EARLY LEARNING GUIDELINES FOR CHILDREN

1 Oklahoma EARLY LEARNING . GUIDELINES FOR. CHILDREN . Ages three through Five Table of Contents _____. INTRODUCTION 1. C ON CEPT AREAS. 1 _____. APP ROAC H E S TO LE ARNI N G 5. 2 _____. CRE AT I V E SKI LL S 10. 3 _____. L AN GUAGE ARTS 15. 4 _____. MAT H E M AT I C S 30. 5 _____. HEALT H , SAF E T Y 42. AND P H YSI C AL DE V E LOP M E NT. 6 _____. SCIE N C E 51. 7 _____. SOC I AL AND P E RSON AL SKI LL S 59. 8 _____. SOC I AL S T UDI E S 65. _____. GLOSSARY 72. _____. RESOURCES 74. _____. FEEDBAC K FORM 76. Oklahoma EARLY LEARNING GUIDELINES INTRODUCTION. The EARLY LEARNING GUIDELINES are intended to provide guidance to teachers with regard to what CHILDREN should know and be able to do in order to experience school success. stars The EARLY LEARNING GUIDELINES provide examples of activities that can be used to develop curriculum. They should not be used as a curriculum or assessment. Program providers that Oklahoma are trained in EARLY childhood curriculum theories will EARLY LEARNING GUIDELINES provide an enriched curriculum including the following activities and many others.

2 The GUIDELINES are intended A Task Force convened by the Oklahoma Department of to assist with LEARNING activities for preschool CHILDREN ages Human Services Oklahoma Child Care Services 3 through 5 and are inclusive of all CHILDREN recognizing that developed the Oklahoma EARLY LEARNING GUIDELINES . CHILDREN may be able to show they meet the standards at Task force members included representatives from the Oklahoma State Department of Education, Oklahoma different times and in different ways. Tribal Child Care Association, Oklahoma Head Start Association, and child care programs. The GUIDELINES Guiding Principles: reflect current research on growth and stages of All CHILDREN are active learners. They explore and development, appropriate program planning, LEARNING outcomes for CHILDREN , and best practices in EARLY experiment with concepts in the world through play education. The GUIDELINES are designed to align with the and hands on activities. Oklahoma Priority Academic Student Skills (PASS) Through interaction with friends, family and other and Head Start Performance standards and to promote adults, CHILDREN develop new skills and understandings EARLY LEARNING experiences that lead to CHILDREN 's success.

3 The word teacher is used in the GUIDELINES to represent of concepts. CHILDREN need opportunities to practice parents, family members, educators, caregivers, and new skills as well as experience challenges. caring adults who offer instruction, support, and Families are the child's first and most important teachers. guidance to young CHILDREN . CHILDREN are influenced by the values of their family, culture, and community. Developing in generally similar stages, CHILDREN show individual differences in ways of knowing, LEARNING , and doing. Overview EARLY childhood programs should be appropriate for the age, developmental level, and special needs of each child. The environment should be modified and adapted to promote the participation, engagement, and LEARNING of all CHILDREN . Young CHILDREN are integrally connected to their families and it is important to establish positive relationships with family members that are based on mutual trust and respect. Teaching is based on the knowledge of content and how young CHILDREN develop and learn.

4 The LEARNING environment fosters all areas of development: creative/aesthetic, intellectual, language, physical and social/emotional; and provides the challenge for CHILDREN to learn according to their individual growth patterns. 1. EARLY childhood programs should: Families Can Use GUIDELINES to: Provide curriculum that builds upon what CHILDREN already Broaden understanding of ways CHILDREN know and are able to do to enable them to connect new are developing and LEARNING . concepts and skills. Determine ways to support CHILDREN ' s development Provide units or themes of interest that integrate and teach and LEARNING at home. across all areas of the core curriculum ( , foreign Discuss how to partner with others to provide languages, language arts including reading, mathematics, for continuity of LEARNING . science, social studies, the arts). Identify what is important to look for when Provide a literacy rich environment arranged in LEARNING choosing programs for CHILDREN .

5 Centers or LEARNING areas ( , art center, science center, reading center, dramatic play center, block center). Each Inclusion center will have a variety of activities for the CHILDREN . This Young CHILDREN come to programs with varying arrangement allows for a wide range of developmental experiences, backgrounds and language. Recognizing that interests and abilities within the same LEARNING space. CHILDREN learn at different rates and have varying abilities, Provide exposure to a wide variety of information and the curriculum and environment should be adapted so that literacy experiences and the use of technology through all CHILDREN can reach their potential. Adults should consider daily activities in the environment and/or media center. the following when planning activities: Provide a safe environment designed for the Consulting CHILDREN 's family members and others in the developmental needs of the age group served and community who have expertise in the languages and implemented with attention to the requirements and cultures of the CHILDREN attending learn simple words differences of the individual CHILDREN .

6 For foods in other languages and encourage CHILDREN to Provide a climate that is active; one in which CHILDREN bring pictures of family, favorite foods for snack, materials interact with each other and materials while engaging that are familiar for dramatic play, or music in cooperative hands on LEARNING with day to day Conveying respect for English Language Learners (ELL). life experiences. and their home language, speaking clearly, using Provide a balance of activities that are adult directed and simple words and short phrases and repetition when child initiated. These activities may be active or quiet, speaking to CHILDREN , paraphrasing and modeling correct performed individually or in large and small groups. use of English instead of correcting CHILDREN 's language Provide an environment that is sensitive to cultural, and allowing CHILDREN to be silent as they are in the language, physical, and LEARNING differences among all process of LEARNING English. CHILDREN served.

7 Accommodate CHILDREN by using special Creative means of communicating ideas gestures, or adaptive devices or adjustments to activities to improve pictures, and real objects can be used to help communicate communication and/or participation in activities. with CHILDREN and CHILDREN can express themselves through Provide an on going process of collecting information drawing, painting, using clay, and movement activities. from multiple sources about a child's needs, which may The order and pace of activities create a predictable include observation, portfolios, screenings, etc., to schedule and provide additional time for CHILDREN who determine a child's strengths and weaknesses in order to need it to complete an activity or routine. plan his/her educational services. The interests and preferences of the CHILDREN choose an activity topic that CHILDREN enjoy such as animals and allow a child to select an activity that they would like to share with others. 2. The use of special equipment that could assist CHILDREN Organization in LEARNING a skill or participating in a activity ( loop This document contains not only the domains scissors) for a child who does not have hand strength and or curriculum content and standards , but also the use a bean bag chair at circle time so that a child in a INDICATORS OF CHILD'S PROGRESS and suggestions wheelchair can sit on the same level as others in the room.

8 Of TEACHER'S STRATEGIES/ACTIVITIES to provide Strategies to encourage CHILDREN 's active participation in CHILDREN with meaningful LEARNING experiences. The content activities, pair CHILDREN who are having difficulty with areas are interdependent and support one another. Each of friends who are successful at a task, and allow CHILDREN the sections is organized into five areas. to select activities based on readiness, LEARNING style Introduction provides a brief description of the area and interest. and the purpose for including it in the GUIDELINES . Creating an environment that can adapt to the flow of Standard agreed upon framework of skills within each activities, need for seating and position of CHILDREN content area that CHILDREN need to experience in order arrange the play space so that activity areas are clearly to develop a foundation for additional LEARNING . defined and provide CHILDREN who may be easily Indicators of progress desired outcomes for CHILDREN overwhelmed an opportunity to use unfamiliar equipment that identify what CHILDREN are likely to know or do in before others.

9 Relationship to each standard. Providing modified materials so that CHILDREN can Examples specific observable skills or actions that show participate as independently as possible use picture CHILDREN are acquiring concepts described as an indicator cues, simplified language, or the child's home language of progress and illustrate what a child might do or say when possible and lower the easel or provide a chair for related to each indicator. the child who has difficulty standing. Strategies/activities examples of activities, environments, Modifying activities so that they are less or more daily routines and play that encourage the development complicated depending on CHILDREN 's abilities break of skills in all content areas. activities such as cooking projects or games into parts The standards can be demonstrated through observations, by describing and making pictures of the steps, and descriptions, documentations of a child's performance or sequence or prepare art experiences with individual behavior, and by samples of a child's work.

10 CHILDREN in mind. Providing adult assistance in an activity or routine to support CHILDREN 's participation provide hand on hand assistance for some activities, and position an adult near CHILDREN who may need more assistance. 3. IC O N S. The following icons represent the LEARNING centers where strategies/activities may be presented. These LEARNING centers are required to maintain One Star + status for programs that are licensed by the Oklahoma Department of Human Services Oklahoma Child Care Services. Identify Information Literacy Skills The teacher, caregiver or family member may consult with a school/community media specialist to serve CHILDREN 's specific needs. Block Building/ Book/Reading Construction Dramatic Play/ Science/Sensory Home Living Manipulative Movement/Music Play/Table Toys Art Outside 4. APPROACHES TO LEAR N I N G. 1. 5. APPR O AC H ES T O LEAR N I N G. As EARLY as infancy, CHILDREN display some of the dispositions When CHILDREN complete a complex puzzle, construct an and styles of LEARNING that lead to success in school.