 YT.A

Cooperate with

basic safety

practices.

The learner will:

•Understandone-wordrulessuchas

“no” or “stop.”

•Indicatethatabehaviorshouldnotbe

done by saying “No, no.”

•Followbasicsafetyruleswithadult

reminders. (e.g., “Use walking feet.”

“Slide down the slide.” “Hold railing

when climbing stairs.”)

The adult will:

•Modelacceptablebehavior.

•Useredirection.

•Designtheenvironmentforsafeandindependentexploration.

•Acknowledgebothappropriateandinappropriatebehavior.

•Reservetheuseof“no”and“stop”tobehaviorsthatareunsafe.

•Acknowledgechildren’sdevelopmentalneedtotestlimits.

•Provideverbalguidance.(e.g.,“Nicetouches.”or“Usewalking

feet.”)

•Givecleardirectionsaboutplayingandworkinginasafeway.

•Readbooksaboutsafetyworkersandsafepractices.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.3 OT.A

Use and

communicate

about basic

safety practices.

The learner will:

•Respondappropriatelywhenadult

identifies an unsafe practice.

•Understandclearlystatedrules.

•Askquestionsaboutbasicsafetyrules.

•Indicatethatabehaviorshouldnotbe

done.

•Followbasicsafetyruleswithadult

reminders. (e.g., “Use walking feet.”

“Slide down the slide.” “Hold railing

when climbing stairs.”)

•Seeksupportwhentryingsomething

new or meeting new people.

•Participateindiscussionsaboutbasic

safety rules.

The adult will:

•Reviewandreinforcebasicsafetyrules,bothindoorsandoutdoors.

•Readanddiscussbooksaboutsafetyworkersandsafepractices.

•Acknowledgechildren’sdevelopmentalneedtotestlimits.

•Provideverbalguidance.(e.g.,“Nicetouches.”or“Usewalking

feet.”)

•Givecleardirectionsaboutplayingandworkinginasafeway.

•Askandanswerquestionsaboutbasicsafetyrules.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

107

A. SAFE AND UNSAFE PRACTICES

BROAD STANDARD STATEMENT: Infants and toddlers will engage in basic safety pracces.

Infant

108

10.4 Physical Acvity – Gross Motor Coordinaon

BIG IDEA: Children gain control over their bodies and body movements through active experiences and exploration.

ESSENTIAL QUESTION: How do I control and coordinate my body during large motor activities and games?

10.4 I.A

Develop control

of the body.

The learner will:

•Controlheadandback.

•Coordinatemovementofarmsand

legs.

•Usebodytomove.(e.g.,rolling,pulling

self to standing position, crawling,

creeping)

The adult will:

•Provideampletummytimeforyounginfantstodevelopheadand

neck.

•Provideasafeenvironmentwherechildrencanmovesafely.

•Monitorthelengthoftimechildrenareseatedinanyonelocation.

•Observeandsupportchildren’sattemptstomoveinnewways.(e.g.,

hold child’s hand when learning to walk)

Standard Concepts and Competencies Supporve Pracces

Young Toddler

10.4 YT.A

Control and

coordinate the

movement of

the body.

The learner will:

•Walkwithincreasingcoordination.

•Coordinatemovementsofarms,legs,

and neck. (e.g., throw a ball, kick a

ball)

•Climborcrawlinandoutofthings.

•Attempttojump.

The adult will:

•Provideasafeenvironmentwherechildrencanmovesafely.

•Observeandsupportchildren’sattemptstomoveinnewways.

(e.g., hold child’s hand when attempting to navigate steps, space for

developing running skills)

•Provideplentyofindoorandoutdoortimeforchildrentopractice

large-muscle control activities.

•Provideavarietyofmaterialsforthrowingandcatching.

•Recognizechildren’sdevelopmentalneedtoclimbandoffersafe

climbing opportunities both indoors and outdoors.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.4 OT.A

Combine and

coordinate body

movement.

The learner will:

•Coordinatearmandlegmovements

when engaged in an activity. (e.g.,

throw a ball, kick a ball, use riding

toys)

•Runwithincreasingspeedanddevelop

coordination.

•Jumpofflowstep,landingontwofeet.

•Throwobjectattarget.(e.g.,beanbag

in basket)

•Climbandcrawlinandoutofthings.

(e.g., navigate short ladder on play

equipment)

The adult will:

•Incorporategrossmotormovementtosupportlearninginall

curricular domains. (e.g., attempt to count when jumping, act out

movements of a story, move like animals observed in environment)

•Providesafeenvironmentwherechildrencanmovesafely.

•Observeandsupportchildren’sattemptstomoveinnewways.

(e.g., hold child’s hand when attempting to navigate steps, space for

developing running skills)

•Provideplentyofindoorandoutdoortimeforchildrentopractice

large-muscle control activities.

•Provideavarietyofmaterialsforthrowingandcatching.

•Recognizechildren’sdevelopmentalneedtoclimbandoffersafe

climbing opportunities both indoors and outdoors.

•Provideballsandbeanbagswithtargets.

•Uselargeballstopracticecatching.

•Setupsafeandsimpleobstaclecourses.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

A. CONTROL AND COORDINATION

BROAD STANDARD STATEMENT: Infants and toddlers will gain control of their bodies and movements.

Infant

10.4 I.B

Exhibit strength

and balance in

stationary body

movements.

The learner will:

•Pullselftosittingposition.

•Holdselfinsittingposition.

•Sitandreachforobjectswithout

falling.

•Pullselftostandingposition.

•Standwithsupport.

The adult will:

•Observeandsupportchildren’sattemptstositandstand.

•Providesafeenvironmentwherechildrencanpracticeemerging

skills.

•Encouragechildren’sattemptstoreachforobjects.

•Monitorthelengthoftimechildrenareseatedinanyonelocation.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

10.4 YT.B

Exhibit balance

and strength

when moving

from place to

place.

The learner will:

•Squatstopickuptoys.

•Standsontip-toestoreachfor

something.

•Carryobjectsfromoneplaceto

another.

•Getsinandoutofchair.

•Walkwithonefootinfrontofthe

other.

•Usesteps(non-alternatingfeet)with

support.

•Attempttojump.

The adult will:

•Observeandsupportchildren’sattemptstobuildbalanceand

strength.

•Provideasafeenvironmentwherechildrencanpracticeskills.

•Encouragechildren’sattemptstoreachforandcarryobjects.

•Providesupportforchildrenonsmallsetsofstairs.

•Provideplentyofindoorandoutdoortimeforchildrentopractice

balance.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.4 OT.B

Demonstrate

balance and

strength when

performing

gross motor

activities.

The learner will:

•Sidestepsacrossbeam.

•Jumpofflowstepusingtwofeet.

•Jumpsoversmallobjects.

•Usesteps(non-alternatingfeet)with

support.

•Kickaball.

•Carryobjectsfromoneplaceto

another.

The adult will:

•Observeandsupportchildren’sattemptstobuildbalanceand

strength.

•Provideasafeenvironmentwherechildrencanpracticeskills.

•Encouragechildren’sattemptstoreachforandcarryobjects.

•Providesupportforchildrenonsmallsetsofstairs.

•Provideplentyofindoorandoutdoortimeforchildrentopractice

balance.

•Modelbalancingskills.(e.g.,jumping,sidestepping,andstandingon

tip-toes)

•Playmovementgameswithsimpleup,down,orothermovements.

•Provideavarietyofballsforkicking.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

B. BALANCE AND STRENGTH

BROAD STANDARD STATEMENT: Infants and toddlers will exhibit and demonstrate balance and strength.

Infant

109

110

10.5 I.A

Use fingers

and hands to

accomplish

actions.

The learner will:

•Holdobjectsinhands.

•Usepincergrasptopickupobjects.

(e.g., cereal, banana slices, or small

objects)

•Transferobjectsfromhandtohand.

•Imitatemotionsofbasicfingerplays.

The adult will:

•Ensureobjectsarelargeenoughtopreventchokinghazard.

•Provideavarietyofsafematerialsforexploration.

•Modelpincergrasp.

Standard Concepts and Competencies Supporve Pracces

10.5 Concepts, Principles, and Strategies of Movement – Fine Motor Development

BIG IDEA: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools.

ESSENTIAL QUESTIONS: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination?

Young Toddler

10.5 YT.A

Coordinate

use of fingers,

hands and

wrists to

accomplish

actions.

The learner will:

•Manipulateavarietyofobjects.

•Pickupmorethanoneobjectinthe

same hand.

•Transferobjectsfromonehandto

another.

•Twistwriststoturnhands.

•Imitatemotionsofbasicfingerplays.

•Holdobjectinonehandand

manipulate it with another hand.

(e.g., tearing paper, brushing a doll’s

hair)

The adult will:

•Ensureobjectsarelargeenoughtopreventchokeinghazard.

•Provideavarietyofsafematerialsrequiringdifferenthandandfinger

movements.

•Modelhowtoholdanobject.(e.g.,holdingadollwhilefeeding,

brushing hair)

•Usefingerplaysonadailybasis.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.5 OT.A

Coordinate

use of fingers,

hands, and

wrists to

accomplish

actions.

The learner will:

•Manipulateavarietyofobjects.

•Pickupmorethanoneobjectinthe

same hand.

•Transferobjectsfromonehandto

another.

•Twistwriststoturnhands.

•Imitatemotionsofbasicfingerplays.

•Holdobjectinonehandand

manipulate it with another hand.

(e.g., tearing paper, brushing a doll’s

hair, string larger beads)

•Practicemanualself-helpskills.(e.g.,

snapping, Velcro)

The adult will:

•Ensureobjectsarelargeenoughtopreventchokinghazard.

•Provideavarietyofsafematerialsrequiringdifferenthandandfinger

movements.

•Modelhowtoholdanobject.(e.g.,holdingadollwhilefeeding,

brushing hair)

•Usefingerplaysonadailybasis.

•Encourageandallowtimeforchildrentodressindependently.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

A. STRENGTH, COORDINATION, AND MUSCLE CONTROL

BROAD STANDARD STATEMENT: Infants and toddlers will develop control and coordinaon of the hands.

Infant

10.5 I.B

Use eye

and hand

coordination to

perform a task.

The learner will:

•Pickupobjectandplaceinrangeof

vision.

•Pickupandmanipulateobjects.

•Attempttoturnpagesofaboardbook

using thumb and fingertips.

•Pointtoobjects.

The adult will:

•Promptinfanttoturnthepagewhilereadings.

•Ensureobjectsarelargeenoughtopreventchokinghazard.

•Provideavarietyofsafematerialsforexploration.

•Modelpincergrasp.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

10.5 YT.B

Coordinate

eye and hand

movements to

perform a task.

The learner will:

•Pickupobjectandplaceinrangeof

vision.

•Pickupandmanipulateobjects.

•Attempttoturnpagesofabookusing

thumb and fingertips.

•Stacktoysandblocks.

•Placeobjectsincontainers.

•Usenestingtoysandplaceoneinside

another.

•Pointtoobjects.

•Manipulatepiecesofage-appropriate

puzzles.

The adult will:

•Encourageactivitiesthatrequireeye-handcoordination.(e.g.,

stacking, nesting, dropping in containers, completing puzzles)

•Modelturningpagesofabook.

•Askchildrentopointtoitemsonpages.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

B. EYE/HAND COORDINATION

BROAD STANDARD STATEMENT: Infants and toddlers will develop skills to manipulate toys and objects.

Infant

Older Toddler

10.5 OT.B

Coordinate

eye and hand

movements to

perform a task.

The learner will:

•Pickupandmanipulateobjects.

•Stacktoysandblocks.

•Placeobjectsincontainers.

•Usenestingtoysandplaceoneinside

another.

•Pointtoobjects.

•Manipulatepiecesofapuzzle.

•Holdbookwithonehandwhile

turning pages with the other.

The adult will:

•Encourageactivitiesthatrequireeye-handcoordination(e.g.,

stacking, nesting, dropping in containers, completing puzzles)

•Modelturningpagesofabook.

•Askchildrentopointtoitemsonpages.

Standard Concepts and Competencies Supporve Pracces

111

10.5 I.C

Manipulate

basic tools.

The learner will:

•Attempttousefeedingutensils.

•Holdbasicartimplementsandmake

marks on paper.

The adult will:

•Providechild-sizedeatingutensils.

•Modeluseoffeedingutensils.

•Encourageuseoffeedingutensils.

•Modeluseofbasicartimplements.

•Encourageuseofbasicartimplements.

Standard

Concepts and Competencies

Supporve Pracces

Young Toddler

10.5 YT.C

Use basic tools.

The learner will:

•Usespoonandforkforeating.

•Usewritingordrawingtoolswith

limited coordination.

•Usecupstopracticepouring.

The adult will:

•Providechild-sizedeatingutensils.

•Modeluseoffeedingutensils.

•Encourageuseofdrawingandwritingtools.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

10.5 OT.C

Use basic tools

demonstrating

refined skills.

The learner will:

•Usewritingordrawingtoolstomake

recognizable shapes, lines, or dots.

•Usespoonandforkforeating.

•Usecupstopracticepouring.

•Usesafetyscissorstomakesimple

snips or cuts.

•Usechild-sizedhouseholdor

classroom tools. (e.g., broom, plastic

hammer, sponge, cloth)

•Usebasictoolstomanipulateplay

dough.

The adult will:

•Providechild-sizedeatingutensils.

•Modeluseoffeedingutensils.

•Encourageuseofdrawingandwritingtools.

•Providetoddlerswithage-appropriatewritinginstruments.(e.g.,

chunky crayons, pencils, washable markers)

•Providebasictoolstousewithplaydough.(e.g.,rollingpin,plastic

cookie cutter shapes)

•Engagechildreninclean-upactivitieswheretheycanusechild-sized

classroom or household tools.

•Introducescissors,providingadultsupervisionandguidancefor

their use.

Standard Concepts and Competencies Supporve Pracces

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

C. USE OF TOOLS

BROAD STANDARD STATEMENT: Infants and toddlers will develop skills to use basic tools.

Infant

112

Health, Wellness, and Physical

Development Glossary

Agility—A component of physical fitness that relates to the ability

to rapidly change the position of the entire body in space with

speed and accuracy.

Balance—A skill-related component of physical fitness that

relates to the maintenance of equilibrium while stationary or

moving.

Body Systems—A group of organs that work together to perform

a certain task.

Coordination—A skill-related component of physical fitness that

relates to the ability to use the senses together with body parts in

performing motor tasks smoothly and accurately.

Developmental Differences—Learners are at different levels

in their motor, cognitive, emotional, social, and physical develop-

ment. The learners’ developmental status will affect their ability to

learn or improve.

Developmentally Appropriate—Motor skill development and

change that occur in an orderly, sequential fashion and are age-

and experience-related.

Directions—Forward, backward, left, right, up, down.

Fine Motor—Action involving the small muscles of the hands

and wrists.

Flexibility—A health-related component of physical fitness that

relates to the range of motion available at a joint.

Health—A state of complete physical, mental, and social well-

being; not merely the absence of disease or infirmity.

Health Education—Planned, sequential PK-12 program of

curricula and instruction that helps students develop knowledge,

attitudes, and skills related to the physical, mental, emotional,

and social dimensions of health.

Gross Motor—The abilities required to control the large muscles

of the body for walking, running, sitting, crawling, and other

activities.

Locomotor Movement—Movements producing physical dis-

placement of the body, usually identified by weight transference

via the feet. Basic locomotor steps are the walk, run, hop, and

jump, as well as the irregular rhythmic combinations of the skip,

slide, and gallop.

Manipulate—Handle or control, typically in a skillful manner.

Motor Skills—Non-fitness abilities that improve with practice

and relate to one’s ability to perform specific sports and other

motor tasks (tennis serve, shooting a basketball).

Movement Skills—Proficiency in performing non-locomotor,

locomotor, and manipulative movements that are the foundation

for participation in physical activities.

My Plate—A visual cue to help consumers adopt healthy eating

habits by encouraging them to build a healthy plate, consistent

with the 2010 dietary guidelines for Americans.

Non-Locomotor Movement—Movements that do not produce

physical displacement of the body.

Nutrition—The sum total of the processes involved in the taking

in and the use of food substances by which growth, repair, and

maintenance of the body are accomplished.

Physical Activity—Bodily movement produced by the contrac-

tion of the skeletal muscle and which substantially increases

energy expenditure.

Physical Education—Planned, sequential, movement-based

program of curricula and instruction that helps students develop

knowledge, attitudes, motor skills, self-management skills, and

confidence needed to adapt and maintain a physically active life.

Physical Fitness—A set of attributes that people have or achieve

that relate to their ability to perform physical activity.

Strength—The quality or state of being strong; bodily or muscu-

lar power; vigor.

Safety Education—Planned, sequential program of curricula

and instruction that helps students develop the knowledge, at-

titudes, and confidence needed to protect them from injury.

HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY

113

114

Social and Emoonal Development

Student Interpersonal Skills

16.1 Self-Awareness and Self-Management

16.2 Establishing and Maintaining Relaonships

16.3 Decision-Making and Responsible Behavior

Posive Behavior

Techniques

ll children benefit

from safe,

nurturing

environments, clear and con-

sistent routines, and effective

caregivers who understand

children’s behavior as attempts to

communicate needs. When children are

taught skills to assist them in positive communication,

coping, and interpersonal relationships, challenging

behaviors can be prevented. For a smaller group of

children more focused efforts can be applied to address

specific behavioral needs. An even smaller population

of children will need more intensive interventions in

collaboration with trained professionals. This tiered-

approach to addressing behavior contributes to a safe

and supportive environment

in which all children are

respected and valued.

ll children need

early child-

hood

experiences that nurture

emotional security, positive

self-concept, and respect for

others. Children’s social and emotional development are

strengthened when they have experiences that promote

a sense of identity and belonging within an accepting

and responsive environment. Adults support children’s

self-identity and social competence by modeling respect

for the children, using positive guidance techniques

that support the development of self-control and inter-

personal problem-solving, and by encouraging positive

approaches to learning and interacting with others.

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

16.1 Self-Awareness and Self-Management

BIG IDEA: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success.

ESSENTIAL QUESTIONS: How do I develop positive feelings about myself? How do I express and manage my emotions?

16.1 I.A

Demonstrate

an emotional

response to the

environment.

The learner will:

•Usefacialexpressionstoindicate

emotions.

•Expressfeelings.(e.g.,crying,smiling,

laughing, cooing)

•Self-soothe.

•Showpleasureinfamiliar

surroundings.

•Withdrawalwhenover-stimulated.

The adult will:

•Describefeelingswhileinteractingwithachild.(e.g.,“Ifeel…”)

•Modelcontrollingownemotionsandimpulses.

•Respondtochild’semotionalneeds.(e.g.,sootheorcomfortchild

whenneededthroughrocking/holding,talkinacalmandgentle

voice)

•Playwithchildrenandacknowledgeandpositivelyreacttotheir

emotional responses.

•Recognizeandpositivelyrespondtochildren’scuesofover-

stimulation.

•Providequietspacesforindividualorsmallgroupsofchildren.

•Provideanenvironmentthatsupportsunderstandingofemotions.

(e.g., hang posters, read books, sing songs)

Standard Concepts and Competencies Supporve Pracces

115

A. MANAGES EMOTIONS AND BEHAVIORS

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increasing awareness of emoon.

Infant

Young Toddler

16.1 YT.A

Demonstrate

an emotional

response in

reaction to an

experience.

The learner will:

•Showjoy,pleasure,orexcitement

when new things are learned.

•Demonstrateabeginningsenseof

humor.

•Usebodytodemonstrateemotions.

•Imitateothers’emotionalreactions.

•Manageemotionswithadultsupport.

•Displayintenseemotions.(e.g..

temper tantrums, stranger anxiety)

The adult will:

•Nameownfeelingswheninteractingwithchildren.(e.g.,“Ifeel…”)

•Modelcontrollingownemotionsandimpulses.(e.g.,takeabreak

when needed, use positive self-talk to motivate, take a deep breath

before reacting)

•Usefeelingwordstolabelemotionsthatchildrenareexpressing.

(e.g., happy, sad, mad, scared)

•Assistchildreninregulatingemotions.

•Teachchildrenemotionalregulationstrategies.(e.g.,deepbreathing,

self-talk)

•Acceptchildren’sindividualizedemotionalresponses.(e.g.,“It’sOK

to be angry.” “I will help you when you calm down.”)

•Positivelyrespondtochildren’sdevelopmentally-appropriate

expression of intense emotions.

•Allowchildrentoexpressbothpositiveandnegativeemotions.

•Providequietspacesforindividualorsmallgroupsofchildren.

•Providematerialsthatencouragecreativeexpressionoffeelings.

(e.g., paint, play dough, water table)

•Validatechildren’sfeelingsbyacknowledgingthemevenwhenthey

may not be appropriate. (e.g., “I know you are really angry because

you want that puzzle. You can have it as soon as Chris is finished

playing with it.”)

•Askquestionstoconnectchildren’sbehaviorstotheiremotions.

(e.g., “I see you are crying. Are you sad?”)

•Provideanenvironmentthatsupportsunderstandingofemotions.

(e.g., hang posters, read books, sing songs)

Standard Concepts and Competencies Supporve Pracces

116

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Older Toddler

16.1 OT.A

Make

connections

between

emotions and

behavior.

The learner will:

•Demonstrateanemotionalresponse

in reaction to an experience.

•Labelbasicemotions.(e.g.,happy,

sad, mad, scared)

•Usepretendplayasawaytopractice

feelings.

•Answerquestionsthatconnect

behavior to emotion.

•Statehowactionsconnectto

emotions. (e.g., “I pound play dough,

I’m mad.” “I love you, hug!”)

The adult will:

•Nameownfeelingswheninteractingwithchildren.(e.g.,“Ifeel…”)

•Modelcontrollingownemotionsandimpulses.(e.g.,takeabreak

when needed, use positive self-talk to motivate, take a deep breath

before reacting)

•Usefeelingwordstolabelemotionsthatchildrenareexpressing.

(e.g., happy, sad, mad, scared)

•Assistchildreninregulatingemotions.

•Teachchildrenemotionalregulationstrategies.(e.g.,deepbreathing,

self-talk)

•Acceptchildren’sindividualizedemotionalresponses.(e.g.,“It’sOK

to be angry.” “I will help you when you calm down.”)

•Positivelyrespondtochildren’sdevelopmentally-appropriate

expression of intense emotions.

•Allowchildrentoexpressbothpositiveandnegativeemotions.

•Providequietspacesforindividualorsmallgroupsofchildren.

•Providematerialsthatencouragecreativeexpressionoffeelings.

(e.g., paint, play dough, water table)

•Validatechildren’sfeelingsbyacknowledgingthemevenwhenthey

may not be appropriate. (e.g., “I know you are really angry because

you want that puzzle. You can have it as soon as Chris is finished

playing with it.”)

•Askquestionstoconnectchildren’sbehaviorstotheiremotions.

(e.g., “I see you are crying. Are you sad?”)

•Provideanenvironmentthatsupportsunderstandingofemotions.

(e.g., hang posters, read books, sing songs)

Standard

Concepts and Competencies

Supporve Pracces

16.1 I.B

Demonstrate

preference for

specific objects

and people.

The learner will:

•Attendtoadultduringreciprocal

interaction.

•Gazewithinterestatadult,peer,or

object nearby.

•Engageinexplorationofobjects

within the environment.

•Acceptandreachforobjectsoffered

by adult.

•Seekfavoriteobjectorbook.

The adult will:

Provide children with unfamiliar and interesting objects to explore

and observe. (i.e., plastic vegetable steamer, calculator, pots and

pans, etc.)

•Organizeenvironmentanddailyroutinetoallowchildrentointeract

with objects or work on an activity for as long as they are interested.

•Besensitivetochildren’sneedsandinteresttoattachtospecifictoys

or activities by offering them repeatedly.

Standard Concepts and Competencies Supporve Pracces

B. INFLUENCES OF PERSONAL TRAITS ON LIFE

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increasing awareness of self by

showing preferences for objects, people, and acvies.

Infant

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.1 YT.B

Demonstrate

preference for

specific objects

or activities.

The learner will:

•Makesimplechoices.

•Askforactivitytoberepeated.

•Engageinthesameactivityoverand

over.

•Demonstrateresistancewhenasked

to end an activity they are engaged in.

The adult will:

•Interactwithchildrenduringtheirplay.

•Watchfor,document,andsupportchild’snonverbalcuesthat

indicate preference.

•Narratewhatchildsees,hears,anddoes.

•Allowtimeforchildrentoengagewithobjectsandinactivities.

•Buildonpreferenceforspecificobjectsandactivitiestoengage

children in new experiences.

•Shareenthusiasmanddescribechild’sabilitiesandpreferences.

(e.g., “I see you enjoy building with blocks.”)

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

16.1 OT.B

Communicate

preference for

people, objects,

and activities.

The learner will:

•Conveyownershipofobjectsand

people. (e.g., say “That’s mine.”

“That’s my mommy.”)

•Requestpreferredactivity.

•Showpreferenceforfamiliaradults.

•Communicateresistancewhenasked

to end an activity they are engaged in.

•Engageinthesameactivityoverand

over.

•Communicatechoice.

The adult will:

•Interactwithchildrenduringtheirplay.

•Observe,document,andsupportchild’sverbalandnonverbalcues

that indicate preference.

•Narratewhatchildsees,hears,anddoes.

•Allowtimeforchildrentoengagewithobjectsandinactivities.

•Buildonpreferenceforspecificobjectsandactivitiestoengage

children in new experiences.

•Graphlikesanddislikes.

•Shareenthusiasmanddescribechild’sabilitiesandpreferences,

(e.g.. “I see you enjoy building with blocks.”)

Standard Concepts and Competencies Supporve Pracces

16.1 I.C

Use comfort

of familiar

experiences to

explore new

activities and

experiences.

The learner will:

•Showinterestinnewexperiences.

(e.g., try new foods)

•Reachforandacceptnewobjectswith

interest.

•Repeatattemptedactionformastery.

(e.g., standing, falling, and getting

back up)

The adult will:

•Supportandencouragechildren’sattemptstomasteraskill.

•Introducenewmaterialsoractivitiesslowlywithinthecomfortof

familiar routines or people.

•Offernewobjectsandexperiencesmultipletimestoallowchildren

time to adjust.

•Holdbabyuptolookatandexplorenewobjects.

•Consistentlydevelopandmaintainroutines.

Standard Concepts and Competencies Supporve Pracces

C. RESILIENCY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate competence while aempng acvies

and tasks.

Infant

117

118

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.1 YT.C

Repeat familiar

activity to gain

comfort and

confidence.

The learner will:

•Showpleasureatownactions.

•Exploreenvironmentwithinterest.

•Indicate“more”totrysomethingover

and over.

•Repeatchallengingtasksoractivities

many times to achieve mastery.

•Repeatfamiliaractivitytogain

comfort and confidence.

The adult will:

•Supportandencouragechildren’sattemptstomasteraskill.

•Introducenewobjectsandactivitiesslowly,givingchildrentimeto

think about and explore.

•Breaktasksintosmallstepsthatchildrencanfeelsuccessful

completing.

•Respondtochildren’sneedforrepetition.

•Offerfavoriteactivitiesoften.

•Readbooksthatdemonstratechildren’sapproachesandresponses

to challenging tasks.

•Maintainconsistentindividualizedroutines.

•Acknowledgeaccomplishmentsandpointoutchildren’sstrengths.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

16.1 OT.C

Approach new

experiences

with

confidence.

The learner will:

•Showconfidenceandpleasureinthe

completion of a task or activity.

•Demonstrateprideincompleted

accomplishments.

•Attemptateacher-suggestedalternate

solution to accomplish a task.

The adult will:

•Supportandencouragechildren’sattemptstomasteraskill.

•Introducenewobjectsandactivitiesslowly,givingchildrentimeto

think about and explore.

•Breaktasksintosmallstepsthatchildrencanfeelsuccessful

completing.

•Offerabalanceofnewandfamiliaractivities.

•Readbooksthatdemonstratechildren’sapproachesandresponses

to challenging tasks.

•Engagechildreninconversationsabouthowtheymayhandlenew

challenges.

•Rolemodelappropriatewaystohandlenewchallenges.

•Acknowledgeaccomplishmentsandpointoutchildren’sstrengths.

Standard Concepts and Competencies Supporve Pracces

D. GOAL-SETTING

BROAD STANDARD STATEMENT: Infants and toddlers will establish goals independently.

Infant

Emerging

Young Toddler

Emerging

Older Toddler

16.1 OT.D

Establish goals

independently.

The learner will:

•Makesimplechoices.

•Setanddiscussgoalsforplayand

activities when asked.

The adult will:

•Discusschildren’schoicesintermsof“goals”tobemet.

•Explicitlyusewordssuchas“goal,”“plans,”“achieve,”“met,”and

“change.”

•Providechildrenwithopportunitiestomakedecisionsandchoices.

•Askchildrentoshareopinionsaboutactivitiesandotherexperiences.

•Displaychildren’sworkattheireyelevel.

•Askchildrenabouttheirdecisions.(e.g.,“Whydidyoudecidetoplay

with blocks today?”)

Standard Concepts and Competencies Supporve Pracces

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.1 YT.E

Convey

ownership of

objects and

people.

The learner will:

•Say“Mine.”

•Takeobjectfrompeerandadult.

•Collectobjects.

•Displaypossessivenessorjealousy

towards others.

•Demonstrateresistancewhenasked

to end an activity they are engaged in.

The adult will:

•Acknowledgeandaskquestionsaboutchildren’scollections.

•Providecontainerstoencouragecollectionofobjects.

•Positivelyrespondtochild’sdevelopmentalneedtoshowownership

over objects.

•Offermultiplesofthesameobjects.

•Allowtimeforchildrentoengagewithobjects.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

16.1 OT.E

Use language

that indicates

knowledge of

self.

The learner will:

•Usewordsthatmeanselfwhen

speaking. (e.g., “Me do it.” “I can.”)

•Tellstoriesaboutself.

•Relatepersonalexperiencestoother

experiences.

The adult will:

•Acknowledgeandaskquestionsaboutchildren.

•Provideopportunitiestoexpresspersonalexperiences.

•Encouragechildrentotellstoriesaboutthemselves.

•Positivelyrespondtochild’sdevelopmentalneedtoexpress

independence.

Standard Concepts and Competencies Supporve Pracces

16.1 I.E

Respond to self

in mirror.

The learner will:

•Movetowardmirrorsinthe

environment.

•Smilewhenheldtoamirror.

•Coowhenlookinginmirror.

•Pointtoandbabbleatselfinmirror.

The adult will:

•Incorporatemirrorsintheenvironmentatchildren’seyelevel.

•Holdchildtomirrorusingthechild’sname.

•Verballyacknowledgechild’sresponsetoselfinmirror.(e.g.,“Deb,

look at those big blue eyes.”)

Standard

Concepts and Competencies

Supporve Pracces

E. IDENTITY DEVELOPMENT

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate competence an increased concept of self.

Infant

119

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.2 YT.A

Use trusted

adult as a

secure base

from which to

explore the

environment.

The learner will:

•Watchadultsfortheirresponseto

actions.

•Usegesturesandsimplewordsto

express need to trusted adults for

comfort.

•Respondandattendtoadult’s

interactions.

•Seektobenearfamiliaradults.

•Displayapprehensionwhenan

unfamiliar adult comes near.

•Seekattentionfromtrustedadults.

The adult will:

•Assignaprimarycaregiver.

•Respondimmediately,consistently,andappropriatelytochildren’s

need for comfort.

•Interactwithchildrenduringplay,followingtheirlead.

•Engagechildinback-and-forthcommunication.

•Engagechildreninsimpleback-and-forthgames.(e.g.,rollingaball

back and forth)

•Allowchildrenfreedomtoexploreincloseproximitytotrustedadult.

•Encouragetransitionroutinesthatareconsistentlyfollowed.

•Preparechildrenforadultabsenceswheneverpossible.

Standard Concepts and Competencies Supporve Pracces

16.2 Establishing and Maintaining Relaonships

BIG IDEAS: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact

children’s ability to learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning

opportunities. Relationships with others provide a means of support.

ESSENTIAL QUESTION: How do my relationships with adults and peers help me feel secure, supported, and successful?

16.2 I.A

Show affection

and bond with

familiar adults.

The learner will:

•Respondandattendtoadult’s

interactions.

•Acceptphysicalcomfortandrespond

to cuddling.

•Seektobenearfamiliaradults.

•Displayrecognitionoftrustedadults.

The adult will:

•Assignaprimarycaregiver.

•Respondimmediately,consistently,andappropriatelytochildren’s

need for comfort.

•Talkto,smileat,andallowchildrentimetorespond.

•Engagechildinback-and-forthcommunication.

•Recognizeandpositivelyrespondtofacialexpressionsandcues.

•Holdchildrencloseandallowthemtosnuggle.

•Givechildrenindividualizedattentionduringpersonalcareroutines.

•Encouragetransitionroutinesthatareconsistentlyfollowed.

Standard Concepts and Competencies Supporve Pracces

A. RELATIONSHIPS – TRUST AND ATTACHMENT

BROAD STANDARD STATEMENT: Infants and toddlers will aach to familiar adults and use this bond as a secure

base to develop independence.

Infant

120

121

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Older Toddler

16.2 OT.A

Develop

relationships

that extend

beyond trusted

adults.

The learner will:

•Engageinreciprocalconversation

with familiar peers and adults.

•Respondtofamiliaradult’squestions

and directions.

•Demonstrateappropriateaffectionfor

familiar adults and peers.

•Seekoutcompanionshipfrom

another child.

•Usewordsdenotingfriendship.

•Askachildtoplay.(e.g.,“Doyouwant

to make a block house with me?”)

•Playcooperativelywithafewpeersfor

a short period of time.

•Showinterestinunfamiliaradults.

•Demonstrateincreasingabilityto

separate from trusted adults without

distress.

The adult will:

•Assignaprimarycaregiver.

•Respondimmediately,consistently,andappropriatelytochildren’s

need for comfort.

•Interactwithchildrenduringplay,followingtheirlead.

•Engagechildinback-and-forthcommunication.

•Engagechildreninsimpleback-and-forthgames.(e.g.,rollingaball

back and forth)

•Allowchildrenfreedomtoexploreincloseproximitytotrustedadult.

•Talkwithchildrenaboutideasrelatedtheirplayandhomelife.

•Arrangetheenvironmentsothatchildrencanworktogetheron

activities.

•Provideduplicatematerialssochildrencanplaytogether.

•Setasidelargeblocksoftimeforuninterruptedchild-directedplay.

•Provideopportunitiesforone-on-oneconversationsbetweenchildren

and adults.

•Encouragetransitionroutinesthatareconsistentlyfollowed.

•Preparechildrenforadultabsenceswheneverpossible.

Standard

Concepts and Competencies

Supporve Pracces

16.2 I.B

Notice

differences in

others.

The learner will:

•Reacttosomethingunfamiliar.(e.g.,

scent, appearance, dress, voice,

touch)

•Attempttotouchfaceorhairofpeer.

•Crywhenunfamiliaradult

approaches.

The adult will:

•Whenpossible,provideopportunitiesforchildrentointeractwith

adults from same culture or who are familiar with cultural norms.

•Usewordsfromchild’shomelanguageandincorporateintodaily

interactions.

•Learnhomechild-rearingpracticesandincorporatethemintodaily

routines.

•Discussdifferencesinpeopleandroutines.

•Encouragefamilymemberstovolunteerorshareinformation,

materials, and activities that reflect home culture.

•Includemulticulturalmaterials,especiallythoserelevanttothe

cultures of the children. (e.g., skin-tone crayons, books, dolls, dress-

up clothing, props, posters)

•Displaypictures,posters,andmaterialsshowingchildren/familiesof

different races, cultures, ages, and abilities.

Standard Concepts and Competencies Supporve Pracces

B. DIVERSITY

BROAD STANDARD STATEMENT: Infants and toddlers will recognize there are similaries and dierences

between self and others.

Infant

122

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.2 YT.B

Recognize

similarities

and differences

between self

and others.

The learner will:

•Engageinactivitiesthatreflecthome

culture. (e.g., dramatic play—

cooking food served in the home)

•Engageinactivitiesthatpromote

labeling of personal characteristics.

(e.g., likes, dislikes, physical

characteristics, family make-up)

•Attempttotouchfaceorhairofpeer.

•Crywhenunfamiliaradult

approaches.

The adult will:

•Whenpossible,provideopportunitiesforchildrentointeractwith

adults from same culture or who are familiar with cultural norms.

•Usewordsfromchild’shomelanguageandincorporateintodaily

interactions.

•Learnhomechild-rearingpracticesandincorporatethemintodaily

routines.

•Discussdifferencesinpeopleandroutines.

•Provideactivitiesthatpromotethelabelingofpersonalcharacteristics.

•Encouragefamilymemberstovolunteerorshareinformation,

materials, and activities that reflect home culture.

•Includemulticulturalmaterials,especiallythoserelevanttothe

cultures of the children. (e.g., skin-tone crayons, books, dolls, dress-

up clothing, props, posters)

•Displaypictures,posters,andmaterialsshowingchildren/familiesof

different races, cultures, ages, and abilities.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

16.2 OT.B

Communicate

about

similarities

and differences

between self

and others.

The learner will:

•Makedrawingsofpeopleincluding

self-portraits.

•Engageinactivitiesthatreflecthome

culture. (e.g., dramatic play—

cooking food served in the home)

•Engageinactivitiesthatpromote

labeling of personal characteristics.

(e.g., likes, dislikes, physical

characteristics, family make-up)

The adult will:

•Provideactivitiesthatpromotethelabelingofpersonalcharacteristics.

•Encouragefamilymemberstovolunteerorshareinformation,

materials, and activities that reflect home culture.

•Includemulticulturalmaterials,especiallythoserelevanttothe

cultures of the children. (e.g., skin-tone crayons, books, dolls, dress-

up clothing, props, posters)

•Displaypictures,posters,andmaterialsshowingchildren/familiesof

different races, cultures, ages, and abilities.

•Explicitlydiscusspointsofdifference.(e.g.,likes,dislikes,family

make-up, physical characteristics)

Standard Concepts and Competencies Supporve Pracces

16.2 I.C

Use sounds

and gestures

as a form of

reciprocal

communication.

Reference 1.5 I.A Reference 1.5 I.A

Standard Concepts and Competencies Supporve Pracces

C. COMMUNICATION

BROAD STANDARD STATEMENT: Infants and toddlers will engage in reciprocal conversaons.

Infant

16.2 YT.C

Use sounds,

gestures, and

words as a form

of reciprocal

communication.

Reference 1.5 YT.A Reference 1.5 YT.A

Standard Concepts and Competencies Supporve Pracces

Young Toddler

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Older Toddler

16.2 OT.C

Engage in

reciprocal

conversations

and interactions

with peers and

adults.

Reference 1.5 OT.A Reference 1.5 OT.A

Standard Concepts and Competencies Supporve Pracces

Young Toddler

16.2 YT.D

Express

emotion

relating to a

conflict.

The learner will:

•Cryoruseinappropriateactionto

express frustration.

•Usesomelanguagetoexpress

emotion. (e.g., “No.” “Mine.”)

The adult will:

•Intervenewhenneededtohelpchildrenresolveconflictbygiving

words or actions to use. (e.g., model how to share or take turns)

•Modeltheuseofwordstoexpressemotion.(e.g.,“Ifeel…”)

Standard Concepts and Competencies Supporve Pracces

Older Toddler

16.2 OT.D

Communicate

about a conflict

and seek help

to solve.

The learner will:

•Uselanguagetoexpressemotionand

describe needs. (e.g., “I want that

block.” “Hey, that’s mine.”)

•Withadultsupport,engageinsimple

conflict resolution strategies. (e.g.,

turn taking, redirection)

•Askadulttointervene.

The adult will:

•Intervenewhenneededtohelpchildrenresolveconflictbygiving

words or actions to use.

•Modeltheuseofwordstoexpressemotion.(e.g.,“Ifeel…”)

•Acknowledgechildren’sattempttoresolveconflict.

•Offerconflictresolutionstrategiestochildren.

•Usestrategiestohighlightconflictandappropriateapproaches.(e.g.,

puppets,dramaticplay,books/stories)

Standard Concepts and Competencies Supporve Pracces

16.2 I.D

Express

emotion

relating to a

conflict.

The learner will:

•Cryoruseinappropriateactionto

express frustration.

The adult will:

•Intervenewhenneededtohelpchildrenresolveconflictbygiving

words or actions to use.

•Modeltheuseofwordstoexpressemotion.(e.g.,“Kevin,youfeel

angry because Dave took the toy.”)

Standard Concepts and Competencies Supporve Pracces

D. MANAGING INTERPERSONAL CONFLICTS

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate competence an increased ability to

communicate about and seek help for interpersonal conicts.

Infant

123

Young Toddler

16.2 YT.E

Communicate

needs.

The learner will:

•Crytoexpressneed.

•Pointandmovetowardsdesired

object.

•Usebasiclanguagetoindicateneed.

(e.g., “Mine,” basic signs)

•Usegesturestoindicateneed.

The adult will:

•Assignaprimaryadult.

•Createanenvironmentoftrustbyprovidingconsistencyand

predictability in daily routines, activities, and adults.

•Recognizeandthenrespondtoexpressionsofneed.

•Askifachildwantshelpbeforesolvingasituation.(e.g.,“Youwant

the ball. Can you reach it?”)

•Explicitlyteachandencourageuseofsignlanguage.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

16.2 OT.E

Ask for help

when needed.

The learner will:

•Attempttasksindependentlybefore

asking for help.

•Recognizewhenhelpisneeded.

•Recognizeappropriatesourcesof

help. (e.g., familiar adult, community

helpers, peers)

•Askforadulthelptosolveaproblem

or to complete a task.

The adult will:

•Createanenvironmentoftrustbyprovidingconsistencyand

predictability in daily routines, activities, and adults.

•Encouragechildrentotrytasksindependentlybeforeoffering

assistance.

•Askifachildwantshelpbeforesolvingasituation.(e.g.,“CanIhelp

you with that zipper?”)

•Assignaprimaryadult.

•Discusswherechildrencangotoforhelpwhenneeded.(e.g.,

familiar adult, community helpers, peers)

•Modelhowtoaskforhelp.

Standard Concepts and Competencies Supporve Pracces

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

16.2 I.E

Indicate

needs through

vocalizations

and body

movements.

The learner will:

•Crytoexpressneed.

•Pointandmovetowardsdesired

object.

•Usebasicsignlanguagetoindicate

need.

The adult will:

•Assignaprimaryadult.

•Createanenvironmentoftrustbyprovidingconsistencyand

predictability in daily routines, activities, and adults.

•Recognizeandthenrespondtoexpressionsofneed.

•Askifachildwantshelpbeforesolvingasituation.(e.g.,“Youwant

the ball. Can you reach it?”)

•Explicitlyteachandencourageuseofsignlanguage.

Standard

Concepts and Competencies

Supporve Pracces

E. SUPPORT – ASKING FOR HELP

BROAD STANDARD STATEMENT: Infants and toddlers will use relaonships with trusted adults and peers to

meet needs.

Infant

124

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

125

16.3 Decision-Making and Responsible Behavior

BIG IDEA: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others.

ESSENTIAL QUESTION: How do I use healthy strategies to manage my behavior?

16.3 I.A

Demonstrate

preference for

specific objects

and people.

The learner will:

•Attendtoadultduringreciprocal

interaction.

•Gazewithinterestatadult,peer,or

object nearby.

•Engageinexplorationofobjects

within the environment.

•Acceptandreachforobjectsoffered

by adult.

•Seekfavoriteobjectorbook.

The adult will:

Provide children with unfamiliar and interesting objects to explore

and observe. (e.g., plastic vegetable steamer, calculator, pots and

pans, etc.)

•Organizeenvironmentanddailyroutinetoallowchildrentointeract

with objects or work on an activity for as long as they are interested.

•Besensitivetochildren’sneedsandinteresttoattachtospecifictoys

or activities by offering them repeatedly.

Standard Concepts and Competencies Supporve Pracces

A. DECISION-MAKING SKILLS

BROAD STANDARD STATEMENT: Infants and toddlers will recognize that choices have consequences.

Infant

Young Toddler

16.3 YT.A

Make simple

choices.

The learner will:

•Choosebetweentwooptionsprovided

by adult.

•Seekfavoriteobjectoractivity.

The adult will:

•Provideopportunitiesforchildrentomakechoices.

•Acknowledgechildren’sabilitytochoose.

•Encouragepositivechoices.

•Discusstheconsequencesofchoices.

Standard Concepts and Competencies Supporve Pracces

Older Toddler

16.3 OT.A

Recognize the

consequences

of choices.

The learner will:

•Makesimplechoices.

•Discussconsequencesofchoices.

•Seekreinforcementforbehavior.

•Testlimitssetbyadults.

The adult will:

•Provideopportunitiesforchildrentomakechoices.

•Acknowledgechildren’sabilitytochoose.

•Encouragepositivechoices.

•Discusstheconsequencesofchoices.

•Acknowledgechildren’sdevelopmentalneedtotestlimits.

•Usenaturalconsequences(e.g.,fallingduetorunninginthe

classroom) as opportunities to discuss consequences of behaviors.

Standard Concepts and Competencies Supporve Pracces

16.3 I.B

Respond to

adult guidance

about behavior.

The learner will:

•Smilewhenacknowledgedforpositive

behavior.

•Stopbehaviorwhentold“No”or

“Stop.”

•Lookatadultbeforerepeatinga

behavior.

The adult will:

•Modelacceptablebehavior.

•Useredirection.

•Designtheenvironmentforsafeandindependentexploration.

•Acknowledgebothappropriateandinappropriatebehavior.

•Reservetheuseof“No”and“Stop”tobehaviorsthatareunsafe.

Standard Concepts and Competencies Supporve Pracces

B. UNDERSTANDING SOCIAL NORMS (Social Identy)

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased understanding of socially

acceptable behaviors.

Infant

126

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Young Toddler

16.3 YT.B

Demonstrate

basic

understanding

of rules.

The learner will:

•Understandonewordrulessuchas

“No” or “Stop.”

•Indicatethatabehaviorshouldnotbe

done by saying “No, no.”

•Testlimits.

•Followsimpleruleswithadult

guidance.

The adult will:

•Modelacceptablebehavior.

•Useredirection.

•Designtheenvironmentforsafeandindependentexploration.

•Acknowledgebothappropriateandinappropriatebehavior.

•Reservetheuseof“No”and“Stop”tobehaviorsthatareunsafe.

•Acknowledgechildren’sdevelopmentalneedtotestlimits.

Standard

Concepts and Competencies

Supporve Pracces

Older Toddler

16.3 OT.B

Follow basic

rules.

The learner will:

•Puttoysawayatclean-uptime.

•Keeptoysinaspecificlocation.

•Joingroupforcircletime.

•Testlimits.

•Demonstrateautonomybysaying

“No,” but will cooperate with teacher

guidance.

•Respondappropriatelywhenadult

identifies an unsafe practice.

The adult will:

•Modelacceptablebehavior.

•Useredirection.

•Designtheenvironmentforsafeandindependentexploration.

•Acknowledgebothappropriateandinappropriatebehavior.

•Reservetheuseof“no”and“stop”tobehaviorsthatareunsafe.

•Acknowledgechildren’sdevelopmentalneedtotestlimits.

•Establishroutines(e.g.,clean-upsong)toindicaterule.

•Providevisualcues(e.g.,posters)forclassroomrulesand

expectations. (e.g., hands to self)

Standard Concepts and Competencies Supporve Pracces

16.3 I.C

React to others’

expressions of

emotion.

The learner will:

•Showinterestinanotherchild.(e.g.,

touch or pat on back)

•Begintocryorshowdistresswhen

another child is crying.

•Smilesandturnsheadtolookata

person when laughing.

The adult will:

•Describechildren’sexpressionsofemotions.(e.g.,“Sallyfeelssad

because her mommy just left.”)

•Encouragegentletouchesandmodelthem.

Standard Concepts and Competencies Supporve Pracces

C. RESPONSIBLE ACTIVE ENGAGEMENT – EMPATHY

BROAD STANDARD STATEMENT: Infants and toddlers will demonstrate an increased ability to recognize and

respond to the emoonal expressions of others.

Infant

Young Toddler

16.3 YT.C

Engage in

empathy and

compassion

in some

situations.

The learner will:

•Attempttosootheanotherwhois

distressed.

•Handanotherchildanobjectwhen

he/hernoticeshim/herlookingatit.

•Givehugs.

The adult will:

•Encouragechildrentocomfortotherchildren.

•Modeldifferenttechniquestogivecomfortandsupport,labeling

actions while doing them.

•Acknowledgechildren’sattemptstohelpothers.

•Labelchildren’sfeelings.

•Readbooksthatmodelcompassionandempathy.

•Provideopportunitiesforchildrentotalkandplaytogether.

Standard Concepts and Competencies Supporve Pracces

SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS

Older Toddler

16.3 OT.C

Demonstrate

empathy and

compassion for

others.

The learner will:

•Tellorindicatethatanotherchild

appears to be distressed.

•Recognizeandnameothers’feelings.

•Helpachildwithatask.(e.g.,clean

up)

•Attempttosootheanotherwhois

distressed.

•Engageinsignsofaffection.(e.g.,

hand-holding, hugs)

The adult will:

•Encouragechildrentocomfortotherchildren.

•Modeldifferenttechniquestogivecomfortandsupport,labeling

actions while doing them.

•Acknowledgechildren’sattemptstohelpothers.

•Labelchildren’sfeelings.

•Readbooksthatmodelcompassionandempathy.

•Provideopportunitiesforchildrentotalkandplaytogether.

Standard

Concepts and Competencies

Supporve Pracces

Social and Emoonal Development

Glossary

Active Engagement—The process of acting, participating, assist-

ing, or actively connecting with others.

Communication—Processes by which information is exchanged

between individuals.

Communication Skills—Verbal and non-verbal means of ef-

fectively conveying meaningful information.

Conflict—Inherent incompatibility between two or more people

or two or more choices.

Conflict Resolution—Process by which issues arising from a

disagreement or clash between ideas, principles, or people are

settled.

Consequence—A positive or negative outcome resulting from a

choice or decision.

Coping Skills—Behavioral tools that enable one to express nega-

tive feelings in ways that are not self-destructive or threatening to

others and to overcome personal adversity or stress.

Culture—Shared attitudes, values, goals, behaviors, interactions

and practices that are learned through social interactions which

identify or distinguish groups.

Decision-Making—Process of coming to a conclusion or

determination.

Diversity—Variety of characteristics that make individuals unique.

Emotions—The outward and inward expression of a person’s

state of mind based upon personality, mood, and temperament

that influence relationships and must be appropriately managed.

Resilience—An ability to recover from or adjust easily to misfor-

tune or change.

Pyramid Model—Is used to support social and emotional com-

petence in infants and young children.

127

Partnerships for Learning

Families, Early Care and Educaon Programs, and Communies

PL 1. Families are supported in mes of need.

PL 2. Families experience relaonships with early

care and educaon programs that are arming,

reciprocal, and build upon their strengths.

PL 3. Families have the support and informaon they

need to encourage their children’s learning and

development.

PL 4. Family members have support from other families.

PL 5. Families have goals of their own and benet from

having supporve partners to help reach their

goals.

PL 6. Families grow in their leadership and use these

skills in many dierent ways.

PL 7. Families are supported in mes of transion.

he Pennsylvania Part-

nerships for Learning

Standards were in-

formed by nationally recognized

resources including the Head

StartParent,FamilyandCom-

munityEngagementFrame-

work,PTANationalStandards

forFamily-SchoolPartner-

ships®, and the Strengthening

FamiliesProtectiveFactors

Framework™. Information on these

resources can be found in the resource guide at the end

of the standards.

he partnerships be-

tween the child, fam-

ily, early care, and

education programs and other

agencies are critical to provid-

ing a holistic and seamless

approach to children’s learn-

ing. Early care and education

programs and families should

work together to share infor-

mation about individualized

learning plans and goals, assure positive

transition to and from the current setting, and identify

and refer family members to other community agencies

when appropriate.

128

FAMILIES BENEFIT FROM COMMUNITY SUPPORTS AND RESOURCES THAT ARE RESPONSIVE TO THE CHANGING

NEEDS OF FAMILIES AND BUILD UPON THEIR STRENGTHS.

Professionals Facilitate Connecons to Other Agencies

•Identifyandunderstandtheservicesthatareprovidedwithinthecommunity.Identify

contacts to facilitate collaborative work.

•Buildrelationshipswithothercommunityagenciesandusetheirexpertisetobuild

knowledge about the culture in the community, including community characteristics,

strengths, challenges, unique needs, and resources available.

•Createafamilyresourceareathatisaccessiblewithinthecommunityorprogram.

Routinely share information with families about the resource area and the availability

of information.

•Portrayinapositivelight,familiesthathaveaccessedcommunityresourcesand

supports (such as using them as mentors, facilitators, providing them opportunities

to share their stories to help others).

•Spotlightlocalcommunityagenciesandresourcesonaregularbasis,sharinghow

their services help families.

•Workcollaborativelywithotherprofessionals(e.g.,earlyintervention,behavioral

health) ensuring that there is ongoing communication and development of successful

strategies and supports for the child and family.

•Familiesreceiveinformationabout

community supports and resources from

trusted individuals.

•Familiesreceivereferralsandinformation

from those whom they have established

relationships. In turn, families begin to

build relationships with new agencies

made through these connections.

•Whenfamiliesmakethedecisionto

access additional resources, they have the

information and support needed to make

their next step.

•Familiesreachouttotrustedindividuals

to request information and support.

Supporve Pracces of Programs/Professionals Families Will Experience

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

PL 1: Families are supported in mes of need.

BIG IDEAS: Each family has its own unique set of needs that change over time. Early education professionals are non-judgmental in

helping families to identify and address needs. Early education professionals build upon family strengths and support families as needs

arise so families are comfortable and knowledgeable to access resources.

ESSENTIAL QUESTIONS: What policies and procedures are in place to connect families to available resources? How do I

communicate to all families that it is a strength to identify needs and to access resources and supports?

129

Making Referrals

•Routinelyshareinformationwithfamiliesaboutavailableevents,classes,workshops,

community supports.

•Routinelyprovidematerialsfromagencies,includinginformationandreferral

providers.

•Recognizethatafamily’sneedschangeovertime.Maintainopencommunication

with families so relationships are established as needs arise.

•Empowerthefamilyasthedecision-makerforconnectingtoservices.Asappropriate,

facilitateconnectionswithotheragencies/supports,ensuringthatanyinformation

exchange follows confidentiality procedures.

•Providespecificresourcesasfamiliesidentifyneeds,whichincludecontact

information and necessary information and support that families need to be

empowered to make connections. (e.g., specific contact name, best time to call, what

information will be asked, directions to the location)

•Developongoinginformation-sharingprocesseswithotheragencieswhoworkwith

families. (e.g., early intervention, human services agencies, educational enrichment

programs, youth activity programs, fitness center, library)

•Besensitivetosomefamilies’reluctancetoactonpotentialreferraloradditional

evaluation recommendations, periodically re-assessing and discussing until action is

taken, if needed.

•Recognizeandsupportparents’resiliencywhentheymanagestressfulsituationsand

identify potential solutions.

•Followupwiththefamilyaftermakingareferraltofindoutifthefamilywas

successful in accessing the support needed. If not, problem-solve solutions to any

barriers with the family.

•Provideinformationandresourcestoenablefamiliestoaccessaffordable,quality

healthcare,screenings(e.g.,physical,mental,dental,andsocial/emotional

development), early intervention, and behavioral health care in ways that are non-

stigmatizing to the child and family.

•Guideandsupportfamiliesthroughsharingobservations,portfolios,andfamily

conferences to help the family take the first step.

•Familiesareknowledgeableaboutand

feel supported to access resources that

meet their needs in a timeframe that they

are comfortable.

•Familiesrecognizethataskingforsupport

or help is a sign of strength.

•Familiesdonotfeelstigmatizedfor

asking for, or receiving, assistance or

support.

•Whenfamiliesreceiveareferral,itis

provided in language that makes sense

to them and provides all of the necessary

information and support in making the

first contact. (e.g., specific contact name,

best time to call, what information will be

asked, directions to the location)

•Familiesreceiveconsistentmessagesthat

community supports and resources are

available to meet specific needs.

•Familiesshareresourcesabouttheir

experiences with service providers with

other families.

Supporve Pracces of Programs/Professionals Families Will Experience

130

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

ACROSS A CHILD’S LIFESPAN, A CHILD AND HIS OR HER FAMILY MEMBERS MAY RECEIVE SUPPORT AND SERVICES

FROM A VARIETY OF INDIVIDUALS, AGENCIES, ORGANIZATIONS, PROGRAMS, ETC. THE CHILD BENEFITS WHEN

THESE PARTNERSHIPS ARE RELATIONSHIP-BASED, RECIPROCAL, AND BUILD UPON STRENGTHS OF THE CHILD AND

FAMILY.

Program Policies and Procedures

•Theprogramhasclearlydefinedwrittenpoliciesandproceduresthatareinformed

by family input, and are reviewed and discussed openly and on a regular basis with

families. These policies and procedures include:

– roles and responsibilities of staff.

– expectations of staff and families.

– policies and procedures related to timely responses to phone calls and messages

from families.

– family’s rights, including conflict resolution procedures.

– procedures for maintaining confidentiality.

– policies regarding classroom visitation so family members have access and can

visit, volunteer, or participate in the program.

– program mission, approaches to learning, and curriculum used within the

program.

– how families can share information about their children, their goals, and vision for

their children’s learning and development.

•Familiesareawareoftheirrightsand

responsibilities and feel comfortable and

knowledgeable about how to act on them.

(e.g., concerns about time of services,

expectations of the family, accessing the

agency dispute resolution process)

•Familiesarecomfortableandwelcome

when dropping in or scheduling a visit

with their children’s program.

•Familiestrustthattheirpersonal

information will not be shared without

their consent.

•Familieshavewritteninformationto

refer to, and know who to contact in the

program, when they have questions or

concerns.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 2: Families experience relaonships with early care and educaon

programs that are arming, reciprocal, and build upon their strengths.

BIG IDEAS: Families are the heart of communities. Early care and education programs have a mission to support and strengthen

children and families.

ESSENTIAL QUESTIONS: What policies and procedures are in place to build relationships with families? How do I understand

a family’s strengths, values, beliefs, and attitudes towards learning? How does our program share its strengths, values, beliefs, and

attitudes towards learning with families? How do I develop reciprocal relationships with families so a child’s learning is enhanced?

131

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

Approaches to Relaonship-Building

•Acknowledgethatfamilymembersarethechildren’sprimaryteachersandare

experts on their children.

•Createongoingformalandinformalopportunitiestoengagewithfamiliesabouttheir

interests, strengths, expectations, concerns, joys, and achievements.

•Useinformationaboutfamilies’strengths,interests,expertise,andvisionfortheir

children to support the children’s learning and development.

•Useparents’preferredmethodsforcommunication.

•Promoteongoingandreciprocalcommunicationaboutday-to-dayactivitiesbetween

staff and families.

•Recognizeandcreateopportunitiesforprogramstaffandfamiliestohavefunand

learn together.

•Recognizethatobstaclestorelationship-buildingcanbeovercome,andactivelyseek

out strategies and resources when barriers exist. (e.g., talking with a supervisor,

bringing in a trusted person, consider if a misunderstanding is related to cultural

differences between staff and the family’s cultural approach to the situation, and seek

additional information)

•Familiesfeelvalidatedandsupported

in their role as their children’s primary

teachers and experts on their children.

•Familiesfeelcomfortableandroutinely

provide feedback and input to their

children’s program.

•Familiesfeeltheyareequalpartners.

•Familiesrecognizestrategiestoovercome

barriers.

•Familiesprovideandreceive

communication in their preferred method.

•Familiesparticipateineventsthatare

part of their children’s program.

•Familiesareawareofandengagedin

their children’s learning process.

•Familiesseethattheirstrengthsand

interests are used to support their

children’s learning process and

development.

Supporve Pracces of Programs/Professionals Families Will Experience

Pracces to Honor a Family’s Unique Culture

•Recognizethatcultureisdefinedas“anintegratedpatternofhumanbehavior,which

includes but is not limited to thought, communication, languages, beliefs, values,

practices, customs, courtesies, rituals, manners of interacting, roles, relationships,

and expected behaviors of a racial, ethnic, religious, social, or political group; the

ability to transmit the above to succeeding generations; dynamic in nature.” (National

Center for Cultural Competence 2004, 4)

•Seektounderstandeachfamily’suniqueculture.

•Learnaboutwhomthechildconsiders‘family’andinvitethemtoparticipateinthe

program.

•Ensurethatfamilycommunicationsaredoneinculturallysensitivewaysthat

accommodates family literacy levels and language needs.

•Recognizethatdailyroutines,suchaseating,thewaysthatholidaysarecelebrated,

special events, and emotions are expressed, are culturally influenced. Actively gather

this information from families and, as appropriate, incorporate into program activities.

•Encourageprogramparticipationinculturalandothereventswithinthecommunity.

•Familiesfeelaffirmedandacknowledged.

•Familiesfeeltheircultureandvaluesare

supported by the program.

•Familiesfeelvalidatedthattheprogram

recognizes their unique family

composition.

•Familiesshareculturalandother

community events that may be of interest

to the program and other families.

•Familiesfeelempoweredtosharetheir

culture to educate other children,

families, and staff within the program.

Supporve Pracces of Programs/Professionals Families Will Experience

132

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

THE BOND BETWEEN CHILD AND FAMILY IS THE STABLE CONNECTOR THROUGHOUT A CHILD’S LIFE. FAMILIES

BENEFIT FROM HAVING ONGOING SUPPORT TO LEARN ABOUT AND UNDERSTAND THEIR CHILDREN’S

DEVELOPMENT.

Program Provides Informaon about Child Development and How the

Program Supports Learning

•Provideinformationaboutchilddevelopmentmilestones,includinghealthysocialand

emotional development, in a way that is accessible and relevant to families.

•ProvideinformationabouttheEarlyLearningStandardsandhowtheyaresupported

through the program. Support families to learn how their everyday routines and

activities supporting learning.

•Sharewithfamilieshowthequalityofprogramandindicatorsofqualityare

measured. (e.g., Keystone STARS, Pre K Counts, NAEYC accreditation)

•Identifytheskillsbeinglearnedduringactivities,helpingfamiliestounderstandthe

role of play and active learning in the instructional process.

•Encourageandsupportsharedopportunitiesforfamiliesandstafftodiscussand

explore such topics as child development, health and nutrition, supportive parenting,

cultural/ethnicexpectations,socialexpectations,howtheywereparented,andtheir

relationships with their children.

•Createvideos,picturebooks,writtenschedules,andnewslettersthatdepictthe

learning routines of the program. Clarify program expectations and values, and

illustrate how the program curriculum is used.

•Createafamilyresourceareathatcontainsbooks,toys,andinformationthatfamilies

can access.

•Familiesfeelvaluedasamemberoftheir

children’s learning team.

•Familiesarecompetentandconfident

in their understanding of basic child

development.

•Familiesrecognizethatcultureandhow

they were parented impacts how they

parent.

•Familiesunderstandhowtheirchildren’s

program supports learning and have

confidence to expand learning with their

children.

•Familiesrecognizeandfeelvalidated

that their strengths, interests, and daily

routines are supporting their children’s

learning and development.

•Familiesparticipateinavarietyofformal

and informal opportunities to gain

knowledge and experiences that are

relevant to them.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 3: Families have the support and informaon they need to encourage their

children’s learning and development.

BIG IDEAS: Families are children’s first teachers and foremost experts. They are the common link throughout a child’s educational

experience. Information and support in the early years forms the foundation for lifelong informed and engaged parenting.

ESSENTIAL QUESTIONS: What policies and procedures are in place to provide information and support families to encourage their

children’s learning and development and to access additional support if needed? How do I ensure that information provided to families

reflects best practice and current knowledge? How does our program ensure that information exchange is reciprocal and used to

support the child’s development?

133

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

Reciprocal Sharing of an Individual Child’s Milestones, Progress, Learning

Styles, and Supporve Pracces

•Regularlyprovidethefamilyinformationaboutthechild’sgrowthandprogress.

•Sharewithfamilieshowyourprogramreviewsearlylearningoutcomesinformation

and uses it for overall program improvement and to support their children’s learning

and development.

•Askthechild’sfamilymemberstoidentifyaccomplishmentsthechildmayhave

completed at home, and share successes of learning during the program through art,

pictures, etc.

•Discussschedules,events,orpastexperiencesthatmayimpactachild’slearning

and development. Be respectful of family’s private and personal information and

recognize the need for sensitivity and confidentiality. (e.g., talk about a recent event,

such as divorce or death, which may impact a child’s behavior and discuss ways to

communicate reciprocally about child’s adjustment)

•Shareinitialresultsofscreeningsandassessmentsinawaythatenablesthefamilyto

understand the child’s strengths and areas for focus.

•Providecollaborativeopportunitieswithfamiliestodevelopindividualizedgoals

and strategies to support their children’s learning and development, taking into

account the temperament of the child, child’s current development, family routines,

strengths, and interests.

•Shareprogressofchild’sdevelopmentinwaysthataremeaningfulandallowthe

family to know what to expect next and to build on its child’s strengths.

•Encourageandsupportfamiliesinaccessingscreeningsforphysical,mental,and

dental health, and social-emotional and cognitive development supports.

•Establishprocedurestoallowsharing,andasappropriate,participateinthe

development of a child’s educational and development goals established through

other child and family serving systems. (e.g., early intervention, behavioral health,

etc.) Provide regular updates on child’s progress in a consistent format.

•Incollaborationwiththefamilyandasappropriateotherserviceproviders(e.g.,early

intervention, behavioral health), develop strategies to support a child’s learning with

modifications and adaptations to the environment and curriculum to meet a child’s

specific learning needs.

•Familiesareawareoftheirchildren’s

development and progress, and where

their children are in relation to typical

developmental milestones.

•Familiesusestrategiesandtheir

typical routines and family activities to

support their children’s learning and

development.

•Familiesareknowledgeableaboutand

comfortable in accessing resources to

support their children’s development

(e.g., early intervention, individual

therapeutic supports–speech,

occupational, counseling, or other

parenting supports).

•Familiesfeelcomfortablesharing

information about their families,

including culture and traditions.

Supporve Pracces of Programs/Professionals Families Will Experience

Using Family Input and Strengths to Enhance and Support Children’s

Development

•Guidefamiliesinidentifyingbooks,songs,fingerplays,dances,foods,toys,and

culturally relevant materials and experiences that can be used to support their

children’s development.

•Encouragechildrentoshowprideinfamily-specificbeliefsorpracticesbyshowing

interest and supporting the children’s learning and development which build upon

practices/beliefs.

•Includefamiliesinthescreening,authenticassessment,andreferralprocessesof

the program. Assure that these processes are culturally sensitive and delivered in the

language requested by the family. Include multiple sources of evidence to understand

children’s growth and development.

•Incollaborationwithfamilies,builduponstrengthsandinterestswhichsupportthe

expansion of learning to encompass areas of learning that are less familiar.

•Familiesparticipateinprogramplanning

efforts.

•Familiesfeelcomfortablesharing

resources and information they gather

with the program.

•Familiesfeelvalidatedthattheprogram

reflects their unique contributions and

qualities.

•Familiesfeelconfidenttousestrategies

that build upon their typical routines and

expand learning to areas that are less

familiar to them.

Supporve Pracces of Programs/Professionals Families Will Experience

134

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

135

FAMILY MEMBERS BENEFIT WHEN THEY HAVE OPPORTUNITIES TO SHARE EXPERIENCES, PROVIDE SUPPORT TO,

AND RECEIVE SUPPORT FROM EACH OTHER.

•Includefamily-to-familysupportpracticesandencouragesocialconnectionsaspart

of the organization’s policies and procedures.

•Createintentionalopportunitiesforfamilieswithsimilarcircumstancesandinterests

to connect with each other while respecting confidentiality.

•Strategizeinnovativewaystoensurethatfamiliesareawareof,andcanconnectto,

other families in the program.

•Developmentoringandwelcomingnetworkopportunitieswithintheprogram.

•Createspaceandopportunityforfamiliestogatherandsharewitheachother.

•Encourageandsupportfamiliestosharetheirskills,interests,andexpertisewith

other families.

•Provideopportunitiesforfamiliestoshareandlearnfromeachotherabout

supporting their children’s learning and development.

•Shareinformationaboutformalandinformalparentnetworkingopportunities.

(e.g., Parent to Parent of Pennsylvania, online groups, support groups, library groups,

places where families informally gather like parks or sporting events)

•Familieshaveastrongnetworkof

other families to support them in their

parenting roles.

•Familiesarecomfortableconnectingwith

families that share similar and different

experiences than their own.

•Familiesareknowledgeableabout,and

comfortable with, seeking and providing

support to and from other families.

•Familiesplayanactiveroleininitiating

and implementing family-to-family

supports within their program.

•Familiessharewithotherstheir

experiences, practical knowledge, and are

a support to other families.

Supporve Pracces of Programs/Professionals Families Will Experience

PL 4: Family members have support from other families.

BIG IDEAS: Families grow in competence and confidence when they share and receive support and information from other families.

ESSENTIAL QUESTIONS: What policies and procedures are in place to support family-to-family experiences? How do I encourage

and support informal and formal opportunities for families to connect with other families for friendship, support, and information?

•Understandthattheoverallhealthandwell-beingofthefamilyaffectsthechild.

•Supportandencouragefamiliesinnonjudgmentalwaystomakeshort-andlong-term

goals.

•Connectfamilieswithothercommunityresourcesandotherfamilieswhohave

relevant experiences and interests to support them in reaching goals.

•Recognizeandacceptthatfamiliesareindifferentstagesrelatedtoplanningforthe

future. (e.g., Some families may be more comfortable seeking outside support for

planning than others.)

•Recognizethatage,economics,andlifestyleimpactfamilygoalsetting.

•Familiesfeelcomfortablesharingtheir

skills, experiences, and resources with

other families to help them reach their

goals.

•Familiesfeelcomfortablesharingwith

practitioners their goals for themselves

and their families.

•Familiesareknowledgeableand

comfortable accessing resources and

support to reach their goals.

•Asfamiliesstriveandreachtheirgoals

they build resiliency.

Supporve Pracces of Programs/Professionals Families Will Experience

AS FAMILY MEMBERS IDENTIFY AND DEVELOP GOALS, THEIR OWN KNOWLEDGE GROWS. WHEN FAMILIES ARE

STRONGER, COMMUNITIES ARE STRONGER.

PL 5: Families have goals of their own and benet from having supporve

partners to help reach their goals.

BIG IDEA: Every family is entitled to have hopes and dreams for the future.

ESSENTIAL QUESTIONS: What policies and procedures are in place to connect families to resources that can assist with their family

goals? How do I support families to share their hopes and dreams for the future?

PARTNERSHIPS FOR LEARNING: FAMILIES, EARLY CARE AND EDUCATION PROGRAMS, AND COMMUNITIES

FAMILY MEMBERS HAVE UNIQUE EXPERIENCES AND EXPERTISE FROM WHICH COMMUNITIES CAN BENEFIT.

WHEN FAMILIES HAVE SUPPORTS AND OPPORTUNITIES TO GROW IN THEIR LEADERSHIP, THEY BECOME AGENTS

OF CHANGE AND SUPPORTERS OF WHAT IS WORKING.

Leadership with their children and within the program.

•Valueandencouragefamiliestotaketheleadwhenplanninggoalsfortheirchildren.

•Recognizefamiliesadvocatingonbehalfoftheirchildrenasasignofleadership.

•Provideopportunitiesforfamiliestoadvocateonbehalfoftheirchildren.

•Supportfamily’seffortstodevelopeffectivewaystonavigatesupportsystemsand

advocate for their child.

•Allowforandsupportfamiliesinsharingtheirchildren’saccomplishmentsand

progress.

•Valuetheparticipationoffamiliesandprovideavarietyofwaysfortheinputofvaried

family members in planning efforts and decision-making processes.

•Offervariedroleswithintheprogramtosupportfamiliestoinitiateandexpandtheir

leadership. (e.g., offering volunteer opportunities within the classroom or to support

theclassroom,servingonfamilyadvisorycommittees,planning/participatinginsocial

events, reviewing and providing input to policies and procedures)

•Provideavarietyofwaysforfamilymemberstosharefeedbackrelatedtotheir

experiences with the program.

•Routinelyinvestigatenewstate,federal,orlocalinitiativesthatmayimpactthe

program operation and recommends next steps. Provide a variety of ways for family

members to participate in this process.

•Involvefamiliesinprogramgoal-developmentandstrategicplanning.

•Encourageaconsensuswithinclassroomsorprogramsabouthowholiday

celebrations or birthdays should occur within the program.

•Implementpoliciesandproceduresthatsupporttheinvolvementoffamiliesin

program decision-making.

•Developconflictresolutionpolicieswithguidanceandinputfromfamiliesthat

identify procedures for complaints or suggestions.

•Provideopportunitiesforfamiliesandstafftoshareexpectationsrelatedtothe

program. (e.g., review regulations and program requirements together)

•Seekfeedbackfromfamiliestodesignfieldtripsandprogrameventsthatmaybeof

particular interest.

•Createafamilyadvisoryorparent-teacherorganizationandoffertrainingtothe

program’sboard/organizationonsharedgovernance.

•Usefamilies’experiencesandexpertisewithinyourprofessionaldevelopment.(e.g.,

families as co-presenters assist with planning, families sharing personal experiences