California Preschool Curriculum Framework

California

Preschool Curriculum Framework

Volume 1

CALIFORNIA DEPARTMENT OF EDUCATION ? SACRAMENTO, 2010

California

Preschool Curriculum Framework

Volume 1

Social-Emotional Development Language and Literacy

English-Language Development Mathematics

Publishing Information

The California Preschool Curriculum Framework, Volume 1, was developed by the Child Development Division, California Department of Education. It was designed and prepared for printing by the staff of CDE Press and was published by the Department, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

This publication was edited by Faye Ong, working in cooperation with Desiree Soto, Consultant, Child Development Division. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created by Cheryl McDonald. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

? 2010 by the California Department of Education All rights reserved

ISBN 978-8011-1682-7

Ordering Information

Copies of this publication are available for sale from the California Department of Education. For prices and ordering information, please visit the Department Web site at pn or call the CDE Press Sales Office at (800) 995-4099.

Notice

The guidance in the California Preschool Curriculum Framework, Volume 1, is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the documents is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

Contents

A Message from the State Superintendent of Public Instruction.................................. v

Acknowledgments.........................................vii

Chapter 1 Introduction to the Framework............. 1

California's Preschool Children....................... 3 Overarching Principles................................... 5 Organization of the Framework....................... 9 English-Language Development and

Learning in All Domains............................ 10 Universal Design for Learning....................... 13 Curriculum Planning.................................... 13 The Daily Schedule....................................... 16 The Curriculum-Planning Process................ 19 Implementation of the Framework................ 24 Bibliography................................................. 25 Endnotes...................................................... 27

Chapter 2 The California Early Learning and Development System..... 29

Preschool Learning Foundations................... 30 Preschool Curriculum Framework................ 31 Desired Results Assessment System............. 32 Program Guidelines and Other Resources..... 35 Professional Development............................. 36 In-Depth Understanding and Planning

for Children's Integrated Learning............. 36

Chapter 3 Social-Emotional Development................... 37

Guiding Principles........................................ 39 Environments and Materials......................... 42 Summary of the Strands and Substrands..... 44 Self...............................................................45

1.0 Self-Awareness ................................... 46 2.0 Self-Regulation.................................... 48 3.0 Social and Emotional Understanding... 52 4.0 Empathy and Caring .......................... 55 5.0 Initiative in Learning........................... 57 Bringing It All Together............................. 60

Social Interaction ........................................ 62 1.0 Interactions with Familiar Adults......... 63 2.0 Interactions with Peers ....................... 65 3.0 Group Participation ............................ 69 4.0 Cooperation and Responsibility........... 73 Bringing It All Together ............................ 76

Relationships .............................................. 78 1.0 Attachments to Parents ...................... 79 2.0 Close Relationships with Teachers and Caregivers.................................... 81 3.0 Friendships......................................... 83 Bringing It All Together............................. 85

Concluding Thoughts.................................. 87 Map of the Foundations................................ 88 Teacher Resources....................................... 89 References.................................................... 91 Endnotes...................................................... 94

Chapter 4 Language and Literacy..................... 97

Guiding Principles.......................................100 Environments and Materials........................103 Summary of Language Foundations.............109 Summary of Literacy Foundations...............109 Summary of the Strands and

Substrands............................................. 110 Language....................................................110

Listening and Speaking ...........................110 1.0 Language Use and Conventions.... 111 2.0 Vocabulary................................... 117 3.0 Grammar..................................... 122 Bringing It All Together...................... 125 Literacy.......................................................128

Reading...................................................128 1.0 Concepts about Print.....................129 2.0 Phonological Awareness................133 3.0 Alphabetics and Word/Print

Recognition...................................140 4.0 Comprehension and Analysis

of Age-Appropriate Text.................146 5.0 Literacy Interest and Response......151 Bringing It All Together.......................154

Writing....................................................158 1.0 Writing Strategies..........................159 Bringing It All Together.......................165

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Concluding Thoughts.................................168

Map of the Foundations...............................169 Teacher Resources......................................170 References...................................................171 Endnotes.....................................................172

Concluding Thoughts.................................224

Map of the Foundations...............................225 Teacher Resources......................................226 References...................................................228 Endnotes.....................................................230

Chapter 5 English-Language Development..................177

Guiding Principles.......................................180 Environments and Materials........................181 Summary of the Strands..............................183 Summary of the Strands and Substrands....184 Cultural Context of Learning.......................185 Stages of Second-Language Development.....185 Assessment Approaches for Preschool

English Learners.....................................186

Listening. ...................................................188 1.0 Children Listen with Understanding..................................189 Bringing It All Together...........................194

Speaking.....................................................196 1.0 Children Use Nonverbal and Verbal Strategies to Communicate with Others.......................................197 2.0 Children Begin to Understand and Use Social Conventions in English.....200 3.0 Children Use Language to Create Oral Narratives About Their Personal Experiences.........................201 Bringing It All Together...........................204

Reading.......................................................206 1.0 Children Demonstrate Appreciation and Enjoyment of Reading and Literature...................................207 2.0 Children Show an Increasing Understanding of Book Reading.........209 3.0 Children Demonstrate an Understanding of Print Conventions......................................210 4.0 Children Demonstrate Awareness That Print Carries Meaning...............212 5.0 Children Demonstrate Progress in Their Knowledge of the Alphabet in English..........................................213 6.0 Children Demonstrate Phonological Awareness.........................................214 Bringing It All Together...........................217

Writing .......................................................219 1.0 Children Use Writing to Communicate Their Ideas..................220 Bringing It All Together...........................222

Chapter 6 Mathematics...................231

Guiding Principles.......................................233 Environments and Materials........................237 Summary of the Strands and Substrands....239

Number Sense.............................................241 1.0 Understanding Number and Quantity............................................242 2.0 Understanding Number Relationships and Operations............251 Bringing It All Together...........................256

Algebra and Functions (Classification and Patterning).......................................259 1.0 Classification.....................................260 2.0 Patterning.........................................264 Bringing It All Together...........................269

Measurement..............................................272 1.0 Compare, Order, and Measure Objects..............................................273 Bringing It All Together...........................279

Geometry....................................................281 1.0 Shapes..............................................282 2.0 Positions in Space.............................286 Bringing It All Together...........................294

Mathematical Reasoning.............................290 1.0 Promoting Mathematical Reasoning and Problem Solving..........................291 Bringing It All Together...........................294

Concluding Thoughts.................................295

Map of the Foundations...............................296 Teacher Resources......................................297 References...................................................298 Endnotes.....................................................300

Appendix A. The California Early Learning and Development System.........303

Appendix B. Reflections on Research: Phonological Awareness.........................304

Appendix C. Reflections on Research: Alphabetics and Word/Print Recognition............................................313

Appendix D. Resources for Teachers of Children with Disabilities or Other Special Needs................................319

Glossary. ....................................................323

iv

A Message from the State Superintendent of Public

Instruction

Iam pleased to present the California Preschool Curriculum Framework, Volume 1, a publication I believe will be a major step in working to close the schoolreadiness gap for young children in our state. Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California's preschool children.

Like the first volume of the preschool learning foundations, this curriculum framework focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics. Topics include guiding principles, in particular, the vital role of the family in early learning and development; the diversity of young children in California; and the ongoing cycle of observing, documenting, assessing, planning, and implementing curriculum. The preschool curriculum framework takes an integrated approach to early learning and describes how curriculum planning considers the connections between different domains as children engage in teacher-guided learning activities. A description of California's Early Learning and Development System, which places the learning foundations at the center, explains the alignment of the components to the foundations.

The remaining chapters focus on the learning domains. Each chapter provides an overview of a domain, the foundations for that domain, principles in planning curriculum, and curriculum strategies

illustrated by vignettes. The strategies pertain to both the learning environment and teachers' interactions with children. These chapters offer key principles and a rich variety of ideas for early childhood educators to support the learning and development of preschool children. There are specific principles and strategies for teaching children who are English learners.

Two themes are interwoven throughout this volume: young children learn through play, and their families are their first teachers. As young children play, they use language to create meaning, explore social roles, and solve mathematical problems. Through studying their play, early educators discover ways to build on young children's lively engagement with learning. Another strategy for expanding young children's learning is to collaborate with their families. Together, early educators and family members can create meaningful learning experiences for young children in preschool and at home.

The preschool curriculum framework speaks to new early childhood educators as well as experienced ones. It recognizes the best practices already used by preschool programs and provides new ideas that bring the preschool learning foundations to life for everyone responsible for the care and education of young children.

JACK O'CONNELL State Superintendent of Public Instruction

Acknowledgments

The development of the preschool curriculum framework involved many people. The following groups contributed: (1) project leaders; (2) principal writers; (3) community college faculty advisers; (4) universal design advisers; (5) project staff and advisers from the WestEd Center for Child and Family Studies; (6) staff from the California Department of Education; (7) early childhood education stakeholder organizations; (8) participants in the formative and review focus groups; (9) participants in the Web posting pro cess; and (10) participants in the public hearing process.

Project Leaders

The following staff members are gratefully acknowledged for their contributions: Peter Mangione, Katie Monahan, and Cathy Tsao, WestEd.

Principal Writers

Special thanks are extended to the principal writers for their expertise and contributions.

Chapter 1: Introduction Peter Mangione, WestEd Mary Jane Maguire-Fong, American

River College Contributors Katie Monahan, WestEd Charlotte Tilson, WestEd Cathy Tsao, WestEd

Chapter 2: The California Early Learning and Development System Peter Mangione, WestEd Melinda Brookshire, WestEd Jenna Bilmes, WestEd Jan Davis, WestEd

Chapter 3: Social-Emotional Development Janet Thompson, University of California,

Davis Ross Thompson, University of California,

Davis Kelly Twibell, University of California,

Davis

Chapter 4: Language and Literacy Language Roberta Golinkoff, University of Delaware Kathryn Hirsh-Pasek, Temple University Literacy Judith Schickedanz, Boston University

Chapter 5: English-Language Development Linda Espinosa, University of Missouri Marlene Zepeda, California State

University, Los Angeles

Chapter 6: Mathematics Osnat Zur, WestEd

Appendix B. Reflections on Research: Phonological Awareness

Appendix C: Reflections on Research: Alphabetics and Word/Print Recognition

Judith Schickedanz, Boston University

Community College Faculty Advisers

Special thanks are extended to the faculty advisers for their expertise and contributions. Caroline Carney, Monterey Peninsula

College Ofelia Garcia, Cabrillo College Marie Jones, American River College Margie Perez-Sesser, Cuesta College

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Universal Design Advisers

The following universal design experts are gratefully acknowledged for their contributions: Maurine Ballard-Rosa, California State

University, Sacramento Meryl Berk, Vision Consultant, HOPE

Infant Family Support Program, San Diego County Office of Education Linda Brault, WestEd

WestEd Center for Child and Family Studies--Project Staff and Advisers

Linda Brault Melinda Brookshire Caroline Pietrangelo Owens Teresa Ragsdale Amy Schustz-Alvarez Charlotte Tilson Rebeca Valdivia Ann-Marie Wiese Osnat Zur

California Department of Education

Thanks are also extended to the follow ing staff members: Gavin Payne, Chief Deputy Superintendent; Rick Miller, Deputy Superintendent, P-16 Policy and Information Branch; Camille Maben, Director, Child Development Division; Cecelia Fisher-Dahms, Administrator, Quality Improvement Office; and Desiree Soto, Consultant, Child Development Division, for ongoing revisions and recommendations. During the lengthy development process, many staff members of the Child Development Division were involved at various levels: Anthony Monreal,* Michael Jett,* Gwen Stephens,* Gail Brodie, Sy Dang Nguyen, Mary Smithberger, Maria Trejo, and Charles Vail.

*During the development of the framework, these individuals worked for the California Department of Education.

Meredith Cathcart, Consultant, Special Education Division, contributed her expertise.

Early Childhood Education Stakeholder Organizations

Representatives from many statewide organizations provided perspectives affecting various aspects of the curriculum framework.

Action Alliance for Children Alliance for a Better Community Asian Pacific Islander Community

Action Network Association of California School

Administrators Baccalaureate Pathways in Early

Childhood Education (BPECE) Black Child Development Institute (BCDI),

Sacramento Affiliate California Alliance Concerned with

School-Age Parenting and Pregnancy Prevention (CACSAP/Cal-SAFE) California Association for Bilingual Education (CABE) California Association for the Education of Young Children (CAEYC) California Association of Family Child Care (CAFCC) California Association of Latino Superintendents and Administrators (CALSA) California Child Care Coordinators Association California Child Care Resource and Referral Network (CCCRRN) California Child Development Administrators Association (CCDAA) California Child Development Corps California Commission for Teacher Credentialing California Community College Early Childhood Educators (CCCECE) California Community Colleges Chancellor's Office (CCCCO) California County Superintendents Educational Services Association (CCSESA)

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