California Preschool Program Guidelines

California Preschool Program

Guidelines

California Department of Education ? Sacramento, 2015

California

Preschool Program

Guidelines

Publishing Information

California Preschool Program Guidelines was prepared under the direction of the Early Education and Support Division, California Department of Education. This publication was edited by Faye Ong and John McLean, working in cooperation with Laura Bridges, Child Development Consultant. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created and prepared by Karen Phillips. It was published by the Department of Education, 1430 N Street, Sacramento, California 95814. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

? 2015 by the California Department of Education

All rights reserved

ISBN 978-0-8011-1750-

Reproduction of this document for resale, in whole or in part, is not authorized.

Ordering Information

Copies of this publication are available for purchase from the California Department of Education. For prices and ordering information, please visit the Department Web site at or call the CDE Press sales RI?FHDW

Notice

The guidance in California Preschool Program Guidelines is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document 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 ....................................vii

Acknowledgments ............................................................................................................viii

Introduction ..................................................................................................................... xii

Part One Setting the Stage for Program Quality

1

Chapter 1 Current Issues in Early Childhood Education ............................................... 3

General Issues.................................................................................................. 3

Evidence from Research ................................................................................... 3

The Need for High-Quality Preschool Programs ................................................. 5

Early Childhood Investments and Societal Impacts........................................... 5

Recent Research on Brain Development............................................................ 6

School Readiness ........................................................................................... 10

The California Context.................................................................................... 11

Readiness Gap ............................................................................................... 12

Desired Results for Children and Families ...................................................... 12

Overview of Preschool Learning Foundations .................................................. 15

Closing Thoughts ........................................................................................... 15

References...................................................................................................... 16

Chapter 2 The Preschool Child...................................................................................... 19

The Five Essential Domains of School Readiness ............................................ 22

Social?Emotional Development....................................................................... 24

Language and Literacy ................................................................................... 24

Cognition and General Knowledge .................................................................. 26

Physical Well-Being and Motor Development .................................................. 29

Approaches Toward Learning ......................................................................... 31

The Role of Play in Children's Learning and Development............................... 32

Closing Thoughts ........................................................................................... 33

References ..................................................................................................... 34

Further Reading ............................................................................................. 35

Chapter 3 The Role of the Preschool Teacher .............................................................. 39

Build and Maintain Positive Relationships with Children................................ 39

Build and Maintain Positive Relationships with Families ................................ 40

Create an Environment for Social and Emotional Learning ............................. 41

Be Responsive to Children's Linguistic and Cultural Experiences ................... 42

iii

Include Children with a Wide Range of Abilities and Approaches

to Learning .................................................................................................... 42

Understand Children's Needs and Capabilities ............................................... 43

Plan the Learning Environment and Curriculum in the Domains of

School Readiness ........................................................................................... 44

Balance Child-Initiated and Teacher-Initiated Activities.................................. 45

Assess How Well the Program Meets Children's Needs .................................... 46

Closing Thoughts ........................................................................................... 48

References ..................................................................................................... 48

Further Reading............................................................................................. 48

Chapter 4 The Role of the Administrator ..................................................................... 51

Reflective Curriculum Planning ...................................................................... 53

Setting the Conditions for Work...................................................................... 56

Creating a Collaborative Work Environment and Learning Community ............. 58

Integrating Reflective Practice, Reflective Supervision, and Mentorship ..............59

Accountability to Maintain Program Quality ................................................... 61

Closing Thoughts ........................................................................................... 62

References ..................................................................................................... 63

Further Reading............................................................................................. 64

Part Two Supporting Young Children's Learning and Development

65

Chapter 5 Use of the California Preschool Curriculum Framework ............................. 67

Integrated Curriculum for Young Dual Language Learners.............................. 69

Universal Design ............................................................................................ 70

The Curriculum Planning Process .................................................................. 70

Closing Thoughts ........................................................................................... 73

References ..................................................................................................... 74

Further Reading............................................................................................. 74

Chapter 6 Support for Young Dual Language Learners................................................. 75

Guiding Principles for Supporting Young Dual Language Learners ................. 76

Characteristics of Preschool Dual Language Learners..................................... 76

Program Approaches and Teaching Practices.................................................. 80

Assessment of Young Dual Language Learners ............................................... 87

Family Engagement........................................................................................ 87

Inclusion of Young Dual Language Learners Who Have Special Needs ............ 88

Support for the Transition to Kindergarten..................................................... 89

Early Childhood Educator Competencies........................................................ 89

Closing Thoughts ........................................................................................... 90

References ..................................................................................................... 91

Further Reading............................................................................................. 91

iv

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