California Preschool Learning Foundations - cde.ca.gov

1 California Preschool Learning Foundations Volume 3. California DEPAR TMENT OF EDUCATION SACRAMENTO, 2012. California Preschool Learning Foundations Volume 3. History Social Science Science Publishing Information The California Preschool Learning Foundations (Volume 3) was developed by the Child Development Division, California department of Education. This publication was edited by Faye Ong, working in cooperation with Laura Bridges, 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.

2 It was published by the department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2012 by the California department of Education All rights reserved ISBN 978-8011-1727-5. Ordering Information Copies of this publication are available for sale from the Califor- nia department of Education. For prices and ordering information, please visit the department Web site at or call the CDE Press Sales Office at 1-800-995-4099. Notice The guidance in the California Preschool Learning Foundations (Volume 3) is not binding on local educational agencies or other entities.

3 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 v A Message from the State Superintendent of Public Instruction Acknowledgments vii Introduction xi Foundations in History Social Science 1. Foundations in Science 48. Appendixes A. The Foundations 103. B. An Overview of the Alignment of the California Preschool Learning Foundations with Key Early Education Resources 113. iii A Message from the State Superintendent of Public Instruction I.

4 Am delighted to present the California schools in California offer high-quality Preschool Learning Foundations (Volume programs, the California department of 3). This publication is part of a three- Education collaborated with leading early volume series designed to improve early childhood educators, researchers, advo- Learning and development for California 's cates, and parents to develop Volume 3 of Preschool children. the Preschool Learning Foundations . Young children are naturally eager to The Foundations outline key knowledge learn. We encounter their amazing curi- and skills that most children can acquire osity at every turn.

5 Their wonder about when provided with the kinds of inter- the world extends to understanding of actions, instruction, and environments human traditions and activity. They also shown by research to promote early learn- ask about how the physical world works. ing and development. Volume 3 focuses on However, even with their great curios- two domains: history social science and ity about the world of people and things, science. These domains have received less not all young children enter kindergar- attention than some other domains, but ten ready for school. All too often, some their importance has been increasingly already lag behind their classmates, which recognized by early childhood education may adversely affect their continued learn- experts.

6 Ing and development in kindergarten and As research that is summarized in this beyond. High-quality Preschool teaching volume indicates, young children are natu- connects with young children's strong rally drawn to concepts and processes in interest in concepts and processes from history social science and science. They the history social science and science look to their families and their teachers to domains while contributing to long-range help them explore these Learning domains. social and academic success. High-quality teaching builds on children's Children who attend high-quality pre- interests and engages them in making schools benefit from rich opportunities sense of social and physical phenomena.

7 To learn through play. Their play focuses Efforts to provide children with high- on the world around them for example, quality Preschool experiences fit into the social roles rooted in human history and overall mission of both the department culture and the life of their community. and the federal Head Start program. They also playfully experiment with liv- Learning and development that occurs ing and nonliving things and discover how before a child enters Preschool is as they change. Children thrive when offered important as the Learning and develop- a curriculum that integrates all domains in ment that occurs during the school years.

8 A way that is culturally and linguistically A continuum of Learning and develop- meaningful and appropriate to their devel- ment begins early in life and continues opment. through higher education. Understanding With the goal of ensuring that all pre- the links between the different ages and v different early childhood services allows ment and Early Education Framework. An educators to see how to build on children's investment in high-quality care and educa- earlier Learning and prepare children for tion programs throughout the early years the next educational challenge. To foster will promote Learning for all children and greater understanding of children's learn- ensure school readiness when they enter ing and development during the first five kindergarten.

9 Years, this volume explains the connec- These Foundations will help guide and tions among the infant/toddler Learning support all California preschools in provid- and development Foundations , Preschool ing developmentally appropriate instruc- Learning Foundations , Common Core State tion and activities that engage young Standards, kindergarten content stan- hearts and minds. Such Learning will dards, and the Head Start Child Develop- lead to children's well-being and success throughout life. Tom Torlakson State Superintendent of Public Instruction vi Acknowledgments T. he development of the Preschool History Social Science Learning Foundations involved Oscar Barbarin, Tulane University many groups: project leaders; lead Barbara Bowman, the Erikson Institute researchers; the expanded research con- and the Chicago Public Schools sortium; the Preschool Learning founda- Amy Obegi, Solano Community College tions research consortium; staff from the Carolyn Pope Edwards, University of California department of Education; Nebraska, Lincoln early childhood education stakeholder Michael Lopez, National Center for Latino organiza tions.

10 Facilitators of the draft Child and Family Research review sessions and the participants; and Gayle Mindes, DePaul University participants in the Web posting process. Science Marco Bravo, San Francisco State Univer- Project Leaders sity and Santa Clara University The following staff members are grate- Caroline Carney, Monterey Peninsula fully acknowledged for their contributions: College Peter Mangione and Charlotte Tilson, Lucia French, University of Rochester WestEd. Rochel Gelman, Rutgers University Karen Lind, Illinois State University Lead Researchers Art Sussman, WestEd Special thanks are extended to the lead Sandra Waxman, Northwestern University researchers for their expertise and contri- butions as lead writers.