Essential Learning Experiences
For Three, Four, and Five Year Olds
Into Practice Booklet:
Supplement to Play and Exploration:
Early Learning Program Guide
DRAFT Fall 2013
The Essential Learning Experiences is a supporting document to Play and Exploration: Early Learning Program Guide. Created at the request of educators, Essential Learning Experiences provides further information regarding the domains of holistic learning for preschool aged children.
The Saskatchewan Ministry of Education, Early Years Branch expresses sincere gratitude to the superintendents, coordinators, consultants and teachers of
Saskatchewan school divisions who provided feedback and guidance during the development of the Essential Learning Experiences.
i
Table of Contents
Overview ………………………………………………………………………………..1 Introduction .............................................................................. 2 Social Emotional Development Essential Learning Experiences .............. 8 • Developing Self Awareness ....................................................... 11 • Developing Self Worth ............................................................ 11 • Developing a Sense of Others .................................................... 11 • Developing a Sense of Belonging ................................................ 12 • Separating from Family Without Distress ...................................... 12 • Perspective Taking and Empathy ................................................ 12 • Identifying and Regulating Emotions ............................................ 13 • Interacting with Peers .............................................................. 13 • Resolving Conflicts ................................................................ 13
Physical Development Essential Learning Experiences ....................... 16 • Developing Loco-motor Skills ................................................... 19 • Developing Fine Motor Skills .................................................... 19 • Developing Stability/Balance ..................................................... 20 • Developing Manipulative Skills .................................................. 20 • Developing Space and Body Awareness ........................................ 21 Spiritual Development Essential Learning Experiences ...................... 24 • Aesthetic Experiences ............................................................. 27
o Experiencing a Sense of Wonder, Awe and Joy o Experiencing Heightened Sensory Awareness o Developing an Appreciation of Beauty
• Experiencing a Sense of .......................................................... 28 o Connectedness o Compassion o Responsibility
ii
Intellectual Development Essential Learning Experiences ................... 31 • Solving Problems ................................................................... 34
o Demonstrating Curiosity o Exploring o Observing o Understanding Cause and Effect o Anticipating and Predicting
• Creating and Imagining ............................................................ 35 • Recognizing Attributes and Characteristics .................................... 36 • Exploring Numeracy ............................................................... 37 • Exploring Time ..................................................................... 38 • Exploring Position and Direction ................................................ 39 • Language and Emergent Literacy ................................................ 42
o Listening with Interest o Incorporating Vocabulary o Responding to Others o Exploring New Words o Inquiring and Expressing Ideas o Speaking with Clarity o Engaging with Books o Gaining Meaning from Visual and Text Materials o Recounting Stories o Engaging in Word Play o Exploring Visual Symbols o Representing Ideas o Exploring How Print Works
Ove
rvie
w: E
ssen
tial L
earn
ing
Exp
erie
nces
for
Thr
ee, F
our,
and
Fiv
e Y
ear
Old
s
Dra
ft Fa
ll 20
13
1
Soci
al E
mot
iona
l
Ph
ysic
al
Spir
itual
In
telle
ctua
l
Dev
elop
ing
Self
Aw
aren
ess
Dev
elop
ing
Self
Wor
th
Dev
elop
ing
a Se
nse
of O
ther
s D
evel
opin
g a
Sens
e of
Bel
ongi
ng
Sepa
ratin
g fr
om fa
mily
with
out
dist
ress
Pe
rspe
ctiv
e Ta
king
and
Em
path
y Id
entif
ying
and
Reg
ulat
ing
Emot
ions
In
tera
ctin
g w
ith P
eers
Re
solv
ing
Conf
licts
Dev
elop
ing
Loco
-mot
or
Skill
s D
evel
opin
g Fi
ne M
otor
Sk
ills
Dev
elop
ing
Stab
ility
/Bal
ance
D
evel
opin
g M
anip
ulat
ive
Skill
s D
evel
opin
g Sp
ace
and
Body
Aw
aren
ess
Aes
thet
ic E
xper
ienc
es
• Ex
peri
enci
ng a
sen
se o
f w
onde
r, a
we
and
joy
• Ex
peri
enci
ng h
eigh
tene
d se
nsor
y aw
aren
ess
• D
evel
opin
g an
ap
prec
iatio
n of
bea
uty
Ex
peri
enci
ng a
sen
se o
f: •
Conn
ecte
dnes
s •
Com
pass
ion
• Re
spon
sibi
lity
Solv
ing
Prob
lem
s •
Curi
osity
•
Expl
orin
g •
Obs
ervi
ng
• Ca
use/
effe
ct
• Pr
edic
t Cr
eatin
g an
d Im
agin
ing
Reco
gniz
ing
Att
ribu
tes
and
Char
acte
rist
ics
Expl
orin
g N
umer
acy
Expl
orin
g Ti
me
Expl
orin
g Po
sitio
n/D
irect
ion
Lang
uage
and
Em
erge
nt L
itera
cy
• Li
sten
ing
with
Inte
rest
• In
corp
orat
ing
Voca
bula
ry
• Re
spon
ding
to O
ther
s
• Ex
plor
ing
New
Wor
ds
• In
quir
ing
& E
xpre
ssin
g Id
eas
• Sp
eaki
ng w
ith c
lari
ty
• En
gagi
ng w
ith B
ooks
• G
aini
ng M
eani
ng fr
om
Visu
al/T
ext M
ater
ials
• Re
coun
ting
stor
ies
• En
gagi
ng in
Wor
d Pl
ay
• Ex
plor
ing
Visu
al
Sym
bols
• Re
pres
entin
g Id
eas
• Ex
plor
ing
How
Pri
nt
Wor
ks
Draft Fall 2013 2
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
This resource focuses on those essential learning experiences that provide milestones for young children’s development and learning in four domains.
Essential learning experiences in one domain influence development in each of the other domains, for example, social emotional development (as children increase their ability to regulate their own emotions and work cooperatively on a learning project with peers) will influence intellectual development (they will be able to engage in and sustain focus on more complex learning). The above icon of holistic learning will be used throughout the document to identify a particular area of learning and development as well as a visual reminder that children develop as whole persons. The icon reflects and aligns with the ministry’s Play and Exploration: Early Learning Program Guide and Better Beginnings, Better Futures.
Physical
Intellectual Spiritual
Social Emotional
The domains of learning are:
• Social Emotional
• Physical
• Intellectual
• Spiritual
All areas of each child’s development change or transform (Miller, 1988) in relation to their new
learning, their relationships and their activities . . . children function as whole persons whose development is affected constantly by what happens to them, with them and around them.
(Play and Exploration: Early Learning Program Guide, 2008, p. 28)
Draft Fall 2013 3
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
Essential Learning Experiences is designed to be used primarily by educators of 3 and 4 year olds in early learning and child care settings including Prekindergarten, child care and preschool. The information presented will also be of interest to school division personnel (Prekindergarten associates, principals, division administrators, and consultants), child care personnel (directors, boards of directors and/or parent advisory committees) and families. In addition, speech language pathologists, occupational therapists, and psychologists providing services to young children and their families may find this document useful in discussion and program planning with educators. The resource is intended to support and guide program development and to assist early childhood educators to monitor, facilitate, and scaffold young children’s development. Specifically it is intended to:
• identify essential learning experiences that provide a focus for learning programs within each domain of learning - physical, social-emotional, spiritual and intellectual;
• provide a framework for monitoring and supporting children’s developmental growth in all four domains;
• provide guidance to educators regarding their role in facilitating and scaffolding
young children’s development and learning;
• assist educators with planning high quality programs;
• to assist educators to engage in effective pedagogical practices for developmentally appropriate early learning environments; and
• provide a framework and focus for sharing information regarding children’s
developmental growth with their families.
Supporting Research
Research conducted by the Organization of Economic Cooperation and Development (OEDC) (2004) indicates that a key aspect in the development of high quality early childhood education programs is the determination of common learning goals or directions. Further, program directions must allow for flexibility at the program, teacher and child levels to accommodate children’s interests and experiences. The National Association for Young Children (2002 cited in OECD 2004) supports these ideas concluding that clear, research-based guidelines for the content and goals of early learning experiences and pedagogical practices can both focus programming and contribute to later positive outcomes.
Draft Fall 2013 4
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
Create a Shared Framework
Clear early learning goals are also seen to contribute to a shared language and understanding for individuals with varied backgrounds and educational levels who work together in the education of young children – such as school division administrators, educators, Prekindergarten associates, child care directors, members of child care boards of directors/parent advisory committees, psychologists, social workers and speech and language pathologists, and children’s families (Riley, San Juan, Klinkner and Ramminger, 2008). Such goals also create a “shared framework for understanding and communicating young children’s development” (p. 131) among professionals as well as with children’s families and can unite all partners around best practice to facilitate and scaffold children’s learning. The goals become a framework educators can use in describing their programs to families - in explaining why certain experiences have been planned, why various learning areas are included in the early learning environment and why educators interact with the children in various ways. Inform Assessment Processes
Program goals or directions along with developmental continua for learning domains also direct the design of assessment processes to determine whether learning objectives are being reached, whether children are engaged in meaningful learning activities and whether changes in learning and development are documented over time (Nieer, 2007). Appropriate evaluation and assessment procedures utilized in early childhood education will be necessarily different from those of traditional schooling. Learning goals and objectives that are designed to support and that are inclusive of best practice, will lead to an evaluation process that reflects the ways children learn in the early years. In addition, appropriate and effective assessment procedures are considered critical to promote positive child outcomes. With higher quality programs come better intellectual and social outcomes (Government of the United Kingdom, 2004). In order to achieve quality programming and enhanced learning outcomes for young children in Saskatchewan, it is critical to have a clear understanding of the essential learning experiences for preschool aged children. As educators observe, listen and respond to the play interactions, interests and experiences of young children in their classrooms, they need to be able to consult a set of observable, developmentally significant behaviours that can be documented over time and referred to as milestones of growth and development. Finally, these milestones of growth and development, these essential learning experiences, if linked with pedagogical practices and responses, can support and guide educators to scaffold children’s learning.
Draft Fall 2013 5
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
Guiding Principles and Related Pedagogical Considerations This document has incorporated the following principles that are aligned with Play and Exploration in addition to some related pedagogical considerations that are specific to the essential learning experiences. The Competent, Capable Child
• Children are viewed as capable learners and have numerous competencies and meaningful life experiences that enhance their learning and development.
Play and Exploration as the Best Mode for Learning
• Play and exploration is viewed as the way that young children learn and is central to children’s development. Further, children’s interactions and strong positive relationships with others are seen to be integral with play, exploration and learning (Saskatchewan Ministry of Education, 2008; OECD, 2010).
Continua of Development: Both Typical and Unique
• Children’s competencies in all domains of learning are viewed as developing along a continuum marked by the milestones of a typical developmental sequence.
• The timeline along which milestones are reached is influenced by the unique skills and abilities of the child, supportive relationships in the child’s home and early learning setting, and the typical sequence for development.
• Each child’s learning and development unfolds according to his/her individual developmental processes and timeline. There will be variances in development from one child to another, both in the rate and processes of learning.
Development as Holistic in Nature
• Holistic development and learning integrate the domains of social emotional, physical, intellectual and spiritual development into learning experiences (Saskatchewan Ministry of Education, 2008).
• Although educators frequently separate learning into areas of development for
ease of understanding and for assessment and planning purposes, it is important to remember that progress in one area of the child’s development affects progress in others. A change in one area significantly influences all other areas of development. Consequently, programs that address the whole child and attend to children’s overall development have the greatest possibility of being successful at improving any single aspect of learning (Diamond, 2010).
Draft Fall 2013 6
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
Responding to Children’s Interests
• Children learn more effectively when daily invitations and opportunities for learning respond to their interests and experience (OECD, 2010).
• Therefore, the Essential Learning Experiences presented in this resource are best observed and documented within learning that is child-initiated and sustained. “It is within these sorts of activities that a child’s inclinations and attitudes [for learning] are richly exemplified (Dowling, 2010, p. 112).
High Quality Programs and Best Practice as Keys to Supporting Learning
• Programs that adopt child-driven curricula and implement a holistic approach to child development are viewed by the OECD (2010) to better support young children’s learning.
• Challenging and stimulating children’s interests and understanding while at the
same time achieving overall learning objectives are seen to be hallmarks of high quality programs.
• Strong positive relationships and positive interactions between children and
adults and between the children themselves, is correlated with high quality programs and positive child outcomes (Saskatchewan Ministry of Education, Early Years Branch, 2008; OECD, 2004, 2010).
• High quality early learning and child care programs balance adult-initiated learning with child-initiated play based activities. Programs with an appropriate balance between child directed free play and exploration and teacher planned and guided activities, provide young children with varied opportunities to best support development in all areas. (Please see diagram below).
Balanced Approach of Pedagogical Practice in Developmentally Appropriate Early Childhood Settings
High Quality Practices
Play without adult support
Child Initiated Play Focused Learning Highly structured
Adult support for an enabling environment,
and responsive interaction
Adult-guided, playful experiential activities
Adult-directed, little or no play
(Optimal Learning) (Limited Learning)
Unstructured
(Limited Learning)
Adapted from Learning Playing and Interacting by DCSF, 2009
Draft Fall 2013 7
Physical
Intellectual Spiritual
Social Emotional Introduction to Essential Learning Experiences
References Department for Children, Schools and Families. (2009). Learning, playing and
interacting: Good practice in the early years foundation stage. Retrieved from: http://www.ness.uk.com/maths/EYFS/Learning,%20playing,%20interacting%20-%20Early%20Years.pdf
Diamond, A., (2010). The evidence base for improving school outcomes by addressing
the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21(5), 780-793.
Dowling, M., (2010). Young children’s personal, social & emotional development. 3rd
Edition. London: Sage Publications Ltd. National Institute for Early Education Research. (2007). Preschool curriculum decision-
making: Dimensions to consider. Preschool policy brief. Organization of Economic Cooperation and Development (OECD), Network on Early
Childhood Education and Care. (2010). Revised literature overview for the 7th meeting of the Network on Early Childhood Education. Author. Retrieved October 12, 2011.
Organization of Economic Cooperation and Development (OECD), Directorate of
Education. (2004). Five curriculum outlines: Starting strong - curricula and pedagogies in early childhood education and care. Retrieved October 8, 2011 from http://www.oecd.org/dataoecd/12/36/31672150.pdf.
Riley, D., San Juan, R., Klinkner, J. & Ramminger, A. (2008). Social and emotional
development: Connecting science and practice in early childhood settings. St. Paul, MN: Red Leaf Press.
Saskatchewan Ministry of Education Early Years Branch. (2008). Better beginnings,
better futures: Effective practices, policy and guidelines for prekindergarten in Saskatchewan. Regina: Author.
Saskatchewan Ministry of Education Early Years Branch. (2008). Play and exploration: Early learning program guide. Regina: Author .
Draft Fall 2013 8 Social Emotional Development
Physical
Intellectual Spiritual
Social Emotional Social Emotional Development:
Essential Learning Experiences
From infancy through preschool, consistent attention from a caregiver
teaches children that their wants and
needs are important. From these regular messages children learn that they are
special people, worthy of love and
attention. They learn self
confidence. (Riley et al. 2008,
p20)
Introduction This section of the resource focuses on the essential learning experiences of children’s social emotional competencies. It is intended to assist early childhood educators to intentionally plan appropriate opportunities for young children to maximize their social emotional development. This section will also assist educators to observe, monitor and assess learning in this very important area of child development. Social emotional competence has been shown to be one of the greatest determinants of future success both in school and life (Riley et al, 2008, CEECD, 2009, NIEER, 2007). Social emotional development includes being able to successfully interact with others as well as regulate our emotions and behavior. In order for children to gain the knowledge and skills to be successful in this area requires early childhood educators to intentionally design the environment and experiences to provide numerous opportunities for young children to practice and learn from their interactions and experiences.
Connecting the Guiding Principles and Related Pedagogical Considerations to Social Emotional Development
The Competent, Capable Child
Valuing Children – a child’s sense of worth is primarily gained through a reflection of how others see them. When entering the early learning classroom, in what ways is it evident that this is a space where children are valued and respected? Every interaction the educator has with the child and his/her family should send the message that children are respected as competent and capable learners and unique and worthy individuals.
Children bring their own unique prior knowledge and life experiences to the early learning setting. They have learned effective ways to interact with others and meet their own needs in their own unique circumstances and relationships. These competencies should be respected and recognized as a beginning point from which additional skills are taught and opportunities provided to meet the new requirements of the early learning setting.
Play and Exploration as the Best Mode for Learning
Intentional design of the environment creates opportunities for positive social interactions among the children. Designing and setting up areas for small groups to interact and providing interesting materials for children to explore together can build bonds through shared interest and enjoyment. Small group interactions provide the best opportunity to learn to cooperate and interact with others E.g. dramatic play, blocks, water table, light table, invitations for learning
Draft Fall 2013 9 Social Emotional Development
Physical
Intellectual Spiritual
Social Emotional Social Emotional Development:
Essential Learning Experiences
“Look at us! How are we the same? How are we different?” An opportunity to develop self awareness, learn about their peers, see photos of themselves as well as their name in print in the learning
environment and explore the concepts of same and different.
When children have a warm and secure relationship with their early childhood educator,
they get along better with other children in the current year and for years to come (Riley et al., 2008, p.34)
Continua of Development: Both Typical and Unique
Educators need to be aware of typical social emotional development of children as well as an understanding that there will be variances in social emotional development from one child to another, both in the rate and processes of learning.
Children’s social emotional competencies are influenced by the unique skills and abilities of the child, the supportive relationships which are present in the child’s home and early learning setting and the prior social experiences that the child has encountered.
Development as Holistic in Nature
Social emotional learning has many connections with the other areas of holistic learning. For example, children are able to interact with others more effectively as they develop problem solving skills and express their thoughts more clearly through increased ability with language (intellectual development), are better able to control their body movements (physical development) and appreciate beauty and wonder (spiritual development).
Responding to Children’s Interests
Natural curiosity of children should be encouraged to engage children into the learning process and ultimately lead to improved student achievement for Saskatchewan children.
Children learn more effectively when the daily invitations and opportunities for learning respond to their interests and experience
One of the most fascinating topics for children to explore is themselves. They are naturally egocentric at this age and for learning to be meaningful they need to connect everything they learn to themselves, their prior knowledge or experience.
“In play, children are often able to stretch beyond their own needs and compromise with playmates because they are highly motivated to maintain the friendship” (2008, Riley et al pg 47)
Draft Fall 2013 10 Social Emotional Development
Physical
Intellectual Spiritual
Social Emotional Social Emotional Development:
Essential Learning Experiences
The building of strong relationships in every
aspect of an early childhood program is the key in providing
quality care and education for young
children. (Fraser 2006, p.97)
High Quality Programs and Best Practice as Keys to Supporting Learning
Strong positive relationships and positive interactions between children and adults and between the children themselves are correlated with high quality programs and positive child outcomes (Saskatchewan Ministry of Education, Early Years Branch, 2008; OECD, 2004, 2010).
The adult-child relationship is vital for the educator to understand the child’s needs and interests in order to be able to respond and provide engaging learning experiences. For the child this relationship provides a trusting bond that this adult cares and has their best interests in mind.
Peer relationships are crucial for children to learn to negotiate with others and learn positive social skills and expectations.
Family Engagement provides an opportunity to learn about
the child from those who know him/her best. Asking what is important to this family, what they value, is important and assists the educator to develop a meaningful relationship which is built on respect and is free of judgment.
Educators provide a safe and secure environment where
children feel confident in the predictability of the physical space, basic routine and social interactions enabling them to take risks in exploring and learning
Observation, reflection and documentation of children’s learning occurs daily and is discussed with the children so they can benefit from consideration of past experiences and an awareness of their own growth and development
Educators view themselves as co-learners, discovering new knowledge with the children as well as modeling, guiding and encouraging acceptance of differences in others, dealing with transitions and change, controlling impulses, regulating behavior and taking the perspective of others.
The excellent teacher makes it a priority to develop a warm, positive relationship with each child. This relationship is vital to young children’s learning and development in all
areas, and it makes effective, positive guidance possible. Copple and Bredekamp (2009), p35
Classroom expectations can be shown visually and should be stated in a positive tone.
Dra
ft Fa
ll 20
13
11
Soc
ial E
mot
iona
l Dev
elop
men
t
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l So
cial
Em
otio
nal D
evel
opm
ent:
E
ssen
tial L
earn
ing
Exp
erie
nces
Esse
ntia
l Le
arni
ng
Expe
rienc
e
Wha
t doe
s it
look
like
? C
ontin
uum
of d
evel
opm
ent
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t (A
sses
s th
roug
h Li
sten
ing
and
Obs
ervi
ng a
nd S
uppo
rt th
roug
h R
espo
ndin
g)
Dev
elop
ing
Self
Awar
enes
s
From
…
Rec
ogni
zing
repr
esen
tatio
ns o
f sel
f in
mirr
ors
or
phot
os
To…
C
omm
unic
atin
g w
ho th
ey a
re a
nd id
entif
ying
ph
ysic
al c
hara
cter
istic
s as
wel
l as
likes
, dis
likes
an
d in
tere
sts.
List
en…
H
ow d
oes
the
child
des
crib
e th
emse
lves
? D
oes
the
child
use
phr
ases
suc
h as
“I a
m…
I lik
e…” o
r “I h
ave…
?” O
r the
wor
ds “m
e” o
r “m
ine?
” O
bser
ve…
D
oes
the
child
mak
e ch
oice
s ba
sed
on th
eir i
nter
ests
? A
re th
ey a
ble
to p
ick
them
selv
es o
ut in
a
grou
p ph
oto?
Are
they
aw
are
of w
hat t
hey
can
do in
depe
nden
tly a
nd w
hen
they
requ
ire
assi
stan
ce?
Res
pond
…
Ens
ure
child
ren
are
able
to s
ee th
emse
lves
in th
e ea
rly le
arni
ng e
nviro
nmen
t (m
irror
s, p
hoto
s)
Pro
vide
act
iviti
es w
hich
exa
min
e an
d ex
plor
e se
lf aw
aren
ess
such
as
self
portr
aits
, tra
it ch
arts
(e
ye c
olou
r, fa
vour
ite fr
uit)
and
num
erou
s op
portu
nitie
s to
mak
e ch
oice
s th
roug
hout
the
day.
Dev
elop
ing
Self
Wor
th
From
…
Rel
ucta
nt to
try
new
exp
erie
nces
due
to la
ck o
f co
nfid
ence
and
exp
erie
nce
or id
entif
ying
sel
f us
ing
nega
tive
desc
ripto
rs s
uch
as ‘b
ad’
To…
S
elf c
onfid
ence
is e
vide
nt th
roug
h id
entif
ying
sel
f us
ing
posi
tive
desc
ripto
rs a
nd w
illin
gnes
s to
try
new
exp
erie
nces
.
List
en…
W
hat a
djec
tives
doe
s th
e ch
ild u
se to
des
crib
e th
emse
lves
? H
ow d
o ot
hers
des
crib
e hi
m/h
er?
Obs
erve
…
Doe
s th
e ch
ild le
t pee
rs m
ake
all d
ecis
ions
? D
oes
the
child
try
new
exp
erie
nces
? Is
the
child
ab
le to
acc
ess
mat
eria
ls a
nd c
ompl
ete
task
s w
ithou
t the
ass
ista
nce
of a
n ad
ult?
R
espo
nd…
G
reet
eac
h ch
ild w
arm
ly
List
en in
tent
ly to
thei
r ide
as a
nd a
sk fo
r mor
e in
form
atio
n to
let t
hem
kno
w th
ey a
re v
alue
d.
Com
men
t on
child
ren’
s ef
forts
and
incl
ude
child
ren’
s th
ough
ts a
nd id
eas
in d
ocum
enta
tion.
D
ispl
ay c
hild
ren’
s cr
eatio
ns in
pro
min
ent a
nd re
spec
tful w
ays
such
as
in fr
ames
. V
iew
eac
h ch
ild a
s un
ique
and
be
able
to a
rticu
late
thei
r pos
itive
asp
ects
and
inte
rest
s.
Des
ign
the
envi
ronm
ent t
o pr
omot
e in
depe
nden
ce.
Dev
elop
ing
a Se
nse
of O
ther
s (R
elat
ions
hips
with
pee
rs
and
adul
ts)
From
…
Pre
fere
nce
is s
how
n to
spe
nd ti
me
alon
e ra
ther
th
an in
tera
ctin
g w
ith o
ther
s To
…
Pre
fere
nce
is s
how
n to
inte
ract
with
cer
tain
pr
efer
red
peer
s an
d ad
ults
indi
catin
g a
clos
e bo
nd, a
s w
ell a
s in
tera
ctin
g su
cces
sful
ly w
ith
othe
rs w
hen
requ
ired
List
en…
D
oes
the
child
con
vers
e w
ith p
eers
and
/or a
dults
? W
hat i
s th
e to
ne o
f the
se in
tera
ctio
ns?
Obs
erve
…
Doe
s th
e ch
ild c
hoos
e to
be
clos
e to
oth
ers
and
does
this
occ
ur m
ore
ofte
n du
ring
certa
in
activ
ities
or w
ith c
erta
in p
eopl
e?
Res
pond
…
Inte
ntio
nally
des
ign
area
s in
the
lear
ning
env
ironm
ent f
or s
mal
l gro
ups
of c
hild
ren
to p
lay
and
expl
ore
shar
ed in
tere
sts
toge
ther
. P
rovi
de o
ppor
tuni
ties
to c
are
for o
ther
livi
ng th
ings
– p
lant
s, p
ets,
com
mun
ity in
volv
emen
t
Dra
ft Fa
ll 20
13
12
Soc
ial E
mot
iona
l Dev
elop
men
t
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l So
cial
Em
otio
nal D
evel
opm
ent:
E
ssen
tial L
earn
ing
Exp
erie
nces
Esse
ntia
l Le
arni
ng
Expe
rienc
e
Wha
t doe
s it
look
like
? C
ontin
uum
of d
evel
opm
ent
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t (A
sses
s th
roug
h Li
sten
ing
and
Obs
ervi
ng a
nd S
uppo
rt th
roug
h R
espo
ndin
g)
Dev
elop
ing
a Se
nse
of b
elon
ging
(P
hysi
cally
and
Soc
ially
)
From
…
Hes
itant
to e
nter
the
envi
ronm
ent,
play
ing
in
isol
atio
n fro
m o
ther
s or
dam
agin
g m
ater
ials
. To
…
Com
forta
ble
in th
e en
viro
nmen
t (ph
ysic
al a
nd
soci
al) a
nd d
emon
stra
tes
care
with
mat
eria
ls.
List
en…
H
ow d
o th
e ch
ildre
n de
scrib
e th
e m
ater
ials
and
spa
ce?
Do
they
des
crib
e th
e en
viro
nmen
t as
“min
e” o
r “ou
rs” o
r is
it th
e “te
ache
r’s” s
pace
and
mat
eria
ls?
Obs
erve
…
Wha
t do
you
obse
rve
to in
dica
te th
e ch
ildre
n fe
el s
ecur
e an
d co
mfo
rtabl
e be
ing
in th
e sp
ace
and
acce
ssin
g m
ater
ials
? D
o th
ey c
are
for a
nd v
alue
the
mat
eria
ls in
the
spac
e? D
o th
ey
rem
ind
each
oth
er o
f whe
re m
ater
ials
go,
to b
e ca
refu
l with
cer
tain
mat
eria
ls o
r to
clea
n up
ar
eas
whe
n ac
tiviti
es a
re c
ompl
ete?
R
espo
nd…
In
clud
e m
ater
ials
in th
e en
viro
nmen
t to
mak
e ch
ildre
n fe
el w
elco
me
and
that
they
bel
ong
such
as
cul
tura
l ite
ms,
chi
ldre
n’s
art w
ork,
pho
tos
of th
e ch
ildre
n an
d th
eir f
amilie
s et
c.
Con
sult
the
child
ren
whe
n m
akin
g de
cisi
ons
abou
t the
pla
cem
ent a
nd ty
pe o
f mat
eria
ls in
the
envi
ronm
ent.
Use
lang
uage
suc
h as
“we”
and
“our
’ whe
n di
scus
sing
the
spac
e an
d pr
ogra
m.
Pro
vide
indi
vidu
al s
pace
, suc
h as
a lo
cker
for e
ach
child
to s
tore
per
sona
l ite
ms.
Sepa
ratin
g fr
om
fam
ily w
ithou
t di
stre
ss
From
…
Lear
ning
to s
epar
ate.
Cry
ing
and
show
ing
dist
ress
whe
n be
ing
drop
ped
off a
t the
ear
ly
lear
ning
pro
gram
. To
…
Say
ing
good
bye
to fa
mily
mem
bers
and
tra
nsiti
onin
g w
illin
gly
to a
ctiv
ities
in th
e ea
rly
lear
ning
env
ironm
ent.
List
en…
W
hat w
ords
and
tone
of v
oice
is th
e ch
ild u
sing
whe
n sa
ying
goo
dbye
to fa
mily
? O
bser
ve…
W
hat b
ehav
iour
s do
es th
e ch
ild d
ispl
ay d
urin
g dr
op o
ff? A
re fa
mily
mem
bers
anx
ious
? R
espo
nd…
E
ncou
rage
fam
ilies
to s
ay g
ood
bye
and
crea
te a
goo
d by
e ro
utin
e.
Rea
ssur
e ch
ildre
n th
at fa
mily
mem
bers
car
e fo
r the
m a
nd w
ill re
turn
. E
nsur
e in
tere
stin
g ac
tiviti
es a
re a
vaila
ble
for c
hild
ren
(and
fam
ily m
embe
rs) t
o en
gage
in u
pon
arriv
al a
nd e
nsur
e fa
mili
es a
re re
pres
ente
d in
the
envi
ronm
ent t
o al
low
chi
ldre
n to
feel
co
nnec
ted
even
whe
n ap
art.
Taki
ng P
ersp
ectiv
e of
O
ther
s an
d Sh
owin
g Em
path
y
From
…
Bel
ievi
ng e
very
one
sees
the
wor
ld a
s th
ey d
o To
…
Bei
ng a
ble
to c
onsi
der t
he p
ersp
ectiv
e of
oth
ers
and
how
thei
r act
ions
may
influ
ence
oth
ers
List
en…
D
oes
the
child
use
the
pron
oun
‘we’
(con
side
ring
mor
e th
an th
emse
lves
) or t
alk
abou
t the
fe
elin
gs o
f oth
ers.
Eg.
“Jos
h do
esn’
t lik
e it
whe
n yo
u br
eak
his
tow
er’ o
r “S
he s
ad m
om g
one.
” O
bser
ve…
D
oes
the
child
atte
mpt
to c
alm
oth
ers
whe
n th
ey a
re u
pset
or h
urt?
Eg.
Brin
ging
a fa
vour
ite
toy,
get
ting
an a
dult,
or g
ivin
g th
e ch
ild a
hug
? R
espo
nd…
M
odel
and
dis
cuss
con
side
ring
the
pers
pect
ive
of o
ther
s w
ith th
e ch
ildre
n su
ch a
s “T
he b
oy in
th
is b
ook
has
tear
s on
his
face
. H
ow d
o yo
u th
ink
he is
feel
ing?
” or “
I won
der i
f Will’
s lit
tle
sist
er c
an s
ee w
hat i
s in
the
wat
er ta
ble
or if
she
nee
ds s
omeo
ne to
hel
p he
r?”
Pro
vide
a d
ram
atic
pla
y ar
ea w
ith v
ario
us p
rops
so
child
ren
can
expe
rimen
t with
var
ious
role
s.
Dra
ft Fa
ll 20
13
13
Soc
ial E
mot
iona
l Dev
elop
men
t
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l So
cial
Em
otio
nal D
evel
opm
ent:
E
ssen
tial L
earn
ing
Exp
erie
nces
Esse
ntia
l Le
arni
ng
Expe
rienc
e
Wha
t doe
s it
look
like
? C
ontin
uum
of d
evel
opm
ent
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t (A
sses
s th
roug
h Li
sten
ing
and
Obs
ervi
ng a
nd S
uppo
rt th
roug
h R
espo
ndin
g)
Iden
tifyi
ng a
nd
Reg
ulat
ing
Emot
ions
From
…
Req
uirin
g ad
ult a
ssis
tanc
e an
d in
terv
entio
n to
re
gula
te b
ehav
ior w
hen
high
ly e
mot
iona
l (e
xter
nal r
egul
atio
n)
To…
Id
entif
ying
and
com
mun
icat
ing
feel
ings
and
em
otio
nal n
eeds
to o
ther
s an
d ab
le to
regu
late
th
eir o
wn
beha
vior
(int
erna
l reg
ulat
ion)
List
en…
D
oes
the
child
use
‘fee
lings
wor
ds’?
Can
the
child
iden
tify
how
they
are
feel
ing
whe
n as
ked?
Is
the
child
abl
e to
iden
tify
wha
t hel
ps th
em to
feel
bet
ter?
E.g
. “W
hen
I am
sad
, I n
eed
a hu
g”
Obs
erve
…
How
doe
s th
e ch
ild re
act i
n m
omen
ts o
f int
ense
em
otio
n su
ch a
s ha
ppy,
sad
, ang
ry e
tc.?
R
espo
nd…
Ta
lk a
bout
em
otio
ns in
eve
ryda
y si
tuat
ions
and
in b
ooks
to e
xpos
e ch
ildre
n to
the
voca
bula
ry.
Mod
el id
entif
icat
ion
of e
mot
ions
and
app
ropr
iate
stra
tegi
es s
uch
as. “
Som
etim
es I
feel
ang
ry
but I
feel
bet
ter i
f I re
lax
and
read
a b
ook
or g
o fo
r a w
alk.
”
Mod
el d
elay
ed g
ratif
icat
ion
e.g.
“I re
ally
wan
t to
…rig
ht n
ow b
ut I
can
wai
t unt
il… ”
Pro
vide
a q
uiet
spa
ce in
the
envi
ronm
ent f
or c
hild
ren
to g
o w
hen
they
are
ups
et o
r ov
erw
helm
ed.
Inte
ract
ing
with
Pe
ers
From
…
Cho
osin
g to
inte
ract
onl
y w
ith a
dults
or l
imite
d pe
er in
tera
ctio
n su
ch a
s do
min
atin
g or
wat
chin
g in
tera
ctio
ns
To…
C
oope
ratin
g w
ith p
eers
thro
ugh
taki
ng tu
rns,
sh
arin
g m
ater
ials
and
wor
king
toge
ther
to
achi
eve
a co
mm
on g
oal
List
en…
W
ho d
oes
the
child
inte
ract
with
?
Doe
s th
e ch
ild s
hare
idea
s w
ith p
eers
and
/or l
iste
n to
idea
s fro
m p
eers
? O
bser
ve…
H
ow d
oes
the
child
int
erac
t with
pee
rs?
Wha
t typ
e of
pla
y do
es th
e ch
ild e
ngag
e in
- sol
itary
, pa
ralle
l, as
soci
ativ
e, c
oope
rativ
e?
Res
pond
…
Pro
vide
opp
ortu
nitie
s fo
r sm
all g
roup
s of
chi
ldre
n to
pla
y an
d ex
plor
e to
geth
er.
Enc
oura
ge p
eers
to s
uppo
rt ea
ch o
ther
. “I
see
you
are
havi
ng tr
oubl
e ge
tting
that
to w
ork.
I
saw
Kay
den
do th
at y
este
rday
. M
aybe
you
cou
ld a
sk h
im to
hel
p yo
u”.
Enc
oura
ge p
ositi
ve p
eer i
nter
actio
ns th
roug
h co
mm
entin
g on
you
r obs
erva
tions
and
hig
hlig
ht
them
thro
ugh
docu
men
tatio
n.
Res
olvi
ng C
onfli
cts
From
…
Req
uirin
g ad
ults
to re
solv
e co
nflic
ts fo
r the
m,
usin
g ph
ysic
al m
etho
ds to
reso
lve
conf
lict o
r al
way
s co
nced
ing
to o
ther
s to
avo
id c
onfli
ct.
To…
R
eque
stin
g as
sist
ance
whe
n ne
eded
eith
er fr
om
adul
ts o
r pee
rs.
Com
prom
isin
g an
d pr
oble
m s
olvi
ng w
ith p
eers
to
find
a m
utua
lly a
ccep
tabl
e so
lutio
n.
List
en…
W
hat w
ords
and
tone
doe
s th
e ch
ild u
se in
con
flict
situ
atio
ns?
Is th
e ch
ild tr
ying
to n
egot
iate
? O
bser
ve…
H
ow d
oes
the
child
reac
t in
conf
lict s
ituat
ions
?
Res
pond
…
Gui
de c
hild
ren
thro
ugh
conf
lict b
y st
ayin
g ca
lm a
nd a
ssis
ting
the
child
to s
ee th
e pe
rspe
ctiv
e of
oth
ers
such
as
“See
Bro
okly
n’s
tear
s, s
he fe
els
sad
whe
n yo
u ta
ke th
e bl
ocks
aw
ay.”
P
rovi
de a
nd m
odel
wor
ds a
nd a
ctio
n fo
r chi
ldre
n to
use
to re
solv
e co
nflic
ts.
Des
ign
the
envi
ronm
ent t
o av
oid
conf
lict a
nd p
rom
ote
posi
tive
inte
ract
ion
Draft Fall 2013 14 Social Emotional Development
Physical
Intellectual Spiritual
Social Emotional Social Emotional Development:
Essential Learning Experiences
References Ashton, E., Hunt, A. & White, L. (2008). Well being professional support document. New Brunswick Curriculum framework for early learning and child care- English. Center of Excellence for Early Childhood Development and the Early Childhood Learning Knowledge Center of the Canadian Council on Learning. (2009). Social and behavioural competence in young children. Briefing notes for policy makers. Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs. (3rd ed.). Washington, DC: National Association for the Education of Young Children. Dowling, M. (2010). Young children’s personal, social & emotional development (3rd ed.). London; Sage Publications. Epstein, A. (2009). Me, you, us: Social emotional learning in preschool. Ypsilanti, MI: High Scope
Press. Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the classroom (2nd ed.). Toronto, ON; Nelson, Thomson Canada. Galisnky, E. (2010). Mind in the making. New York, NY: Harper Collins. Gartrell, D. (2004). The power of guidance; Teaching social-emotional skills in early childhood classrooms. Washington, DC: National Association for the Education of Young children. Government of British Columbia, (2007). British Columbia early learning framework. Victoria, BC: Ministry of Education; Ministry of Health; Ministry of Children and Family Development. National Institute for Early Education Research. (2007). Challenging behaviors and the role of
preschool education. Preschool policy brief. Organization of Economic Cooperation and Development (OECD), Network on Early Childhood
Education and Care. (2010). Revised literature overview for the 7th meeting of the Network on Early Childhood Education. Author.
Organization of Economic Cooperation and Development (OECD), Directorate of Education. (2004).
Five curriculum outlines: Starting strong - curricula and pedagogies in early childhood education and care. Retrieved October 8, 2011 from http://www.oecd.org/dataoecd/12/36/31672150.pdf.
Riley, D., San Juan, R., Klinkner, J. & Ramminger, A. ( 2008). Social & emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press. Saskatchewan Ministry of Education. (2008). Better Beginnings, Better Futures, Regina: Author. Saskatchewan Ministry of Education. (2008). Play and exploration: Early learning program guide. Regina: Author.
Draft Fall 2013 15 Social Emotional Development
Physical
Intellectual Spiritual
Social Emotional Social Emotional Development:
Essential Learning Experiences
Recommended Resources for Educators Bruce, N., Cairone, K. with the Devereux Center for Resilient Children. (2011). Socially strong, emotionally secure: 50 ways to promote resilience in young children. Silver Spring, MD: Gryphon House. Devereux Foundation. (2007). DVD Facing the challenge: Working with children who use challenging Behaviors. Dombro, A., Jablon, J. & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington, DC: National Association for the Education of Young Children. High/Scope. (2006). DVD Supporting children in resolving conflicts. Ypsilanti, MI: High Scope Press. The Little School. (2004). DVD Relationships: The Key to teaching and learning in the early years. Riley, D., San Juan, R., Klinkner, J. & Ramminger, A. (2008). Social & emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press.
Draft Fall 2013 16 Physical Development
Physical Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“Preschoolers are extremely physical
creatures--constantly moving, running, and jumping. They react
joyfully to opportunities for dancing, creative movement, physical
dramatic play, and being outdoors where they
can move without constraint.”
(Copple & Bredekamp,
2009, p. 113)
INTRODUCTION Physical development is a vital component in the growth, health and well-being of young children. This section of the resource presents the essential learning experiences that support children’s physical development and health. The information highlights the important role of early childhood educators in planning for and promoting children’s movement competency and in establishing healthy physical activities through exploring the physical environment. The section will assist educators to observe, monitor and assess children’s learning in the area of physical development.
Physical activity has been shown to help with concentration and enhance learning as physical movements stimulate connections in the brain producing a strong positive effect on children’s ability to learn (Pool, Miller & Church, 2003; CCCF &CICH, 2004). Physical development includes physical movements that demonstrate what the body can do. These are presented in three skill categories: loco-motor skills, stability/balance skills and manipulative skills (Epstein, 2007). Some of these skills depend on maturation to develop; however, educators must plan a broad range of movement options and provide time, space and equipment for children to continue to develop and refine movement in all three skill areas. Through intentional planning, educators build on children’s earlier experiences, to provide a range of movement options, enticing equipment and materials, large open areas and appealing activities to invite children to participate in physical movements that expand their physical growth and development.
Physically active children are more likely to:
• Develop and maintain strength, flexibility, and endurance • Maintain healthy weight • Increase bone density through weight bearing activities • Enhance attention and focus on academic learning (NASPE, 2009) • Create links between the brain and neuromuscular system • Lower stress and anxiety • Improve self-esteem
Draft Fall 2013 17 Physical Development
Physical Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
The content of this portion of the resource is intended to:
• Assist educators in planning and integrating physical activities that enhance children’s holistic growth and development
• Provide developmentally appropriate instructional strategies to support young children’s development of loco-motor, balance and manipulative skills
• Identify the essential learning experiences that are useful in monitoring children’s physical growth and development • Provide useful information regarding physical development that can be shared with children and families • Offer guidance to educators about their role in facilitating and scaffolding children’s physical development
Note: Throughout all aspects of early learning programs, it is the educator’s responsibility to ensure the safety of the environment and the activity as well as to provide appropriate supervision when children are engaged in physical activities. Guiding Principles and Related Pedagogical Considerations The Competent Child • Young children move naturally in and around their environments. • Children demonstrate their physical skills and abilities through their active
participation, movement, and gestures both indoors and outside.
Play and Exploration as the Best Mode of Learning • Play and exploration offer a multitude of
opportunities for children to share their ideas through their physical movement, action, and interaction with others.
• Through play and active exploration, children learn about and make sense of their world.
Draft Fall 2013 18 Physical Development
Physical Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“Many people believe that young children
automatically acquire and perfect motor skill, such as
running, jumping, and throwing, as their bodies
develop, that it is a natural process that occurs with
physical maturation…. But maturation takes care of only part of the process - the part that allows a child
to execute most of the movement skills at an immature or beginning
level….When children don’t get the help they need to learn physical skills, many never fully master gross
(large muscle) motor skills.
(Pica, 2008, p.48)
Continua of Development: Both Typical and Unique • Children’s physical development follows a typical progression. • All children benefit from being as active and involved as possible, including
children with limited mobility or range of movement. • The amount and rate at which each child’s growth and physical development
varies; control over their motor skills increases with maturity and experience. • Children’s ongoing physical development depends on appropriate levels of
exercise as well as access to nutritious food and the development of healthy habits.
Development as Holistic in Nature • Physical development is influenced by and interacts with the intellectual, social emotional and spiritual domains of learning as children actively express their ideas and strategies verbally and non-verbally. Responding to Children’s Interests • Offering children a choice of opportunities and materials for physical play such as items to roll, kick, throw, strike or catch engages children in refining fundamental motor skills. • Children’s active retelling of favourite stories - including the creation of materials or props for their play - builds on their imagination and invites a range of responses leading to more complex movement tasks. • Introducing new equipment that reflects current interests such as jumping from a safe height, balanced walking along a length of rope or manoeuvring through an obstacle course constructed by a group of children, all contribute to physical skill development.
Dra
ft Fa
ll 20
13
19
P
hysi
cal D
evel
opm
ent
Phys
ical
Dev
elop
men
t: E
ssen
tial L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
Dev
elop
ing
Lo
co-m
otor
Ski
lls
• W
alki
ng,
mar
chin
g,
runn
ing,
cra
wlin
g,
jum
ping
, hop
ping
, sk
ippi
ng,
gallo
ping
, rol
ling,
m
ovin
g to
mus
ic
etc
From
…
Wal
king
and
/or r
unni
ng in
pla
y.
Mov
ing
forw
ard
and
able
to c
hang
e di
rect
ions
. To
…
Ski
ppin
g an
d/or
gal
lopi
ng
Mov
ing
side
way
s an
d/or
bac
kwar
ds a
nd a
ble
to
chan
ge s
peed
, dire
ctio
n an
d le
vels
sm
ooth
ly
List
en…
H
ow d
oes
the
child
talk
abo
ut h
is/h
er m
ovem
ent?
Doe
s he
/she
nam
e th
e m
ovem
ent,
or
desc
ribe
the
spee
d of
runn
ing
or th
e he
ight
or d
ista
nce
jum
ped?
O
bser
ve…
D
oes
he/s
he ru
n, m
arch
, cra
wl,
or ju
mp
easi
ly o
r with
muc
h ef
fort?
H
ow fl
uid
is th
e m
ovem
ent?
Is
the
child
abl
e to
cha
nge
spee
d, d
irect
ion,
leve
l, or
type
of
mov
emen
t sm
ooth
ly a
nd e
asily
or w
ith m
uch
effo
rt?
Res
pond
…
Ens
ure
that
chi
ldre
n ha
ve s
pace
to m
ove
and
regu
lar o
ppor
tuni
ties
to d
o so
, suc
h as
pla
ying
in
the
gym
or o
utdo
ors,
clim
bing
on
the
play
grou
nd, r
ollin
g do
wn
a hi
ll, w
alki
ng a
long
a tr
ail,
skat
ing,
pul
ling
and
slid
ing
on a
sle
d, s
wim
min
g, ri
ding
tric
ycle
s in
the
hallw
ay, o
r cra
wlin
g th
roug
h a
tunn
el to
ent
er th
e cl
assr
oom
.
Pro
vide
opp
ortu
nitie
s to
gal
lop,
mar
ch, h
op, l
eap,
ski
p, s
lithe
r, et
c th
roug
h ob
stac
le c
ours
es,
gam
es, a
nd a
ctin
g ou
t sto
ries
or m
ovin
g ac
cord
ing
to s
ugge
stio
ns fr
om b
ooks
or m
usic
.
Dev
elop
ing
Fine
M
otor
Ski
lls
• G
rasp
ing,
sq
ueez
ing,
pa
intin
g, d
raw
ing,
pr
intin
g, c
uttin
g,
pour
ing,
bea
ding
et
c
From
…
Usi
ng a
n aw
kwar
d gr
ip to
man
ipul
ate
tool
s su
ch
as m
arke
rs, c
rayo
ns, s
ciss
ors,
or p
aint
bru
shes
To
U
sing
a s
kille
d gr
ip a
nd m
anip
ulat
ion
of
mar
kers
, cra
yons
, sci
ssor
s, p
aint
brus
hes
or
othe
r sm
all t
ools
and
mat
eria
ls to
pla
y or
re
pres
ent i
deas
.
List
en…
H
ow d
o ch
ildre
n ta
lk a
bout
his
/her
abi
lity
to u
se h
is/h
er h
ands
and
fing
ers,
incl
udin
g th
e us
e of
sm
all t
ools
and
mat
eria
ls?
Do
they
exp
ress
frus
tratio
n, a
sk fo
r ass
ista
nce
or e
xpre
ss p
ride
in
thei
r abi
lity?
O
bser
ve…
D
o ch
ildre
n us
e fin
gers
and
thum
bs fo
r pre
cise
mov
emen
ts s
uch
as s
napp
ing
toys
toge
ther
or
zipp
ing
up a
jack
et?
Do
they
gra
sp to
ols
such
as
penc
ils, c
rayo
ns, s
ciss
ors,
and
/or p
aint
br
ushe
s co
rrec
tly?
Are
they
abl
e to
pic
k up
and
man
ipul
ate
smal
l mat
eria
ls s
uch
as b
eads
, bu
ttons
, sm
all b
lock
s or
the
piec
es o
f a p
uzzl
e? C
an th
ey p
our a
liqu
id fr
om o
ne c
onta
iner
to
the
othe
r with
out s
pilli
ng?
Res
pond
…
Pro
vide
opp
ortu
nitie
s to
stre
ngth
en h
and
mus
cles
thro
ugh
prov
idin
g m
ater
ials
to s
quee
ze a
nd
man
ipul
ate
such
as
clay
, pla
y do
ugh,
bre
ad d
ough
, spo
nges
and
eye
dro
pper
s in
the
wat
er
tabl
e or
spr
ay b
ottle
s an
d pa
intb
rush
es a
nd w
ater
for o
utsi
de p
lay.
P
rovi
de o
ppor
tuni
ties
for c
hild
ren
to m
anip
ulat
e sm
all i
tem
s w
ith th
eir f
inge
rs s
uch
as b
eads
, st
ones
, tin
kerto
ys, l
egos
etc
. E
ncou
rage
chi
ldre
n to
repr
esen
t the
ir le
arni
ng a
nd o
bser
vatio
ns th
roug
h dr
awin
g an
d bu
ildin
g us
ing
tool
s su
ch a
s pa
intb
rush
, pen
cil,
bloc
ks, c
lay,
san
d, h
amm
ers,
scr
ewdr
iver
s et
c.
Dra
ft Fa
ll 20
13
20
P
hysi
cal D
evel
opm
ent
Phys
ical
Dev
elop
men
t: E
ssen
tial L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
Dev
elop
ing
Stab
ility
/Bal
ance
•
Turn
, tw
ist,
bend
, st
retc
h, p
ush,
pu
ll, ri
se, f
all,
bala
nce,
jum
p an
d la
nd…
From
…
Sw
ayin
g to
mus
ic w
ith b
oth
feet
on
floor
. B
endi
ng to
pic
k up
an
item
from
the
floor
or
stre
tchi
ng to
reac
h so
met
hing
from
a s
helf
To
…
Rem
ain
uprig
ht a
nd m
aint
ain
bala
nce
whi
le
mov
ing
on v
ario
us s
urfa
ces,
slo
pes,
and
he
ight
s M
aint
aini
ng b
alan
ce to
jum
p an
d la
nd o
n hi
s/he
r fe
et, s
tep
from
one
stu
mp
to a
noth
er, s
it on
a
ball,
sta
nd o
n on
e fo
ot o
r sit
on a
sw
ing
List
en…
A
s ch
ildre
n sw
ay to
mus
ic th
at m
oves
from
a s
low
to a
fast
er rh
ythm
, wha
t do
the
child
ren
say/
do w
hen
the
rhyt
hm c
hang
es?
Wha
t wor
ds d
o th
ey u
se to
des
crib
e th
e m
usic
or
mov
emen
t?
Obs
erve
…
Whe
n re
spon
ding
to m
usic
can
chi
ldre
n ch
ange
thei
r mov
emen
ts w
hen
the
rhyt
hm c
hang
es?
D
o ch
ildre
n ho
ld th
eir a
rms
out t
o as
sist
with
bal
anci
ng d
urin
g ac
tiviti
es?
D
o th
ey a
ppea
r sta
ble?
Do
they
fall
frequ
ently
?
Whe
n ca
rryi
ng it
ems
such
as
a bo
x or
bag
or p
ullin
g a
sled
are
chi
ldre
n ab
le to
mai
ntai
n th
eir
bala
nce?
R
espo
nd…
P
rovi
de o
ppor
tuni
ties
for c
hild
ren
to m
ove
abou
t, pl
ay a
nd d
evel
op s
kills
on
vario
us s
urfa
ces
and
slop
es b
oth
indo
ors
and
outd
oors
. P
rovi
de v
arie
d eq
uipm
ent t
hat e
ncou
rage
s ba
lanc
ing
such
as
benc
hes,
sco
oter
s an
d/or
ba
lanc
e ba
lls,.
Bui
ld o
n ch
ildre
n’s
imag
inat
ions
and
inte
rest
to d
evel
op s
tabi
lity
skills
. With
the
child
ren,
des
ign
a ‘b
alan
ce tr
ail’
with
low
obj
ects
and
gra
dual
ly a
dd h
ighe
r obj
ects
to c
halle
nge
thei
r jum
ping
an
d la
ndin
g on
thei
r fee
t.
Dev
elop
ing
Man
ipul
ativ
e Sk
ills
• Th
row
•
Kic
k •
Cat
ch
• St
rike
From
…
Thro
win
g a
bean
bag
up
in th
e ai
r but
bei
ng
unab
le to
cat
ch it
on
the
way
dow
n.
Kic
king
a la
rge
size
d ba
ll Th
row
ing
balls
of v
ario
us s
izes
To
…
Cat
chin
g a
larg
e ba
ll w
ith b
oth
hand
s Ta
ppin
g a
ballo
on in
to th
e ai
r mul
tiple
tim
es
with
out l
ettin
g it
touc
h th
e gr
ound
List
en…
D
oes
the
child
tell
hers
elf t
o try
aga
in?
Wha
t is
her r
espo
nse
whe
n sh
e do
es n
ot c
atch
the
ball?
O
bser
ve…
D
oes
the
child
kee
p he
r eye
s op
en w
hen
she
thro
ws
the
bean
bag
? D
oes
she
alte
r how
she
atte
mpt
s to
cat
ch th
e be
an b
ag w
ith th
e ne
xt th
row
? H
ow d
oes
the
child
use
her
bod
y to
cat
ch th
e ba
ll?
How
doe
s th
e ch
ild e
xpre
ss h
er fe
elin
gs a
bout
cat
chin
g th
e ba
ll?
Res
pond
…
Offe
r enc
oura
gem
ent,
mod
elin
g an
d cu
es to
chi
ldre
n so
they
can
mov
e fro
m c
atch
ing
larg
e so
ft ite
ms
befo
re a
dvan
cing
to c
atch
ing
a ha
rder
, sm
alle
r bal
ls, o
r stri
king
a b
all o
n a
batti
ng te
e,
shoo
ting
a pu
ck w
ith a
hoc
key
stic
k or
hitt
ing
a ba
lloon
with
a ra
cket
; cue
s m
ight
incl
ude,
“wat
ch
the
ball”
, or “
hug
the
ball
to y
our b
ody”
(Eps
tein
, 200
7)
Pro
vide
targ
ets
such
as
a ho
op h
angi
ng fr
om a
rope
or b
aske
ts a
nd b
ins
at w
hich
chi
ldre
n ca
n th
row
bal
ls o
r bea
nbag
s.
Dra
ft Fa
ll 20
13
21
P
hysi
cal D
evel
opm
ent
Phys
ical
Dev
elop
men
t: E
ssen
tial L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
Dev
elop
ing
Spac
e an
d B
ody
Awar
enes
s
-with
sel
f and
ot
hers
and
var
ied
envi
ronm
ents
From
…
Usi
ng th
eir b
odie
s to
dem
onst
rate
sha
pes
such
as
a s
tick
or a
circ
le o
r bal
l and
siz
es s
uch
as
big
and
smal
l H
avin
g di
fficu
lty a
void
ing
othe
rs a
nd/o
r ob
stac
les
in th
e en
viro
nmen
t To
…
Usi
ng th
eir b
odie
s to
dem
onst
rate
mor
e co
mpl
ex s
hape
s su
ch a
s ro
und,
flat
, wid
e,
narr
ow,
Adj
ustin
g m
ovem
ent a
nd s
peed
bas
ed o
n en
viro
nmen
tal o
bsta
cles
suc
h as
tabl
es, o
bjec
ts
on th
e flo
or o
r oth
er h
azar
ds
Avo
idin
g co
llidi
ng w
ith fr
iend
s w
hile
mov
ing
in a
co
mm
on s
pace
.
List
en…
D
o th
e ch
ildre
n sp
eak
to o
ther
s or
requ
est t
hat c
hild
ren
mov
e ou
t of t
he w
ay?
Do
they
nam
e th
e sh
apes
or s
izes
that
they
are
mak
ing
with
thei
r bod
ies?
Do
the
child
ren
voic
e ex
pres
sion
s su
ch a
s “O
uch”
, “Th
at h
urts
”, or
“Don
’t bu
mp
me!
”
Obs
erve
…
Do
the
child
ren
avoi
ding
touc
hing
oth
ers
whe
n m
ovin
g in
a c
omm
on s
pace
? D
o ch
ildre
n fre
quen
tly b
ump
into
furn
ishi
ngs
or k
nock
ove
r ite
ms
in th
e cl
assr
oom
? D
o ch
ildre
n us
e ap
prop
riate
effo
rt in
thei
r mov
emen
ts s
uch
as p
ullin
g to
o ha
rd o
n a
chai
r and
kno
ckin
g it
over
or
bein
g un
able
to h
old
a ch
ick
or h
amst
er w
ith g
entle
ness
? C
an c
hild
ren
show
var
ious
spe
eds
with
bod
y m
ovem
ents
? R
espo
nd…
P
rovi
de p
hoto
s of
the
child
ren
enga
ging
in v
ario
us m
ovem
ents
. In
vite
the
child
ren
to c
opy
the
mov
emen
ts d
ispl
ayed
in th
e im
age.
Tal
k ab
out h
ow th
eir b
odie
s lo
ok w
ith v
ario
us m
ovem
ents
. P
rovi
de o
ppor
tuni
ties
for c
hild
ren
to c
raw
l und
er, o
ver,
besi
de, b
ehin
d ob
ject
s;
Invi
te c
hild
ren
to im
itate
the
spee
d of
fam
iliar
item
s su
ch a
s to
y ca
rs, r
ollin
g ba
lls, o
r ani
mal
s su
ch a
s ca
ts, b
ears
, moo
se, a
lliga
tors
, gee
se, h
orse
s or
dee
r; m
odel
lang
uage
suc
h as
“slo
w
as a
turtl
e” o
r “fa
st a
s a
deer
”.
Invi
te c
hild
ren
to th
ink
of w
ays
to m
ove
at d
iffer
ent l
evel
s.
Enc
oura
ge c
hild
ren
to s
ugge
st m
ore
diffi
cult
mov
emen
ts a
s th
ey e
xplo
re s
elf s
pace
. R
ead
poem
s/st
orie
s or
list
en to
mus
ic w
ith s
trong
rhyt
hms
and
have
the
child
ren
clap
thei
r ha
nds,
tap
thei
r toe
s, ju
mp,
wal
k, o
r gal
lop
to th
e rh
ythm
s.
Talk
with
chi
ldre
n ab
out h
ow th
eir b
odie
s fe
el w
hen
they
are
pul
ling
a sl
ed, h
amm
erin
g na
ils,
carr
ying
a b
ox; m
odel
lang
uage
to c
ontri
bute
to b
ody
awar
enes
s su
ch a
s “I
saw
how
you
wer
e le
anin
g fo
rwar
d w
hen
you
pulle
d yo
ur b
uddy
on
the
sled
,” o
r “I n
otic
ed h
ow y
ou w
ere
push
ing
dow
n w
ith y
our f
eet w
hen
you
wer
e pe
ddlin
g on
the
tricy
cle.
” S
ugge
st th
at tw
o ch
ildre
n sh
are
a hu
la h
oop
to p
erfo
rm m
ovem
ents
toge
ther
. O
ffer o
bjec
ts o
f var
ying
wei
ghts
for c
hild
ren
to p
ick
up a
nd d
escr
ibe
how
hea
vy o
r lig
ht a
n ob
ject
to h
elp
them
regu
late
thei
r mov
emen
t.
Draft Fall 2013 22 Physical Development
Physical Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
References Canadian Institute of Health & Canadian Child Care Federation. (2004). (2nd Ed.).
Moving and growing 2. Ottawa, ON: Canadian Institute of Health & Canadian Child Care Federation.
Carlson, F. (2011). Big body play: Why boisterous, vigorous, and very physical play is essential to children’s development and learning. Washington, DC: NAEYC.
Dowling, M. (2010). (3rd Ed.). Young children’s personal, Social & emotional development. Thousand Oaks, CA: Sage Publications Inc.
Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young
children’s learning. Washington, DC: NAEYC. Hewitt, D. (2012). (2nd Ed.). So this is normal too? St. Paul, MN: Redleaf Press. Isenberg, J. & Jalongo, M. (2000). Creative expression and play in the early
childhood curriculum. Upper Saddle River, NJ: Prentice-Hall.
National Association for Sport and Physical Education (NASPE). (2009). (2nd Ed.). Active start: A Statement of physical activity for children from birth to age 5. Sewickley, PA: AAHPERD Publications Fulfillment Center. (American Alliance for Health, Physical Education, Recreation and Dance)
Pica, R, (2008). Learning by leaps and bounds: Why motor skills matter. Young Children, 63 (4): pp. 48-49. (2010). Learning by leaps and bounds: Linking literacy and movement. Beyond the Journal. Retrieved on June 22, 2012 from www.journal.naeyc.org/btj
Pool, C., Miller, S., & Church, E. (2003). Ages and stages: How children build
friendships. Early Childhood Today. Retrieved on June 22, 2012 from www2.scholastic.com/browse/article.jsp?id=3747174
Recommended Resources Canadian Institute of Health & Canadian Child Care Federation. (2004). (2nd Ed.).
Moving and growing 2. Ottawa, ON: Canadian Institute of Health & Canadian Child Care Federation.
Carlson, F. (2011). Big body play: Why boisterous, vigorous, and very physical play is essential to children’s development and learning. Washington, DC: NAEYC.
Draft Fall 2013 23 Physical Development
Physical Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
Dowling, M. (2010). (3rd Ed.). Young children’s personal, Social & emotional development. Thousand Oaks, CA: Sage Publications Inc.
Epstein, A. (2007). The Intentional teacher: Choosing the best strategies for young
children’s learning. Washington, DC: NAEYC. Hewitt, D. (2012). (2nd Ed.). So this is normal too? St. Paul, MN: Redleaf Press. Isbell, C. (2010). Everyday play: Fun games to develop the fine motor skills your
child needs for school. Silver Spring, MD: Gryphon House. Saskatchewan Ministry of Education. (2010). Physical Activity Initiative Workshop 2010 distance participation format CD. Includes children’s literature list, professional resources and website recommendations as well as resource booklet, articles, possible adaptations Saskatchewan Ministry of Education. (2010). Physical Activity Initiative Workshop 2010 supplementary resources CD. Saskatchewan Ministry of Education - Active solutions information sheets http://www.education.gov.sk.ca/ELCC/physical-activity Saskatchewan Ministry of Education - Mealtime mentoring information sheets http://www.education.gov.sk.ca/ELCC/Nutrition-Information-Sheets
Draft Fall 2013 24 Spiritual Development
Spiritual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“The purpose of aesthetic experience is to develop a full and rich life for the child. It does not matter
whether an activity is useful for anything else.
There does not have to be a product. Doing just for
the sake of doing is enough.”
Mayesky, 2003, p. 23.
Experiences during the early childhood years
give form to the values, attitudes, and
basic orientation toward the world that individuals carry with them throughout their
life. Wilson, 1997
Introduction This section of the resource outlines the essential learning experiences that enrich children’s spiritual development to assist early childhood educators to recognize, plan appropriate strategies, and support the growth of young children’s spiritual capabilities and understandings. Spiritual development is perhaps the least understood and most thought-provoking developmental area that educators integrate into children’s daily learning experiences (Dowling, 2010; Hay & Nye, 1996). How educators interpret the term “spiritual development” is influenced by their personal values, culture and experiences. For some, spirituality is a worldview that stands in direct contrast to a materialistic view of the world. For others it is a deeply felt connection to a greater being.
Spirituality, an important aspect of life, is a distinguishing feature of First Nations’ culture. It is related to a holistic perspective on life and is associated with the land, healing, culture and education. First Nations children are taught to be aware of and thankful for their natural environment (Ottmann, 2002). Although expressed differently, spirituality is a component of every culture. Another example of experience within the spiritual domain is the aesthetic experience – an experience in which our human sensibilities are open to the beauty and wonder of aspects of our world. To better
understand this aspect of spirituality, educators might recall their own absorbing experiences of hearing the rhythm of the rain or seeing the hoar frost on a row of trees, the expansive hue of a sunset, or the joyful expression on a child’s face. As well as being intrigued by nature and fascinated by beauty, young children engage in personal expression through artistic modes such as song, dance, and visual creative expressions with an openness, focus, and absence of conformity that marks the artistic aesthetic experience. There is no purpose or motivation required for experiencing the aesthetic. It is engagement for pure joy. Early contributors to a child-centered approach in early childhood education, Froebel, Pestalozzi, Montessori and Steiner, pioneered holistic education with the belief that education should also contribute to the spiritual development of children. In the context of education, spiritual development is often described as the non-material aspect of who we are, in contrast to the body which represents the material aspect of who we are. For purposes of this document, the term “spiritual development” in young children is expressed as “other ways of knowing” (Wilson, 1997).With preschool children, these ways of knowing and being in the world may be described as aesthetic experiences, wonder, insight, compassion, and curiosity.
Draft Fall 2013 25 Spiritual Development
Spiritual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
Guiding Principles and Related Pedagogical Considerations The Competent, Active Child Children become seekers of knowledge through their
curiosity, play, creative activities, and aesthetic experiences. They use their bodies and their senses to examine and appreciate their surroundings. From infancy, children expand their self-understanding to interactions with others in their social and natural environments, participating in a lifelong journey of discovery about themselves, other children and adults in their lives, and the natural world.
Play and Exploration as the Best Mode for Learning Through their play and exploration, children ask
questions about events and their surroundings. They use their imagination to create stories in dramatic play that express their ideas and insights, and they produce original works of art interpreting what they view as beautiful in their surroundings.
When their learning environment offers a variety of thought-provoking objects and resources, children eagerly respond to the invitation to investigate, to use their senses and to explore possibilities.
Continua of Development: both Typical and Unique Children’s spiritual development progresses along a continuum similar to other
developmental areas. Each child follows a unique pattern of spiritual unfolding dependent upon her/his own developmental progress and environment.
Experiences, unique talents and specific developmental processes will influence how the child matures along his/her personal spiritual path.
Development as Holistic in Nature Children grow and develop in a holistic manner. Spiritual development matures in concert
with other domains of learning. With a distinctly non-material aspect, spiritual growth is closely aligned with social-emotional development.
Draft Fall 2013 26 Spiritual Development
Spiritual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“Spiritual development can seem remote from the tenets of early education, which stress the importance of activity and ‘being’…yet during the early years of life children are not naturally weighed down with
materialism…and are very receptive to thoughts and ideas. Clearly this is a good basis to recognize the things of quality and significance in life.” (Dowling, 2010, P.140)
“…if the focus of education is on the development of the whole child (rather than just the intellect), the
spiritual dimension of our humanness must be addressed. It is a serious fallacy to think that young children are not ready for spiritual growth or that they do not have spiritual experiences…The opposite is likely true -
childhood is the spiritual period par excellence.” Wilson, (nd)
Responding to Children’s Interests A learning environment that reflects or ignites children`s interests in the natural world
provides opportunities to connect with wonder and beauty through sensory involvement, intellectual engagement, curiosity, and imagination.
Offering a wide range of choices and opportunities to use natural materials promotes sensory awareness and boosts children’s recognition of their own capacities and
possibilities as well as those of the materials they explore. Relationship: Enhancing Interactions In spiritual development, relationships with others as well as with aspects of culture and the natural world, are essential in promoting an awareness of personal acceptance, understanding of others and feelings of being connected with and identifying connections with the wider world – especially with the natural world.
Children recognize when their ideas and thoughts are acknowledged and respected in interpersonal contacts and when their natural abilities and interests are being nurtured. This contributes to the child’s sense of personal uniqueness and value, to the awareness of caring and supportive relationships and enriches children’s spiritual development.
Adults in the learning environment set the tone and demonstrate positive examples through which children learn to respect and care about other adults and children as well as their natural surroundings. (Dowling, 2010).
Dra
ft Fa
ll 20
13
27
Spiri
tual
Dev
elop
men
t
Spir
itual
Dev
elop
men
t: E
ssen
tial
Lea
rnin
g E
xper
ienc
es
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Esse
ntia
l Le
arni
ng
Expe
rienc
e
Wha
t doe
s it
look
like
? C
ontin
uum
of d
evel
opm
ent
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t A
esth
etic
Exp
erie
nces
•
Expe
rienc
ing
a se
nse
of w
onde
r, aw
e, a
nd
joy
• Ex
perie
ncin
g he
ight
ened
sen
sory
aw
aren
ess
• D
evel
opin
g an
ap
prec
iatio
n of
be
auty
in th
e na
tura
l an
d m
an-m
ade
wor
ld
From
…
Not
icin
g an
d ob
serv
ing
enga
ging
asp
ects
of t
he
envi
ronm
ent s
uch
as:
Enj
oyin
g th
e fle
etin
g se
nsor
y ex
perie
nce
of
runn
ing
finge
rs o
ver m
ater
ials
text
ures
of i
tem
s in
an
invi
tatio
n ar
ea; a
ttend
ing
to s
ound
s in
the
envi
ronm
ent s
uch
as th
e w
hist
ling
of w
ind
or
the
soun
d of
a fl
ute
To…
E
ngag
ing
deep
ly w
ith m
ater
ials
or e
xper
ienc
es
that
aw
aken
sen
sory
exp
lora
tion
such
as:
•
sitti
ng q
uiet
ly in
the
mus
ic a
rea
liste
ning
to a
favo
urite
sel
ectio
n •
mix
ing
pain
t and
wat
chin
g th
e co
lour
s sw
irl a
nd c
hang
e B
egin
ning
to e
xpre
ss w
onde
r suc
h as
: •
bein
g on
an
outin
g in
a fi
eld
or p
ark,
no
ticin
g th
e ex
pans
iven
ess
of th
e sk
y an
d sh
arin
g th
at a
war
enes
s by
say
ing
with
a s
ense
of a
we,
“The
sky
is
big…
” •
bei
ng s
urpr
ised
and
am
azed
at t
he
soun
d m
ade
by a
ir es
capi
ng w
hen
brea
d do
ugh
is k
nead
ed a
nd s
ay, “
It’s
mak
ing
a sq
ueak
y so
und!
”
List
en…
H
ow d
o th
e ch
ildre
n de
scrib
e th
eir i
ndiv
idua
l exp
erie
nces
to y
ou o
r the
ir fri
ends
?
Obs
erve
…
Do
child
ren
notic
e an
d fo
cus,
eve
n fle
etin
gly,
on
expe
rienc
es s
uch
as:
• th
e lig
ht fl
owin
g th
roug
h a
win
dow
or t
he s
mel
l of r
ain
in th
e ai
r or f
low
ers
bloo
min
g •
wat
er fl
owin
g fro
m a
con
tain
er in
to th
e w
ater
tabl
e •
the
rhyt
hm o
f the
bea
ting
of a
dru
m, o
r •
squi
shin
g, p
inch
ing,
sm
ooth
ing
or a
ddin
g m
arks
to c
lay
or p
layd
ough
? W
hich
mat
eria
ls e
ntic
e in
divi
dual
chi
ldre
n to
bec
ome
mor
e ob
serv
ant a
nd e
ngag
ed?
Ref
lect
…
Rec
all o
ne’s
ow
n ch
ildho
od m
emor
ies
of w
onde
r and
nat
ural
bea
uty.
Con
side
r the
invo
lvem
ent
of s
enso
ry p
erce
ptio
n w
ithin
that
mem
ory.
Con
side
r the
role
of o
ne’s
cul
ture
in th
e ex
perie
nce.
Be
aw
are
of ti
mes
whe
n ch
ildre
n ar
e no
ticin
g an
d fo
cusi
ng -
fleet
ingl
y or
with
atte
ntio
n - o
n an
el
emen
t of w
onde
r in
the
envi
ronm
ent o
r tak
ing
plea
sure
from
a s
enso
ry e
xper
ienc
e.
Ref
lect
on
your
obs
erva
tions
rega
rdin
g w
hat y
ou b
elie
ve m
ay h
ave
been
a c
hild
’s a
esth
etic
ex
perie
nce.
R
espo
nd…
Ta
lk w
ith c
hild
ren
to h
ighl
ight
and
sha
re y
our e
xper
ienc
es; d
escr
ibe
wha
t you
hav
e no
ticed
that
ca
ptur
ed y
our a
ttent
ion,
sen
sory
eng
agem
ent a
nd w
onde
r and
how
it m
akes
you
feel
. D
raw
chi
ldre
n’s
atte
ntio
n to
asp
ects
of w
onde
r and
bea
uty
in th
e en
viro
nmen
t suc
h as
dew
sp
arkl
ing
on a
spi
der w
eb o
r the
sw
ellin
g bu
d of
a p
lant
on
the
win
dow
sill
. En
cour
age
child
ren
to e
xpre
ss th
eir e
xcite
men
t, de
scrib
e w
hat i
ntrig
ued
them
in a
var
iety
of
way
s: te
lling
a s
tory
, pai
ntin
g a
pict
ure,
act
ing
out t
he e
vent
, cre
atin
g so
ngs,
dan
cing
, or s
impl
y cl
osin
g th
eir e
yes
and
thin
king
abo
ut th
e ex
perie
nce.
To
enh
ance
aes
thet
ic s
ensi
tivity
, tal
k w
ith c
hild
ren
abou
t the
ir ar
tistic
cre
atio
ns in
term
s of
the
elem
ents
of a
rt. Y
ou m
ight
com
men
t on
thei
r use
of c
olou
rs, s
hape
s, li
nes,
spa
ce, o
r the
des
ign
of th
e ar
t wor
k: “I
not
iced
that
you
use
d lo
ng b
lack
line
s to
mak
e th
e tre
es.”
Pr
ovid
e a
varie
ty o
f mat
eria
ls th
at in
vite
dee
per e
xplo
ratio
n an
d en
cour
age
mul
ti-se
nsor
y aw
aren
ess
such
as
bead
s or
mirr
ors
to c
aptu
re li
ght,
feat
hers
, con
es, a
nd p
ebbl
es, p
lant
s w
ith
diffe
rent
sce
nts.
Dis
cuss
how
thes
e ite
ms
smel
l/fee
l/loo
k/ta
ste/
soun
ds. E
xten
d th
e ex
perie
nce
to th
e ou
tdoo
rs. W
hat d
o th
e ch
ildre
n fin
d us
ing
thei
r sen
ses
to e
xam
ine
a tre
e.
Mod
el a
nd e
ncou
rage
the
use
of p
ower
ful a
nd e
voca
tive
wor
ds d
urin
g se
nsor
y pl
ay to
exp
and
child
ren’
s vo
cabu
lary
and
und
erst
andi
ng o
f the
ir ex
perie
nces
; wor
ds s
uch
as fo
r the
tact
ile
sens
e –
“slim
y, c
old,
war
m, h
ot, p
rickl
y, s
moo
th…
” U
se d
ocum
enta
tion
of c
hild
ren’
s ex
perie
nces
in p
hoto
grap
hs a
nd v
ideo
to s
hare
with
them
and
di
scus
s w
hat t
hey
reca
ll an
d ho
w th
ey fe
lt.
Dra
ft Fa
ll 20
13
28
Spiri
tual
Dev
elop
men
t
Spir
itual
Dev
elop
men
t: E
ssen
tial
Lea
rnin
g E
xper
ienc
es
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
Expe
rienc
ing
a se
nse
of:
•
Con
nect
edne
ss
• C
ompa
ssio
n •
Res
pons
ibili
ty
From
…
Bei
ng u
naw
are
of th
e ric
hnes
s, d
iver
sity
and
be
auty
of t
he n
atur
al e
nviro
nmen
t B
eing
una
war
e th
at th
eir a
ctio
ns a
re d
amag
ing
livin
g or
gani
sms
or m
ater
ials
for l
earn
ing
Not
icin
g la
rge
obje
cts
and
anim
als
such
as
logs
or
rabb
its b
ut n
ot fi
ner d
etai
ls
To…
V
alui
ng a
nd c
arin
g fo
r the
ir le
arni
ng
envi
ronm
ent -
the
mat
eria
ls, p
eopl
e an
d liv
ing
crea
ture
s in
it
Suc
h as
: •
Car
ing
with
gen
tlene
ss a
nd
resp
onsi
bly
for t
he c
lass
pet
•
Pla
ying
car
eful
ly w
ith th
e re
al,
porc
elai
n di
shes
in th
e ho
usek
eepi
ng
cent
re
• P
uttin
g m
ater
ials
aw
ay in
thei
r re
spec
tive
plac
es w
hen
child
ren
have
co
mpl
eted
thei
r lea
rnin
g ac
tiviti
es
• S
how
ing
com
pass
ion
by s
harin
g th
eir
mitt
ens
with
a p
eer o
n a
cold
day
V
alui
ng a
nd c
arin
g fo
r the
nat
ural
env
ironm
ent.
Suc
h as
: •
expl
orin
g na
tura
l are
as in
the
play
grou
nd
• di
scov
erin
g sm
all c
reat
ures
livi
ng in
th
e en
viro
nmen
t •
expe
rienc
ing
a se
nse
of w
onde
r and
pr
otec
tiven
ess
whe
n ob
serv
ing
a bi
rd
build
ing
its n
est i
n ea
rly s
prin
g.
Bei
ng a
war
e th
at th
ey a
re a
par
t of t
he la
rger
na
tura
l and
soc
ial w
orld
For s
ome,
bei
ng a
war
e of
dee
ply
felt
co
nnec
tions
to a
gre
ater
bei
ng.
List
en…
H
ow d
o ch
ildre
n ex
pres
s th
eir c
onne
ctio
ns to
the
natu
ral w
orld
and
thei
r und
erst
andi
ng
abou
t the
ir w
orld
?
Obs
erve
…
Wha
t do
the
child
ren
find
intri
guin
g in
the
natu
ral w
orld
? In
thei
r cla
ssro
om?
H
ow d
o ch
ildre
n m
ake
conn
ectio
ns w
ith g
row
ing
plan
ts, l
ivin
g cr
eatu
res
or o
ther
item
s in
th
eir l
earn
ing
envi
ronm
ents
?
How
do
they
exh
ibit
thei
r sen
se o
f com
pass
ion
and
resp
onsi
bilit
y w
hen
they
obs
erve
and
in
tera
ct w
ith a
nim
als
or s
mal
l cre
atur
es?
A
re th
ey in
tere
sted
in o
bser
ving
and
col
lect
ing
beau
tiful
thin
gs in
the
envi
ronm
ent s
uch
as
smal
l col
ourfu
l sto
nes,
she
lls, o
r lea
ves
of v
ario
us c
olou
rs a
nd s
hape
s?
Ref
lect
…
Con
side
r how
chi
ldre
n ex
plor
e th
eir e
nviro
nmen
ts, h
ow th
ey b
ecom
e m
ore
com
forta
ble
and
open
to p
ossi
bilit
ies
for f
anta
sy p
lay,
phy
sica
l exe
rcis
e, a
nd g
row
mor
e co
nfid
ent i
n th
eir a
bilit
ies.
Ref
lect
abo
ut h
ow th
ese
expe
rienc
es c
ontri
bute
to th
e ch
ild’s
sen
se o
f co
nnec
tion
to th
e w
orld
and
thos
e ar
ound
them
. R
espo
nd…
O
n a
natu
re w
alk,
wra
p a
leng
th o
f mas
king
tape
aro
und
each
chi
ld’s
wris
t, st
icky
sid
e ou
t to
mak
e na
ture
bra
cele
t. In
vite
the
child
ren
to lo
ok fo
r tin
y pi
eces
of n
atur
e to
gat
her a
nd
stic
k to
the
brac
elet
. Ta
ke p
hoto
grap
hs o
f asp
ects
of n
atur
e, e
spec
ially
livi
ng c
reat
ures
, an
d la
rger
item
s th
at c
aptu
re c
hild
ren’
s in
tere
st.
Pro
vide
invi
tatio
ns a
nd c
olle
ctio
ns th
at
enco
urag
e cl
oser
exa
min
atio
n of
nat
ural
trea
sure
s.
Enh
ance
chi
ldre
n’s
rela
tions
hips
with
nat
ural
obj
ects
and
ani
mal
s by
pro
vidi
ng m
ater
ials
fo
r dra
win
g, p
aint
ing,
con
stru
ctin
g, o
r scu
lptin
g re
pres
enta
tions
of t
heir
expe
rienc
es
Invi
te a
Firs
t Nat
ions
’ eld
er to
vis
it th
e cl
assr
oom
to s
hare
sto
ries
abou
t the
nat
ural
wor
ld,
thei
r pla
ce in
it.
Cre
ate
a cl
ass
book
abo
ut c
hild
ren’
s ex
perie
nces
thro
ugho
ut th
e ye
ar th
at c
hron
icle
s th
eir
rela
tions
hips
to e
ach
othe
r, w
ithin
the
scho
ol, w
ith th
e w
ider
com
mun
ity, a
nd w
ith th
e na
tura
l wor
ld.
Rev
isit
the
albu
ms
regu
larly
with
the
child
ren
and
thei
r fam
ilies
. P
rovi
de p
lace
s an
d tim
e fo
r qui
et re
flect
ion
both
indo
ors
and
out.
Add
com
fy c
ushi
ons,
sof
t lig
htin
g an
d m
usic
to e
nsur
e a
calm
ing
atm
osph
ere.
Exp
lain
that
this
is th
eir s
peci
al a
rea
to th
ink
and
or ju
st to
be
quie
t or r
est.
Dis
cuss
how
eac
h of
us
fits
in c
omm
unity
/wor
ld a
nd w
hy w
e ar
e im
porta
nt w
ithin
it.
Draft Fall 2013 29 Spiritual Development
The Child and Spiritual Development Physical
Intellectual Spiritual
Social Emotional
References Copple, C. & Bredekamp, S. (2009). (3rd Ed.). Developmentally appropriate practice in early
childhood programs. Washington, DC: National Association for Young Children.
Cornett, C. & Smithrim, K. (2001). The arts as meaning makers: Integrating literature and the arts throughout the curriculum. Toronto, ON: Pearson Education Canada Inc. Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Curtis, D. & Carter, M. (2000). The art of awareness: How observation can transform your teaching. Upper Saddle River, NJ: Pearson Education, Inc. Dowling, M. (2010). (3rd Ed.) Young children’s personal, social and emotional development. Thousand Oaks, CA, Sage Publishing. Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young children’s
learning. Washington, DC: NAEYC.
Hart, T. (2005). Spiritual experiences and capacities of children and youth. Handbook of Spiritual Development in Childhood and Adolescence (pp. 163-178). Thousand Oaks: CA : Sage.
Hay, D. & Nye, R. (1996). Investigating children’s spirituality: The need for a fruitful hypothesis. International Journal of Children’s Spirituality, Vol. 1, 1, 1996.
Hewitt, D. (2012). (2nd Ed.) So this is normal Too? St. Paul, MN: Redleaf Press. Mayesky, M. (2003). How to foster creativity in all children. Clifton Park, NY: Delmar Learning. Ottmann, J. (2002). First Nations leadership and spirituality within the Royal Commission on
Aboriginal Peoples: A Saskatchewan perspective. Unpublished Master’s Thesis: University of Saskatchewan, Saskatoon, SK,, Canada.
Thompson, S. (2005). Children as illustrators: Making meaning through art and language. Washington, DC: NAEYC.
Wilson, R. (1997). The wonders of nature: Honoring children’s ways of knowing. Earlychildhood News, 9 (2), 6-9, 16-19.
Wilson, R. (nd) Developing the whole child: Celebrating the spirit of each child. Earlychildhood News.
Retrieved on July 2, 2012 from http://www.earlychildhoodnews.com/
Draft Fall 2013 30 Spiritual Development
The Child and Spiritual Development Physical
Intellectual Spiritual
Social Emotional
Recommended Resources Copple, C. & Bredekamp, S. (2009). (3rd Ed.). Developmentally appropriate practice in early
childhood programs. Washington, DC: National Association for the Education of Young Children.
Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Curtis, D. & Carter, M. (2000). The art of awareness: How observation can transform your teaching. Upper Saddle River, NJ: Pearson Education, Inc. Dowling, M. (2010). (3rd Ed.) Young children’s personal, social and emotional development. Thousand Oaks, CA, Sage Publishing.
Draft Fall 2013 31 Intellectual Development
Intellectual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“…we must empower children to learn how to
learn and enjoy the process. Children will
also need many chances to construct their own
knowledge. Knowing how to investigate and think is a powerful tool that will stay with them
forever.” Stacey, 2011, p.18
Introduction When considering the intellectual development of preschool children we must look deeper than simply considering the basic concepts and skills to be included. During this important period of development, the foundations of how and why children learn are being formed and therefore educators must nurture a disposition for learning, explore those concepts which have meaning to the children and encourage children to explore, problem solve, reflect and create. High quality early learning programs provide children with opportunities to acquire knowledge that they will build on throughout their lives. When children are engrossed in investigations, their attention is focused on using their senses to explore what is happening, asking questions about what they find and wondering what will happen. Children will benefit from supportive adult participation in the form of well-placed questions and discussion or the addition of simple tools that help to expand and extend children’s prior knowledge. A well-equipped environment that includes a variety of interesting materials, natural items and tools for examining objects and living creatures, appeals to children’s inclination to figure out how something works, where it can be used and what can be uncovered in the investigation. With careful planning and ongoing adult support in the context, children enthusiastically engage in learning processes as they discover new concepts and develop deeper understanding of their surroundings, both indoors and outdoors.
By observing to determine what children already understand educators can scaffold their learning with new vocabulary and conceptual frameworks. Through ongoing practice and repeated experiences, children gradually acquire valuable content knowledge. Guiding Principles and Related Pedagogical Considerations The Competent Child • Children’s natural urge is to explore their surroundings, equipment and materials, using all of their senses and imagination to help them understand and talk about their experiences and observations.
• Preschool children raise questions about what they see and how things work as they carefully observe objects, living creatures or events occurring around them and engage in investigations and interactions that help solve their problems.
Draft Fall 2013 32 Intellectual Development
Intellectual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
“Children who are better at drawing also tend to have larger
vocabularies and better pre-literacy skills. Art is a way to communicate (visually) and is linked to these other ways to communicate (through the spoken and written word).
Having fun with art experiences can build the foundation for
increased competence in many parts of [a] child’s life”.
Riley et al. 2009, p148.
Play and Exploration as the Best Mode of Learning • Play is considered to be an important pathway into inquiry and content. In their play, for example, children engage in exploring the properties of water, in testing and predicting which toys which roll farthest and why, or in constructing a hideaway that can safely accommodate two children. • Exploration is a process used constantly by young children to ‘find out’ about the world. They ask questions about how items work, how sounds are made, where creatures live, where oranges come from, or why is the moon in my
backyard? Each query invites exploration and investigation as children add to their limited experience, by expanding their knowledge about their environments and the objects in them.
• Exploration of various tools and devices such as measuring tapes, timers, simple scales, graduated measuring cups and spoons lead children to ask questions and use the resources to solve their own problems. These early explorations provide the foundation for more formal mathematical understanding.
Continua of Development: Both Typical and Unique • As in other domains, children’s intellectual understandings develop according to
individual and unique patterns of development, in a somewhat predictable manner.
• However, each child’s development is influenced by previous experiences and adult support in helping them to make connections as well as with their ongoing play and explorations.
• Adults recognize and respond to each child’s strengths, interests, needs and challenges.
Development as Holistic in Nature
• Development in intellectual processes and content is interrelated with other domains as the child grows.
• Social-emotional and language development supports the child’s ability to work
and interact collaboratively with others in intellectual processes and content. At the same time physical development and spiritual development engage the child in moving about and observing wonderful things to explore in the natural world.
Draft Fall 2013 33 Intellectual Development
Intellectual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
Responding to Children’s Interests • Intellectual exploration is deeply imbedded in classroom activities, projects, and
conversations. The environment invites children to share their interests and theories by representing and documenting what they discover.
• Materials, equipment, books and other resources are carefully selected to appeal to children’s interests and respond to their questions. Children are encouraged to explore questions such as, “How will the water get into the bucket?” or “What would happen if we loaded the wagon with these rocks?”
• Ample time for play and exploration is provided to ensure that children have time to try things out, take risks, think about, analyze and reflect on their work. Materials are available over days and weeks so that children can return to explore them on multiple occasions. Children are supported to use materials in ways that adults may not have originally envisioned.
• Children will use materials such as collections of similar objects and other equipment, to incorporate their emerging mathematic and scientific ideas and vocabulary into their dramatic play. Through this playing out of processes and conceptualizations, children expand and deepen their understandings. (Spencer & Hall, 2010; Tomlinson & Hyson, 2012)
Dra
ft Fa
ll 20
13
34
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Es
sent
ial
Lear
ning
Ex
perie
nce
Wha
t doe
s it
look
like
? C
ontin
uum
of d
evel
opm
ent
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t So
lvin
g Pr
oble
ms
• D
emon
stra
ting
Cur
iosi
ty
• Ex
plor
ing
• O
bser
ving
•
Und
erst
andi
ng
Cau
se a
nd E
ffect
•
Antic
ipat
ing
and
Pred
ictin
g
From
…
Exp
lorin
g m
ater
ials
and
obs
ervi
ng in
an
effo
rt to
so
lve
prob
lem
s w
hich
are
mea
ning
ful t
o th
e ch
ild
(like
ly w
ith v
aryi
ng le
vels
of f
rust
ratio
n).
Und
erst
andi
ng th
at a
cer
tain
act
ion
will
/mig
ht
caus
e a
spec
ific
effe
ct/o
utco
me.
D
emon
stra
ting
curio
sity
by
expl
orin
g m
ater
ials
, m
akin
g ob
serv
atio
ns a
nd e
ngag
ing
with
inte
rest
in
new
exp
erie
nces
. D
emon
stra
ting
curio
sity
by
aski
ng q
uest
ions
ab
out o
bjec
ts a
nd e
vent
s.
To…
A
ntic
ipat
ing,
pre
dict
ing
and
eval
uatin
g po
ssib
le
solu
tions
to p
robl
ems
whi
ch a
re m
eani
ngfu
l to
the
child
; atte
mpt
s to
sol
ve p
robl
em u
sing
bes
t pr
edic
tion
Exp
lorin
g ad
ditio
nal s
olut
ions
or m
odify
ing
atte
mpt
s ba
sed
on o
bser
vatio
n an
d ex
perie
nces
if
initi
al a
ttem
pt(s
) are
uns
ucce
ssfu
l
List
en…
D
oes
the
child
ask
que
stio
ns d
urin
g di
scus
sion
s/in
tera
ctio
ns/e
xplo
ratio
ns/fi
eld
trips
?
Doe
s th
e ch
ild m
ake
conn
ectio
ns b
etw
een
stor
ies/
book
s/co
nver
satio
ns, a
nd li
fe e
xper
ienc
es?
Doe
s th
e ch
ild e
ngag
e in
sel
f-tal
k ab
out p
robl
ems/
chal
leng
es o
r how
they
mig
ht b
e so
lved
? D
oes
the
child
ant
icip
ate
or p
redi
ct th
at a
cer
tain
act
ion
or m
ater
ial w
ill/w
ill n
ot s
uit a
pa
rticu
lar s
ituat
ion?
H
ow d
oes
the
child
exp
ress
frus
tratio
n?
Doe
s th
e ch
ild v
erba
lize
his/
her d
isco
verie
s w
ith o
ther
s?
Obs
erve
…
Doe
s he
/she
not
ice
new
mat
eria
ls, e
xam
ine
or s
ort t
hem
, sel
ect o
nes
that
will
sui
t his
/her
cu
rren
t tas
k; m
ove
mat
eria
ls to
ano
ther
loca
tion
or p
roje
ct/c
reat
ive
repr
esen
tatio
n an
d us
e m
ater
ial i
n th
at n
ew lo
catio
n/pr
ojec
t/cre
ativ
e re
pres
enta
tion?
H
ow lo
ng d
oes
the
child
rem
ain
enga
ged
with
a ta
sk w
hen
prob
lem
s ar
ise?
Doe
s th
e ch
ild
mak
e m
ultip
le a
ttem
pts
to s
olve
the
prob
lem
? D
oes
the
child
per
sist
in u
sing
one
stra
tegy
or
does
(s)h
e try
new
stra
tegi
es a
fter f
aile
d at
tem
pts
to s
olve
a p
robl
em?
Doe
s th
e ch
ild o
bser
ve
othe
rs to
iden
tify
alte
rnat
ive
stra
tegi
es o
r use
a s
trate
gy th
at h
as b
een
used
pre
viou
sly?
D
oes
the
child
acc
ept i
nput
from
oth
ers
to a
ssis
t in
prob
lem
sol
ving
? Is
a c
hild
’s b
ody
lang
uage
or e
mot
iona
l sta
te in
dica
ting
frust
ratio
n.
Res
pond
…
Not
e ch
ildre
n’s
curr
ent i
nter
ests
and
pro
blem
s so
lvin
g; re
flect
on
child
ren’
s (re
gula
r)
enga
gem
ent i
n pa
rticu
lar a
spec
ts o
f pla
y an
d ho
w/w
hy th
ey u
se th
at m
ode
of e
xplo
ratio
n.
Use
the
dial
ogue
bet
wee
n ch
ildre
n as
an
oppo
rtuni
ty to
pro
mpt
pro
blem
sol
ving
. Enc
oura
ge
child
ren
to re
flect
on
caus
e/ef
fect
/pos
sibl
e so
lutio
ns to
mea
ning
ful e
vent
s in
thei
r liv
es. “
Why
ar
e th
ere
earth
wor
ms
on th
e si
dew
alk?
We
alw
ays
see
them
on
the
side
wal
k w
hen
it ra
ins.
W
hy a
re th
ey o
n th
e si
dew
alk
inst
ead
of u
nder
the
grou
nd?
I won
der i
f it i
s be
caus
e .
. .”
List
en d
eepl
y to
chi
ldre
n an
d en
cour
age
them
to v
erba
lize
and
shar
e th
eir d
isco
verie
s.
Use
que
stio
ns b
egin
ning
with
“why
”, “w
hat”,
“whe
n”, “
whe
re” o
r “ho
w” t
hat p
rom
pt c
hild
ren
to
begi
n to
und
erst
and
caus
e an
d ef
fect
as
wel
l as
to c
onsi
der o
ther
opt
ions
or w
ays
to v
iew
a
situ
atio
n.
Pro
vide
opp
ortu
nitie
s fo
r chi
ldre
n to
mak
e ch
oice
s an
d m
ista
kes
in th
eir l
earn
ing.
E
ngag
e w
ith c
hild
ren
who
are
rese
rved
and
qui
et; o
bser
ve th
eir a
ctio
ns a
nd in
vite
them
to
show
thei
r pro
blem
sol
ving
stra
tegi
es.
Dra
ft Fa
ll 20
13
35
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Cre
atin
g an
d Im
agin
ing
From
…
Usi
ng m
ater
ials
in s
impl
e w
ays
and
need
ing
prom
ptin
g.
(dra
mat
ic p
lay,
vis
ual a
rt, s
enso
ry e
xplo
ratio
n)
To…
U
sing
mat
eria
ls in
mul
tiple
way
s to
repr
esen
t id
eas
and
shar
e th
ough
ts o
r fee
lings
. (d
ram
atic
pla
y sc
enar
ios,
vis
ual a
rt, m
usic
, an
d/or
mov
emen
t, bu
ildin
g m
ater
ials
etc
.)
List
en…
D
oes
the
child
talk
abo
ut w
hy (s
)he
is s
elec
ting
a pa
rticu
lar m
ater
ial o
r pro
p?
Doe
s th
e ch
ild s
peak
abo
ut h
ow a
mat
eria
l/pro
p co
uld
be a
___
___
(blo
cks
coul
d be
use
d as
a
stov
e)?
D
oes
the
child
requ
est m
ore
of a
mat
eria
l or a
sk w
here
item
s av
aila
ble
prev
ious
ly h
ave
gone
? D
o ch
ildre
n as
k ea
ch o
ther
, “W
here
did
you
get
that
?”
Doe
s (s
)he
assi
gn ro
les
such
as
“I’ll
be _
____
___
and
you
can
be _
____
____
____
_”?
Doe
s th
e ch
ild a
sk/s
ugge
st, “
Look
at t
his!
” “Le
t’s p
rete
nd.”
“Let
”s tr
y __
____
__.”
Obs
erve
…
How
(with
wha
t qua
litie
s) d
oes
the
child
pre
tend
to b
e so
meo
ne o
r som
ethi
ng o
n hi
s/he
r ow
n or
whe
n in
spire
d by
cla
ss a
ctiv
ities
, pro
mpt
s or
pro
ps?
(an
anim
al, c
ar, d
octo
r, cl
ouds
, etc
) H
ow o
ften
does
the
child
eng
age
in re
pres
entin
g id
eas
usin
g vi
sual
art/
cons
truct
ion
mat
eria
ls,
role
pla
y, m
ovin
g to
mus
ic, e
tc.?
W
hat a
spec
t of c
reat
ive
expr
essi
on is
the
child
mos
t ofte
n dr
awn
to?
(con
stru
ctio
n, p
ictu
re
mak
ing,
col
lage
, rol
e pl
ay, c
reat
ing
or m
ovin
g to
mus
ic, e
tc.)
How
doe
s th
e ch
ild u
se a
mat
eria
l to
repr
esen
t som
ethi
ng e
lse
or u
se a
mat
eria
l for
ano
ther
pu
rpos
e?
Doe
s th
e ch
ild re
-ena
ct s
torie
s, e
ither
fam
iliar
or n
ovel
, and
add
his
/her
ow
n cr
eativ
e as
pect
s or
epi
sode
s?
Res
pond
…
Pro
vide
a ra
nge
of m
ater
ials
that
can
be
used
to re
pres
ent i
deas
in a
ll ar
eas
of th
e le
arni
ng
envi
ronm
ent;
chan
ge o
r add
mat
eria
ls to
pro
mpt
exp
ress
ion
in a
new
way
bas
ed o
n yo
ur
obse
rvat
ions
. In
vite
chi
ldre
n to
sha
re th
eir t
hink
ing
with
you
by
sayi
ng, “
Tell
me
abou
t how
/wha
t you
are
bu
ildin
g/m
akin
g/pa
intin
g et
c.”
Invi
te th
e ch
ildre
n to
sug
gest
mat
eria
ls th
ey m
ight
like
to u
se in
a s
peci
fic s
ituat
ion/
proj
ect.
Invi
te c
hild
ren
to s
hare
with
thei
r pee
rs h
ow th
ey h
ave
used
spe
cific
mat
eria
ls to
cre
ate
an
outc
ome/
crea
tive
repr
esen
tatio
n/co
nstru
ctio
n/pr
op/d
ram
atic
pla
y, e
tc.).
U
se o
pen-
ende
d qu
estio
ns in
con
vers
atio
n w
ith c
hild
ren
prom
ptin
g th
em to
thin
k in
way
s th
at
are
dive
rgen
t and
/or c
onve
rgen
t. A
sk ‘w
hat i
f” or
‘wha
t will
you
do
next
’ que
stio
ns to
pro
mpt
chi
ldre
n to
pre
dict
and
ana
lyze
. E
ncou
rage
chi
ldre
n to
con
side
r how
they
wou
ld fe
el o
r wha
t the
y w
ould
do
or s
ay in
var
ious
si
tuat
ions
(as
char
acte
r in
a bo
ok, a
t a c
omm
unity
eve
nt, o
r an
even
t exp
erie
nced
by
a pe
er
such
as
falli
ng o
ff a
bike
and
bre
akin
g an
arm
or w
elco
min
g a
new
bab
y in
the
fam
ily, e
tc.)
Dra
ft Fa
ll 20
13
36
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Rec
ogni
zing
A
ttrib
utes
and
C
hara
cter
istic
s
From
…
Sor
ting
item
s by
obv
ious
cha
ract
eris
tics,
po
ssib
ly w
ith p
rom
ptin
g. (
cars
/blo
cks/
anim
als
etc.
) To
…
Cla
ssify
ing
and
com
parin
g m
ater
ials
usi
ng
subt
le d
iffer
ence
s in
attr
ibut
es.
(text
ure,
te
mpe
ratu
re, s
ize,
sha
pes,
livi
ng/n
onliv
ing,
an
imal
s th
at w
alk/
fly/s
wim
etc
.)
List
en…
D
oes
the
child
use
the
voca
bula
ry o
f attr
ibut
es re
late
d to
obs
erva
ble
char
acte
ristic
s?
(sam
e/di
ffere
nt, s
ize,
sha
pe, t
extu
re, c
olou
r, w
eigh
t, liv
ing/
non-
livin
g et
c)
Doe
s th
e ch
ild u
se m
ore
deta
iled
attri
bute
s? (
anim
als
– w
alki
ng, f
lyin
g, s
wim
min
g or
jung
le,
farm
, pet
s; v
ehic
les
– co
mbi
ne, s
eede
r, sp
raye
r etc
; col
ours
– b
lue,
turq
uois
e, li
me
gree
n)
Obs
erve
…
Doe
s th
e ch
ild u
se a
ttrib
utes
to s
elec
t mat
eria
ls w
ith s
peci
fic li
kene
sses
suc
h as
whe
n us
ing
cube
s, a
ttrib
ute
bloc
ks/ti
les,
pap
er, m
anip
ulat
ives
, and
/or d
ress
-ups
in c
reat
ing
repr
esen
tatio
ns a
nd /o
r eng
agin
g in
con
stru
ctio
n, a
nd/o
r dra
mat
ic p
lay?
D
oes
the
child
iden
tify/
sort/
clas
sify
obv
ious
or s
ubtle
cha
ract
eris
tics
of p
lay
mat
eria
ls s
uch
as
red/
yello
w/b
lue
butto
ns (o
bvio
us) o
r but
tons
with
two/
four
hol
es (s
ubtle
)? D
oes
(s)h
e no
tice
that
som
e be
ads
in a
n in
vita
tion
are
big
and
spar
kly
whi
le o
ther
s ar
e sm
all a
nd s
park
ly; s
ome
are
som
e ar
e sp
arkl
y da
rk p
ink
bead
s an
d so
me
are
spar
kly
light
pin
k be
ads?
C
an th
e ch
ild e
xpre
ss th
e di
ffere
nces
or w
hy c
erta
in m
ater
ials
wer
e se
lect
ed?
Res
pond
…
Pro
vide
mul
tiple
opp
ortu
nitie
s fo
r chi
ldre
n to
eng
age
with
ope
n-en
ded
invi
tatio
ns w
ith
mat
eria
ls th
at in
volv
e di
ffere
nces
and
sim
ilarit
ies.
Ta
lk a
bout
sor
ting
and
cate
goriz
ing
in e
very
day
situ
atio
ns a
nd p
lann
ed a
ctiv
ities
? In
corp
orat
e at
tribu
te w
ords
into
you
r voc
abul
ary
whe
n co
nver
sing
with
chi
ldre
n; a
dd m
ore
spec
ific
wor
ds a
s ap
prop
riate
. (bl
ock/
cube
/sou
p ca
n/cy
linde
r; te
mpe
ra/fi
nger
pai
nt, t
all/s
hort;
bi
g/la
rge/
hum
ongo
us; m
ad/a
ngry
/furio
us; h
appy
/exc
ited;
sad
/unh
appy
; sc
ared
/afra
id/te
rrifi
ed)
Org
aniz
e cl
ass
mat
eria
ls in
diff
eren
t way
s; o
ccas
iona
lly, i
nste
ad o
f sto
ring
mar
kers
and
cr
ayon
s in
sep
arat
e co
ntai
ners
put
all
the
blue
mar
kers
and
blu
e cr
ayon
s in
one
con
tain
er;
orga
nize
pap
er a
ccor
ding
to s
ize
at o
ne ti
me
and
late
r acc
ordi
ng to
col
our;
orga
nize
boo
ks in
gr
oupi
ngs
of s
mal
l/med
ium
,/lar
ge in
stea
d of
by
topi
c;
Invi
te c
hild
ren
to d
eter
min
e ho
w m
ater
ials
are
to b
e or
gani
zed
acco
rdin
g to
attr
ibut
es.
Set
up
invi
tatio
ns th
at in
vite
sor
ting
and
cate
goriz
ing
or th
at h
ighl
ight
spe
cific
attr
ibut
es o
f the
m
ater
ials
(sim
ple
or m
ore
com
plex
)
Dra
ft Fa
ll 20
13
37
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Expl
orin
g N
umer
acy
From
…
Rec
iting
sim
ple
rote
cou
ntin
g (1
,2,3
) or
Rec
ogni
zing
gen
eral
qua
ntity
suc
h as
lots
/mor
e;
little
/not
ver
y m
any/
not a
s m
any
In
cons
iste
nt id
entif
icat
ion
of n
umbe
r qua
ntiti
es.
To…
U
sing
num
bers
and
num
erac
y co
ncep
ts to
co
unt,
mea
sure
, and
com
pare
mat
eria
ls to
add
m
eani
ng to
pro
ject
s or
dis
cove
r ans
wer
s to
qu
estio
ns id
entif
ied
by th
e ch
ildre
n.
List
en…
W
hen/
how
doe
s th
e ch
ild ta
lk a
bout
num
bers
in p
lay
or d
urin
g da
ily ro
utin
es?
Do
they
use
num
ber n
ames
arb
itrar
ily o
r do
they
und
erst
and
and
appr
opria
tely
nam
e th
e qu
antit
y of
sm
all g
roup
s of
obj
ects
/chi
ldre
n? (o
ne, t
wo
. . .
thre
e, fo
ur)
Doe
s th
e ch
ild re
cogn
ize
that
one
gro
up o
f obj
ects
is la
rger
than
ano
ther
(coo
kies
on
snac
k pl
ates
etc
.) an
d sa
y, “H
e ha
s m
ore!
” etc
. In
wha
t con
text
s do
es th
e ch
ild ta
lk a
bout
num
bers
? D
o th
e ch
ild’s
wor
ds in
dica
te th
at (s
)he
unde
rsta
nds
the
valu
e/m
eani
ng o
f the
num
ber(
s)?
Obs
erve
…
Whe
n/ho
w d
oes
the
child
use
num
bers
? H
ow d
oes
the
child
sho
w h
is/h
er n
umbe
r kno
wle
dge
in d
aily
pla
y/ex
plor
atio
ns?
Do
the
child
’s a
ctio
ns in
dica
te th
at (s
)he
unde
rsta
nds
the
valu
e/m
eani
ng o
f the
num
ber(s
).
In w
hat c
onte
xts
does
the
child
util
ize
his/
her n
umbe
r kno
wle
dge?
Doe
s th
e ch
ild a
pply
nu
mbe
r kno
wle
dge
to re
al li
fe s
ituat
ions
? D
oes
(s)h
e no
tice
num
bers
in th
e en
viro
nmen
t?
Has
the
child
mov
ed fr
om e
xplo
ring
num
bers
to in
tent
iona
l use
of n
umbe
rs (u
sing
a c
up to
fill
a bu
cket
rath
er th
an a
spo
on)?
Is
the
child
beg
inni
ng to
use
num
ber-l
ike
sym
bols
/num
bers
? (w
hen
mak
ing
a pr
ice
tag
for
the
stor
e; w
ritin
g on
a c
hequ
e du
ring
role
pla
y; id
entif
ying
num
bers
on
the
phon
e/ca
lcul
ator
et
c.)
Doe
s th
e ch
ild d
emon
stra
te a
n un
ders
tand
ing
of m
ore/
less
/equ
al (o
r “th
e sa
me”
)?
Res
pond
…
Mod
el th
e us
e of
num
erac
y in
one
’s o
wn
ever
yday
life
and
thro
ugho
ut th
e le
arni
ng
envi
ronm
ent a
nd th
roug
hout
the
day.
P
rom
pt th
e us
e of
cou
ntin
g an
d on
e to
one
cor
resp
onde
nce
(Thr
ee c
hild
ren
wan
t to
play
with
th
e tra
ctor
s. A
re th
ere
enou
gh tr
acto
rs?)
P
rovi
de p
rops
and
mat
eria
ls th
at g
ive
purp
ose
to n
umbe
rs (s
uch
as p
hone
boo
ks, r
eal l
ife
cale
ndar
s, w
atch
es a
nd c
lock
s, c
alcu
lato
rs, p
hone
s, fl
yers
, cha
rts, a
nd g
raph
s, e
tc)
Invi
te c
hild
ren
to e
xpla
in th
eir u
se o
f num
bers
. U
se n
umer
acy
voca
bula
ry (n
umbe
rs, m
ore,
less
, equ
al, b
igge
r, sm
alle
r) w
hen
enga
ging
in
disc
ussi
on w
ith c
hild
ren.
M
ake
grap
hs w
ith c
hild
ren
to e
xpre
ss p
refe
renc
es, d
iffer
ence
s, o
r cha
nges
. (u
se s
et o
f cla
ss
phot
os to
ena
ble
child
ren
to in
dica
te a
cho
ice
on a
bar
gra
ph b
eing
cre
ated
with
the
child
ren.
) P
rovi
de o
ppor
tuni
ties
for c
hild
ren
to e
stim
ate
how
man
y, h
ow b
ig e
tc.
Com
pare
the
size
and
wei
ght (
bigg
er/s
mal
ler,
talle
r/sho
rter,
heav
ier/l
ight
er e
tc) o
f ite
ms
in th
e en
viro
nmen
t M
easu
re a
nd d
ocum
ent
item
s in
the
envi
ronm
ent (
bloc
k st
ruct
ures
, pla
nt g
row
th, c
hild
ren)
Dra
ft Fa
ll 20
13
38
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Expl
orin
g Ti
me
From
…
Iden
tifyi
ng d
iffer
ence
of n
ight
and
day
. To
…
Und
erst
andi
ng b
asic
tim
e co
ncep
ts th
at re
late
to
the
child
’s e
xper
ienc
es in
mea
ning
ful w
ays.
(to
day,
tom
orro
w a
nd y
este
rday
or s
easo
ns)
Und
erst
andi
ng a
nd u
sing
seq
uenc
ing
conc
epts
in
clud
ing
befo
re, a
fter,
first
, the
n, n
ow a
nd la
ter.
List
en…
A
re c
hild
ren
usin
g vo
cabu
lary
suc
h as
day
/nig
ht/m
orni
ng/a
ftern
oon,
to
day/
tom
orro
w/y
este
rday
, dar
k/lig
ht, w
inte
r/spr
ing/
sum
mer
/fall,
firs
t/nex
t/las
t, be
fore
/afte
r, be
dtim
e, u
sing
the
term
“o’c
lock
” alth
ough
not
nec
essa
rily
with
the
corr
ect t
ime/
num
ber,
etc?
. A
re c
hild
ren
mak
ing
up o
r sin
ging
sea
sona
l son
gs/re
telli
ng s
easo
nal s
torie
s?
Are
chi
ldre
n ab
le to
iden
tify
time
of d
ay th
roug
h id
entif
ying
sig
nals
from
thei
r ow
n bo
dy?
(lunc
h tim
e be
caus
e hu
ngry
, nap
tim
e be
caus
e tir
ed)
Obs
erve
…
Are
the
child
ren
usin
g tim
e co
ncep
ts in
thei
r dra
mat
ic p
lay?
(get
ting
the
dolls
read
y fo
r bed
, dr
essi
ng u
p to
cat
ch th
e bu
s to
sch
ool,
doin
g th
e di
shes
afte
r eat
ing
dinn
er)
Are
chi
ldre
n ob
serv
ing
/ena
ctin
g/re
pres
entin
g se
ason
al o
ccur
renc
es in
thei
r dr
awin
gs/c
onve
rsat
ions
? ( m
igra
ting/
hatc
hing
bird
s, c
ater
pilla
rs a
nd b
utte
rflie
s, c
hang
es in
an
imal
col
orat
ion,
hun
ting,
trap
ping
, pla
ntin
g/ha
rves
ting
crop
s, c
ampi
ng, p
repa
ring
food
s fo
r sp
ecia
l hol
iday
s, e
tc)
Are
chi
ldre
n us
ing
time
rela
ted
mat
eria
ls fr
om e
xper
ienc
e ce
ntre
s in
thei
r pla
y?
(clo
cks/
wat
ches
/sto
p w
atch
es/ti
mer
s/ca
lend
ars/
appo
intm
ent b
ook)
D
o th
e ch
ildre
n un
ders
tand
the
sequ
ence
and
follo
w th
e sc
hedu
le o
f the
pro
gram
? R
espo
nd…
D
ocum
ent w
ith c
hild
ren
the
chan
ges
in th
e se
ason
s su
ch a
s th
e ch
angi
ng c
olou
rs o
f the
le
aves
and
gra
sses
or n
otic
ing
that
ther
e is
a li
ght s
kiff
of s
now
/the
snow
is d
eepe
r tha
n it
was
on
our l
ast w
alk.
Tak
e a
phot
o of
a p
artic
ular
tree
in e
ach
seas
on o
f the
yea
r and
dis
cuss
ho
w th
e tre
e ha
s ch
ange
d th
roug
h th
e ye
ar.
Pos
t a v
isua
l sch
edul
e an
d en
gage
the
child
ren
in ta
lkin
g ab
out f
irst/t
hen/
afte
r/nex
t B
e in
tent
iona
l in
mod
elin
g tim
e vo
cabu
lary
whe
n it
is m
eani
ngfu
l to
the
child
ren.
For
ex
ampl
e, y
ou m
ight
say
, “G
ood-
bye.
I’ll
see
you
tom
orro
w!
Tom
orro
w w
e ar
e go
ing
to__
____
____
/ Rem
embe
r afte
r sna
ck w
e w
ill__
____
. H
ave
a re
al c
alen
dar i
n th
e ro
om a
nd m
ark
impo
rtant
eve
nts
such
as
an u
pcom
ing
field
trip
, lib
rary
vis
its, E
lder
sto
ryte
lling
, or c
eleb
ratio
ns th
at a
re im
porta
nt to
the
stud
ents
in th
e cl
ass
(suc
h as
Chr
istm
as, C
hanu
kah,
Eid
, Eas
ter,
birth
days
, etc
). R
ead
chi
ldre
n’s
liter
atur
e w
hich
incl
ude
time
conc
epts
(sea
sona
l cha
nge,
nig
ht a
nd d
ay)
Vie
w a
nd d
iscu
ss p
aint
ings
and
/or p
hoto
s th
at h
ighl
ight
day
/nig
ht a
nd/o
r sea
sona
l cha
nge
with
the
child
ren
abou
t wha
t the
y ob
serv
e. P
rovi
de o
ppor
tuni
ties
for t
he c
hild
ren
to u
se
vario
us m
edia
to c
reat
e th
eir o
wn
orig
inal
arti
stic
cre
atio
ns.
Pro
vide
act
iviti
es th
at in
clud
e se
vera
l ste
ps (l
ong
term
art
proj
ect o
r fol
low
a re
cipe
, cre
ate
a vo
lcan
ic e
rupt
ion
with
chi
ldre
n in
tere
sted
in le
arni
ng a
bout
din
osau
rs).
Doc
umen
t lon
g te
rm o
r mul
ti-st
ep p
roje
cts.
Rev
iew
and
dis
cuss
the
docu
men
tatio
n to
revi
sit
the
prog
ress
ion
of th
e pr
ojec
t ove
r tim
e. (D
o yo
u re
mem
ber y
este
rday
whe
n w
e __
____
_?)
Dra
ft Fa
ll 20
13
39
Inte
llect
ual D
evel
opm
ent
Inte
llect
ual D
evel
opm
ent:
Ess
entia
l L
earn
ing
Exp
erie
nces
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Expl
orin
g Po
sitio
n an
d D
irect
ion
From
…
Dem
onst
ratin
g un
ders
tand
ing
of b
asic
pos
ition
an
d di
rect
ion
conc
epts
. (u
p/do
wn,
on/
off,
over
/und
er, f
orw
ard/
back
war
d)
Usi
ng p
ositi
on/d
irect
ion
wor
ds
To…
U
nder
stan
ding
and
dem
onst
ratin
g po
sitio
n/di
rect
ion
wor
ds in
con
text
D
emon
stra
ting
unde
rsta
ndin
g of
com
plex
po
sitio
n an
d di
rect
ion
wor
ds.
(bes
ide,
beh
ind,
in fr
ont,
on to
p, n
ear,
far a
way
)
List
en…
W
hat v
ocab
ular
y is
the
child
usi
ng to
des
crib
e po
sitio
ns a
nd c
once
pts
of d
irect
ion
in p
lay?
Is
the
child
usi
ng th
e co
rrect
term
for t
he s
ituat
ion?
C
an th
e ch
ild e
xpla
in d
irect
ion
and
posi
tion
to p
eers
. O
bser
ve…
A
re c
hild
ren
dem
onst
ratin
g th
e co
rrec
t pos
ition
/dire
ctio
n fo
r the
lang
uage
bei
ng u
sed
by s
elf
or p
eers
? C
an th
e ch
ild d
emon
stra
te u
nder
stan
ding
of p
ositi
on/d
irect
ions
usi
ng h
is/h
er b
ody?
Usi
ng
mat
eria
ls/o
bjec
ts?
Res
pond
…
Rei
nfor
ce p
ositi
on a
nd d
irect
ion
wor
ds th
roug
h ch
ildre
n’s
liter
atur
e (R
osie
’s W
alk)
, son
gs
(Hok
ie P
okie
), fin
ger p
lays
, gam
es (S
imon
Say
s), m
ovem
ent a
ctiv
ities
. S
et u
p en
viro
nmen
t/exp
erie
nces
to fa
cilit
ate
unde
rsta
ndin
g of
pos
ition
/dire
ctio
n (g
ym,
outd
oors
, ins
ide
lear
ning
env
ironm
ent,
over
head
pro
ject
or, l
ight
tabl
e, b
lock
s, c
ars
and
tube
s).
Be
inte
ntio
nal i
n us
ing
posi
tion/
dire
ctio
n la
ngua
ge a
uthe
ntic
ally
thro
ugho
ut th
e da
y.
Take
pho
tos
of c
hild
ren
and/
or c
lass
room
pet
s de
mon
stra
ting
vario
us p
ositi
on w
ords
(rab
bit
unde
r a c
hair,
Em
ma
behi
nd th
e tre
e). D
ispl
ay p
hoto
s in
the
envi
ronm
ent a
nd/ o
r mak
e cl
ass
book
s th
at c
hild
ren
can
acce
ss fr
eely
. E
nsur
e a
suffi
cien
t qua
ntity
and
var
iety
of b
uild
ing
mat
eria
ls a
re a
vaila
ble
for t
he c
hild
ren
to
crea
te la
rge
and
smal
l stru
ctur
es in
ord
er to
dev
elop
vis
ual s
patia
l com
pete
ncie
s. (p
ositi
on o
f a
bloc
k in
rela
tion
to a
noth
er s
uch
as o
n to
p/un
der/b
esid
e/be
hind
; how
man
y bl
ocks
are
ne
eded
to m
ake
a st
ruct
ure
big
enou
gh fo
r ___
_; re
cogn
izin
g th
at a
par
ticul
ar s
truct
ure
mig
ht/m
ight
not
fit i
n a
parti
cula
r spa
ce)
Pro
vide
gea
rs, r
amps
, pul
leys
etc
. for
chi
ldre
n to
exp
lore
and
man
ipul
ate
in o
rder
to b
uild
th
eir e
xper
ienc
e an
d kn
owle
dge.
Draft Fall 2013 40 Intellectual Development
Intellectual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
References Baroody, A. (2000), July. Does mathematics instruction for three-to-five year olds really
make sense? Young Children 55 (4), p. 61-67. Berkowitz, D. (nd). Oral Storytelling: Building community through dialogue, engagement, and problem solving. In Teaching Young Children, 5 (2), p. 10-12. Copple, C. & Bedekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC. Copley, J. (2000). The young child and mathematics. Washington, DC: NAEYC. Dombro, A., Jablon, J. & Stetson, C. (2011). Powerful interactions: How to connect with
children to extend their learning. Washington, DC: NAEYC.
Epstein, A. (2007). The Intentional teacher. Choosing the best strategies for young children’s learning. Washington, DC: NAEYC.
Gelman, R. & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19, pp. 150-158. Hewitt, D. (2012). So this is normal too?(2nd Ed.). St. Paul, MN: Redleaf Press. NAEYC & NCTM (National Council of Teachers of Mathematics). (2002). Early childhood mathematics: Promoting good beginnings. Joint Position Statement adopted April 2002, Washington, DC: NAEYC. Retrieved on July 11, 2012 from www.naeyc.org/about/positions/pdf/psmath.pdf Riley, D., Carns, M., Ramminger, A., Klinkner, J. & Sisco, C. (2009). Intellectual development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press. Spencer, C. & Hall, E. (2010). Dramatic play as a context for children`s investigation of size and scale. In Early Childhood Research & Practice, 12 (2). Retrieved on July 14, 2012,. from http://ecrp.uiuc.edu/v12n2/spencer.html Stacey, S. (2011). The Unscripted classroom: Emergent curriculum in action. St. Paul, MN: Redleaf Press. Tomlinson, H. & Hyson, M. (2012). Cognitive development in the preschool years. In Growing minds: Building strong cognitive foundations in early childhood. (pp. 13-23). Washington, DC: NAEYC.
Draft Fall 2013 41 Intellectual Development
Intellectual Development: Essential Learning Experiences
Physical
Intellectual Spiritual
Social Emotional
Recommended Resources Copple, C. & Bedekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC. Dombro, A., Jablon, J. & Stetson, C. (2011). Powerful Interactions: How to connect with
children to extend their learning. Washington, DC: NAEYC.
Epstein, A. (2007). The Intentional Teacher. Choosing the best strategies for young children’s learning. Washington, DC: NAEYC.
Hewitt, D. (2012). So this is normal too?(2nd Ed.). St. Paul, MN: Redleaf Press. Riley, D., Carns, M., Ramminger, A., Klinkner, J. & Sisco, C. (2009). Intellectual development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press. Stacey, S. (2011). The Unscripted classroom: Emergent curriculum in action. St. Paul, MN: Redleaf Press.
Draft Fall 2013 42 Language and Emergent Literacy
Intellectual Development Language and Emergent Literacy
Physical
Intellectual Spiritual
Social Emotional
INTRODUCTION Language development and emerging literacy may well be perceived as a cornerstone of intellectual development. It is language that enables individuals to understand and communicate ideas and literacy that supports the ability to comprehend and express them within and to a wider community. In addition, children’s language development and emerging literacy is supported through rich language experiences embedded within children’s daily experiences. These experiences include opportunities for watching, listening, responding to and representing understandings in many different forms, asking, explaining, engaging in authentic conversation with adults and peers and using language in play and exploration. Opportunities for individual and small groups of children to listen to stories read by adults and for time and space to engage in role play reading activities individually and with their friends are also essential. Opportunities that support language development and emerging literacy skills also include those occasions when children can construct literacy understandings through play and exploration with real life literacy materials such as cookbooks, magazines, advertising flyers and maps. Further language and literacy rich environments also enable occasions when children engage in role play writing to experience print in personal and purposeful ways. ns with
For young children, the tools of language and literacy involve communication in the broadest sense. Consequently, when considering the language
development and emerging literacy of three and four year olds, it is important to recognize that the essential
learning experiences include listening and speaking, viewing and representing, and emerging reading and
writing within the framework of developmentally appropriate practice. Loris Malaguzzi (1997) described
these expansive expressive and receptive abilities as “the hundred languages of children”.
Authentic or genuine conversations “aim to
involve all participants in an exchange of information and ideas that engage both
children and adults.
Conversations with children change the educator’s role from a “telling role” to that of “exchanger of knowledge
and ideas” with the children.
Play and Exploration: Early
Learning Program Guide, 2008, p. 58.
Draft Fall 2013 43 Language and Emergent Literacy
Intellectual Development Language and Emergent Literacy
Physical
Intellectual Spiritual
Social Emotional
The content of this portion of the resource is intended to:
• assist educators in planning high quality programs with language rich learning environments • assist educators in planning developmentally appropriate instructional strategies to support
children’s language development and emerging literacy • identify essential learning experiences to be used as a guide for monitoring children’s
developmental growth in both receptive and expressive language • identify essential learning experiences that guide the monitoring of children’s emerging
literacy awareness, knowledge and skills • provide a framework and focus for sharing information with families regarding children’s
developmental growth in language development and emerging literacy • provide guidance to educators regarding their role in facilitating and scaffolding children’s
development in both receptive and expressive communication Guiding Principles and Related Pedagogical Considerations The Competent Capable Child All children are viewed as capable learners having numerous competencies that
specifically support communications with their peers and with the adults in their lives. Long before they are able to speak, children communicate with others. From birth a
child recognizes its mother’s voice and focuses its vision on her face. Infants’ various cries indicate different needs – hunger, discomfort, or a call for attention while facial expressions, gestures, and sounds communicate a baby or toddler’s needs and feelings. Young children learning to speak use inflection and tone of voice along with gesture to communicate needs and thoughts with limited vocabulary.
In addition to spoken language, modes of communication within children’s essential
learning experiences may include the use of augmentative/alternative communication systems such as Picture Exchange Communication System (PECS), sign language or assistive technology devices.
Children show us what they know and understand from their daily experiences, play and
exploration, through authentic conversations with adults and peers, and through the languages of singing, storytelling, creating visual representations with varied materials, gesture and dramatic play.
Children’s skills and abilities with language strongly influence their sense of others and
their social relationships
Draft Fall 2013 44 Language and Emergent Literacy
Intellectual Development Language and Emergent Literacy
Physical
Intellectual Spiritual
Social Emotional
Play and Exploration as the Best Mode for Learning Early language development is dependent upon cognition, play skills and social
interactions. Play and exploration offer many opportunities to engage in dialogue and conversation
with adults and peers. Language becomes a tool for problem solving when children are playing together and provokes the child’s use of language to direct, explain, suggest, ask and respond.
Continua of Development: Both Typical and Unique Children’s language and literacy competencies – both expressive and receptive – are
viewed as developing along a continuum with a timeline that is influenced by the unique skills and abilities of the child, supportive relationships in the child’s home and early learning setting as well as the typical sequence for language development.
Each child’s learning and development unfolds according to his/her individual developmental
processes and timeline. There will be variances in development from one child to another, both in the rate and the processes of learning language and acquiring emergent literacy skills.
• Children’s prior experiences, in addition to their unique abilities and developmental
processes, influence the growth of communication skills and abilities. Development as Holistic in Nature • Young children learn holistically. Language and emerging literacy skills and abilities do
not develop in isolation but influence and are influenced by all domains of learning – physical, social emotional, spiritual and intellectual.
Responding to Children’s Interests Interactions with responsive social partners is critical to language development but is
also “one of the most developmentally provocative experiences” (Thompson, 2008, p. 6) for brain development in general and thus for all areas of learning.
• Learning projects and activities that emerge from children’s curiosity and interests,
nurture authentic and meaningful conversation. They provide the opportunity for children to learn new, relevant vocabulary and provoke children to ask questions and to share knowledge and experiences, both prior and new. Current brain research informs us that when children are happy and excited about a concept or area of interest, they learn easily and better retain what they have learned.
Draft Fall 2013 45 Language and Emergent Literacy
Intellectual Development Language and Emergent Literacy
Physical
Intellectual Spiritual
Social Emotional
Relationship: Enhancing Interactions It is important to note that language development, both expressive and receptive, is
dependent on and supported by relationships within the early learning setting, especially by the relationship between the child and the educator. If the educator interacts with the child in ways that signal respect, interest, support, encouragement and acceptance, the child will feel comfortable in communicating with the educator and with others.
Friendships and peer relationships nurture language development through interactions
in play. Children rely on language to plan and negotiate their play with peers (Copple & Bredekamp, 2009). Using language for these purposes also presents the likelihood of more complex language structures, varied vocabulary, and social emotional expression.
Learning English as an Additional Language When children are learning English as an Additional Language (EAL), factors of both culture
and language development influence English language acquisition. The child’s natural aptitude for language, the age of acquisition, socio-economic status and the quality of English exposure are all factors that influence how quickly he or she will learn and develop communication competencies in English.
• Learning an additional language is considered a positive factor in the development of
communication competencies. Children are preprogrammed to learn language and can easily learn more than one language if exposed regularly. Research shows that when young children are learning two languages simultaneously, the two developing languages build on one another rather than detract from development of one or the other. In fact, the stronger the home language is, the stronger the child’s facility with the additional language will become (Alberta Education, 2009).
• Educators can support development and learning of English with intentional communication
strategies such as creating meaningful opportunities to communicate that are linked to the child’s interests, through providing words for objects the child needs, is interacting with or has an interest in, and also by using visual supports to ensure comprehension.
• As educators monitor communication competencies and language learning of a child learning
EAL, it is with an understanding that the child needs an extended time period to absorb the language and build confidence and competence through play, exploration and interactions with peers and adults before speaking.
Dra
ft Fa
ll 20
13
46
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Und
erst
andi
ng
Lang
uage
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
(Ass
ess
thro
ugh
List
enin
g an
d O
bser
ving
and
Sup
port
thro
ugh
Res
pond
ing)
Li
sten
ing
with
in
tere
st a
nd
enga
gem
ent d
urin
g br
ief e
xper
ienc
es
with
spo
ken
lang
uage
From
…
Indi
cate
s in
tere
st d
urin
g an
aut
hent
ic
conv
ersa
tion
at s
nack
tim
e th
roug
h fa
cial
ex
pres
sion
s an
d bo
dy la
ngua
ge
To…
S
how
ing
inte
rest
by
com
ing
clos
er, w
atch
ing
inte
ntly
and
/or m
akin
g co
mm
ents
whi
le a
n el
der
or s
tory
telle
r sha
res
an o
ral s
tory
with
the
larg
e gr
oup.
Lis
ten…
Is
the
child
eng
aged
? A
re h
is/h
er c
omm
ents
rele
vant
to th
e m
ater
ial?
O
bser
ve…
Is
the
child
cho
osin
g to
par
ticip
ate
in o
ral l
angu
age
expe
rienc
es?,
Is th
e ch
ild lo
okin
g at
oth
ers
in th
e cl
ass/
scho
ol w
hen
they
spe
ak o
r sho
win
g ot
her b
ehav
iour
s th
at in
dica
te in
tere
st?
Res
pond
…
Pro
vide
opp
ortu
nitie
s to
list
en to
mus
ical
per
form
ance
s, p
uppe
try, l
iste
ning
sta
tion
with
re
cord
ings
of p
aren
ts’ v
oice
s re
adin
g bo
oks,
reci
ting
chan
ts, r
hym
es o
r son
gs
Inco
rpor
atin
g id
eas
and
voca
bula
ry fr
om
prio
r lis
teni
ng
expe
rienc
es in
to p
lay
and
expl
orat
ion
From
…
Incl
udin
g pa
rts o
f a s
tory
in d
ram
atic
pla
y (e
.g.
rete
ll/re
enac
t the
Thr
ee L
ittle
Pig
s st
ory)
To
…
Inco
rpor
atin
g vo
cabu
lary
suc
h as
“huf
f” an
d “p
uff”
or “b
ig b
ad”;
or “f
irst”,
“nex
t”, o
r “th
ird”
Usi
ng c
once
pts
or id
eas
from
prio
r lis
teni
ng to
en
hanc
e pl
ay (e
.g. u
sing
sto
ne a
nd w
ood
in
cons
truct
ion
inst
ead
of p
aper
bec
ause
it’s
st
rong
er)
A -
List
en…
R
ecor
d (e
ither
on
tape
or o
n pa
per)
con
vers
atio
ns c
hild
ren
have
with
adu
lts a
nd p
eers
to
revi
ew a
nd li
sten
for n
ew v
ocab
ular
y.
Obs
erve
…
Wha
t ide
as is
the
child
sha
ring?
Wha
t asp
ects
inte
rest
him
/her
? R
espo
nd…
P
rovi
de p
rops
, cos
tum
es, c
onst
ruct
ion
mat
eria
l, ar
t sup
plie
s to
ext
end
thei
r lea
rnin
g an
d pr
ovid
e op
portu
nitie
s to
rete
ll/re
-ena
ct fa
mili
ar s
torie
s; M
odel
new
voc
abul
ary
in c
onte
xt.
Res
pond
ing
to
com
mun
icat
ion
initi
ated
by
othe
rs
(incl
udes
follo
win
g on
e or
two
step
di
rect
ions
)
From
…
Res
pond
ing
to fa
mili
ar o
ne s
tep
dire
ctio
ns s
uch
as s
wee
ping
up
spill
ed s
and
or p
uttin
g on
coa
t To
…
Follo
win
g m
ulti-
step
dire
ctio
ns
Find
ing
mat
eria
ls fo
r a p
eer i
n re
spon
se to
a
com
men
t or r
eque
st
List
en…
D
oes
the
child
pau
se a
nd/o
r res
pond
to th
e pe
rson
who
spo
ke?
Obs
erve
…
How
doe
s th
e ch
ild’s
beh
avio
ur in
dica
te a
n un
ders
tand
ing
of th
e m
essa
ge?
R
espo
nd…
R
ecog
nize
the
child
’s re
spon
ses
to c
omm
unic
atio
n at
tem
pts
from
oth
ers
(I lik
e ho
w y
ou
stop
ped
pour
ing
sand
on
Joey
’s h
and
whe
n he
ask
ed y
ou to
sto
p).
Dra
ft Fa
ll 20
13
47
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Usi
ng L
angu
age
Esse
ntia
l Le
arni
ng
Expe
rienc
e W
hat d
oes
it lo
ok li
ke?
Con
tinuu
m o
f dev
elop
men
t Ed
ucat
or R
ole
to A
sses
s an
d Su
ppor
t Lea
rnin
g an
d D
evel
opm
ent
(Ass
ess
thro
ugh
List
enin
g an
d O
bser
ving
and
Sup
port
thro
ugh
Res
pond
ing)
Ex
plor
ing
the
use
of
new
wor
ds a
nd
incr
easi
ng th
e le
ngth
of
wor
d co
mbi
natio
ns
From
…
Con
veyi
ng id
eas/
conc
epts
with
abb
revi
ated
sp
eech
con
cept
s su
ch a
s “C
ar g
o fa
st.”
To…
C
onve
ying
idea
s in
mor
e le
ngth
y an
d de
scrip
tive
spee
ch s
uch
as,
“The
red
car g
oes
fast
er u
p th
e hi
ll th
an th
e gr
een
one.
”
List
en…
H
ow m
any
wor
ds is
the
child
put
ting
toge
ther
to m
ake
a se
nten
ce o
r exp
ress
an
idea
? W
hat
kind
s of
wor
ds is
the
child
usi
ng?
Nou
ns, v
erbs
, adj
ectiv
es/a
dver
bs, a
nd/o
r pro
noun
s O
bser
ve…
D
oes
the
child
use
lang
uage
diff
eren
tly in
cer
tain
situ
atio
ns?
is m
ore
desc
riptiv
e an
d/or
mor
e ex
pres
sive
? us
es d
iffer
ent t
ones
and
/or
volu
me?
Lon
ger/s
horte
r utte
ranc
es?
Wha
t des
crip
tive
and
conc
ept w
ords
is th
e ch
ild u
sing
whe
n ex
plor
ing
mat
eria
ls?
Res
pond
…
Rei
nfor
ce a
nd e
xten
d th
e ch
ild’s
voc
abul
ary
and
wor
d co
mbi
natio
ns b
y ad
ding
new
wor
ds a
s yo
u co
nver
se w
ith th
em a
bout
an
expe
rienc
e P
rovi
de s
timul
atin
g ex
perie
nces
in w
hich
the
child
is a
ble
to e
xplo
re a
nd e
xpan
d th
eir u
se o
f co
ncep
ts w
ith p
eers
and
adu
lts, s
uch
as a
ddin
g ic
e to
the
wat
er ta
ble
or b
ringi
ng a
larg
e ca
rdbo
ard
box
into
the
clas
sroo
m.
U
sing
lang
uage
to
ask
ques
tions
and
ex
pres
s ne
eds
and
thou
ghts
.
From
…
Ask
ing
sim
ple
ques
tions
suc
h as
“Wha
t is
that
?”
or “W
here
are
we
goin
g?
To…
A
skin
g m
ore
com
plex
que
stio
ns c
onve
ying
de
eper
thou
ght s
uch
as “H
ow d
oes
that
wor
k?”
or “W
hy d
o le
aves
cha
nge
colo
ur.I
saw
leav
es
falli
ng o
ff a
big
tree.
The
y w
ere
yello
w.”
Chi
ld e
ngag
es in
sus
tain
ed c
onve
rsat
ion
with
an
adul
t or p
eer a
bout
a to
pic
of in
tere
st.
List
en…
W
hat s
ort o
f que
stio
ns is
the
child
usi
ng?
(who
, wha
t, w
hen
whe
re, w
hy, h
ow)
How
doe
s th
e ch
ild s
eek
assi
stan
ce?
Doe
s th
e ch
ild s
tay
on to
pic
durin
g a
conv
ersa
tion?
O
bser
ve…
H
ow d
oes
the
child
acq
uire
info
rmat
ion
from
oth
ers
and
the
envi
ronm
ent?
see
k th
e at
tent
ion
of p
eers
or a
dults
? ab
ando
n pl
ans
or a
ctiv
ities
? Is
the
child
abl
e to
eng
age
in a
n au
then
tic c
onve
rsat
ion
for a
t lea
st fi
ve c
onve
rsat
iona
l tur
ns?
How
doe
s th
e ch
ild u
se la
ngua
ge to
pla
n an
d/or
neg
otia
te in
pla
y w
ith p
eers
? R
espo
nd…
P
rovi
de o
ppor
tuni
ties
for l
earn
ing
that
pro
voke
que
stio
ns. M
odel
refle
ctio
n an
d qu
estio
ning
st
rate
gies
E.g
. “I w
onde
r wha
t wou
ld h
appe
n if…
” or “
Wha
t jus
t hap
pene
d? L
et’s
try
it ag
ain
and
see.
” B
e ap
proa
chab
le a
nd re
spon
sive
to c
hild
ren
look
ing
for a
ssis
tanc
e. M
odel
app
ropr
iate
m
etho
ds to
gai
n as
sist
ance
for v
ario
us s
ituat
ions
.
Dra
ft Fa
ll 20
13
48
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Spea
king
cle
arly
en
ough
to b
e un
ders
tood
From
…
Spe
akin
g so
that
an
educ
ator
/adu
lt is
abl
e to
un
ders
tand
muc
h of
wha
t the
chi
ld is
say
ing
To…
S
peak
ing
so th
at a
n ed
ucat
or/a
dult
is a
ble
to
unde
rsta
nd a
lmos
t eve
ryth
ing
the
child
is s
ayin
g
List
en…
W
hat p
erce
ntag
e of
the
child
’s w
ords
the
child
can
you
und
erst
and?
(The
spe
ech
of ty
pica
lly
deve
lopi
ng 3
yea
r old
s is
com
preh
ensi
ble
appr
oxim
atel
y 50
% o
f the
tim
e an
d 4
year
old
s ap
prox
imat
ely
75%
of t
he ti
me.
) O
bser
ve…
D
oes
the
child
use
oth
er m
etho
ds to
cla
rify
his/
her m
essa
ge?
Doe
s th
e ch
ild u
se c
hang
es in
vo
lum
e or
infle
ctio
n, fa
cial
exp
ress
ions
or g
estu
res
to h
elp
conv
ey h
is/h
er m
essa
ge?
R
espo
nd…
G
ive
the
child
you
r ful
l atte
ntio
n w
hen
he/s
he is
sha
ring
an id
ea.
Use
cle
ar s
peec
h so
unds
whe
n co
mm
unic
atin
g w
ith th
e ch
ild a
nd e
mph
asiz
e th
ose
that
the
child
is d
isto
rting
or o
mitt
ing,
by
repe
atin
g, e
xagg
erat
ing
and/
or e
long
atin
g ta
rget
sou
nds
or
wor
ds.
Use
con
text
ual c
lues
to a
ssis
t with
und
erst
andi
ng if
nee
ded
or a
sk th
e ch
ild to
sho
w y
ou w
hat
they
are
talk
ing
abou
t.
Dra
ft Fa
ll 20
13
49
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Dev
elop
ing
Lite
racy
Ski
lls –
Mea
ning
Mak
ing
Thro
ugh
Rea
ding
, Writ
ing,
Vie
win
g an
d R
epre
sent
ing
Esse
ntia
l Le
arni
ng
Expe
rienc
e C
ontin
uum
of D
evel
opm
ent
(Wha
t doe
s it
look
like
?)
Educ
ator
Rol
e to
Ass
ess
and
Supp
ort L
earn
ing
and
Dev
elop
men
t (A
sses
s th
roug
h Li
sten
ing
and
Obs
ervi
ng a
nd S
uppo
rt th
roug
h R
espo
ndin
g)
Enga
ging
with
sto
ries
and
book
s
From
O
ccas
iona
lly e
xplo
ring
book
s or
real
life
lite
racy
ar
tifac
ts
List
enin
g in
term
itten
tly to
a s
hort
stor
y re
ad b
y an
adu
lt To
S
pend
ing
self-
sele
cted
tim
e br
owsi
ng th
roug
h bo
oks,
cul
tura
l im
ages
or a
rtifa
cts
alon
e, w
ith
peer
s, o
r with
an
adul
t. Li
sten
ing
atte
ntiv
ely
to a
sho
rt re
ad-a
loud
List
en
Dur
ing
stor
y tim
e, d
oes
the
child
chi
me
in w
ith re
peat
ed p
hras
es, s
ound
effe
cts,
or m
ake
com
men
ts re
late
d to
the
stor
y?
Wha
t voc
abul
ary
from
a s
tory
/boo
k is
the
child
usi
ng in
inte
ract
ions
with
adu
lts a
nd p
eers
?
Obs
erve
D
oes
the
child
app
ear t
o be
list
enin
g to
the
stor
y ev
en th
ough
eng
aged
in a
noth
er a
ctiv
ity?
Doe
s th
e ch
ild s
how
em
otio
nal r
espo
nse
to s
torie
s th
roug
h ap
prop
riate
faci
al e
xpre
ssio
ns?
laug
hter
? ve
rbal
exp
ress
ions
of s
urpr
ise
or c
once
rn s
uch
as “u
h-oh
”?
Doe
s th
e ch
ild h
ave
favo
urite
boo
ks?
Wha
t titl
es a
nd to
pics
are
of m
ost i
nter
est t
o th
e ch
ild?
Res
pond
S
hare
a c
hild
’s p
leas
ure
or in
tere
st in
par
ticul
ar b
ooks
; joi
n in
divi
dual
or s
mal
l gro
ups
of
child
ren
in th
e st
ory
area
and
read
with
them
. R
erea
d ch
ildre
n’s
favo
urite
boo
ks.
Sel
ect b
ooks
that
ent
ice
child
ren
to e
ngag
e in
dee
per e
xplo
ratio
ns w
ith to
pics
of i
nter
est.
Ens
ure
that
the
clas
sroo
m li
tera
ture
col
lect
ion
incl
udes
a w
ide
rang
e of
gen
re -
both
fict
ion
and
non-
fictio
n an
d in
clud
e m
ater
ials
whi
ch a
re c
ultu
rally
rele
vant
to th
e ch
ildre
n an
d fa
mili
es.
G
aini
ng m
eani
ng
from
a v
arie
ty o
f vi
sual
form
ats
and
text
mat
eria
ls
From
…
Taki
ng a
n id
ea fr
om a
vis
ual f
orm
at a
nd u
sing
it
in p
lay
(bui
ldin
g a
bloc
k co
nstru
ctio
n m
odel
ed
afte
r an
arch
itect
ural
pho
to o
r pos
ter,
an im
age
in a
boo
k, o
r a re
ad-a
loud
) To
…
Usi
ng te
xt m
ater
ials
in p
urpo
sefu
l way
s du
ring
play
(loo
king
at a
coo
k bo
ok w
hile
‘mak
ing
a ca
ke’ i
n th
e dr
amat
ic p
lay
area
and
role
pla
y re
adin
g th
e in
gred
ient
s an
d m
etho
d)
Rol
e pl
ay ‘r
eadi
ng’ a
boo
k w
ith a
pee
r
List
en
Whe
n br
owsi
ng th
roug
h a
book
, doe
s th
e ch
ild a
sk q
uest
ions
suc
h as
, “W
hat i
s th
at fo
r?” o
r “W
hat d
oes
that
say
?”
Wha
t clu
es d
o yo
u he
ar th
at in
dica
te th
e ch
ild is
eng
agin
g w
ith a
boo
k? W
hat q
uest
ions
, co
mm
ents
, pre
dict
ions
or p
erso
nal e
xper
ienc
es d
oes
he/s
he e
xpre
ss d
urin
g st
ory
read
ing?
O
bser
ve
Not
e ho
w th
e ch
ild u
ses
liter
acy
artif
acts
(coo
k bo
oks
or g
roce
ry s
tore
flye
rs) i
n dr
amat
ic p
lay
or in
the
bloc
k ce
ntre
(hou
se p
lan
mag
azin
es o
r blu
eprin
ts)
Is th
e ch
ild a
ble
to a
ppro
xim
ate
a na
rrativ
e fro
m p
ictu
re c
lues
in a
boo
k or
per
sona
l mem
ory
of
a st
ory
whi
le ro
le p
lay
read
ing
with
a p
eer?
R
espo
nd
Incl
ude
liter
acy
prop
s (b
ooks
, pos
ters
, pho
tos
with
cap
tions
, mag
azin
es, p
hone
s, m
aps,
ne
wsp
aper
s, g
roce
ry li
sts,
env
elop
es, m
enus
) in
lear
ning
cen
tres
and
invi
tatio
ns fo
r lea
rnin
g.
Sup
port
child
ren
in g
aini
ng m
eani
ng b
y re
adin
g in
tera
ctiv
ely
with
indi
vidu
als
and/
or in
sm
all
grou
ps: i
nvite
thei
r com
men
ts, p
redi
ctio
ns, a
nd s
harin
g of
feel
ings
and
rela
ted
expe
rienc
es.
Dra
ft Fa
ll 20
13
50
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Rec
ount
ing
an e
vent
or
exp
erie
nce;
re
telli
ng o
r tel
ling
a st
ory
From
…
Bei
ng a
ble
to s
hare
a p
erso
nal o
r fam
ily s
tory
w
ith a
few
wor
ds, a
brie
f sen
tenc
e or
two
or th
ree
sent
ence
s.
To…
B
eing
abl
e re
tell
a sh
ort s
tory
, rec
allin
g th
e ge
nera
l con
tent
(2 o
r 3 e
vent
s) o
f the
sto
ry in
se
quen
ce.
Bei
ng a
ble
to c
reat
e a
brie
f im
agin
ativ
e na
rrat
ive.
(“
it’s
sprin
g tim
e an
d so
me
baby
bun
nies
got
bo
rn.
Ther
e w
as a
sca
ry s
torm
. It
had
light
enin
g an
d th
e bu
nnie
s go
t sca
red
and
hopp
ed a
way
.”)
List
en
Be
atte
ntiv
e to
the
stor
ies
of d
aily
exp
erie
nces
sha
red
by th
e ch
ild.
List
en to
hea
r if t
he c
hild
in
clud
es a
seq
uenc
e of
impo
rtant
eve
nts
(“M
y m
om le
t me
cook
the
pudd
ing.
I g
ot to
lick
the
spoo
n. M
y fa
ce g
ot m
essy
!”)
Obs
erve
D
oes
the
child
sha
re n
ews
of fa
mily
, frie
nds
or c
ultu
ral e
xper
ienc
es w
ith p
eers
that
he/
she
may
not
sha
re w
ith y
ou?
D
oes
the
child
talk
abo
ut th
e pa
rts o
f his
/her
pai
ntin
g or
dra
win
g in
a s
tory
-like
fash
ion?
Is
the
child
abl
e to
reca
ll tw
o ev
ents
of a
boo
k or
sto
ry in
seq
uenc
e du
ring
a co
nver
satio
n?
Res
pond
B
e fu
lly p
rese
nt a
s an
atte
ntiv
e an
d re
spon
sive
list
ener
whe
n ch
ildre
n sh
are
thei
r sto
ries.
M
odel
faci
al e
xpre
ssio
ns th
at c
onve
y yo
ur e
mot
iona
l res
pons
e al
ong
with
affi
rmin
g ve
rbal
co
mm
ents
(“M
m-h
m,”
or “O
h m
y go
odne
ss!”)
C
omm
ent o
n a
deta
il of
the
child
’s re
coun
t of e
vent
s or
sto
ry (r
eal-l
ife o
r mak
e-be
lieve
).
Pro
vide
flan
nel b
oard
figu
res/
pupp
ets/
prop
s fo
r dra
mat
ic p
lay/
mat
eria
ls fo
r cre
ativ
e ex
pres
sion
pr
ovid
ing
oppo
rtuni
ties
for c
hild
ren
to re
pres
ent/r
etel
l/ena
ct/e
xper
ienc
e a
stor
y m
ultip
le w
ays.
Enga
ging
in s
ound
an
d w
ord
play
in
clud
ing
imita
tion
of
new
sou
nds,
wor
ds
and
rhym
ing
From
…
Rep
eatin
g pa
rts o
f fam
iliar
son
gs, c
hant
s, a
nd
finge
r pla
ys .
Eng
agin
g in
sill
y la
ngua
ge p
lay
(‘Itty
bitt
y ki
tty’ o
r “Y
ou’re
a s
illy
Bill
y”) o
r gig
glin
g at
sill
y so
undi
ng
wor
ds
To…
R
espo
ndin
g w
ith a
rhym
ing
wor
d to
com
plet
e a
sent
ence
/phr
ase
from
a b
ook
Cre
atin
g ne
w c
hant
s, s
ongs
or r
hym
es o
n th
eir
own
or w
ith o
ther
s
Lis
ten…
Is
the
child
repe
atin
g ne
w s
ound
s, c
reat
ing
new
sou
nd c
ombi
natio
ns o
r rhy
min
g? W
hat c
lues
do
you
hea
r tha
t ind
icat
e th
e ch
ild’s
gro
win
g ph
onol
ogic
al a
war
enes
s of
wor
d pa
rts?
O
bser
ve…
H
ow d
oes
the
child
inco
rpor
ate
soun
ds, r
hym
es a
nd s
ongs
in p
lay?
Wha
t clu
es d
o yo
u ob
serv
e to
indi
cate
the
child
’s g
row
ing
phon
olog
ical
aw
aren
ess?
R
espo
nd…
Le
ad m
ovem
ent a
ctiv
ities
con
nect
ed to
sou
nd a
nd in
vite
chi
ldre
n to
cre
ate
and
mak
e th
e so
unds
.(Mov
e lik
e a
snak
e –
ssss
ss; a
hor
se –
clo
p; k
anga
roo
– bo
ing;
car
– v
room
). S
ing
favo
urite
son
gs a
nd c
hant
favo
urite
rhym
es a
nd fi
nger
pla
ys fr
eque
ntly
in a
dditi
on to
in
trodu
cing
new
one
s.
Rea
d al
oud
book
s w
ith te
xt th
at rh
ymes
, has
alli
tera
tion
or in
clud
es s
illy
wor
ds o
r wor
ds th
at
mim
ic s
ound
s (m
eow
, roa
r, or
mur
mur
). E
ncou
rage
chi
ldre
n to
chi
me
in o
r ‘try
out
’ the
w
ords
/sou
nds,
and
/or c
lap
out s
ylla
bles
of f
avou
rite
wor
ds o
r the
ir na
mes
.
Dra
ft Fa
ll 20
13
51
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Expl
orin
g m
eani
ngfu
l im
ages
/sym
bols
and
so
me
mea
ning
ful
soun
d- s
ymbo
l re
latio
nshi
ps
From
…
Rec
ogni
zing
imag
es/s
ymbo
ls th
at a
re m
eani
ngfu
l to
her
/him
. (th
e sy
mbo
l of a
pop
ular
sto
re o
r re
stau
rant
obs
erve
d in
an
adve
rtisi
ng fl
yer)
To
…
Rec
ogni
zing
som
e le
tters
that
are
mea
ning
ful t
o hi
m/h
er.
(the
lette
rs in
his
/her
nam
e, o
ften
the
initi
al le
tter o
f the
nam
e)
Rec
ogni
zing
som
e ad
ditio
nal n
umer
als
and
lette
rs in
the
envi
ronm
ent w
hile
eng
aged
in p
lay
(cla
ss s
ched
ule,
cal
cula
tor,
phon
e or
in a
boo
k).
And
…
Rec
ogni
zing
ow
n na
me
in p
rint;
reco
gniz
ing
a fe
w fa
mili
ar w
ords
(‘M
OM
’’ an
d ‘D
AD
’) B
egin
ning
to a
ssoc
iate
sou
nds
with
som
e m
eani
ngfu
l let
ters
. (‘S
’ mak
es a
sou
nd li
ke a
sn
ake
at th
e be
ginn
ing
of S
am’s
nam
e)
List
en
Whe
n on
an
outin
g or
in th
e ea
rly le
arni
ng e
nviro
nmen
t, lis
ten
to c
hild
ren’
s co
nver
satio
ns.
Doe
s th
e ch
ild id
entif
y sy
mbo
ls o
r sig
ns?
Obs
erve
D
oes
the
child
sho
w in
tere
st in
and
und
erst
andi
ng o
f im
ages
/sym
bols
on
clas
s sc
hedu
les,
ca
lcul
ator
s, p
hone
s, fo
od c
onta
iner
s in
the
lear
ning
env
ironm
ent?
R
espo
nd
Talk
abo
ut th
e sy
mbo
ls w
ith c
hild
ren
who
not
e an
d re
fer t
o th
em.
Incl
ude
auth
entic
lite
racy
arti
fact
s in
exp
erie
ntia
l cen
tres
(cal
enda
rs, a
dver
tisin
g fly
ers,
boo
ks,
broc
hure
s an
d fo
od c
onta
iner
s in
clud
ing
thos
e th
at re
flect
the
cultu
res
of c
hild
ren
in th
e cl
ass)
U
se th
e ch
ild’s
inte
rest
in d
evic
es s
uch
as p
hone
s an
d ca
lcul
ator
s to
dra
w h
is/h
er a
ttent
ion
to
the
icon
s, le
tters
, and
num
eral
s on
the
devi
ce a
nd w
hat t
hey
mea
n.
List
en
Wha
t doe
s th
e ch
ild s
ay to
indi
cate
his
/her
reco
gniti
on o
f ind
ivid
ual l
ette
rs o
r wor
ds?
O
bser
ve
Doe
s th
e ch
ild re
cogn
ize/
crea
te s
ome
lette
r for
ms
whe
n pl
ayin
g w
ith b
lock
s, m
anip
ulat
ives
or
sens
ory
mat
eria
ls, a
dd le
tter-l
ike
form
s to
dra
win
gs o
r rol
e pl
ay w
ritin
g, d
ispl
ay in
tere
st in
pl
ayin
g w
ith m
agne
tic le
tters
or a
lpha
bet s
tam
ps?
D
oes
the
child
not
ice
conv
entio
nal p
rint i
n th
e en
viro
nmen
t?
Res
pond
S
uppo
rt th
e ch
ild to
prin
t his
/her
nam
e A
s yo
u pr
int t
he n
ame,
sha
re th
e pr
oces
s w
ith th
e ch
ild.
You
mig
ht s
ay, “
Your
nam
e st
arts
with
‘T’.
This
lette
r is
calle
d ‘T
’. ‘T
’ say
s ‘t’
“ et
c.
Affi
x le
tters
of t
he a
lpha
bet t
o th
e su
rface
of s
mal
l sto
nes;
incl
ude
seve
ral s
tone
s w
ith e
ach
lette
r. P
rovi
de n
ame
card
s w
ith c
hild
ren’
s na
mes
and
pho
tos.
Chi
ldre
n us
e th
e “le
tter s
tone
s”
to c
reat
e th
eir n
ames
usi
ng th
e ca
rds
as m
odel
s.
Cel
ebra
te a
chi
ld’s
abi
lity
to p
rint h
is/h
er o
wn
nam
e or
eve
n a
few
kno
wn
lette
rs.
Incl
ude
alph
abet
boo
ks in
you
r cla
ssro
om li
tera
ture
col
lect
ion
and
read
alp
habe
t boo
ks w
ith
the
child
ren.
Dra
ft Fa
ll 20
13
52
Lang
uage
and
Em
erge
nt L
itera
cy
Inte
llect
ual D
evel
opm
ent
Lan
guag
e an
d E
mer
gent
Lite
racy
Phys
ical
Inte
llect
ual
Spir
itua
l
Soci
al
Emot
iona
l
Rep
rese
ntin
g id
eas
usin
g ex
pres
sive
fo
rms
such
as
draw
ing,
pai
ntin
g,
colla
ge, c
onst
ruct
ion,
si
ngin
g an
d da
ncin
g,
dram
atic
pla
y,
pupp
etry
etc
.
From
…
Beg
inni
ng to
repr
esen
t ide
as u
sing
an
expr
essi
ve fo
rm w
ith w
hich
he/
she
is m
ost
com
forta
ble
(dra
win
g, c
onst
ruct
ion
with
blo
cks,
dr
amat
ic p
lay)
To
…
Exp
andi
ng h
is/h
er ra
nge
of c
reat
ive
expr
essi
on
to e
ngag
e in
mul
tiple
form
s of
repr
esen
tatio
n G
aini
ng fa
cilit
y w
ith d
raw
ing
and
pain
ting
so th
at
his/
her i
mag
es a
re a
ble
to b
e un
ders
tood
by
the
view
er.
List
en
Doe
s th
e ch
ild te
ll a
peer
wha
t he/
she
is c
reat
ing?
(bu
ildin
g a
road
with
blo
cks
or w
hat h
e/sh
e is
pai
ntin
g at
the
pain
t eas
el)
Obs
erve
W
hat m
ater
ials
or f
orm
s of
sel
f exp
ress
ion
is th
e ch
ild e
xplo
ring?
Not
e w
heth
er th
e ch
ild is
ex
pand
ing
his/
her r
eper
toire
of p
erso
nally
sel
ecte
d m
odes
of e
xpre
ssio
n.
Res
pond
O
ffer o
ppor
tuni
ties
for c
hild
ren
to u
se n
ew m
ater
ials
/mod
es to
exp
ress
idea
s
Whe
n in
trodu
cing
new
mat
eria
ls in
the
art c
entre
, sho
w h
ow v
ario
us to
ols
can
be u
sed
but d
o no
t pro
vide
a m
odel
/end
pro
duct
for c
hild
ren
to e
mul
ate;
P
rovi
de p
rops
that
will
stim
ulat
e dr
amat
ic p
lay
abou
t a s
tory
rece
ntly
read
. O
ffer g
roup
opp
ortu
nitie
s to
sin
g an
d m
ove
to m
usic
.
Eng
age
in d
ram
atic
pla
y w
ith c
hild
ren.
Stim
ulat
e ne
w id
eas
and
voca
bula
ry b
ut b
e ca
refu
l to
let t
he c
hild
ren
lead
the
play
.
Expl
orin
g ho
w p
rint
wor
ks
From
…
Bec
omin
g aw
are
that
prin
t car
ries
a m
essa
ge
Exp
erim
entin
g w
ith w
ritin
g to
ols
and
mak
ing
mar
ks
To…
B
ecom
ing
aw
are
that
spe
ech
can
be w
ritte
n do
wn
and
begi
nnin
g to
use
mar
ks w
ith th
e in
tent
ion
of c
omm
unic
atin
g a
mes
sage
E
ngag
ing
in ro
le p
lay
writ
ing
durin
g va
rious
pla
y sc
enar
ios
usin
g ca
lend
ars,
not
e pa
ds, l
ists
, le
tters
, env
elop
es, c
ards
, etc
. In
clud
ing
som
e fa
mili
ar w
ords
in ‘w
ritin
g’
List
en
Wha
t doe
s th
e ch
ild s
ay w
hile
exp
erim
entin
g w
ith m
arks
that
info
rms
you
abou
t his
/her
inte
nt
in w
ritin
g?
List
en c
aref
ully
to v
erba
l int
erac
tions
bet
wee
n ch
ildre
n en
gage
d in
role
pla
y w
ritin
g. W
hat d
o th
ey s
ay th
at p
rovi
des
clue
s re
gard
ing
thei
r und
erst
andi
ngs
abou
t writ
ing?
O
bser
ve
Doe
s th
e ch
ild m
ake
scrib
ble-
like
form
s of
writ
ing,
lette
r-lik
e fo
rms
or le
tter s
tring
s in
var
ious
pl
aces
on
draw
ings
? A
re th
e sy
mbo
ls s
catte
red
arou
nd th
e pa
ge o
r are
they
in ro
ws?
D
oes
the
child
poi
nt to
the
scrib
ble
mar
ks, l
ette
r-lik
e fo
rms
or le
tter s
tring
s w
hen
telli
ng y
ou
abou
t a p
ictu
re?
Doe
s th
e ch
ild m
ake
mar
ks/le
tters
for s
peci
fic p
urpo
ses
such
as
mak
ing
a bi
rthda
y ca
rd fo
r a
fam
ily m
embe
r, w
ritin
g a
groc
ery
list i
n th
e ho
usek
eepi
ng a
rea,
dra
win
g a
map
to fi
nd w
here
tre
asur
e is
hid
den?
R
espo
nd
Invi
te th
e ch
ild to
tell
you
wha
t his
/her
‘writ
ing’
say
s. T
ake
the
time
to ta
lk w
ith th
e ch
ild a
bout
w
hat h
e/sh
e ha
s ex
pres
sed.
E
ngag
e in
brie
f, m
eani
ngfu
l exp
erie
nces
to m
odel
the
writ
ing
proc
ess;
‘thi
nk o
ut lo
ud’ t
o m
ake
visi
ble
the
proc
ess
of h
ow y
ou m
atch
lette
r sou
nds
with
lette
r for
ms
to w
rite
wor
ds (i
nvite
ch
ildre
n to
dic
tate
a li
st o
f ite
ms
need
ed fo
r a fi
eld
trip)
A
ct a
s sc
ribe
to w
rite
dow
n th
e ch
ild’s
wor
ds a
s he
/she
cre
ates
or r
ecou
nts
a st
ory.
Say
eac
h w
ord
as y
ou w
rite
it, s
tretc
hing
sou
nds
to d
raw
atte
ntio
n to
them
. R
ead
each
sen
tenc
e ba
ck to
th
e ch
ild, p
oint
ing
to e
ach
wor
d as
you
read
and
ask
for t
he c
hild
’s c
onfir
mat
ion.
“Is
that
wha
t yo
u w
ante
d to
say
? “
Wha
t sho
uld
I writ
e ne
xt?”
C
onsi
der w
ays
to in
clud
e w
ritin
g an
d re
adin
g m
ater
ials
in a
ll dr
amat
ic p
lay
area
s an
d le
arni
ng
cent
res.
Ens
ure
that
ther
e ar
e pu
rpos
eful
writ
ing
mat
eria
ls a
vaila
ble
(an
appo
intm
ent b
ook
and
patie
nt fi
le fo
lder
s fo
r a d
octo
r’s o
ffice
)
Draft Fall 2013 53 Language and Emergent Literacy
Intellectual Development Language and Emergent Literacy
Physical
Intellectual Spiritual
Social Emotional
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programs serving children from birth through age 8. Washington, DC: National Association for Young Children.
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practices for educators of children from birth to 5. New York: Scholastic. Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8. Washington, DC: National Association for Young Children.
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children to extend their learning. Washington, DC: National Association for the Education of Young Children.
Jalongo, M., (2004). Young children and picture books 2nd Ed. Washington, DC: National
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