Fluent Essays

The Assignment You will create activity plans that cover a wide variety of curriculum topics. . You will have a total of 2 plans to submit.  You will choose 2 of the following: a music plan for Infants, an art plan for Toddlers, a math plan for Younger Preschoolers or a language/literacy plan for Older Preschoolers. (Page 5 in NC FELD lists age periods) For each plan list the following: (Example:) 1.Type of plan: Art 2.Age Range: Toddlers 3.NC FELD Domain and Subdomain: Approaches to Play and Learning,  Attentiveness, Effort and Persistence 4. Goal: APL-7: Children demonstrate initiative 5. Developmental Indicator:Show and or tell others what they have done. APL7g 6. Activity: Discuss in detail an age appropriate activity you would do with the children.  (minimum of 7 sentences) For your activity, consider the following:  When/where will this take place: small group? centers? outdoors? What will your role be as the facilitator?  what will you do with the child/children? What will the child be doing during this hands on activity? What prior knowledge will the child need to have? what prior knowledge would you have discussed? What open ended questions will you ask? 7.Assessment How will you assess the activity/children? How will you document the children's progress in meeting the indicator you chose to focus on in the activity?  (Examples include: Anecdotal notes, pictures, videos, voice recordings, work samples, checklists, but  NO TESTS!) Your method of assessment should be pulled from our text What will you look for in order to know if the children understood and mastered the concept? What is the expected outcome? ****Be sure the assessment method you choose matches the indicator you have chosen. While taking pictures of a child cutting will document a child's scissor skills, you can't take a picture of a child asking for a turn. You will have to document this with anecdotal notes or a voice recording. Be sure to include WHAT you are looking for when you assess the child! 8. Family Involvement Think of ways that children's families could be involved in the activity, how they might do this activity (or something similar) at home, or at the very least, how you will let them know that their child participated in the activity and what they learned from doing it. Suggest 3 opportunities, for each activity, for families to observe/participate with children working on this standard in the home environment (can be natural activities or routines such as meals, bed time routines, etc, or planned activities they do with their children). List how families can share their assessment of their children's progress with the teacher. Grading Criteria  20 points- Two age appropriate activity plans included for the learning areas specified.  20 points- All categories are included on the plan (type of plan, age of child(ren), domain, subdomain, goal, developmental indicator, description, assessment, family involvement)  20 points (10 points per activity)- Domain, subdomain, goal, developmental indicators identified are supported by the activity  20 points (10 points per activity)- Activity descriptions are detailed and clear 10 Points- Measurable Assessment is noted for each activity 10 Points- Family Involvement methods are discussed for each activity 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 North Carolina Foundations for Early Learning and Development © 2013. North Carolina Foundations Task Force. Writers Catherine Scott-Little Human Development and Family Studies Department UNG-Greensboro Glyn Brown SERVE Center UNG-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 UNG-Chapel Hill Designer Gina Harrison Frank Porter Graham Child Development Institute UNG-Chapel Hill Photography Pages: 60 and 143 courtesy of UNG-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 UNG-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. ii North Carolina Foundations for Early Learning and Development http://www.ncpublicschools.org/earlylearning http://www.ncpublicschools.org/earlylearning 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) .................47 Developing a Sense of Self................................................................51 Developing a Sense of Self With Others ....................................................55 Learning About Feelings.... ..............................................................60 iii North Carolina Foundations for Early Learning and Development Health and Physical Development (HPD).................64 Physical Health and Growth.............................................................. .68 Motor Development..................................................................... 73 Self-Ca re...............................................................................78 Safety Awareness....................................................................... 82 Language Development and Communication (LDC)....... 85 Learning to Communicate................................................................ 90 Foundations for Reading................................................................. 101 Foundations for Writing................................................................. 111 Cognitive Development (CD) ........................... 113 Construction of Knowledge: Thinking and Reasoning ........................................ 118 Creative Expression........................................... .......................... 124 Social Connections...................................................................... 128 Mathematical Thinking and Expression .................................................... 134 Scientific Exploration and Knowledge ..................................................... 141 Supporting Dual Language Learners (DLL) ..............145 Defining Dual Language Learners........................................................146 The Dual Language Learning Process..................................................... 146 D L L and Culture ....................................................................... 147 The Importance of Families.............................................................. 149 D L L and Standards.....................................................................150 Conclusion............................................................................151 Glossary...............................................152 Selected Sources .......................................160 iv North Carolina Foundations for Early Learning and Development Acknowledgments In 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 UNG-Greensboro Catherine Scott-Little, Co-Facilitator Sheresa Boone Blanchard Frank Porter Graham Child Development Institute UNG-Chapel Hill Kelly Maxwell, Co-Facilitator V North Carolina Foundations for Early Learning and Development NC Foundations Task Force (cont.) Foundations Revisions Expert Work group 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 Work group 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 UNG-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 UNG-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 Work group Early Childhood Program Coordinator Sandhills Community College Patricia Hearron Chair of Approaches to Learning Work group 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 Dore LaForett Investigator Frank Porter Graham Child Development Institute UNG-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 vi 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 UNG-Greensboro Eva Phillips Instructor, Birth-Kindergarten Education Winston-Salem State University Jackie Quirk Chair of Health and Physical Development Work group Project Coordinator NC Child Care Health and Safety Resource Center UNG Gillings School of Global Public Health Amy Scrinzi Co-Chair of Cognitive Development Work group 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 Work group 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 UNG-Greensboro Tanya Dennis Telamon Corporation Shari Funkhouser Pre-K Lead Teacher Asheboro City Schools Cristina Gillanders Scientist Frank Porter Graham Child Development Institute UNG-Chapel Hill Belinda J. Hardin Associate Professor, Specialized Education Services UNG-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 Work group Sheresa Boone Blanchard, Chair Child Development and Family Studies UNG-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 UNG-Chapel Hill Wendy H-G Gray Exceptional Children Preschool Coordinator Pitt County School System vii 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 UNG 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 viii North Carolina Foundations for Early Learning and Development Introduction Children'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 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. 1 North Carolina Foundations for Early Learning and Development 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. 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, 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 2 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. O rga n i zati o n of Th i s D oc u m e nt 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. 3 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. A p p ro a c h e s to P lay a n d Lea rn i n g {AP L} C u r i osity, I nformation-S e e ki n g , a n d Eage r n ess Goal APL-1 : C h i l d r e n s h ow c u r i osity and express i nterest in the wor l d aro u n d t h e m . Deve l o p m ental I n d i c ators I nfants • Show i nterest i n others (sm i l e or gaze at caregiver, make sounds or move body when other person is near) . APL- ta • Show i nterest i n themse lves (watch own hands, play with own feet ) . APL- t b • React t o n e w sights, sou n d s , tastes, smells, and touches (stick out tongue at fi rst solid food , t u rn head q u ickly when door slams) . A PL- t c Yo unger Toddlers • I m itate what oth e rs are d o i n g . APL- t d • Show c u riosity about their s u rro u n d i ngs (with pointi n g , facial expression s , words) . A PL- t e • Show pleasure when exploring and making things happen (clap , s m i l e , repeat action a g a i n a n d agai n ) . A PL- t f Older Toddlers • Discover things that interest and amaze them , a n d seek to share them with others. APL- t g • Show pleasure in new ski l l s and i n what they have d o n e . A PL- t h • Watch what others are doing and often try to partici pate . APL- ti Yo unger Preschoolers • D iscover things that i nterest and amaze the m , and seek to share them with oth e rs . APL- t j • C o m m u n i cate i nterest to others t h rough verbal and nonverbal means (take teac her to the science center to see a new a n i m a l ) . APL- t k • Show i nterest in a g rowi n g range o f topics, ideas, and tasks . APL- t i Older Preschoolers • D iscover things that i nterest and amaze the m , and seek to share them with others . APL- t m • Com m u n icate i nterest to others t h rough verbal and nonverbal means (take teac her to the science center to see a new a n i m a l ) . A PL- t n • S h o w i nterest i n a g rowi n g range of topics, ideas, and tasks . A PL- t o • Demonstrate i nterest i n maste ring new ski l l s (e . g . , writing name, rid i n g a b i ke , dance moves, b u i l d i n g s k i l l s ) . APL- tp S u b d o m a i n defines areas with i n each domain more specifi cal ly Goal provi des a broad statement of what c h i l dren s h o u l d know or be able to d o D o m a i n refers t o t h e broad area of l earn i n g or development that is being addressed G o a l a n d D evelopmental I n d i cator Conti n u u m is t h e chart that shows t h e Goal and corresponding Developmental I n d i cators for each age l evel Deve lopmental I n d i c ator provi des more specific i nformati on about what children s h o u l d know or be able to do at - - - - 4 North Carolina Foundations for Early Learning and Development The Developmental Indicators are grouped into five age groups or levels: Infants, Younger Toddlers, Older Toddlers, Younger Preschoolers, and Older Preschoolers. The age levels or groups are intended as a guide to help the reader know where to start when using each Goal and Developmental Indicator Continuum. Generally, the Developmental Indicators describe expectations that many children will reach toward the end of their respective age level. They are not, however, hard and fast requirements or expectations for what children should be able to do at the end of the age level. The fact that there is overlap across the age levels shows that what children know and are able to do at one age is closely related to what they know and are able to do at the previous and the next age levels. Most children will reach many, but not necessarily all, of the Developmental Indicators that are listed for their age level; some will exceed the Developmental Indicators for their age level well before they are chronologically at the upper end of the age range; and others may never exhibit skills and knowledge described for a particular age level. Each Goal and Developmental Indicator Continuum is designed to help teachers and caregivers identify where an individual child might be on the learning continuum described in the Developmental Indicators, and to easily see what might have come before and what might come after the child's current level of development. The Developmental Indicators are numbered so that it is easier to find specific items. The identification system is the same …