California Preschool Curriculum Framework - …

1 California Preschool Curriculum Framework Volume 1. California DEPARTMENT OF EDUCATION SACRAMENTO, 2010. California Preschool Curriculum Framework Volume 1. Social-Emotional development Language and Literacy English-Language development Mathematics Publishing Information The California Preschool Curriculum Framework , Volume 1, was developed by the Child development Division, California Depart- ment of Education. It was designed and prepared for printing by the staff of CDE Press and was published by the Department, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Govern- ment Code Section 11096. This publication was edited by Faye Ong, working in cooperation with Desiree Soto, Consultant, Child development Division. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created by Cheryl McDonald. It was published by the Department of Education, 1430 N Street, Sacra- mento, CA 95814-5901.

2 It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2010 by the California Department of Education All rights reserved ISBN 978-8011-1682-7. Ordering Information Copies of this publication are available for sale from the California Department of Education. For prices and ordering information, please visit the Department Web site at pn or call the CDE Press Sales Office at (800) 995-4099. Notice The guidance in the California Preschool Curriculum Framework , Volume 1, is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the documents is exemplary, and compliance with it is not mandatory. (See Education Code Section ). Contents A Message from the State Superintendent Social Interaction .. 62 of Public v Interactions with Familiar 63 Interactions with Peers .. 65. Group Participation.

3 69. Cooperation and 73. Chapter 1 Bringing It All Together .. 76. Introduction Relationships .. 78. to the 1 Attachments to Parents .. 79. California 's Preschool 3 Close Relationships with Teachers Overarching 5 and 81. Organization of the 9 83. English-Language development and Bringing It All 85. Learning in All 10 Concluding 87. Universal Design for 13 Map of the 88. Curriculum 13 Teacher 89. The Daily 16 91. The Curriculum -Planning 19 94. Implementation of the 24. 25 27 Chapter 4. Language and 97. Chapter 2. Guiding The California Environments and Early Learning and Summary of Language development 29 Summary of Literacy Preschool Learning 30 Summary of the Strands and Preschool Curriculum 31 110. Desired Results Assessment 32 Program Guidelines and Other 35 Listening and Speaking ..110. Professional 36 Language Use and 111. In-Depth Understanding and Planning 117. for Children's Integrated 36 122. Bringing It All 125. Chapter 3 Social-Emotional Concepts about development .

4 37 Phonological Alphabetics and Word/Print Guiding 39. Environments and 42. Comprehension and Analysis Summary of the Strands and 44. of Age-Appropriate Literacy Interest and Self-Awareness .. 46 Bringing It All 48. Social and Emotional 52. Writing Empathy and Caring .. 55. Bringing It All Initiative in 57 Bringing It All 60. iii Concluding Concluding Map of the Map of the Teacher Teacher Chapter 5 English-Language Chapter 6. development ..177 Guiding Guiding Environments and Environments and Summary of the Summary of the Strands and Summary of the Strands and Number Cultural Context of Understanding Number and Stages of Second-Language Assessment Approaches for Preschool Understanding Number English Relationships and Bringing It All Children Listen with Algebra and Functions (Classification Under and Patterning)..259. Bringing It All Children Use Nonverbal and Verbal Bringing It All Strategies to Communicate with Compare, Order, and Measure Children Begin to Understand and Use Social Conventions in Bringing It All Children Use Language to Create Oral Narratives About Their Personal Positions in Bringing It All Bringing It All Mathematical Children Demonstrate Appreciation Promoting Mathematical Reasoning and Enjoyment of Reading and Problem and Bringing It All Children Show an Increasing Concluding Understanding of Book Map of the Children Demonstrate an Teacher Understanding of Print Children Demonstrate Awareness That Print Carries Appendix A.

5 The California Early Children Demonstrate Progress Learning and development in Their Knowledge of the Alphabet Appendix B. Reflections on Research: in Phonological Children Demonstrate Phono logical Appendix C. Reflections on Research: Alphabetics and Word/Print Bringing It All Writing ..219 Appendix D. Resources for Teachers Children Use Writing to of Children with Disabilities or Communicate Their Other Special Bringing It All iv A Message from the State Superintendent of Public Instruction I am pleased to present the California Preschool Curriculum Framework , Vol ume 1, a publication I believe will be a illustrated by vignettes. The strategies per- tain to both the learning environment and teachers' interactions with children. These major step in working to close the school- chapters offer key principles and a rich readiness gap for young children in our variety of ideas for early childhood educa- state. Created as a companion to the tors to support the learning and develop- California Preschool Learning Foundations, ment of Preschool children.

6 There are spe- Volume 1, this Framework presents strate- cific principles and strategies for teaching gies and information to enrich learning children who are English learners. and development opportunities for all of Two themes are interwoven through- California 's Preschool children. out this volume: young children learn Like the first volume of the Preschool through play, and their families are their learning foundations, this Curriculum first teachers. As young children play, they Framework focuses on four learning use language to create meaning, explore domains: social-emotional development , social roles, and solve mathematical prob- language and literacy, English-language lems. Through studying their play, early development , and mathematics. Topics educators discover ways to build on young include guiding principles, in particular, children's lively engagement with learn- the vital role of the family in early learn- ing.

7 Another strategy for expanding young ing and development ; the diversity of children's learning is to collaborate with young children in California ; and the their families. Together, early educators ongoing cycle of observing, documenting, and family members can create meaning- assessing, planning, and implementing ful learning experiences for young children Curriculum . The Preschool Curriculum in Preschool and at home. Framework takes an integrated approach to The Preschool Curriculum Framework early learning and describes how curricu- speaks to new early childhood educators lum planning considers the connections as well as experienced ones. It recognizes between different domains as children the best practices already used by pre- engage in teacher-guided learning activi- school programs and provides new ideas ties. A description of California 's Early that bring the Preschool learning founda- Learning and development System, which tions to life for everyone responsible for the places the learning foundations at the care and education of young children.

8 Center, explains the alignment of the components to the foundations. The remaining chapters focus on the learning domains. Each chapter provides an overview of a domain, the foundations for that domain, principles in planning JACK O'CONNELL. Curriculum , and Curriculum strategies State Superintendent of Public Instruction . Acknowledgments T he development of the Preschool Curriculum Framework involved many people. The following groups contributed: Chapter 3: Social-Emotional development Janet Thompson, University of California , (1) project leaders; (2) principal writers; Davis (3) community college faculty advisers; Ross Thompson, University of California , (4) universal design advisers; (5) project Davis staff and advisers from the WestEd Kelly Twibell, University of California , Center for Child and Family Studies; Davis (6) staff from the California Department of Education; (7) early childhood education Chapter 4: Language and Literacy stakeholder organizations; (8) participants Language in the for ma tive and review focus groups; Roberta Golinkoff, University of (9) participants in the Web posting pro Delaware cess; and (10) participants in the public Kathryn Hirsh-Pasek, Temple University hearing process.

9 Literacy Judith Schickedanz, Boston University Project Leaders Chapter 5: English-Language The following staff members are grate- development fully acknowledged for their contributions: Linda Espinosa, University of Missouri Peter Mangione, Katie Monahan, and Marlene Zepeda, California State Cathy Tsao, WestEd. University, Los Angeles Principal Writers Chapter 6: Mathematics Special thanks are extended to the Osnat Zur, WestEd principal writers for their expertise and Appendix B. Reflections on Research: contributions. Phonological Awareness Chapter 1: Introduction Appendix C: Reflections on Research: Peter Mangione, WestEd Alphabetics and Word/Print Recognition Mary Jane Maguire-Fong, American River College Judith Schickedanz, Boston University Contributors Community College Faculty Katie Monahan, WestEd Advisers Charlotte Tilson, WestEd Special thanks are extended to the Cathy Tsao, WestEd faculty advisers for their expertise and Chapter 2: The California Early contributions.

10 Learning and development System Caroline Carney, Monterey Peninsula Peter Mangione, WestEd College Melinda Brookshire, WestEd Ofelia Garcia, Cabrillo College Jenna Bilmes, WestEd Marie Jones, American River College Jan Davis, WestEd Margie Perez-Sesser, Cuesta College vii Universal Design Advisers Meredith Cathcart, Consultant, Special The following universal design experts Education Division, contributed her are gratefully acknowledged for their expertise. contributions: Maurine Ballard-Rosa, California State Early Childhood Education University, Sacramento Stakeholder Organizations Meryl Berk, Vision Consultant, HOPE Representatives from many statewide Infant Family Support Program, organizations provided perspectives San Diego County Office of Education affecting various aspects of the Curriculum Linda Brault, WestEd Framework . Action Alliance for Children WestEd Center for Child and Alliance for a Better Community Family Studies Project Staff Asian Pacific Islander Community and Advisers Action Network Linda Brault Association of California School Melinda Brookshire Administrators Caroline Pietrangelo Owens Baccalaureate Pathways in Early Teresa Ragsdale Childhood Education (BPECE).