Fluent Essays

Title: Article-  “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families” Introduction: This article addresses ways to create a nutritionally purposeful classroom that supports young children's healthy food choices. The Assignment: Summarize the article by answering the three questions listed below. Each question should have an answer that has a minimum of 5 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article - that is plagiarism. 1. What is the main focus of the article? 2. What are three strategies that are discussed in the article? what knowledge did you gain from your reading? 3. How will you implement the strategies/ideas (from the article) when working with children? How can you use NC FELD to support these ideas?    Article for Module 5- Young Children, November 2014.  “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families”    NAEYC Young Children 2014.pdf NAEYC Young Children 2014.pdf - Alternative Formats  (Attached is the Young Children's publication.  Be sure to know the article you are lookig for.  If you are planning on printing the article- the pages for printing are different than the actual pages in the publication due to the table of contents, etc.   The pages for this article, if printing would be pages 24-30) Grading Criteria:  The summary is graded on a 100 point scale; it is worth 5% of your overall class grade. Maximum points are given when length of 3 paragraphs with each paragraph containing a minimum of 5 sentences is met and content summarizes key strategies to use with young children and families. 20 points – Three paragraphs are included, each paragraph has a minimum of five sentences 20 points – First paragraph summarizes the main focus of the article 30 points – Second paragraph summarizes three strategies from the article 20 points – Third paragraph gives specific strategies/ideas you will use when working with young children. 10 points – correct grammar and spelling are used.  Resources: NAEYC Young Children November 2014 NC FELD: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf Nutrition and Fitness for All Young Children 58 International Partners 66 Thinking Skills 78 Interactive Reading The journal of the National Association for the Education of Young Children November 2014 E R S Environment Rating Scales Family of Products www.tcpress.com 800.575.6566 Visit us at NAEYC booth 1804 ECERS-3 Early Childhood Environment Rating Scale, Third Edition Thelma Harms, Richard M. Cli ord, and Debby Cryer The ECERS-3 builds upon the solid foundation of best practice established in the ECERS-R. —Michele Bossers, former associate director, PA Key When EC assessment dollars are tight, a comprehensive tool that identifi es a broad range of program strengths and captures critical interactions is the perfect solution. Thanks to the authors for ECERS-3! —Janice Carter, Childhood Services, Arkansas State University For over 30 years, educators and caregivers have relied on the ERS Family of Products to be the most comprehensive and reliable instruments to measure the quality of early childhood programs. After exhaustive research and fi eld-testing, the authors are ready to present a new and improved Third Edition of their fl agship assessment tool. More comprehensive than previous editions, ECERS-3 will measure both environmental provisions and teacher-child interactions that a� ect the broad developmental needs of young children. Current users of the ECERS-R can look forward to a smooth transition to the new ECERS-3 when they are ready. November 2014�/�104 pages�/�$22.95�/�5570-9�/�large format, spiral binding ECERS-3 is here! NEW & IMPROVED! “The Environment Rating Scales have proven to be an invaluable resource for assessing the quality of child care classrooms. These comprehensive tools truly allow providers to see classrooms through the eyes of the children they care for, and the results obtained o er clear feedback that helps teachers improve and grow.” —Angela Keyes, Quality Start Assessment Team of Louisiana ERS—THE GOLD STANDARD! ‘‘‘‘ ‘‘ ‘‘ Training and ongoing support available at www.ersi.info 2014 NAEYC Annual Conference & Expo november 5–8 Dallas, Texas NAEYC thanks the following sponsors for their generous support. For more information on the nAEYC Sponsorship Program, please visit www.naeyc.org/content/sponsorships. YEAR-ROUND GOLD BRONZE YEAR-ROUND PLATINUM SILVER PLATINUM GOLD http://www.highscope.org/ http://www.communityplaythings.com/ http://www.teachingstrategies.com http://www.waldenu.edu/colleges-schools/riley-college-of-education/about/naeyc http://www.pearsoned.com/ http://www.discountschoolsupply.com/ http://www.brighthorizons.com/ 78 6 Introduction 8 Preschool. Creating the Nutri­tionally Purposeful Classroom Karrie Kalich, Dottie Bauer, and Deirdre McPartlin 14 Preschool. Healthy Choices Start Early Teresa A. Byington, Anne R. Lindsay, and Madeleine Sigman- Grant 22 Preschool Through Primary Grades. Looking at the Whole Picture: A Wellness Curric­ u lum for Young Children and Their Families Helen L. Johnson and Leigh Shebanie McCallen 28 Toddlers and Preschool. Quality Outdoor Play Spaces for Young Children Karin H. Spencer and Paul M. Wright 36 Preschool. Preventing Child­hood Obesity: Strategies to Help Preschoolers Develop Healthy Eating Habits Brent A. McBride and Dipti A. Dev 58 Internationalizing Your Early Childhood College Program Laurie R. Noe 66 Grade 1. Community Explorers: Critical Thinking Strategies for Supporting Dual Language Learners Tamara Spencer and Lisa Hertzog 72 Kindergarten Through Grade 1. Direct Versus Indirect Teaching of Number Concepts for Ages 4 to 6: The Importance of Thinking Constance Kamii 78 Preschool. Conducting Interactive Reading Experiences Kathy Barclay 84 Meet the Author. Young Children Introduces: Marla Frazee, Pat Mora, and Peter H. Reynolds Meghan Dombrink-Green 88 Toddlers Through Primary Grades. Research in Review. Too Scared to Learn: Teaching Young Children Who Have Experienced Trauma Travis Wright Nutrition and Fitness for All Young Children 22 36 8 2 Vol 69 ■ No 5 November 2014 The journal of the National Association for the Education of Young Children Young Children November 2014 Young Children How do you teach children to become creative, confident thinkers? The Creative Curriculum® for Preschool Engaged children. Fully-supported teachers. Contact us to learn more. TeachingStrategies.com | 800.637.3652 Columns 94 Guidance Matters. Guidance With Girls Layna Cole and Dan Gartrell 96 The Reading Chair. Isabel Baker and Miriam Baker Schiffer 98 Rocking and Rolling. Why Hurry? Respecting Development and Learning Linda Gillespie and Emily Adams 100 Index of Advertisers NAEYC News 44 From Our President. Going to Con­ ference Carol Brunson Day n 46 Mak­ ing Connections. Democracy Is Not a Spectator Sport Rhian Evans Allvin n 48 NAEYC.org Highlights n 52 Higher Education Accreditation. NAEYC Early Childhood Associate Degree Accredi­ tation: Valuing the Process and the Professional Recognition Marica Cox Mitchell, Ronda Hawkins, and Michele Cunningham n 56 NAEYC Governing Board and Leadership ONLINE EXTRAS NAEYC Affiliate Successes. The Early Learning HUB: Transforming Com­ munity Engagement Through Profes­ sional Development and PLAY! Michelle Figlar and Becky Mercatoris n Chil­ dren’s Books About Nutrition and Fitness n Resources on Nutri­ tion and Fitness for All Young Children Journal Staff Derry Koralek, Chief Publishing Officer and Editor in Chief Amy Shillady, Journal Editor Edwin Malstrom, Director of Creative Services Patrick Cavanagh, Design and Production Catherine Cauman, Senior Editor Meghan Dombrink-Green, Denni John- son, and Steve Olle, Associate Editors Mabel Yu, Assistant Editor and Young Children Permissions Editor Lauren Baker, Assistant Editor Gail Perry, Editor, Voices of Practitioners Marlon Deang, Advertising Sales NAEYC Executive Staff Rhian Evans Allvin, Executive Director Marica Cox Mitchell, Stephanie A. Morris, Adele Robinson, and Barbara Willer, Deputy Executive Directors The national Association for the Education of Young Children offers early childhood educators professional development opportunities designed to improve the quality of services for children from birth through age 8—the critical years of development. Become part of a respected and growing network of more than 70,000 members and over 300 local and State Affiliates. Since its founding in 1926, nAEYC has promoted high-quality stan- dards in all programs for children, encouraged professional development, and created leader- ship opportunities at local, state, and national levels. To learn more, contact us: online: www.naeyc.org phone: 800-424-2460 or 202-232-8777 fax: 202-328-1846 email: [email protected] mail: NAEYC, 1313 L Street, NW, Suite 500, Washington, DC 20005-4101 YC–Young Children (ISSn 1538-6619) is published five times a year (mailing in the months of March, May, July, September, and november) by the national Association for the Education of Young Children (nAEYC), 1313 l Street, nW, Suite 500, Washington, DC 20005-4101. Through its publications program, nAEYC pro- vides a forum for discussion of major issues and ideas in our field. We hope to provoke thought and promote professional growth. The views expressed or implied are not necessarily those of the Association. Acceptance of advertising does not represent nAEYC’s endorsement of any product or service, nor is nAEYC respon- sible for representations made by advertisers. Cover photo © Julia luckenbill Copyright © 2014 by nAEYC unless otherwise noted. 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It indicates that the article has a training outline appearing in NEXT for YC, available to members at www.naeyc.org/login. 4 Vol 69 ■ No 5 November 2014 The journal of the National Association for the Education of Young Children Young Children November 2014 Young Children mailto:[email protected] mailto:[email protected] http://www.copyright.com http://www.copyright.com mailto:[email protected] mailto:[email protected] http://www.naeyc.org/publications/forauthors/writeyc http://www.naeyc.org/publications/forauthors/writeyc mailto:[email protected] mailto:[email protected] http://www.naeyc.org/about/advertise http://www.naeyc.org/about/advertise As your knowledge grows, so will their smiles, confi dence, and excitement for learning. � e Richard W. Riley College of Education and Leadership at Walden University, a National Council for Accreditation of Teacher Education (NCATE)–accredited institution, is a proud year-round sponsor of the National Association for the Education of Young Children (NAEYC). Walden is dedicated to supporting the needs of people like you who have a passion for working with young children. � at’s why our online early childhood programs, concentrations, specializations, and certifi cates feature experts in the fi eld and off er cutting-edge curricula to help you acquire the knowledge, experience, and skills you need to be more eff ective in a wide variety of early childhood education roles. Learning never stops—for you and for them. As an NAEYC member, you can benefi t from a 10% tuition reduction† when you enroll as a new student at Walden. To learn more, call, visit us online, or stop by booth #714 at the 2014 NAEYC Annual Conference & Expo. 1-800-997-4157 WaldenU.edu/education †Only one tuition-reduction bene� t may be applied to tuition. Walden University is accredited by the National Council for Accreditation of Teacher Education (NCATE). This accreditation covers initial teacher preparation programs and advanced educator preparation programs. As a recognized standard of excellence in professional education for the preparation of teachers, administrators, and other preK–12 school professionals, NCATE accreditation ensures that the institution has met rigorous national standards set by the profession and members of the public. However, the accreditation does not include individual education courses offered to preK–12 educators for professional development, relicensure, or other purposes. Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org. Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling. For more information, please refer to www.WaldenU.edu/educlicensure. Prospective Alabama students: Contact the Teacher Education and Certi� cation Division of the Alabama State Department of Education at 1-334-242-9935 or www.alsde.edu to verify that these programs qualify for teacher certi� cation, endorsement, and/or salary bene� ts. Prospective Washington state students are advised to contact the Of� ce of the Superintendent of Public Instruction at 1-360-725-6275 or [email protected] to determine whether Walden’s programs in the � eld of education are approved for teacher certi� cation or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement. Note to all Pennsylvania residents: Walden University’s teacher preparation program and special education endorsement programs are approved by the Minnesota Board of Teaching as leading to licensure and endorsement, respectively. Because these programs are not reviewed by the Pennsylvania Department of Education, candidates are instructed to apply for Pennsylvania certi� cation as out-of-state graduates of a teacher preparation program. ONLINE PROGRAM OFFERINGS Ph.D. in Education Early Childhood Education Doctor of Education (Ed.D.) Early Childhood Education Specialist (Ed.S.) in Early Childhood M.S. in Early Childhood Studies Administration, Management, and Leadership Early Childhood Public Policy and Advocacy Teaching Adults in the Early Childhood Field Teaching and Diversity in Early Childhood Education Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.) Early Childhood Education (Birth–Grade 3) B.S. in Child Development Administration and Management Child and Adolescent Studies Dual Concentration (Preschool and Infant/Toddler) Family Health and Wellness General Concentration Infant/Toddler Preschool Psychology Education Certifi cates Visit us at booth #714 at the 2014 NAEYC Annual Conference & Expo in Dallas, TX. � ey’re learning more because you learned more. T he cover girl for this issue already loves fresh vegetables. Firsthand experiences in the cabbage patch teach her how they grow, what they smell like, and how they taste. Well on her way to making her own healthy choices about nutrition, she represents what educators want for young children—access to and enjoyment of nutritious foods that build strong bodies. The school-agers on the opposite page are models for fitness, the other topic addressed in this cluster. They are fortunate enough to attend a school with a playground that offers physical challenges and schedules times when chil- dren can build, test, and stretch their muscles and feel proud of their accomplishments. Promoting healthy nutrition and fitness in the early childhood years is an important focus for educators. The information and attitudes about food and exercise children acquire in these years will last throughout childhood and beyond. The authors of the articles in this cluster offer research-based and classroom-tested ideas for embedding positive messages about wellness in any early childhood classroom. “Creating the Nutritionally Purposeful Classroom,” by Karrie Kalich, Dottie Bauer, and Deirdre McPartlin, offers much encouragement and many developmentally appro- priate strategies to help preschool teachers guide children toward making healthy dietary choices. The authors present ideas for the classroom and for communicating with fami- lies about encouraging children to eat healthy food. Teresa A. Byington, Anne R. Lindsay, and Madeleine Sigman-Grant, authors of “Healthy Choices Start Early,” provide an overview of a successful childhood obesity pre- vention curriculum for preschoolers, their families, and their teachers. The curriculum’s 21 lessons and three family events promote healthy habits and address early learning standards through dance, music, and health and fitness activities. In “Looking at the Whole Picture: A Wellness Curricu- lum for Young Children and Their Families,” Helen L. Johnson and Leigh Shebanie McCallen describe classroom and schoolwide wellness curricula that feature positive tone and models, holistic and contextualized perspectives, and embedded design. The authors share wellness promotion activities that take place at school and through partnerships with families. Nutrition and Fitness for All Young Children Scan for resources Children’s Books About Health Look on the Young Children web page for “Children’s Books About nutrition and Fitness” (www.naeyc.org/yc/currentissue) to find an annotated list of children’s books featuring health, food, nutrition, and fitness. 6 Young Children November 2014 http://www.naeyc.org/yc/current Goodbye and Good Luck! For the past four years, Amy Shillady has been an out- standing leader of the Young Children editorial team. As journal editor, she has overseen numerous clusters and ensured the excellence of each issue. Organized, knowl- edgeable, and kind, she has used her administrative and editing abilities and strong people skills to calmly guide Young Children through publication time and again. Amy is moving on to an exciting new publishing opportunity—outside NAEYC but still in the early child- hood education field. We thank her wholeheartedly for her contributions during her time at NAEYC and expect to hear of her ongoing support for the field in this new role in her professional journey. “Quality Outdoor Play Spaces for Young Children,” by Karin H. Spencer and Paul M. Wright, outlines the con- nections between giving children opportunities to play outdoors and promoting their health and wellness. The authors share key features of well-planned outdoor play spaces and explain how they offer children varied move- ment and active play opportunities. The authors refer readers to an online survey they can use to assess and then improve their preschool programs’ outdoor play spaces. Brent A. McBride and Dipti A. Dev, authors of “Pre- venting Childhood Obesity: Strategies to Help Preschoolers Develop Healthy Eating Habits,” focus on the ways adults’ mealtime interactions with children serve as opportunities to foster children’s healthy eating habits. The article pres- ents positive teaching strategies for encouraging children to recognize when they are hungry and when they have had enough to eat. —Derry Koralek, Chief Publishing Officer and Editor in Chief 7November 2014 Young Children Ph ot o ab ov e © E lle n B . S en is i C hildren’s dietary habits are established early in life and shaped by family preferences, culture, and experience. Because many young children spend a substan- tial amount of time in group care settings, early childhood professionals play an important role in guiding children’s food preferences and eating habits. Children of all ages and fitness levels can benefit from a nutritionally purposeful environ- ment. But adults need the tools to intentionally increase children’s interest in eating healthy foods through creating such an environment. They need to regularly engage children in the preparation of nutritious foods. And they need effective strategies to incorporate healthy foods and messages about nutrition into young chil- dren’s learning environments. In the dramatic play center, Cathy, a preschool teacher, engages Grady and Jenni in a cook- ing activity. Cathy explains to the children, “My salad includes red, yellow, green, orange, and purple vegetables. I want to be sure my body gets everything it needs.” At the science table, Christopher and Danielle carefully investigate the seeds gathered from the bell peppers served for the previous day’s snack. Rodrigo is at the easel; when asked to describe his painting, he reports, “This is the squash blossom. We saw it in the garden.” Leah and Cooper are working with colorful blocks at the math table and comparing the blocks’ colors to the colors of their favorite fruits and vegetables. At circle time, the class discusses the daily menu, and Cathy reminds the children about their opportunity to help prepare and eat Whole-Grain Veggie Pizza for lunch. Karrie Kalich, Dottie Bauer, and Deirdre McPartlin Preschool Creating the Nutritionally Purposeful Classroom ® 2 , 3 , 5 Ph ot os © S ta ce y Fo rt in Young Children November 20148 Nutrition and Fitness for All Young Children This is just a glimpse of some day-to-day activities that occur in a nutritionally pur- poseful preschool classroom environment. Healthy foods are offered in an appropri- ate manner. That is, foods for celebrations follow nutritional guidelines, and teachers give children time, support, and multiple opportunities to try new foods. Children are involved in as many aspects of food preparation as possible. Food is respected as something that nourishes us rather than something to play with or waste. Adults model healthy eating behaviors, and families are involved in food learning experiences as much as possible. In sum, the focus is on intentionally supporting positive food behaviors in children, staff, and families. The nutritionally purposeful classroom guides children toward making healthy dietary choices in a developmentally appropriate way. This philosophy was articulated through our experiences with the Early Sprouts Gardening and Nutrition Curriculum (Kalich, Bauer, & McPartlin 2009a, 2009b) (see “The Early Sprouts Curriculum”) and aligns with Ann S. Epstein’s concept of the intentional teacher. Epstein (2014) describes the intentional teacher as one who “aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives, and continually assesses progress” (5). In the nutritionally purposeful classroom, intentional teachers focus on nutri- tion and health. Home and school environments have a significant influence on young children’s dietary habits and choices. Because young children are strongly influenced by the available food and the messages about food in their imme- diate surroundings, the preschool years are an ideal time to teach healthy eating. It is much easier and more effec- tive to teach healthy behaviors about food than to undo unhealthy ones. The nutritionally purposeful classroom approach supports teachers regardless of their background in or knowledge of nutrition. The nutritionally purposeful philosophy The nutritionally purposeful classroom approach is de- signed to respond to three major factors that influence the dietary habits of young children. Innate food neophobia. As it relates to food, neophobia (fear of new things) has evolutionary roots in the Paleo- lithic era. Early humans did not necessarily know whether newly encountered food sources would be nourishing or poisonous (Cashdan 1998; Cooke, Carnell, & Wardle 2006). Those who were cautious when encountering new foods were more likely to survive. As a result, the fear of un- known foods—food neophobia—is still part of our genetic makeup (Cooke, Wardle, & Gibson 2003). Environmental and social messages about food. Starting at around age 3, many children become increas- ingly aware of environmental and social messages about food (Birch, Zimmerman, & Hind 1980; Addessi et al. 2005; Shutts, Kinzler, & DeJesus 2012). They might begin requesting foods by brand name and may be increas- ingly interested in what people around them are eating. They observe that certain foods—for example, ice cream, cake, cookies, and chips—are served and eaten during The Early Sprouts Curriculum The Early Sprouts Gardening and Nutrition curriculum (see Kalich, Bauer, & McPartlin 2009a, 2009b) is a seed-to-table curriculum that engages children and families through a play-yard garden and provides mul- tiple exposures to target vegetables. Each week children participate in sensory exploration of a particular vegetable, prepare and serve a snack recipe using that vegetable, and take home a Family Recipe Kit (including ingredients) to prepare the vegetable dish with their families. Research on Early Sprouts indicates that children increase their preference for and consumption of target vegetables as a result of this curriculum. Recipes mentioned in this article are from The Early Sprouts Cookbook (Kalich, Arnold, & Russell 2012) or are included in the curriculum (Kalich, Bauer, & McPartlin 2009a, 2009b). About the Authors Karrie Kalich, PhD, is a registered dieti- cian and professor in the Department of Health Science at Keene State College in Keene, new Hampshire. Karrie consults on health and nutrition topics and conducts community-based research to help young children develop healthy eating habits. [email protected] Dottie Bauer, EdD, is a professor of early childhood education at Keene State Col- lege. A former preschool teacher, Dottie specializes in early childhood curriculum development and teacher preparation. [email protected] Deirdre McPartlin, MEd, is the aca- demic program coordinator for the Child Development Center at Keene State College. Her previous experience includes preschool and kindergarten teaching, child care administration, and educator preparation. [email protected] The nutritionally purposeful class- room guides children toward making healthy dietary choices in a develop- mentally appropriate way. November 2014 Young Children 9 celebrations, such as birthdays and holidays. These experi- ences, coupled with many people’s natural preferences for sweet and salty foods, result in such foods becoming favorites. In contrast, young children may observe influ- ential adults’ refusal to eat green vegetables, and they may hear adult complaints about eating salad in order to manage weight. Children conclude that these (healthier) foods are less desirable choices. Adults’ influence on food choices. Well-intentioned adults often contribute to the establishment of poor dietary choices. Foods that are beneficial to health, such as fruits and vegetables, are frequently offered to children in nega- tive or coercive ways. When food becomes a reward or a punishment, not a part of healthy living, healthy foods become less appealing (Birch & Fisher 1995; Galloway et al. 2006). Incorporating puréed vegetables into a dish to disguise them may work in the short term, but this tech- nique validates a child’s fear of new foods when the child discovers your method. Instilling healthy eating behaviors in preschool children through a positive approach supports the development of lifelong health habits that decrease the risk of obesity and other chronic diseases. Strategies to create a nutritionally purposeful classroom environment Teachers can try a number of strategies to create a nutri- tionally purposeful classroom environment that influences the dietary choices and behaviors of young children in positive ways. Engage children in sensory exploration. Such explo- ration provides the opportunity to focus on a new food. With guidance from an intentional teacher, children learn about a food using all their senses. Smell a cherry tomato before tasting it. Shake a bell pepper to discover what you hear inside. Examine wheat berries or corn kernels with a magnifying glass. Slice open and explore a cucumber or zucchini with the children. By discovering its characteris- tics and qualities, children develop a positive relationship with the featured food. Provide multiple exposures to a new food. Repeated, nonthreatening opportunities to taste a new food give chil- dren the chance to move from rejection to acceptance and overcome food neophobia (Birch & Marlin 1982; Sullivan & Birch 1994; Cooke, Carnell, & Wardle 2006; Kalich, Bauer, & McPartlin 2009a). Remember, children who do not like a food the first time it is served may very well change their minds over time. After seven years of serving the same snacks, Kelly (an adventurous eater herself) is excited about trying out her center’s new snack menu. The first time she serves the children the Banana Squash Smoothie, the children approach the snack table with extreme caution. Very few of them even consider tasting it. Kelly drinks with enthusiasm and shares her genuine fondness for the smoothie. The following week, a few more … North Carolina Foundations for Early Learning and Development North Carolina Foundations Task Force North Carolina Foundations for Early Learning and Development North Carolina Foundations Task Force ii North Carolina Foundations for Early Learning and Development North Carolina Foundations for Early Learning and Development © 2013. North Carolina Foundations Task Force. Writers Catherine Scott-Little Human Development and Family Studies Department UNC-Greensboro Glyn Brown SERVE Center UNC-Greensboro Edna Collins Division of Child Development and Early Education NC Department of Health and Human Services Editors Lindsey Alexander Lindsey Alexander Editorial Katie Hume Frank Porter Graham Child Development Institute UNC-Chapel Hill Designer Gina Harrison Frank Porter Graham Child Development Institute UNC-Chapel Hill Photography Pages: 60 and 143 courtesy of UNC-Greensboro, Child Care Education Program. 36, 54, 135, 136, front cover (group shot), and back cover (infant) courtesy of NC Department of Health and Human Services, Division of Child Development and Early Education. All others: Don Trull, John Cotter Frank Porter Graham Child Development Institute UNC-Chapel Hill The North Carolina Foundations for Early Learning and Development may be freely reproduced without permission for non-profit, educational purposes. Electronic versions of this report are available from the following websites: http://ncchildcare.dhhs.state.nc.us http://www.ncpublicschools.org/earlylearning Suggested citation: North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Funding for this document was provided by the North Carolina Early Childhood Advisory Council using funds received from a federal State Advisory Council grant from the Administration for Children and Families, U.S. Department of Health and Human Services. http://www.ncpublicschools.ort/earlylearning http://www.ncpublicschools.ort/earlylearning iii North Carolina Foundations for Early Learning and Development Table of Contents Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Purpose of Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Organization of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 How to Use Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Domains, Subdomains, and Goals Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Effective Use of Foundations with All Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Foundations and Children’s Success in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Helping Children Make Progress on Foundations Goals: It Takes Everyone Working Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Approaches to Play and Learning (APL) . . . . . . . . . . . . . . . . . . 26 Curiosity, Information-Seeking, and Eagerness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Play and Imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Risk-Taking, Problem-Solving, and Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Attentiveness, Effort, and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Emotional and Social Development (ESD) . . . . . . . . . . . . . . . . 48 Developing a Sense of Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Developing a Sense of Self With Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Learning About Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 iv North Carolina Foundations for Early Learning and Development Health and Physical Development (HPD) . . . . . . . . . . . . . . . . 66 Physical Health and Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Safety Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Language Development and Communication (LDC) . . . . . . 88 Learning to Communicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Foundations for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Foundations for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Cognitive Development (CD) . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Construction of Knowledge: Thinking and Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Creative Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Social Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Mathematical Thinking and Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Scientific Exploration and Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 Supporting Dual Language Learners (DLL) . . . . . . . . . . . . . . 149 Defining Dual Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 The Dual Language Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 DLL and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 The Importance of Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 DLL and Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Selected Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 v North Carolina Foundations for Early Learning and Development Acknowledgments I n 2011, the North Carolina Early Childhood Advisory Council (ECAC) launched and funded the important project of revising the Infant-Toddler Foundations and Preschool Foundations to create the North Carolina Foundations for Early Learning and Development—a single document that describes children’s development and learning from birth to age five. Leaders from the Division of Child Development and Early Education as well as the Office of Early Learning in the Department of Public Instruction provided critical advice, oversight, and vision on the Foundations and its implementation. As listed below, many individuals from across the state devoted their time and expertise to this task force. We are grateful to everyone’s work on this important resource for our state. This publication is dedicated to North Carolina’s early childhood professionals, teachers, and caregivers who nurture and support the development of many young children while their families work or are in school. Expert Reviewers Laura Berk Professor Emeritus, Psychology Department Illinois State University Sharon Glover Cultural Competence Consultant Glover and Associates Melissa Johnson Pediatric Psychologist WakeMed Health and Hospitals Patsy Pierce Speech Language Pathologist Legislative Analyst NC General Assembly Research Division NC Foundations Task Force Inter-Agency Leadership Team Division of Child Development and Early Education NC Department of Health and Human Services Deb Cassidy Anna Carter Edna Collins Jani Kozlowski Lorie Pugh Office of Early Learning NC Department of Public Instruction John Pruette Jody Koon Human Development and Family Studies Department UNC-Greensboro Catherine Scott-Little, Co-Facilitator Sheresa Boone Blanchard Frank Porter Graham Child Development Institute UNC-Chapel Hill Kelly Maxwell, Co-Facilitator vi North Carolina Foundations for Early Learning and Development NC Foundations Task Force (cont .) Foundations Revisions Expert Workgroup Norm Allard Pre-K Exceptional Children Consultant Office of Early Learning NC Department of Public Instruction Joe Appleton Kindergarten Teacher Sandy Ridge Elementary School Cindy Bagwell Co-Chair of Cognitive Development Workgroup Early Childhood Education Consultant Office of Early Learning NC Department of Public Instruction Harriette Bailey Assistant Professor Birth-Kindergarten Program Coordinator Department of Education, Shaw University Sheila Bazemore Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services Bonnie Beam Director Office of School Readiness, Cleveland County Schools Gwen Brown Regulatory Supervisor Division of Child Development and Early Education NC Department of Health and Human Services Paula Cancro Preschool Director Our Lady of Mercy Catholic School Deborah Carroll Branch Head Early Intervention, Division of Public Health NC Department of Health and Human Services Kathryn Clark Professor, Child Development Program Coordinator Child Development, Meredith College Renee Cockrell Pediatrician Rocky Mount Children’s Developmental Services Agency Lanier DeGrella Infant Toddler Enhancement Project Manager Child Care Services Association Sherry Franklin Quality Improvement Unit Manager Division of Public Health NC Department of Health and Human Services Kate Gallagher Child Care Program Director Frank Porter Graham Child Development Institute UNC-Chapel Hill Khari Garvin Director, Head Start State Collaboration Office Office of Early Learning NC Department of Public Instruction Cristina Gillanders Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill Pamela Hauser Child Care Licensing Consultant Division of Child Development and Early Education NC Department of Health and Human Services Ronda Hawkins Chair of Emotional and Social Development Workgroup Early Childhood Program Coordinator Sandhills Community College Patricia Hearron Chair of Approaches to Learning Workgroup Professor, Family and Consumer Sciences Appalachian State University Staci Herman-Drauss Infant Toddler Education Specialist Child Care Services Association Vivian James 619 Coordinator Pre-K Exceptional Children, Office of Early Learning North Carolina Department of Public Instruction LaTonya Kennedy Teacher Mountain Area Child and Family Center Doré LaForett Investigator Frank Porter Graham Child Development Institute UNC-Chapel Hill Beth Leiro Physical Therapist Beth Leiro Pediatric Physical Therapy Gerri Mattson Pediatric Medical Consultant Division of Public Health NC Department of Health and Human Services Janet McGinnis Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services vii North Carolina Foundations for Early Learning and Development NC Foundations Task Force (cont .) Margaret Mobley Manager, Promoting Healthy Social Behavior in Child Care Settings Child Care Resources, Inc. Judy Neimeyer Professor Emerita Specialized Education Services UNC-Greensboro Eva Phillips Instructor, Birth-Kindergarten Education Winston-Salem State University Jackie Quirk Chair of Health and Physical Development Workgroup Project Coordinator NC Child Care Health and Safety Resource Center UNC Gillings School of Global Public Health Amy Scrinzi Co-Chair of Cognitive Development Workgroup Early Mathematics Consultant Curriculum and Instruction Division NC Department of Public Instruction Janet Singerman President Child Care Resources, Inc. Diane Strangis Assistant Professor Child Development, Meredith College Dan Tetreault Chair of Language and Communication Workgroup K–2 English Language Arts Consultant Curriculum and Instruction Division NC Department of Public Instruction Brenda Williamson Assistant Professor, Birth-Kindergarten Teacher Education Program Coordinator NC Central University Gale Wilson Regional Specialist NC Partnership for Children Catherine Woodall Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services Doyle Woodall Preschool Teacher Johnston County Schools Dual Language Learners Advisory Team Catherine Scott-Little, Chair Associate Professor, Human Development and Family Studies UNC-Greensboro Tanya Dennis Telamon Corporation Shari Funkhouser Pre-K Lead Teacher Asheboro City Schools Cristina Gillanders Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill Belinda J. Hardin Associate Professor, Specialized Education Services UNC-Greensboro Norma A. Hinderliter Special Education Expert Adriana Martinez Director Spanish for Fun Academy Tasha Owens-Green Child Care and Development Fund Coordinator Division of Child Development and Early Education NC Department of Health and Human Services Gexenia E. Pardilla Latino Outreach Specialist Child Care Resources Inc. Jeanne Wakefield Executive Director The University Child Care Center Strategies Workgroup Sheresa Boone Blanchard, Chair Child Development and Family Studies UNC-Greensboro Patsy Brown Exceptional Children Preschool Coordinator Yadkin County Schools Kristine Earl Assistant Director Exceptional Children’s Department Iredell-Statesville Schools Cristina Gillanders Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill Wendy H-G Gray Exceptional Children Preschool Coordinator Pitt County School System viii North Carolina Foundations for Early Learning and Development NC Foundations Task Force (cont .) Patricia Hearron Professor, Family and Consumer Sciences Appalachian State University Staci Herman-Drauss Infant Toddler Education Specialist Child Care Services Association Tami Holtzmann Preschool Coordinator Thomasville City Schools Renee Johnson Preschool Coordinator Edgecombe County Public School Jenny Kurzer Exceptional Children Preschool Coordinator Burke County Public Schools Brenda Little Preschool Coordinator Stokes County Schools Karen J. Long Infant Toddler Specialist Child Care Resources, Inc Jackie Quirk Project Coordinator NC Child Care Health and Safety Resource Center UNC Gillings School of Global Public Health Brenda Sigmon Preschool Coordinator Catawba County/Newton Conover Preschool Program Teresa Smith Preschool Coordinator Beaufort County Schools Susan Travers Exceptional Children Curriculum Manager and Preschool Coordinator Buncombe County Schools Rhonda Wiggins Exceptional Children Preschool Coordinator Wayne County Public Schools 1 North Carolina Foundations for Early Learning and Development Introduction North Carolina’s young children. This document, North Carolina Foundations for Early Learning and Development (referred to as Foundations), serves as a shared vision for what we want for our state’s children and answers the question “What should we be helping children learn before kindergarten?” By providing a common set of Goals and Developmental Indicators for children from birth through kindergarten entry, our hope is that parents, educators, administrators, and policy makers can together do the best job possible to provide experiences that help children be well prepared for success in school and life. This Introduction provides important information that adults need in order to use Foundations effectively. We discuss the purpose of the document, how it should be used, and what’s included. We’ve also tried to answer questions that you might have, all in an effort to help readers understand and use Foundations as a guide for what we want children to learn during their earliest years. Foundations can be used to: • Improve teachers’ knowledge of child development; • Guide teachers’ plans for implementing curricula; • Establish goals for children’s development and learning that are shared across programs and services; and • Inform parents and other family members on age-appropriate expectations for children’s development and learning. C hildren’s experiences before they enter school matter—research shows that children who experience high-quality care and education, and who enter school well prepared, are more successful in school and later in their lives. Recognizing the importance of the early childhood period, North Carolina has been a national leader in the effort to provide high-quality care and education for young children. Programs and services such as Smart Start, NC Pre-K, early literacy initiatives, Nurse Family Partnerships and other home visiting programs, and numerous other initiatives promote children’s learning and development. Quality improvement initiatives such as our Star Rated License, Child Care Resource and Referral (CCR&R) agencies, T.E.A.C.H. Early Childhood® Scholarship Project, and the Child Care W.A.G.E.S.® Project are designed to improve the quality of programs and services and, in turn, benefit children. Although the approaches are different, these programs and initiatives share a similar goal—to promote better outcomes for 2 North Carolina Foundations for Early Learning and Development Purpose of Foundations North Carolina’s Early Childhood Advisory Committee, Division of Child Development and Early Education, and Department of Public Instruction Office of Early Learning worked together to develop Foundations to provide a resource for all programs in the state. Foundations describes Goals for all children’s development and learning, no matter what program they may be served in, what language they speak, what disabilities they may have, or what family circumstances they are growing up in. Teachers and caregivers can turn to Foundations to learn about child development because the document provides age-appropriate Goals and Developmental Indicators for each age level—infant, toddler, and preschooler. Foundations is also intended to be a guide for teaching–not a curriculum or checklist that is used to assess children’s development and learning, but a resource to define the skills and abilities we want to support in the learning experiences we provide for children. The Goals for children can be used by teachers, caregivers, early interventionists, home visitors, and other professionals who support and promote children’s development and learning. It is, A Note About Terminology Foundations is designed to be useful to a broad range of professionals who work with children. In this document we refer to “teachers and caregivers.” This terminology includes anyone who works with children—teachers, caregivers, early educators, early interventionists, home visitors, etc. The document also refers to “children” generically, which is intended to include infants, toddlers, and preschool children. however, important to remember that while Foundations can help you determine what is “typical” for children in an age group, the Developmental Indicators may not always describe a particular child’s development. When a child’s development and learning does not seem to fit what is included in the continuum under his/her age level, look at the Developmental Indicators for younger or older age groups to see if they are a better fit for the child. Your goal is to learn what developmental steps the child is taking now, and to meet the individual needs of that child on a daily basis. Foundations can also be used as a resource for parents and other family members. All parents wonder if their child is learning what’s needed in order to be successful in school. Parents will find it helpful to review the Goals and Developmental Indicators to learn what most early educators in North Carolina feel are appropriate goals for young children. Finally, Foundations is a useful document for individuals who do not work directly with children, but who support teachers and caregivers in their work. It is important to take stock to see if a program’s learning environment, teaching materials, learning activities, and interactions are supporting children’s development in the areas described 3 North Carolina Foundations for Early Learning and Development in Foundations. Administrators can use Foundations as a guide to evaluate the types of learning experiences provided in their program. Foundations can also be a resource to identify areas where teachers and caregivers need to improve their practices and as a basis for professional development. Training and technical assistance providers should evaluate the support they provide to teachers and caregivers to ensure that the professional development is consistent with the Goals and Developmental Indicators. Furthermore, Foundations can be used as a textbook in higher education courses and a training manual for in-service professional development. In summary, Foundations is designed to be a resource for teachers, caregivers, parents, administrators, and professional development providers as we work together to support the learning and development of North Carolina’s youngest children. Organization of This Document This document begins with this Introduction, which provides background information on the use of Foundations. Following the Introduction, you will find the Goals and Developmental Indicators, which describe expectations for what children will learn prior to kindergarten, starting with infancy and covering all ages through kindergarten entry. A glossary with definitions of key terms that are used throughout Foundations is included at the end of the document. The Goals and Developmental Indicators are divided into five domains: • Approaches to Play and Learning (APL) • Emotional and Social Development (ESD) • Health and Physical Development (HPD) • Language Development and Communication (LDC) • Cognitive Development (CD) Because infants’, toddlers’, and preschool children’s bodies, feelings, thinking skills, language, social skills, love of learning, and knowledge all develop together, it is essential that we include all five of these domains in Foundations. None of the domains is more or less important than others, and there is some overlap between what is covered in one domain and what’s covered in other domains. This is because children’s development and learning is integrated or interrelated. The progress that a child makes in one domain is related to the progress he or she makes in other domains. For example, as a child interacts with adults (i.e., Social Development), she/he learns new words (i.e., Language Development) that help her/ him understand new concepts (i.e., Cognitive Development). Therefore, it is essential that Foundations address all five domains, and that teachers and caregivers who are using Foundations pay attention to all five domains. At the beginning of each domain section, you will find a domain introduction that describes some of the most important ideas related to the domain. This introductory information helps you understand what aspects of children’s learning and development are included in the domain. The introduction is followed by the Goal and Developmental Indicator Continuum (sometimes called a “Continuum” for short in this document) for each domain. The Continuum for each domain is a chart that shows the Goals for the domain, and the Developmental Indicators related to each Goal for each age level. As the sample chart on the next page shows, North Carolina has elected to arrange our Developmental Indicators along a continuum so that all of the Developmental Indicators for the age levels between birth and kindergarten entry are included on the same row. This format allows teachers and caregivers to easily look across the age levels to see the progression that a child might make toward the Goal. 4 North Carolina Foundations for Early Learning and Development The Goals are organized in subdomains or subtopics that fall within the domain. Goals are statements that describe a general area or aspect of development that children make progress on through birth through age five. The Developmental Indicators are more specific statements of expectations for children’s learning and development that are tied to particular age levels. A Goal and Developmental Indicator Continuum is provided for each Goal. 28 North Carolina Foundations for Early Learning and Development Approaches to Play and Learning (APL) Curiosity, Information-Seeking, and Eagerness Goal APL-1: …