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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


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



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.

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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



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).

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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



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 .

http://www.ness.uk.com/maths/EYFS/Learning,%20playing,%20interacting%20-%20Early%20Years.pdf

http://www.ness.uk.com/maths/EYFS/Learning,%20playing,%20interacting%20-%20Early%20Years.pdf

http://www.oecd.org/dataoecd/12/36/31672150.pdf

Draft Fall 2013 8 Social Emotional Development

Physical


Social Emotional Social Emotional Development:


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


Physical




“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.


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)


Physical




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

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s

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…

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repr

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f sel

f in

mirr

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or

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? D

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child

use

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m…

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?” O

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? A

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a

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of w

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as ‘b

ad’

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? H

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des

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…

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? D

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ren’

s ef

forts

and

incl

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child

ren’

s th

ough

ts a

nd id

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in d

ocum

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ay c

hild

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s cr

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pro

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ays

such

as

in fr

ames

. V

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s un

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and

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able

to a

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late

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r pos

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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


Physical




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.

http://www.oecd.org/dataoecd/12/36/31672150.pdf


Physical




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


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



Physical


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.



Physical


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.



Physical


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.

http://www.journal.naeyc.org/btj



Physical


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

http://www.education.gov.sk.ca/ELCC/physical-activity

http://www.education.gov.sk.ca/ELCC/Nutrition-Information-Sheets

Draft Fall 2013 24 Spiritual Development

Spiritual Development: Essential Learning Experiences

Physical


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.



Physical


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.



Physical


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.


The Child and Spiritual Development Physical


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/


The Child and Spiritual Development Physical


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


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.



Physical


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 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.



Physical


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

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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.



Physical


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.

http://www.naeyc.org/about/positions/pdf/psmath.pdf

http://ecrp.uiuc.edu/v12n2/spencer.html



Physical


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


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.



Physical


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



Physical


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.



Physical


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

)



Physical


Social Emotional

References Alberta Education, Early Learning Branch. (2009). Working with young children who are

learning English as a new language. Edmonton, Alberta: Alberta Education. 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.

Malaguzzi, L. (1997) ‘No way. The hundred is there’. In Fillipini, T. and Vechi, V. (Eds). The

Hundred languages of children: Narrative of the possible, p. 3. Reggio Children. Meier, D., (2004). The young child’s memory for words: Developing first and second language

and literacy. New York: Teachers College Press. Regina Public Schools & Saskatchewan Instructional Development and Research Unit.,

(2005). Prekindergarten longitudinal study, prekindergarten rubric. Assessment and evaluation in prekindergarten: A planning guide for school divisions and their partners. pp. 87-104. Saskatchewan Ministry of Education.

Saskatchewan Ministry of Education. (2008). Play and exploration: Early learning program

guide. Regina, SK: Author. Thompson, R., (2008). Connecting neurons, concepts, and people: Brain development and its

implications. Nieer Preschool Policy Brief, 15, 6. Recommended Resources Alberta Education, Early Learning Branch. (2009) Working with young children who are

learning English as a new language. Edmonton, Alberta: Alberta Education. Bennett-Armistead, V., Duke, N., & Moses, A., (2005). Literacy and the youngest learner: Best

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.

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.

Jalongo, M., (2004). Young children and picture books 2nd Ed. Washington, DC: National

Association for the Education of Young Children. Schickedanz, J. & Casbergue, R., (2004). Writing in preschool: Learning to orchestrate

meaning and marks. Newark, DE: International Reading Association.

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