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DOCUMENT RESUME
ED 433 939 PS 027 921
AUTHOR Mulhearn, GerryTITLE Youngest Learners First: One System's Experience in Planning
a Curriculum Continuum for Learners from Birth to EighteenYears.
PUB DATE 1999-09-00NOTE 22p.; Paper presented at the Annual European Early Childhood
Education Research Association (EECERA) Conference (9th,Helsinki, Finland, September 1-4, 1999).
PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Curriculum Design; *Curriculum Development; Foreign
Countries; Integrated Curriculum; *National Curriculum;*Preschool Curriculum; Preschool Education; ProgramDescriptions
IDENTIFIERS *Australia (South Australia)
ABSTRACTThis paper documents the background of a curriculum
framework, the Foundation Areas of Learning, for children from birth to age 3in South Australia. The paper examines some of the dilemmas in creating sucha framework and some of the rewards as the system coped with the challenge ofincluding its youngest learners in a clearly articulated curriculum frameworkfor learners aged birth to 18 while striving to maintain the integrity ofquality programs for this age group. Foundation Areas of Learning wasdesigned to: (1) assist child care professionals in observing children andusing the information in planning, implementing, and evaluating programs; (2)
identify and articulate a range of developmental outcomes for children agedbirth to 3 in center-based care; (3) define best practice and thecompetencies required by child care professionals to achieve the desiredoutcomes for young children; (4) encourage child care professionals toreflect on their beliefs and practices; (5) provide a framework for workingin partnership with families and other caregivers and for providing them withdetailed and specific feedback on each child's individual development; (6)
provide caregivers with a tool for self-assessment; (7) support caregivers inthe clear articulation of the importance of the first 3 years of life; and(8) promote the South Australia Department of Education Training andEmployment's policies of social justice and reflect current understanding ofcultural diversity, gender, access and equity, and the needs of Aboriginalchildren and children with additional needs. After discussing the context ofearly childhood education in South Australia and the development ofFoundation Areas of Learning, including a trial implementation in 31 childcare centers, the paper elaborates on the development of the South AustralianCurriculum, Standards and Accountability framework for learners, aged birthto 18. Issues encountered in trying to design one framework which can providecontinuity for the learner and which can allow for particular needs atidentified points along the way are discussed. The complete Foundation Areasof Learning framework is included. (EV)
YOUNGEST LEARNERS FIRST: ONE SYSTEM'S EXPERIENCE IN PLANNING ACURRICULUM CONTINUUM FOR LEARNERS FROM BIRTH TO EIGHTEEN YEARS
I wish to acknowledge the work of Professor Marjory Ebbeck, Pam Winter, Elspeth Harley and child carepractitioners in 31 centres in South Australia for their commitment and determination in the development ofFoundation Areas of Learning birth - three.
Introduction
Curriculum for the under threes is an area of controversy and potential difficulty. When we considertraditional notions of curriculum and what we now know about the powerful learning that can occur at thisearly age, we are faced with some real dilemmas which some fear could lead us down paths we may not wishto go.
This paper documents a journey of travelling down the path of a curriculum framework for children frombirth to three years of age. It looks at some of the dilemmas in doing this and some of the rewards as onesystem grapples with the challenge of including its youngest learners in a clearly articulated curriculumframework for learners from birth to eighteen, yet strives to maintain the integrity of quality programs forthis age group.
This conference has as its theme: How does early childhood education lead to lifelong learning? It includesas one of its aims: To encourage the clear articulation and communication between research and practice inthe early years. That is really what this paper is about. Often the academic and the education administratorset out from similar starting points with common goals but somewhere along the journey different pathwaysare taken. Sometimes we get to similar destinations. On other occasions we do not end up in the same place.What I want to do is to describe a shared journey where academics, practitioners, providers andadministrators are travelling together to improve the quality of learning and development for our youngestlearners. We haven't yet covered the full course. We have a map with some main roads marked out, but weare still drawing in the highways and byways.
The paper describes the process for developing a birth to three framework, the Foundation Areas of Learningthat has been designed to:
assist child care professionals in observing children and use the information in planning, implementingand evaluating programsidentify and articulate a range of developmental outcomes for children aged from birth to 3 years incentre based caredefine best practice and the competencies required by child care professionals to achieve the desiredoutcomes for young childrenencourage child care professionals to reflect on their beliefs and practicesprovide a framework for working in partnership with families and other caregivers, and for providingthem with detailed and specific feedback on each child's individual developmentprovide caregivers with a tool for self - assessmentsupport caregivers in the clear articulation of the importance of the first three years of lifepromote the Department's policies of social justice and reflect current understanding of culturaldiversity, gender, access and equity and the needs of Aboriginal children and children with additionalneeds.
The paper then goes on to elaborate upon a new challenge - the development of the South AustralianCurriculum, Standards and Accountability framework for learners from birth to eighteen years of age. Issuesencountered in trying to design one framework which can provide continuity for the learner and which canallow for the particular needs at identified points along the way are discussed.
U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
D Minor changes have been made to improvereproduction quality.
e Points of view or opinions stated in this docu-ment do not necessarily represent official NIEposition or policy.
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1
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
Mu\ 1440.NrYNTO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
ContextSouth Australia is one of the smallest of the eight states and territories within Australia. With a population ofapproximately 1.4million and an aging population, one million of the total population live in the capital cityof Adelaide. The state is characterised by very few regional centres, only two of which have populations in
excess of 20,000. There are many very small rural and isolated communities.
In a country of 19 million people, South Australia is a very small, but very significant player in the earlychildhood field.
However it is a player with some unique issues that impact on the lives of young children. High levels ofunemployment especially amongst youth and low average income are the reality for a large proportion of thepopulation. Approximately 21% of the population are born overseas and therefore many have no extendedfamily nearby. Approximately 1.5% of the population is indigenous. (Australian Bureau of Statistics 1998)
The multilingual, multicultural makeup of the community provides a richness of experiences and alsodemands that early childhood practitioners know how to work towards maintaining children's homelanguages and know about a diversity of child rearing practices. After English, Italian, Greek CantoneseArabic and Vietnamese are the main languages spoken. Altogether in Australia there are about 200languages spoken, 48 of which are indigenous languages.
Children's Services in South AustraliaAs in many countries there is a complex multi model approach to service delivery for young children andtheir families. Parents find themselves often confronted with having to put together a patchwork of child carearrangement especially for very young children. Historically there has been a shortage of places for under 2'sin long day care although the supply is higher than in some other states. In small rural communities it is oftendifficult to maintain children's services because of the high costs involved. A recent model in South Australiahas been the development of integrated services that combine child care and preschool largely in those ruralareas.
Added to the issue of cost is the supply of highly trained staff, often a particular difficulty in rural areas.Preservice training occurs through two avenues - A four year university degree in Early Childhood Education(birth - eight) or through a diploma vocational education course offered by registered training organisations.Cutting costs due to recent changes in funding arrangements has often amounted to the demise of ongoingprofessional development, ultimately affecting the quality of care.
One of the features of the children's services system in South Australia is its growth in the past eight years.The following show the extent of the growth.
Number of services June 1990 June 1998
Government preschools 420 407Playcentres 21 36Occasional care in preschools 14 65Licensed child care centres 152 237Family Day Care schemesOut of school hours care servicesVacation care servicesMobile toy libraries
TotalTable 1: number of children's services 1990,1998. (SA)
15 1291 18176 15114 17
803 1106
(Department of Education Training and Employment 1998)
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45
A decline in numbers of four year olds in the past four years has meant the closure of some smallerpreschools and the recent changes in funding arrangements by the Commonwealth government have led tothe closure of a number of child care centres. While approximately 95% of children attend preschoolprograms for four-year-olds there is a much smaller percentage using child care services. The level ofunemployment and lack of family financial resources have meant that some families who would like to usechild care centres cannot afford to do so.
The South Australian Department of Education Training and Employment has responsibility for the planningand delivery of early childhood and school aged services, such as preschool, child care, family day care, toylibraries, playgroups, playcentres, and outside school hours care, and for the licensing of child care centresand baby sitting agencies and the approval of family day careproviders. The department has responsibilityfor care and education from birth to adulthood - lifelong learning. Included also as part of its responsibilitiesare employment, youth and training.
This range of responsibilities puts the department in a unique position to bring consistency to the existingdiversity and to assist in the improvement of quality for all young children who access programs. Theseopportunities are limited however because funding responsibilities are divided between the State (whosemajor responsibility is educational services) and the Commonwealth (whose major responsibility is childcare services)
Underpinning program quality in child care centres are two major legislative bases. Regulation provides thebottom line of minimum standards while the national Quality Improvement and Accreditation System forlong day care centres builds on regulations, pays attention to quality practices and sets standards forimprovement.
For example the regulations under the Children's Services Act specify that the centre must have a curriculumpolicy and implementation strategies in the following areas
Statement of philosophyparent and staff participation in the development of the centre curriculumIndividual developmental needs of childrenCultural relevanceChild self reliance self esteemChildren with disabilitiesGender equityExcursions
The Quality Improvement and Accreditation System is more specific and directive in that principle 16, forexample, states
The program is planned to reflect the centre's philosophy and goalsand defines high quality as indicated by
staff make regular observations of all children's learning and development keeping well detailedrecords of how they are progressing against stated goals and using this information in furtherplanningstaff use strategies that significantly influence children's learning and development.There is continuous monitoring and evaluation of the program in consultation with parents.
(National Childcare Accreditation Council 1993)The advent of the accreditation system along with the publication of the Foundation Areas of Learning forchildren from 3-5 stimulated an interest in practice improvement in child care settings. Questions were raisedabout programs for the under 3's. Practitioners were aware that they were watering down programs for olderchildren and that was not what they wanted to do. People were wanting a way of planning for the youngestlearners that built upon the unique characteristics of under threes as a group and could meet individual needs.They wanted a guide to help them to build the curriculum out of the caregiving practices that they felt wereright for children of this age.
46
The State government, in recognition of the importance of the early years in terms of lifelong learning,implemented its Early Years Strategy and a decision was made to develop a curriculum framework for
children from birth to three in centre based care.
Foundation Areas of LearningFoundation Areas of Leaming is not a core curriculum nor a syllabus but, rather, a curriculum framework. Itis a document that individual practitioners and teams will expand upon to suit their children, their centres,
and their community.
In the development of the Foundation Areas of Learning for 3 to 5 year olds, curriculum is defined as "all ofthe interactions. experiences and routines that are part of each child'sday" (D1;..U.S'. 1996:13)
Interactions: are all of the interpersonal communications that promote learning, caring relationships and
positive self-esteem.Experiences: are the results of opportunities that consolidate learning and provide new exciting challenges;
they can be active or passive, planned or spontaneous.Routines: are the regular activities associated with the comfort, health and well being of the children;routines promote a sense of belonging and security when they are sensitive and responsive to the needs of
each child.Curriculum is constructed and delivered within the concept of the three 'Cs' ofearly childhood the child, the
context and the content.An outcomes planning model, (Table 1), adapted from Bruce (1991 in DECS 1996) has been used in the
birth to three framework to explicate all the important elements of the curriculum cycle identified in the
framework.
LU
ct-
IMPLEMENT PLANSConsidering the role
of the educator andBest practice
)
DESIGNS, DEVELOPThe environment, routines,Experiences 6 strategies topromote identified learning6 development for individuals
groups
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CONSTRUCTpersonal philosophy
program philosophy
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EVALUATE & ASSESSlearningdevelopmentand achievementof outcomes forindividuals &groups
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IDENTIFYDevelopmelevels ofindividualchildrenindividual <
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developmerconsiderincrole of theeducator 6practice
CLARIFYObjectives Q prioritiesfor individual children4 groupsIndicators that willshow children's progre
Great importance is placed on a play based curriculum and the development of a positive self concept foreach child, as this is seen to lay the foundation for learning. The framework uses three foundation areas oflearning:
The development of the psychosocial self: which includes the development of trust, secure attachment, selfconcept, identity (including cultural, racial and gender), autonomy, self-regulatory behaviour, warmrelationships and social connections with others.
The development of the physical self: which includes perceptual motor and sensory development, health andhygiene, gross and fine motor development, self help and care routines.
The development of the thinking and communicating self: which includes language, early literacy andnumeracy, creativity, abilities and dispositions to play, to plan, reason, explore, experiment, communicate,persist and cope with transitions.
The framework is arranged with the following components:
Development, Skills and Attitudes: which describe what could be reasonably expected of children within theage range. This section provides a significant amount of the curriculum content.
The Role of the Early Childhood Educator: which identifies the important attitudinal as well as practicalaspects of the caring behaviour of adults, which is seen as fundamental to children's success as learners.
Best Practice: which requires a sound understanding of child development and practice and describesexperiences through which children may achieve
Outcomes with Indicators:Outcomes identify the observable developmental milestones and leamings that are part of the development ofeach child. They are the results of sound planning and practice that take into consideration individual needsand potential.Indicators are the elements of the broader outcomes. They are observable signs that progressive developmentis occurring. The indicators are neither prescriptions nor prescriptive, but they can been used in a diagnosticway when planning individualised programs for young children. They represent the stepping off point for thenext aspect of development.
In constructing the framework a range of theoretical perspectives were drawn upon. Child development withreference to the NAEYC 12 Principles of Child Development and Learning (Bredekamp and Copple 1997:10-13) was emphasised. In particular, dynamic systems theory and its implications for physical developmentwas considered. Berk and Greenspan caused us to focus on attachment and the need for very young childrento develop a sense of trust in his/her caregiver. This led to the promotion of a primary caregiver model,something that a number of centres had difficulty implementing. However once it was tried the centresremarked on the difference it made in providing a settled and relaxed atmosphere.
It was important to base the framework on current knowledge of child development within a socio-culturalcontext. Vygotsky's work and Bronfenbrenner's ecological systems theory gave a foundation for this andprovided an approach which is consistent with departmental policies and approaches to emphasise inclusivityand reflect the needs of different groups within the community. While the framework highlights to thetremendous growth that occurs in the early period of life, especially in relation to the development of thebrain, it was very important to focus on the caregiving practices because
It is through responsive interactions with families and a few other special caregivers that infants develop asense of a safe interesting and orderly world where they are understood and their actions bring pleasure tothemselves and others."
Lally, 1998:11
Development of the framework
The department has a defined process for the development of curriculum initiatives, underpinned by a strongbelief that the success of any curriculum innovation will depend, largely, on how well it is introduced. Theprocess for the birth - three curriculum project included the following steps:
Clearly identifying the needs for the projectestablishing a Steering/Reference Group comprising key stakeholders to guide the project. For the birth -three project this included professional expertise from the community, childcare practitioners and theteaching institutions.conducting a generative conference with practitionersdeveloping a trialing strategyestablishing a small writing teamengaging an expert as the major writercompleting a first draft and circulating it to both targeted and general audiences for critical analysis andfeedback. This included cross curricular groups (Gender Equity, Equity, Aboriginal Education,Multiculturalism and Children with Special Needs)implementing the trial, gathering and analysing feedback and redrafting the frameworkproviding professional development to explore the theories and approaches of the framework
and still to be completed...professional publication of the documentaccess to training for all staff with the implementation of the framework.
The trial
31 childcare centres were selected to participate in the trial of the framework through an Expression ofInterest process. Participating centres included
16 community based child care centres4 private centres5 integrated services5 preschools with occasional care1 community occasional care.
The trial commenced with a training day, with release time for 2 qualified staff from each of the participatingcentres. Curriculum Officers from the Department and staff from the Lady Gowrie Child Centre (Resourceand Advisory Program) provided support for staff during the ten week trial. Support included telephoneconsultations via a Help Line, site visits, newsletters, circulation of professional readings, site to site visits,group meetings and professional development sessions.
100% of the questionnaires, distributed at the initial training day were completed at the end of the trial. 44responses were received from the 31 centres as 13 centres trialed the framework in two rooms.
7 9
The practitioners who trialed the framework were extremely positive about its effectiveness. Their responses
are shown in Figure 3.
FOUNDATION AREAS OF LEARNING, BIRTH TO THREEUSEFULNESS OF COMPONENETS OF FRAMEWORK
lOnot useful10 useful to very useful]
'nil response
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Practitioners identified the strengths of the framework asproviding strength and directionsound, relevant and appropriateproviding a strong focus on individualseasy to usechallengingtime savingcomprehensive having everything in one documentencouraging reflectionsupporting staff to talk with parents about their child's development, strengthened these partnerships
improving curriculum decision making
One team leader from a trial centre summed up her feedback with
"It significantly reduced stress on staff as they moved away from activities towards a more natural andrelaxed program. Staff now feel more secure that children are being well cared for and their needs are being
met."
Reflections of Practitioners.
Twelve months after the trial, the participating centres have reflected on their practices and the difference theframework has made. Staff from the Lady Cowrie Child Centre have identified the challenges the frameworkpresented to a number of centres when aiming for a high quality program for infants and toddlers. One of thegreat strengths of the framework has been its power to support practitioners to reflect on, and change theirpractices. A number of staff say that they are also much more able to articulate why they areworking in a
particular way and can share better information with parents about their child's development.
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io
Taking it on from birth to three - where are we going next?
A recent policy direction within the Department of Education Training and Employment has caused us totake an exciting and challenging new turn the development of the South Australian Curriculum, Standardsand Accountability framework - a framework for learners from birth to eighteen.
The new framework builds on the existing frameworks and aims to provide continuity of learning at the sametime as retaining the program integrity at a local level and in an age appropriate way. While nationalrequirements must guide the curriculum in the compulsory years of schooling in the eight areas of study adecision has been made that a group of essential leamings will form the basis of the curriculum and will beclearly visible in the learning for all. A set of new national goals for schooling places new importance onareas such as the development of analysis and problem solving skills, the qualities of self confidence, activeand informed citizenship, creativity and stewardship of the natural environment. The essential leanings willaddress these goals but will also recognise the existing focus of the early years curriculum.
The essential leamings aim to provide learners withskills and dispositions to be active informed citizenscapacities and design skills to develop new ways of thinking, solving problems and making decisions for
a socially just societyability to make informed choices about their lives and their learning.
The essential leamings are about values, dispositions, skills and understandings that are consideredcrucial inthe education and development of all learners in our care. They recognise that development ofthese takeplace in every context of a learner's life.
Work is in progress.At this point in time the essential leamings encompass
identitiesinterdependencethinkingcommunicationsfutures.
The framework will describe the entitlement for all learners and will consist ofcurriculum scopeindicative outcomes and standardsaccountability mechanisms.
Initial issues have arisen as the compulsory schooling sector determines how to incorporate nationalrequirements such as literacy and numeracy benchmarks. The first curriculum standard is identified atapproximately seven years of age. (year2)
Lively discussions have occurred about the notion of standards and benchmarks as part of the deliberations.There has been much debate about the ways of organising curriculum with suggestions for total consistencygiving way to the preservation of diversity within a united framework. There is a growing recognition that inthe very early years the curriculum comes from the child, is centred on interactions, and is built around thecaregiving practices.
The writing phase is about to begin. It will be carried out by a consortium of academics and practitioners.Already the advice that is being provided from a range of reference groups is reflecting aspects of strongpractice already evident in the early years. Comment has included the need to build on from what the childalready knows and can do and the important place of play and self directed activity in the curriculum. TheFoundation Areas of Learning birth to three will provide a strong base from which to build the learning of all
91i
children as they progress through the range of educational services that are available to them, and throughlifelong learning.
Bibliography
Bredekamp, S. and Copp le, C. (Eds). 1996 Developmentally appropriate practice in early childhoodprograms Revised edition. Washington DC: National Association for the Education of Young Children.
Department of Education and Children's Services, South Australia (1996) Foundation areas of learning:curriculum framework for early childhood settings. Curriculum Resources Australia
Department of Education Training and Employment Annual Report 1997/98 (1998) Adelaide SouthAustralia
Department of Education Training and Employment, (1999) (unpublished) Foundation areas of learning:birth to three
Lally J.R. (1995). The impact of child care policies and practices on infant/toddler identity formation YoungChildren 51(1), 58-69.
National Childcare Accreditation Council (1993) Putting Children First National childcare qualityimprovement and accreditation system handbook. Sydney:NCAC
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rent
abo
ut a
chi
ld's
tem
pera
men
t,ne
eds,
inte
rest
s an
d pr
efer
ence
s
allo
w c
hild
ren
time
to a
ttem
pt p
erso
nal c
are
task
s an
d en
cour
age
child
ren'
s ef
fort
sen
cour
age
child
ren
to fe
el p
ositi
ve a
bout
thei
r ow
n ef
fort
sbe
sen
sitiv
e an
d re
spon
d to
the
child
's e
xpre
ssio
n of
hun
ger,
thirs
t and
need
for
rest
spen
d si
gnifi
cant
tim
e in
tera
ctin
g w
ith c
hild
ren
at g
roun
d le
vel (
eg. o
nth
e ca
rpet
, in
the
sand
pit)
set t
he e
nviro
nmen
t to
prov
ide
a va
riety
of e
xper
ienc
es to
fost
er s
enso
ryex
plor
atio
n an
d de
velo
pmen
t
Bes
t Bra
dlee
Out
com
es fo
r C
hild
ren
Indi
cato
rs
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
exp
erie
nce:
bein
g su
ng to
bein
g da
nced
with
bein
g ea
rned
in a
rms
twta
king
gam
esw
alki
ng w
ith h
ands
hel
dbe
ing
sulk
ed to
laug
hter
/ a
sens
e of
fun
cons
iste
nt c
areg
iver
s
flexi
ble
rout
ines
that
are
inco
rpor
ated
into
the
prog
ram
oppo
rtim
ities
to h
elp
with
rou
tine
task
s (e
g se
tting
tabl
es)
an e
nviro
nmen
t whi
ch p
rom
otes
exp
lora
tion,
cur
iosi
ty a
nddi
scov
ery
the
exte
nsio
n of
thei
r de
velo
ping
phy
sica
l com
pete
ncie
spr
actic
e in
, and
opp
ortu
nitie
s to
bui
ld u
pon
thei
r em
ergi
ngph
ysic
al s
kills
sens
ory
activ
ities
: pai
nt, w
ater
, san
d, c
lay
and
mud
diffe
rent
nut
ritio
us fo
ods
for
tast
ing
at m
eal a
nd s
nack
tim
esch
oice
stim
e an
d sp
ace
and
adul
t sup
port
to a
ccep
t cha
lleng
esin
divi
dual
rou
tines
and
ritu
als
whi
ch a
re u
nder
stoo
d, r
espe
cted
and
unhu
rrie
dfa
mili
es w
ho a
re in
volv
ed in
pla
nnin
g ca
re a
t the
cen
tre
educ
ator
who
mod
el h
ygie
ne a
nd h
ealth
pra
ctic
es
BE
ST
CO
PY
AV
AIL
AB
LE
Chi
ldre
n w
ill d
evel
op:
1.M
uscl
e st
reng
th a
nd c
ontr
olan
d in
depe
nden
t loc
omot
ion
2.A
sen
se o
f bal
ance
and
bod
yin
spa
ce
3.H
ealth
y ea
ting
patte
rns,
res
t,re
laxa
tion
and
slee
p ro
utin
esan
d rit
uals
tIn
crea
sing
inde
pend
ence
inpe
rson
al c
are
&T
heir
5 se
nses
to in
terp
ret
thei
r w
orld
Out
com
e I:
Chi
ldre
n w
ill d
emon
stra
te d
evel
opin
g m
uscl
e st
reng
th a
nd c
ontr
olan
d In
depe
nden
t loc
omot
ion
whe
n th
eysi
t, cl
imb,
cra
wl,
pull
up to
sta
nd, w
alk,
pus
h / p
ull o
bjec
ts, k
ick
inde
pend
ent l
ocom
otio
ncl
imb
up s
teps
, ont
o eq
uipm
ent
run,
sto
p, s
tart
use
pinc
er g
ripho
ld o
wn
cup
scrib
ble
draw
a v
ertic
al li
nem
anag
e si
mpl
e pu
zzle
s an
d ot
her
man
ipul
ativ
e eq
uipm
ent
pour
wat
er w
ithou
t spi
lling
bala
nce
obje
cts
(eg.
blo
ck b
uild
ing)
unw
rap
parc
els
tear
pap
er, s
crun
ch p
aper
Out
com
e 2:
Chi
ldre
n w
ill d
emon
stra
te a
dev
elop
ing
sens
e of
bal
ance
and
body
In s
pace
whe
n th
eym
ove
arou
nd fu
rnitu
re/e
nviro
nmen
t saf
ely
mov
e to
mus
ic a
nd d
evel
ops
sim
ple
rhyt
hmic
pat
tern
sw
alk
alon
g pl
ank
on g
roun
dsp
in a
roun
d to
mak
e se
lf di
zzy
expl
ore
spac
e w
ith b
ody
(eg.
cra
wl t
hrou
gh tu
nnel
, rol
ling)
jum
p, ju
mpn
ff ob
ject
sus
e eq
uipm
ent c
reat
ivel
y w
ith a
dult
supp
ort (
eg. d
esig
n ow
n ob
stac
le c
ours
esh
ow e
njoy
men
t in
mov
emen
tcl
imb
over
/und
er/b
etw
een
slid
esw
ing
Out
com
e 3:
Chi
ldre
n ha
ve h
ealth
y ea
ting
patte
rns,
res
t,re
laxa
tion
and
slee
p ro
utin
es a
nd r
itual
s w
hen
they
expr
ess
hung
er a
nd th
irst
enjo
y fo
odtr
y di
ffere
nt fo
odtr
y to
feed
sel
fin
dica
te n
eed
for
rest
settl
e w
ith o
wn
ritua
Vro
utin
een
gage
in s
elf c
omfo
rtin
g ro
utin
esre
spon
d to
cal
min
g te
chni
ques
, mus
ic e
tc
Out
com
e 4:
Chi
ldre
n m
ove
tow
ards
Inde
pend
ence
In p
erso
nal c
are
whe
n th
eyfe
ed s
elf
help
with
dre
ssin
gta
ke o
ff ow
n cl
othe
sw
ash,
dry
face
and
han
dsar
e aw
are
of e
limin
atio
nus
e to
ilet o
r po
tty w
ith h
elp
put t
hing
s in
ow
n ba
g, g
et o
wn
thin
gs fr
om b
agre
cogn
ise
own
clot
hes
/ pos
sess
ions
indi
cate
toile
ting
need
use
toile
t ind
epen
dent
lyca
n ta
ke o
ff ow
n cl
othe
s
Out
com
e 5:
Chi
ldre
n w
ill d
emon
stra
te d
evel
opm
ent o
f the
ir fiv
e se
nses
and
use
them
to in
terp
ret t
heir
wor
ld w
hen
they
:er
e cu
rious
abo
ut s
enso
ry s
timul
ants
expl
ore
with
touc
h, m
outh
, eye
s, e
ars,
han
ds. f
eet,
nose
seek
s to
!ant
i}, s
enso
ry n
eeds
resp
ond
to s
mel
lsre
cogn
ise
fam
iliar
sou
nds
resp
ond
to u
nfam
iliar
sou
nds
reco
gnis
e fa
mili
ar o
bjec
tsin
quire
abo
ut u
nfam
iliar
obj
ects
dem
onst
rate
tast
e pr
efer
ence
ssh
ow p
refe
renc
es fo
r te
xtur
esus
e se
nsor
y vo
cabu
lary
, cg
hot,
soft,
loud
, dar
k
14
TA
BL
E 2
Dev
elop
men
t, Sk
ills
& A
ttitu
des
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
dev
elop
:
For
babi
es:
secu
re a
ttach
men
tsou
st in
adu
ltstr
ust i
n fa
mili
ar e
nvir
onm
ent
a se
nse
of s
elf
(thr
ough
sen
sitiv
e &
res
pons
ive
cari
ngan
d st
imul
atio
n eg
. cud
dled
, roc
ked,
str
oked
, coo
ing)
a se
nse
of b
eing
spe
cial
(va
lued
as
an in
divi
dual
)aw
aren
ess
of th
eir
body
(th
roug
h se
nsor
y st
imul
atio
nan
d ex
plor
atio
n)se
lf id
entit
ybec
ome
awar
e of
sel
fa
sens
e of
ord
er a
nd b
elon
ging
(th
roug
h co
nsis
tent
peop
le a
nd p
redi
ctab
le r
outin
es
For
todd
lers
in a
dditi
on to
the
abov
e.:
conf
iden
ce to
initi
ate
verb
al, n
on-v
erba
l and
soc
ial
inte
rpla
y (e
g pe
ek a
boo
)co
nfid
ent b
ehav
iour
pref
eren
ces
in th
eir
need
s an
d w
ants
a se
nse
of b
eing
spe
cial
(va
lued
as
an in
divi
dual
)aw
aren
ess
of th
eir
body
(th
roug
h se
nsor
y st
imul
atio
nan
d ex
plor
atio
n)a
sens
e of
aut
onom
y (t
hrou
gh m
akin
g ch
oice
s an
dat
tem
ptin
g to
do
thin
gs f
or th
emse
lves
)se
lf m
otiv
atio
n (d
rive
to d
o th
ings
for
them
selv
es)
self
iden
tity
posi
tive
self
est
eem
stra
tegi
cs f
or d
ealin
g w
ith th
eir
own
frus
trat
ions
the
abili
ty to
cop
e w
ith m
inor
cha
nge
a se
nse
of f
una
sens
e of
aw
e an
d w
onde
r in
thei
r w
orld
For
2 -
3 ye
ar o
lds
In a
dditi
on to
the
abov
e:
self
mot
ivat
ion
self
iden
tity
imag
inat
ive
beha
viou
r in
clud
ing
role
pla
y an
d pr
eten
dst
rate
gies
for
dea
ling
with
thei
r ow
n fr
ustr
atio
nsse
lf-r
egul
atin
g be
havi
our
and
cont
rol o
f im
puls
esan
und
erst
andi
ng o
f ca
use
and
effe
ct (
thei
r ac
tions
will
elic
it a
resp
onse
)w
arm
, tru
stin
g re
latio
nshi
ps w
ith o
ther
chi
ldre
n an
dad
ults
empa
thy
and
com
pass
ion
conc
entr
atio
n TA
BL
E 2
CO
NT
INU
ED
15
FOU
ND
AT
ION
AR
EA
S O
F L
EA
RN
ING
0-3
Rol
e of
the
Ear
ly C
hild
hood
Edu
cato
rT
he E
arly
Chi
ldho
od E
duca
tor
will
:
resp
ect i
ndiv
idua
l tem
pera
men
ts, p
refe
renc
es a
ndth
resh
olds
deve
lop
mea
ning
ful r
elat
ions
hips
with
chi
ldre
npr
ovid
e a
war
m, s
afe,
fac
ilita
ting
envi
ronm
ent
be a
war
e of
thei
r ow
n fe
elin
gs, v
alue
s an
d at
titud
esan
d th
eir
impa
ct o
n ch
ildre
nun
ders
tand
the
role
of
tran
sitio
nal o
bjec
ts in
em
otio
nal
deve
lopm
ent
unde
rsta
nd th
e ro
le o
f ri
tual
in c
hild
ren'
s em
otio
nal
deve
lopm
ent
assi
st c
hild
ren
in m
anag
ing
chan
ges
and
tran
sitio
ns -
smal
l and
larg
eun
ders
tand
obj
ect p
cmun
ence
dev
elop
men
tun
ders
tand
chi
ld-
stra
nger
anx
iety
and
sep
arat
ion
anxi
ety
unde
rsta
nd th
e de
velo
pmen
t of
fear
s fo
r to
ddle
rsun
ders
tand
the
role
of
play
in th
e de
velo
pmen
t of
the
child
's s
ense
of
self
prov
ide
adeq
uate
uni
nter
rupt
ed ti
me
for
child
ren
to
deve
lop
thei
r pl
aybe
have
in a
way
that
pro
mot
es tr
ust a
nd s
ecur
ity a
ndre
spon
d to
the
child
's e
mot
iona
l sta
tere
spon
d co
nsis
tent
ly, p
ositi
vely
and
qui
ckly
toch
ildre
n's
need
sbe
sen
sitiv
e an
d pe
rcep
tive
to c
ues
and
chan
ges
inch
ildre
nre
spec
t chi
ldre
n an
peo
ple
(not
talk
ing
abou
t the
min
appr
opri
atel
y)be
rea
listic
in th
eir
expe
ctat
ions
of
child
ren'
sde
velo
pmen
tal n
orm
sbe
ava
ilabl
e an
d ac
cess
ible
to c
hild
ren
(wor
king
on
the
child
's le
vel,
incl
udin
g si
tting
on
the
floo
r)es
tabl
ish
cons
iste
nt li
mits
and
gui
delin
es f
or c
hild
ren'
sbe
havi
our
and
play
be p
erce
ptiv
e an
d se
nsiti
ve in
sup
port
ing
child
ren
inse
ekin
g an
swer
sac
cept
chi
ldre
n's
indi
vidu
al p
erso
nalit
y in
clud
ing
thei
rte
mpe
ram
ent
acce
pt a
nd a
ssis
t chi
ldre
n to
man
age
frus
trat
ion
prov
ide
oppo
rtun
ities
for
chi
ldre
n to
suc
ceed
mod
el a
ppro
pria
te e
mot
iona
l res
pons
es to
oth
er a
dults
resp
ect i
ndiv
idua
l chi
ldre
n by
giv
ing
rye
cont
act a
ndun
divi
ded
atte
ntio
nlis
ten
to c
hild
ren
atte
ntiv
ely
valu
e ch
ildre
n's
emer
ging
sen
se o
f re
spon
sibi
lity
ensu
re th
at c
hild
ren
are
not c
ritic
ised
, sha
med
or
mad
eto
fee
l gui
ltyre
spon
d to
chi
ld's
dis
com
fort
sw
iftly
scaf
fold
the
child
's in
tera
ctio
ns to
pro
mot
eac
com
plis
hmen
tfa
cilit
ate
and
supp
ort c
hild
ren'
s pl
ay w
ith o
ther
sob
serv
e, r
ecor
d, in
terp
ret a
nd p
lan
for
child
ren'
sde
velo
pmen
ten
gage
in ta
m-
taki
ng g
ames
cons
iste
ntly
inte
rpre
t and
res
pond
to b
oys
and
girl
s'be
havi
our
and
achi
evem
ents
resp
ect t
he d
iver
sity
in c
hild
ren'
s le
arni
ng s
tyle
sav
oid
inac
cura
te a
nd s
tere
otyp
ic r
esou
rces
enri
ch a
nd e
xten
d ch
ildre
n's
play
prov
ide
time,
pro
ps a
nd r
esou
rces
for
chi
ldre
n's
play
prov
ide
oppo
rtun
ities
and
tim
e fo
r re
petit
ion,
pra
ctic
e,de
velo
pmen
t of
mas
tery
and
a n
ose
of s
atis
fact
ion
wor
k w
ith p
aren
ts a
nd f
amili
es to
dev
elop
com
mon
unde
rsta
ndin
gs a
bout
opt
imal
exp
erie
nces
for
ear
lyle
arni
ng a
nd d
evel
opm
ent
Bes
t Pra
ctic
eC
hild
ren
will
hav
e th
e op
port
unity
to e
xper
ienc
e:in
divi
dual
ised
pro
gram
sin
divi
dual
or
smal
l gro
ups
care
in a
pri
mar
y gr
oup
with
a p
rim
ary
care
give
rop
port
uniti
es to
exp
erie
nce
obje
ctpe
rman
ence
exp
lora
tion
supp
ort a
t sep
arat
ion
time
from
par
ent
care
give
r on
the
floo
r w
ith th
e ch
ildre
npr
ogra
ms
that
ref
lect
the
inpu
t of
thei
r
pare
nt/a
priv
acy
and
secu
rity
thro
ugh
the
prov
isio
nof
thei
r ow
n sl
eepi
ng s
pace
, bed
ding
and
com
fort
toys
prol
onge
d co
nver
satio
ns a
nd p
roac
tive
inte
ract
io n
sbe
ing
held
, cud
dled
, nur
ture
d, r
ocke
d if
cong
ruen
t with
the
child
's n
eeds
and
inte
rest
sth
eir
phys
ical
nee
ds b
eing
met
daily
one
-to-
one
feed
ing
for
babi
es a
nd,
whe
re a
ppro
pria
te, f
or to
ddle
rsop
port
uniti
es to
fee
d in
depe
nden
tly a
t the
irW
WII
pac
e
choi
ces
in p
lay
mat
eria
ls a
nd e
xper
ienc
esca
regi
ver
ackn
owle
dgm
ent o
f th
eir
mas
tery
and
nee
d fo
r in
depe
nden
ceac
know
ledg
men
t and
res
pect
for
thei
r lik
esan
d di
slik
essu
ppor
t in
the
deve
lopm
ent o
f th
eir
asse
rtiv
enes
s sk
ills
reco
gniti
on o
f th
eir
chan
ging
em
otio
nstim
e an
d su
ppor
t to
settl
e in
to r
outin
es a
nd
cmgo
ing
expe
rien
ces
acce
ptan
ce a
nd p
ride
in th
eir
effo
rts
oppo
rtun
ities
for
the
deve
lopm
ent o
f th
eir
imag
inar
y pl
ayop
port
uniti
es to
imita
te a
nd r
ole
play
reso
urce
s th
at r
efle
ct a
nd s
uppo
rt th
edi
vers
ity in
fam
ily b
ackg
roun
ds &
sty
les
a st
ruct
ure
and
plan
ned
settl
ing
-in
peri
odun
inte
rrup
ted
time
to o
bser
ve, e
xplo
re a
ndpl
ay bala
nce
of im
ages
of
wom
en a
nd m
endo
ing
jobs
in a
nd o
utsi
de th
e ho
me
child
-siz
e m
irro
rsim
ages
of
diff
eren
tly-s
hied
and
eld
erly
peop
le o
f va
riou
s ba
ckgr
ound
s do
ing
aco
mpr
ehen
sive
ran
ge o
f ac
tiviti
esca
rers
who
are
pre
dict
able
in th
eir
resp
onse
sco
nsis
tent
pos
itive
chi
ldre
arin
g pr
actic
espr
ogra
ms
adju
sted
to th
e pa
rtic
ular
nee
dsof
the
indi
vidu
al c
hild
cons
tanc
y of
car
egiv
er, m
inim
al s
taff
chan
ges
DE
VE
LO
PME
NT
OF
TH
E P
SYC
HO
-SO
CIA
L S
EL
FO
utco
mes
for
Chi
ldre
nC
hild
ren
wW
dev
elop
:
Indi
cato
rs
I.a
seta
e of
sel
fO
utco
me
Chi
ldre
n w
ill d
emon
stra
te a
dev
elop
ing
sens
e of
sel
f w
hen
they
Rec
ogni
se o
wn
nam
eB
egin
to c
ontr
ol th
eir
envi
ronm
ent e
g cr
y fo
r at
tent
ion
Rec
ogni
se s
elf
in m
irro
r, p
hoto
Dis
play
sel
f co
nsci
ous
emot
ions
Are
intr
igue
d w
ith o
ther
peo
ple'
s na
mes
desc
ribe
per
sona
l cha
ract
eris
tics
eg h
air
colo
ur &
text
ure,
phy
sica
l abi
litie
s.ge
nder
, ana
tom
yD
irec
t act
ions
of
othe
rs, a
sser
ts s
elf
Self
reg
ulat
e so
me
beha
viou
rsB
egin
to s
elf
eval
uate
(eg
goo
d/ba
d)B
egin
to u
se 'm
e', '
you"
I'
Out
com
e 2:
Chi
ldre
n w
ill s
how
a d
evel
opin
g se
nse
of tr
ust w
hen
they
reco
gnis
e fa
mili
ar a
dults
smile
, coo
, gur
gle
gest
ure
tow
ards
an
adul
tgr
eet f
amili
ar a
dults
appr
oach
fam
iliar
adu
ltsap
proa
ch n
ew s
ituat
ions
with
con
fide
nce
resp
ond
to a
nd in
itiat
e in
tera
ctio
nsex
plor
e th
e en
viro
nmen
t and
be
fam
iliar
with
trus
ted
adul
tsex
pres
s th
eir
need
s an
d w
ants
settl
e in
to r
outin
esar
e co
mfo
rtab
le in
the
pres
ence
of
thei
r pr
imar
y ca
regi
ver
in u
nfam
iliar
envi
ronm
ents
feed
eas
ily, c
omfo
rtab
ly, a
uton
omou
sly
slee
p de
eply
are
rela
xed
and
com
fort
able
with
toile
t rou
tines
stay
rel
axed
whe
n a
care
give
r le
aves
the
room
Out
com
e 3:
Chi
ldre
n w
ill d
evel
op a
uton
omou
s be
havi
our
whe
n th
eyat
tem
pt to
do
thin
gs f
or th
emse
lves
prac
tice
skill
s sp
onta
neou
sly
choo
se a
dults
they
Wan
t to
be w
ithm
ake
choi
ces
of e
xper
ienc
es a
nd e
quip
men
tex
pres
s th
eir
need
s an
d w
ants
dem
onst
rate
sel
f-ca
lmin
g te
chni
ques
(cg
thum
b-su
ckin
g, h
uggi
ng to
y)as
sert
thei
r ri
ghts
(eg
. say
ing
"no"
, tan
trum
s ar
e ag
e-ap
prop
riat
e)de
mon
stra
te f
rust
ratio
n at
thei
r ow
n lim
itatio
nsac
quir
e ag
e-ap
prop
riat
e bo
wel
and
bla
dder
con
trol
disp
lay
bois
tero
us b
ehav
iour
whe
n pu
rsui
ng p
erso
nal n
eeds
/ in
tere
sts
show
an
unde
rsta
ndin
g of
ow
ners
hip
begi
n to
occ
upy
them
selv
esbe
gin
to s
ee th
emse
lves
as
a se
para
te id
entit
y
Out
com
e 4:
Sec
ure
atta
chm
ents
out
side
the
fam
ily a
re e
vide
nt w
hen
child
ren
appe
ar c
omfo
rtab
le w
hen
left
with
a f
amili
ar a
dult
expl
ore
thei
r en
viro
nmen
t con
stru
ctiv
ely
dem
onst
rate
aff
ectio
n w
ith th
eir
prim
ary
care
give
rna
me
sign
ific
ant a
dults
, chi
ldre
n an
d pe
ts (
hom
e an
d ce
ntre
env
iron
men
t)en
gage
in s
ome
peer
pla
yse
ek th
e pe
rson
they
are
atta
ched
tosh
ow s
tran
ger
anxi
ety
with
unk
now
n pe
rson
sde
mon
stra
te th
e ab
ility
to le
ave
thei
r pr
imar
y ca
regi
ver,
exp
lore
and
ret
urn
(sec
ure
base
beh
avio
ur)
Out
com
e 5:
Chi
ldre
n de
mon
stra
te o
n ap
prec
iatio
n of
the
begi
nnin
gs o
f so
cial
conn
ectio
ns w
ith o
ther
s w
hen
they
reco
gnis
e fa
mili
ar p
eopl
eac
tivel
y ex
plor
e fa
ces
resp
ond
to c
ues
from
adu
lts a
nd p
eers
obse
rve
othe
rsm
imic
beh
avio
ur o
f ot
hers
initi
ate
inte
ract
ions
play
alo
ngsi
de o
ther
sna
me
whe
n in
gro
upre
cogn
ise
othe
rs th
roug
h m
irro
r im
ages
and
pic
ture
sdi
stin
guis
h st
rang
ers
and
enqu
irie
s ab
out t
hem
dem
onst
rate
aff
ectio
n to
adu
lts a
nd c
hild
ren
and
resp
ond
to a
ffec
tion
from
2.A
sen
se o
f tr
ust
3.A
uton
omou
s be
havi
our
4.Se
cure
atta
chm
ents
out
side
the
fam
ily
5.A
n ap
prec
iatio
n of
the
begi
nnin
gs o
f so
cial
conn
ectio
ns w
ith o
ther
s
BE
ST
CO
PY
AV
AIL
AB
LE
othe
rsso
met
imes
join
in w
hat o
ther
s ar
e do
ing
16
TA
BLE
6B
:F
OU
ND
AT
ION
AR
EA
S O
F L
EA
RN
ING
0-3
Dev
elop
men
t, S
ki lb
and
Atti
tude
s
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
:F
or b
abie
s:m
ake
dist
inct
sep
arat
e so
unds
babb
le
repe
at v
owel
sou
nds
imita
te s
ound
sin
tera
ct b
y re
peat
ing
soun
d af
ter
adul
tus
e an
d re
act t
o in
tona
tion
laug
h
turn
to m
entio
n of
ow
n na
me
beco
me
quie
t upo
n vi
sual
or
voic
e co
ntac
t with
peo
ple
begi
n to
see
k at
tent
ion
and
cont
act w
ith p
eopl
ere
spon
d to
spe
ech
by lo
okin
g at
spe
aker
resp
ond
with
ges
ture
repl
icat
e so
unds
from
mem
ory
dem
and
by p
oint
ing/
voca
lisin
g
For
todd
lers
in a
dditi
on to
the
abov
e:re
spon
d to
men
tion
of o
wn
nam
eus
e si
mpl
e w
ords
unde
rsta
nd p
repo
sitio
ns -
in, u
nder
, ove
run
ders
tand
sim
ple
inst
ruct
ions
, phr
ases
labe
l fam
iliar
obj
ects
refe
r to
sel
f by
nam
eun
ders
tand
que
stio
n fo
rms
- w
here
, whe
n, w
hyen
joy
sim
ple
stor
ies,
rhy
mes
, son
gssp
eak
in s
impl
e ph
rase
s
For
2 -
3 y
ear
olds
in a
dditi
on to
abo
ve:
spea
k in
sen
tenc
esus
e pl
ural
s, p
rono
uns
(me,
I, y
ou)
atte
mpt
to d
escr
ibe
actio
nsde
velo
p an
und
erst
andi
ng o
f the
func
tion
of p
rinte
d m
ater
ial
17
DE
VE
LOP
ME
NT
OF
TH
E T
HIN
KIN
G A
ND
CO
MM
UN
ICA
TIN
G S
ELF
LAN
GU
AG
E
Rob
ot &
early
CbO
dim
oi E
duca
te
The
Ear
ly C
hild
hood
Edu
cato
r w
ill..
enga
ge w
ith c
hild
ren
inap
ositi
ve m
anne
r th
roug
hout
the
day
resp
ond
to c
hild
ren'
s em
ergi
ng la
ngua
ge (
eg. t
hrou
ghpe
ek-a
-boo
gam
es),
rep
eat s
ound
s, b
abbl
ing,
coo
ing,
turn
-ta
king
(eg
pla
ying
lang
uage
gam
es, r
epea
t nin
es)
inte
ract
pos
itive
ly w
ith c
hild
ren
ensu
ring
adul
t's v
erba
lan
d no
n-ve
rbal
mes
sage
s ar
e co
nsis
tent
be p
roac
tive
in p
rom
otin
g ch
ildre
n's
arcr
ging
lang
togo
supp
ort t
he d
evel
opm
ent o
f dol
drar
s fa
st la
ngua
ge
use
refle
ctiv
e te
chni
ques
to p
rom
ote
lang
uage
deve
lopm
ent,
liste
n re
spec
tfully
to th
e ch
ild/a
nd p
rovi
de o
ppor
tuni
ty fo
rth
e ch
ild to
be
liste
ned
topl
an la
ngua
ge e
xper
ienc
es to
occ
ur th
roug
hout
the
day
incl
udin
g ro
utin
e tim
es (
eg. f
eedi
ng, n
appy
cha
nge)
prov
ide
reso
urce
s an
d co
nver
satio
ns th
at li
nk h
ome
life
with
cen
tre
life
(eg.
pho
to a
lbum
, sec
urity
toys
)m
odel
app
ropr
iate
lang
uage
and
str
uctu
res
mod
el d
escr
iptiv
e la
ngua
gepr
ovid
e a
wid
e ra
nge
of r
esou
rces
and
exp
erie
nces
that
prom
ote
lang
uage
dev
elop
men
t (eg
. boo
ks, p
hoto
s,po
ster
s, m
usic
, pic
ture
s, ta
pes,
vis
its a
nd v
isito
rs)
read
boo
ks to
the
child
ren
draw
chi
ldre
n's
atte
ntio
n to
prin
t, sy
mbo
ls, p
ictu
res
prov
ide
writ
ing
and
draw
ing
mat
eria
lsgi
ve s
impl
e cl
ear
inst
ruct
ions
- a
ppro
pria
te to
eac
h ch
ild's
leve
l of u
nder
stan
ding
prov
ide
oppo
rtun
ities
to d
escr
ibe,
rec
all,
reci
te a
nd r
etel
lex
perie
nces
and
sto
ries
acce
pt a
nd s
uppo
rt c
hild
ren'
s at
tem
pts
in r
ole
play
prov
ide
mod
els,
pro
ps a
nd r
esou
rces
for
child
ren
toen
gage
in r
ole
play
supp
ort a
nd fo
ster
chi
ldre
n's
effo
rts
to c
omrm
mic
ate
with
each
oth
er
prov
ide
oppo
rtun
ities
for
child
ren
to p
lay
alon
e, n
ext t
o or
with
ano
ther
chi
ldun
ders
tand
and
sup
port
fam
ily e
xpec
tatio
ns r
egar
ding
bi-
lingu
alis
m
Bes
t Pra
ctic
e
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
exp
erie
nce
Ext
ensi
ve, p
ositi
ve o
ne-t
o-on
e in
tera
ctio
ns
Ear
ly c
hild
hood
edu
cato
rs w
ho a
re a
war
e of
the
impo
rtan
ce o
fth
eir
role
in th
e de
velo
pmen
t of c
hild
ren'
s la
ngua
geth
e va
luin
g of
thei
r em
ergi
ng la
ngua
geea
rly c
hild
hood
edu
cato
rs w
ho s
pend
tim
e w
ith th
erm
list
enin
gan
d co
nver
sing
res
pect
fully
and
pro
vidi
ng a
ppro
pria
te la
ngua
gem
odel
sea
rly c
hild
hood
edu
cato
rs w
ho e
xten
d kn
owle
dge
from
thei
rce
men
t und
erst
andi
ngsu
ppor
t for
thei
r ve
rbal
and
non
-ver
bal l
angu
age
lang
uage
inte
grat
ed in
to a
ll th
eir
daily
exp
erie
nce
incl
udin
gro
utin
es
qual
ity la
ngua
ge in
clud
ing
stor
ies,
rhy
mes
, son
gs, f
inge
r pl
ays,
poet
ry, h
umou
r, jo
kes
sens
ory
stim
ulat
ion
incl
udin
g m
usic
, dan
ce, d
ram
a, a
rtth
e le
gitim
isat
ion
of fe
elin
gsau
then
tic r
espo
nses
and
exp
ress
ion
situ
atio
ns a
nd e
vent
s in
whi
ch th
ey c
an d
evel
op a
nd p
ract
ice
skill
s of
rec
olle
ctio
na
rang
e of
qua
lity
liter
atur
e w
hich
is c
ultu
rally
app
ropr
iate
and
gend
er in
clus
ive
adul
t mod
els
incl
udin
g vi
sito
rs a
nd r
eal l
ife e
xper
ienc
es (
cg.
fath
er b
athi
ng b
aby)
time,
spa
ce, p
rops
and
adu
lt su
ppor
t for
imita
tion
and
role
pla
yla
ngua
ge w
hich
hel
ps to
mak
e se
nse
of th
eir
wor
ldea
rly c
hild
hood
edu
cato
rs w
ho u
se p
ositi
ve la
ngua
ge/li
tera
ture
adul
ts w
ho r
ecor
d ev
ents
and
exp
erie
nces
spe
cial
to th
em (
eg,.
scrib
ing
on p
aint
ings
, pho
to a
lbum
s, p
oste
rs)
early
chi
ldho
od e
duca
tors
who
mod
el p
ositi
ve c
onfli
ct r
esol
utio
nst
rate
gies
and
who
sup
port
them
in m
anag
ing
thei
r ow
n co
nflic
tsw
orki
ng a
lone
, in
pairs
or
in s
mal
l gro
ups
smal
l gro
up p
artic
ipat
ion
in th
e co
urse
of t
he d
ayre
petit
ion
for
prac
tice
and
plea
sure
adeq
uate
mat
eria
ls n
o th
at th
ey d
o no
t hav
e to
sha
re (
can
wor
kal
ongs
ide
each
oth
er w
ithou
t fru
stra
tion)
disc
ussi
on a
nd p
robl
em s
olvi
ng in
cre
ativ
e w
ays
a ra
nge
of e
nviro
nmen
ts o
utsi
de th
e ce
ntre
a pr
int-
rich
envi
ronm
ent
BE
ST
CO
PY
AV
AIL
AB
LE
Out
com
es fo
r C
hild
ren
Chi
ldre
n w
ill:
Beg
in to
und
erst
and
the
role
of l
angu
age
2.C
omm
unic
ate
usin
g ve
rbal
and
non
-ve
rbal
lang
uage
3.D
evel
op li
sten
ing
beha
viou
rs
4.D
evel
op e
arly
lite
racy
ski
lls, r
espo
ndpo
sitiv
ely
to a
ran
ge o
f lite
ratu
re a
ndsh
ow in
tere
st in
prin
t
5.B
egin
to d
emon
stra
te p
roso
cial
inte
ract
ions
incl
udin
g em
path
y, c
onfli
ctre
solu
tion
6.R
emem
ber,
rec
all a
nd r
etel
l exp
erie
nces
and
info
rmat
ion
1.B
egin
to p
lay
with
oth
ers
- m
ovin
gto
war
ds c
o-op
erat
ive
play
Indi
cato
rs
Out
com
e I:
Chi
ldre
n de
mon
stra
te a
n un
ders
tand
ing
of th
e ro
le °
Am
ur u
heno
beco
me
quie
t upo
n vi
sual
and
voi
ce c
onta
ct w
ith p
eopl
ebe
gin
to s
eek
atte
ntio
n an
d co
ntac
t with
peo
ple
give
/res
pond
to c
ues
begi
n to
use
lang
uage
con
vent
ions
(eg
. tur
n-ta
king
, plu
rals
, app
lyin
g ru
les)
talk
with
incr
easi
ng v
ocab
ular
yso
met
imes
mod
ifies
talk
, lis
teni
ng a
nd p
lay
for
diffe
rent
situ
atio
ns
Out
com
e 2:
Chi
ldre
n co
mm
unic
ate
usin
g ve
rbal
/non
-ver
bal l
angu
age
whe
n th
eus
e ge
stur
es a
nd v
ocal
isat
ions
(eg
. wav
ing,
cry
ing)
use
com
mun
icat
ion
purp
osef
ully
acr
oss
a ra
nge
of e
xper
ienc
es (
eg. e
xpre
ssne
eds,
gre
et, q
uest
ion,
exp
ress
em
otio
ns, r
eque
st)
faci
al e
xpre
ssio
ns, i
nton
atio
n an
d bo
dy la
ngua
gepe
rsis
t in
mak
ing
self
hear
d an
d un
ders
tood
play
s w
ith la
ngua
ge
Out
com
e 3:
Chi
ldre
n de
mon
stra
te li
sten
ing
beha
viou
rs w
hen
they
stay
qui
et w
hen
anot
her
pers
on v
ocal
ises
take
turn
s
mai
ntai
n ey
e co
ntac
t, fa
cial
exp
ress
ion
follo
w in
stru
ctio
nsre
spon
d to
que
stio
nsm
imic
sas
k qu
estio
ns fo
r cl
arifi
catio
nus
e no
n-ve
rbal
sig
nals
to in
dica
te u
nder
stan
ding
(eg
. hea
d no
ddin
g)id
entif
y fa
mili
ar e
nviro
nmen
tal s
ound
s
Out
com
e It
Chi
ldre
n de
mon
stra
te e
arly
Nem
, ski
lls, r
espo
nd p
ositi
vely
to a
rang
e of
lite
ratu
re a
nd s
how
inte
rest
in p
rint w
hen
they
liste
n ttong
s'n
d re
spon
d po
sitiv
ely
to r
ead/
told
sto
ries,
rhy
mes
, cha
nts,
jing
les,
poe
nan
d
requ
ests
sto
ries,
son
gs, r
hym
esin
tera
ct w
ith te
xts
pret
end
to r
ead,
'rea
d' p
ictu
res
choo
se to
look
at a
boo
k an
d ot
her
prin
ted
mat
eria
l and
ask
for
a st
ory
to b
e it
reco
gnis
e so
me
envi
ronm
enta
l prin
t (eg
: MA
CD
ON
ALD
S.)
mak
e co
nnec
tions
bet
wee
n fa
mili
ar te
xts
and
own
expe
rienc
elo
ok a
t pic
ture
boo
ks in
depe
nden
tlyid
entif
y fa
mili
ar o
bjec
ts in
pic
ture
sre
cogn
ise
a fa
mili
ar p
rodu
ct b
y its
labe
lde
mon
stra
tes
book
kno
wle
dge
(eg
hold
a b
ook
up th
e rig
ht w
ay, t
urn
the
page
tells
ow
n st
ory
for
scrib
ing
scrib
bles
Out
com
e 3:
Chi
ldre
n be
gin
to d
emon
stra
te p
roso
cial
inte
ract
ions
whe
n th
eygr
eet,
fare
wel
l oth
ers
say
own
nam
e, r
ecog
nise
pho
to o
f sel
f and
fam
ilysm
ile a
t fac
es, r
eact
to d
iffer
ence
, to
emot
iona
l ton
es o
f voi
ces
show
aw
aren
ess
of s
ocia
l app
rova
Vdi
sapp
rova
len
joy
getti
ng a
nenr
ion
and
crea
ting
soci
al e
ffect
sjo
in in
soc
ial o
ppor
tuni
ties
show
em
path
y fo
r ot
hers
use
othe
rs' n
ames
appr
oach
oth
ers
to e
ngag
e in
com
mon
act
ivity
initi
ate
soci
al in
tera
ctio
nsch
oose
to h
elp
in r
outin
es (
eg. s
et ta
ble)
co-o
pera
te w
ith o
ther
sjo
in s
mal
l gro
ups
(cg.
lunc
h)ne
gotia
te a
nd m
anag
e co
nflic
t
Out
com
e 6:
Chi
ldre
n re
mem
ber,
rec
all,
rete
ll ex
perie
nces
/inf
orm
atio
n ni
uset
here
cogn
ise
fam
iliar
obj
ects
find
and
repl
ace
obje
cts
from
whe
re th
ey b
elon
gan
ticip
ate
know
n en
ding
s (e
g. r
hym
es, s
tory
lines
)re
cite
jing
les,
poe
ms,
rhy
mes
talk
abo
ut r
ecen
t eve
nts
rete
ll / a
ct o
ut fa
mili
ar s
torie
sde
scrib
e fa
mili
ar p
lace
s / l
ocat
ions
in th
e =
IR, a
nd c
omm
unity
irrh
olin
g fa
rmly
eve
Out
com
e 7:
Chi
ldre
n be
gin
to p
lay
with
oth
ers
whe
n th
eyob
serv
e ot
hers
play
alo
ngsi
de o
ther
sin
tera
ct a
nd u
se c
omm
on r
esou
rces
enga
ge in
rol
e pl
ayas
sum
e a
role
in a
pla
y ep
isod
e w
ith o
ther
sgi
ve a
nd ta
ke d
irect
ion
with
oth
ers
18
6.A
sen
se o
f th
eir
own
com
pete
nce
and
abili
tyto
reg
ulat
e th
eir
wor
ld
7.C
ompe
tenc
e to
eng
age
in r
ole
play
19
reco
gnis
e ge
nder
dif
fere
nces
(bo
ys/g
irls
)be
gin
to c
o-op
erat
ere
cogn
ise
and
talk
abo
ut d
iffe
renc
e in
phy
sica
l cha
ract
eris
tics
ask
abou
t oth
ers'
phy
sica
l cha
ract
eris
tics
Out
com
e 6:
Chi
ldre
n sh
ow a
dev
elop
ing
sens
e of
thei
r ow
n co
mpe
tenc
e an
d ca
paci
tyto
reg
ulat
e th
eir
wor
ld w
hen
they
expl
ore
and
expe
rim
ent w
ith o
bjec
ts a
nd p
eopl
e in
thei
r en
viro
nmen
tac
cept
cha
lleng
es a
nd a
ttem
pt n
ew e
xper
ienc
essh
ow p
ride
in a
chie
vem
ents
pers
ever
e w
ith ta
sks
and
beha
viou
rsas
k fo
r he
lp/r
efus
e he
lpre
sist
doi
ng s
omet
hing
they
don
't w
ant t
o do
dem
onst
rate
a s
kill
to p
eers
or
adul
tsde
fend
the
self
whe
n th
ey f
eel u
nder
thre
atde
mon
stra
te in
itiat
ive
empl
oy o
wn
com
fort
ing
tech
niqu
es (
eg a
sk f
or d
umm
y)de
mon
stra
te a
sser
tive
beha
viou
rm
ake
choi
ces
abou
t peo
ple,
foo
d an
d eq
uipm
ent
reco
gnis
e an
d cl
aim
per
sona
l pos
sess
ions
Chi
ldre
n w
ill d
emon
stra
te c
ompe
tenc
e to
eng
age
in r
ole
play
whe
n th
ey:
expl
ore
thei
r en
viro
nmen
t
enga
ge in
sol
itary
pla
yin
tera
ct w
ith o
bjec
ts a
nd p
eopl
epr
ojec
t rol
es in
to p
lay
mat
eria
ls (
eg p
layd
ough
bec
omes
cak
e)im
itate
obse
rve
and
play
alo
ng s
ide
othe
rsdr
ess
up a
nd a
ct o
ut r
oles
20
TA
BL
E 6
A: F
OU
ND
AT
ION
AR
EA
S O
F L
EA
RN
ING
0-3
DE
VE
LO
PME
NT
OF
TH
E T
HIN
KIN
G A
ND
CO
MM
UN
ICA
TIN
G S
EL
F T
HIN
KIN
G
Dev
elop
men
t, Sk
ills
& A
ttitu
des
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
:
For
bab
ies:
wat
ch fa
ce
follo
w m
ovin
g ob
ject
s w
ith e
yes
reco
gnis
e fa
mili
ar p
eopl
ere
spon
d to
and
imita
te fa
cial
exp
ress
ions
hold
and
sha
ke r
attle
resp
ond
to s
impl
e di
rect
ions
put s
mal
l obj
ects
in a
nd o
ut o
f con
tain
ers
sear
ch fo
r ob
ject
s no
long
er v
isib
lehi
t obj
ects
toge
ther
and
dro
p th
emm
atch
obj
ects
For
todd
lers
:
reco
gnis
e fa
mili
ar p
eopl
ere
spon
d to
and
imita
te fa
cial
exp
ress
ion
resp
ond
to s
impl
e di
rect
ions
put s
mal
l obj
ects
in a
nd o
ut o
f con
tain
ers
mat
ch o
bjec
tsna
me
obje
cts
ask
ques
tions
acco
mpl
ish
own
lear
ning
thro
ugh
prac
tice,
expe
rimen
ting
and
expl
orin
gkn
ow n
ame
of fa
mily
mem
bers
and
oth
er c
hild
ren
choo
se a
ssoc
iate
d ob
ject
s m
eani
ngfu
l (eg
.bu
cket
/spa
de)
sele
ct a
nd lo
ok a
t pic
ture
boo
ks, l
iste
n to
sto
ries
desc
ribe
own
actio
ns
use
prop
s in
pla
y (s
ymbo
lic p
lay)
(eg
. cup
s an
dsa
ucer
s, u
se b
lock
s as
tele
phon
e)un
ders
tand
use
s of
obj
ects
and
bod
y pa
rts
part
icip
ate
in a
ctiv
ities
with
oth
ers
(eg
shar
edbo
ok)
use
repr
esen
tatio
nal o
bjec
ts (
eg. d
olls
, ted
dies
,st
uffe
d an
imal
s) in
thei
r pl
ay
dem
onst
rate
boo
k kn
owle
dge,
fron
t, ba
ck, p
ictu
re,
prin
t, pa
ge tu
rnin
g
For
1 -
1 ye
ar o
lds:
nam
e ob
ject
s
ask
ques
tions
acco
mpl
ish
own
lear
ning
thro
ugh
prac
tice,
expe
rimen
ting,
exp
lorin
gkn
ow n
ames
of f
amily
mem
bers
and
oth
erch
ildre
n
choo
se a
ssoc
iate
d ob
ject
s m
eani
ngfu
lly (
eg.
buck
et/s
pade
)se
lect
and
look
at p
ictu
re b
ooks
, lis
ten
to s
torie
sde
scrib
e ow
n ac
tions
use
prop
s in
pla
y (s
ymbo
lic p
lay)
(eg
.cu
ps/s
auce
rs, u
se b
lock
s as
tele
phon
e)im
itate
act
ions
from
mem
ory
unde
rsta
nd a
nd u
se o
bjec
ts a
nd b
ody
part
sre
call
even
ts fr
om r
ecen
t pas
t
use
mak
e-be
lieve
pla
y, b
egin
to r
ole
play
begi
n to
und
erst
and
basi
c co
ncep
ts -
mor
e, n
om
ore,
big
/sm
all
part
icip
ate
in a
ctiv
ities
with
oth
ers
(eg,
sha
red
book
)
use
pupp
ets
in im
agin
ativ
e w
ays
use
repr
esen
tatio
nal o
bjec
ts (
eg. d
olls
, ted
dies
,st
uffe
d an
imal
s) in
thei
r pl
ay 21
Rol
e of
the
Ear
ly C
hild
hood
Edu
cato
r
The
Ear
ly C
hild
hood
Edu
cato
r w
ill:
prov
ide
an e
nviro
nmen
t and
tim
e/sp
ace
for
curio
sity
, exp
lora
tion,
exp
erim
enta
tion
and
prac
tice
prov
ide
an e
nviro
nmen
t whi
ch e
ncou
rage
sch
ildre
n to
que
stio
n an
d su
ppor
t the
m in
see
king
answ
ers
prov
ide
oppo
rtun
ities
for
sens
ory
expl
orat
ion
(eg.
tast
e, to
uch,
sm
ell,
look
, lis
ten)
supp
ort c
hild
ren
to d
evel
op s
kills
to s
olve
prob
lem
spr
esen
t chi
ldre
n w
ith a
ltern
ativ
es
prov
ide
an a
esth
etic
ally
ple
asin
g en
viro
nmen
tw
ith te
xtur
e, c
olou
rs, s
ound
s, li
ghtin
g an
d na
tura
lm
ater
ials
obse
rve,
rec
ord
and
inte
rpre
t chi
ldre
n's
lear
ning
,de
velo
pmen
t, di
spos
ition
s an
d in
tere
sts
give
chi
ldre
n pe
rson
al s
pace
and
tim
epr
ovid
e op
port
uniti
es fo
r ch
ildre
n to
initi
ate
and
deve
lop
play
and
idea
s w
ithou
t dire
ct a
dult
inte
rven
tion
or b
efor
e of
ferin
g ad
ult s
uppo
rtkn
ow w
hen
and
how
to in
terv
ene
in c
hild
ren'
spl
aysc
affo
ld c
hild
ren'
s un
ders
tand
ing
by a
skin
gqu
estio
ns to
hel
p ch
ildre
n so
lve
prob
lem
spr
ovid
e op
poer
tuni
ties
for
child
ren
to c
lass
ify,
sort
and
seq
uenc
e ob
ject
s (e
g he
lp s
et ta
ble)
prov
ide
oppo
rtun
ites
for
child
ren
to e
xplo
re a
ndcr
eate
pat
tern
s (a
udito
ry a
nd v
isua
l)pr
ovid
e op
port
uniti
es fo
r ch
ildre
n to
see
cau
sean
d ef
fect
rel
atio
nshi
ps
will
enc
oura
ge c
hild
ren
to m
ake
deci
sion
s an
dm
ake
choi
ces
enco
urag
e ch
ildre
n to
ver
baliz
e th
eir
thou
ghts
and
refin
e th
eir
logi
cpl
an e
xper
ienc
es th
at b
uild
on
each
chi
ld's
act
ions
and
inte
rest
s
Bes
t Pra
ctic
e
Chi
ldre
n w
ill h
ave
the
oppo
rtun
ity to
expe
rienc
e:tim
e an
d sp
ace
and
reso
urce
s to
expl
ore,
exp
erim
ent,
disc
over
and
man
ipul
ate
early
chi
ldho
od e
duca
tors
who
are
sens
itive
to a
nd fo
ster
thei
r in
divi
dual
and
chan
ging
inte
rest
s
repe
ated
opp
ortu
nitie
s to
pra
ctis
ede
velo
ping
ski
lls a
nd u
nder
stan
ding
sa
clim
ate
for
posi
tive
inte
ract
ions
that
enco
urag
es c
hild
ren
to 'h
ave
a go
'
BE
ST
CO
PY
AV
AIL
AB
LE
Out
com
es f
or C
hild
ren
Chi
ldre
n w
ill:
Indi
cato
rs
1.B
egin
to u
se r
epre
sent
atio
n In
man
yO
utco
me
I: C
hild
ren
begi
n to
use
rep
rese
ntat
ion
whe
n th
eyfo
rms
use
purp
osef
ul g
estu
res
use
a ra
nge
of s
ymbo
lic c
odes
, scr
ibbl
ing,
dra
win
gre
cogn
ise
som
e co
mm
on e
nviro
nmen
tal s
ymbo
ls, n
umbe
rs, l
ette
rs (
not
nece
ssar
ily in
seq
uenc
e)us
e ob
ject
s to
rep
rese
nt o
ther
obj
ects
enga
ge in
firs
t im
itativ
e pl
ay in
clud
ing
imita
tion
of a
dult
task
s, e
spec
ially
care
taki
ng a
nd h
ouse
keep
ing
task
slik
e be
ing
read
to a
nd lo
okin
g at
pic
ture
boo
ks
reco
gnis
e pi
ctur
es o
f com
mon
obj
ects
enga
ge in
imag
inat
ive
fant
asy
play
, con
tinue
d in
tere
st in
car
e ta
king
and
hous
ekee
ping
take
a h
igh
inte
rest
in d
ram
atic
pla
y, r
ecre
ates
adu
lt oc
cupa
tions
, use
s
obje
cts,
cos
tum
es/p
rops
, inc
reas
ed in
tere
st in
gro
up p
rete
nd p
lay
begi
n to
bui
ld s
truc
ture
s (e
g bl
ocks
, box
es. L
ego)
reco
gnis
e di
ffere
nces
in s
cale
bet
wee
n to
y an
d re
al li
fe o
bjec
ts (
eg to
yca
r, d
oll's
hou
se)
Out
com
e 1:
Chi
ldre
n be
gin
to d
emon
stra
te in
depe
nden
t tho
ught
whe
n th
eyin
itiat
em
ake
choi
ces
/ dec
isio
nsfo
cus
on ta
skch
oose
to c
o-op
erat
e or
not
able
to p
lan
and
carr
y ou
t a s
eque
nce
to c
ompl
ete
a ta
sk3.
Beg
in to
dem
onst
rate
logi
cal t
houg
ht,
Out
com
e .1
: Chi
ldre
n be
gin
to d
emon
stra
te lo
gica
l tho
ught
whe
n th
eypr
oble
m s
olvi
ng, c
ause
and
effe
ct, a
ndfo
llow
sim
ple,
dev
elop
men
tally
app
ropr
iate
inst
ruct
ions
a cu
riosi
ty a
bout
pat
tern
s an
dgr
oup
obje
cts
that
are
sim
ilar
(eg.
mat
chin
g po
stin
g bo
x, s
ound
s)re
latio
nshi
ps a
nd th
e co
nnec
tions
sort
ing/
orde
ring
betw
een
them
expe
rimen
t with
cau
se/e
ffect
, rec
ogni
se c
onne
ctio
n be
twee
n ow
n ac
tion
and
resu
lt
disc
rimin
ate
- sh
ow p
refe
renc
es &
rec
ogni
se d
iffer
ence
s -
sam
e/di
ffere
nt,
acco
rdin
g to
text
ure,
col
our,
siz
e, s
hape
, fun
ctio
nhy
poth
esis
e (g
uess
)ex
perim
ent t
o fin
d an
swer
s, u
se o
f tria
l and
err
or, w
illin
gnes
s to
pers
ever
ew
ork
out s
olut
ions
for
own
prob
lem
ssh
ow in
tere
st in
and
pla
y w
ith p
atte
rns
copy
sim
ple
patte
rns
(eg.
cla
p, c
lap,
san
d, s
hells
in li
ne, n
o st
enci
ls!)
unde
rsta
nd s
eque
nce
of a
task
and
com
plet
e it
com
plet
e si
mpl
e pu
zzle
sO
utco
me
Chi
ldre
n be
gin
to d
emon
stra
te a
bstr
act t
houg
ht w
hen
they
sear
ch fo
r hi
dden
obj
ects
antic
ipat
e ev
ents
and
dem
onst
rate
a d
evel
opin
g se
nse
of ti
me
have
a b
egin
ning
sen
se o
f fea
rhe
lp r
etur
n ob
ject
s to
thei
r pl
ace
5.B
egin
to d
emon
stra
te c
reat
ive
thou
ght
Out
com
e 5:
Chi
ldre
n be
gin
to d
emon
stra
te c
reat
ive
thou
ght w
hen
they
(eg.
mus
ic)
are
curio
us a
nd e
xplo
re a
nd u
se e
nviro
nmen
t
2.B
egin
to d
emon
stra
te in
depe
nden
tth
ough
t, In
itiat
e an
d m
ake
choi
ces
4.B
egin
to d
emon
stra
te a
bstr
act t
houg
ht
6.E
ngag
e In
imag
inar
y pl
ay
use
all s
ense
s to
exp
lore
env
ironm
ent
have
a d
evel
opin
g se
nse
of fu
nus
e id
eas
and
obje
cts
imag
inat
ivel
y
resp
ond
to m
usic
, art
, dra
ma
in th
eir
own
way
crea
te o
wn
mus
ic, v
ocab
ular
y, p
erfo
rman
ces,
art
expl
ore
diffe
rent
way
s of
mov
ing
body
part
icip
ate
in im
agin
ary
play
alo
ne o
r in
sm
all g
roup
sex
perie
nce
and
use
a ra
nge
of m
ater
ials
in in
nova
tive
way
sm
odify
idea
s an
d re
sour
ces
prov
ided
initi
ate
thei
r ow
n ac
tivity
from
idea
s an
d re
sour
ces
sugg
est c
reat
ive
solu
tions
to e
very
day
prob
lem
sO
utco
me6
: Chi
ldre
n en
gage
in im
agin
ary
play
whe
n th
eyac
t out
rhy
mes
, fin
ger
play
sdr
ess
up, u
se p
rops
imita
tero
le p
lay
use
obje
cts
to r
epre
sent
oth
er o
bjec
tsus
e pu
ppet
s22
zU.S. Department of Education
Office of Educational Research and Improvement (OERI)National Library of Education (NLE)
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Title:Youngest Learners First: One System's Experience in Planning a CurriculumContinuum for Learners from Birth to Eighteen Years.
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