California Preschool Curriculum Framework

California

Preschool Curriculum Framework

Volume 3

CALIFORNIA DEPARTMENT OF EDUCATION ? SACRAMENTO, 2013

California

Preschool Curriculum Framework

Volume 3

History?Social Science Science

Publishing Information

The California Preschool Curriculum Framework, Volume 3, was developed by the Child Development Division, California Department of Education (CDE). 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 designed by Juan D. Sanchez. The document 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.

? 2013 by the California Department of Education

All rights reserved

ISBN: 978-0-8011-1733-6

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 . re/pn/rc/ or call the CDE Press sales office at 1-800995-4099.

Notice

The guidance in the California Preschool Curriculum Framework, Volume 3, 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.................................. 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............................ 11 Universal Design for Learning....................... 14 Curriculum Planning.................................... 15 The Daily Schedule....................................... 24 The Curriculum-Planning Process................. 29 Endnotes...................................................... 38 Bibliography................................................. 40.

CHAPTER 2 History?Social Science.............................. 43

Guiding Principles........................................ 45 Environments and Materials......................... 46 Summary of the History?Social Science

Foundations............................................. 49 Summary of the Strands and Substrands..... 50 Self and Society.......................................... 51

1.0 Culture and Diversity......................... 53 2.0 Relationships..................................... 60 3.0 Social Roles and Occupations............. 63 Bringing It All Together............................. 66 Engaging Families.................................... 67 Questions for Reflection............................ 68 Becoming a Preschool Community Member (Civics)...................................... 69 1.0 Skills for Democratic Participation...... 70 2.0 Responsible Conduct.......................... 75 3.0 Fairness and Respect for Other People................................................ 78 4.0 Conflict Resolution............................. 80 Bringing It All Together............................. 83 Engaging Families.................................... 84 Questions for Reflection............................ 85

Sense of Time (History).............................. 86 1.0 Understanding Past Events................ 88 2.0 Anticipating and Planning Future Events................................................ 91 3.0 Personal History................................. 94 4.0 Historical Changes in People and the World........................................... 97 Bringing It All Together........................... 100 Engaging Families.................................. 101 Questions for Reflection.......................... 102

Sense of Place (Geography and Ecology)................................................. 103 1.0 Navigating Familiar Locations........... 105 2.0 Caring for the Natural World............. 108 3.0 Understanding the Physical World Through Drawings and Maps............ 112 Bringing It All Together........................... 115 Engaging Families.................................. 115 Questions for Reflection ......................... 116

Marketplace (Economics).......................... 117 1.0 Exchange.......................................... 118 Bringing It All Together........................... 121 Engaging Families.................................. 121 Questions for Reflection ......................... 122

Concluding Thoughts................................ 123 Map of the Foundations.............................. 124 Teacher Resources...................................... 125 Endnotes.................................................... 126 Bibliography............................................... 130

CHAPTER 3 Science............................ 135

Guiding Principles...................................... 138 Environments and Materials....................... 142 Summary of the Science Foundations......... 151 Summary of the Strands and

Substrands............................................. 152 Scientific Inquiry...................................... 153

1.0 Observation and Investigation........... 154 2.0 Documentation and Communication................................ 166 Bringing It All Together........................... 172 Engaging Families.................................. 173 Questions for Reflection.......................... 175

iii

Physical Sciences...................................... 176 1.0 Properties and Characteristics of Nonliving Objects and Materials....... 178. 2.0 Changes in Nonliving Objects and Materials................................... 186. Bringing It All Together........................... 193 Engaging Families.................................. 194 Questions for Reflection ......................... 195

Life Sciences............................................. 196 1.0 Properties and Characteristics of Living Things................................ 198. 2.0 Changes in Living Things................. 206. Bringing It All Together........................... 212 Engaging Families.................................. 213 Questions for Reflection.......................... 214

Earth Sciences.......................................... 215 1.0 Properties and Characteristics of Earth Materials and Objects............. 216. 2.0 Changes in the Earth....................... 221. Bringing It All Together........................... 227 Engaging Families.................................. 227 Questions for Reflection.......................... 229

Concluding Thoughts................................ 230

Map of the Foundations.............................. 231 Teacher Resources...................................... 232 Appendix: Suggested Materials................... 234 Endnotes.................................................... 237 Bibliography............................................... 241

Glossary..................................................... 244

iv

A Message from the State Superintendent of Public Instruction

Iam pleased to present the California Preschool Curriculum Framework, Volume 3, a publication I believe will be a major step in working to close the school-readiness gap for young children in our state. Created as a companion to the California Preschool Learning Foundations, Volume 3, this framework presents strategies and information for educators to enrich learning and development opportunities for all of California's preschool children.

Like the third volume of the preschool learning foundations, this third volume of the curriculum framework focuses on two learning domains: history?social science and science. It includes guiding principles; 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.

Chapters 2 and 3 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. Additionally, there are specific principles and strategies for teaching children who are English learners.

Three themes are interwoven throughout this volume: early childhood educators

need to be intentional in supporting learning in all domains, young children learn through play, and young children's families are their first teachers. Young children benefit greatly from comprehensive and integrated curriculum planning that includes history?social science and science. As young children play, they express themselves by exploring ideas about the past, where they live, fairness and respect for others, their families' cultural traditions, and how to use money to purchase things. They also are naturally interested in scientific inquiry, the properties and characteristics of nonliving objects and materials, living things, and the earth and materials. Observation of young children's play gives insights into how to build on their interests and expand their learning. Early educators also enrich young children's learning through ongoing collaboration with families. Together, early educators and family members can create meaningful learning experiences for 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. Volume 3 completes the preschool curriculum framework and should prove to be instrumental in preparing children for school.

TOM TORLAKSON State Superintendent of Public Instruction

v

Acknowledgments

The development of the preschool curriculum framework involved many people. The following groups contributed: project leaders; principal writers; community college faculty advisers; advisers on English-language development and cultural diversity; universal design advisers; additional consultants and reviewers; project staff and advisers from the WestEd Center for Child and Family Studies; staff from the California Department of Education; early childhood education stakeholder organizations; participants in the formative and review focus groups; and participants in the Webposting process.

Project Leaders

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

Principal Writers

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

Chapter 1: Introduction to the Framework Peter Mangione, WestEd Mary Jane Maguire-Fong, American River

College Marie Jones, American River College

Chapter 2: History?Social Science Janet Thompson, University of California,

Davis Ross Thompson, University of California,

Davis Kelly Twibell, University of California,

Davis

Chapter 3: Science Osnat Zur, WestEd

Community College Faculty Advisers

Special thanks are extended to the faculty advisers for their expertise and contributions:

Caroline Carney, Monterey Peninsula College

Amy Obegi, Solano Community College

Advisers on English-Language Development and Cultural Diversity

Particular thanks are extended to the following advisers for their involvement in the project:

Gisela Jia, City University of New York, Lehman College

Antonia Lopez, National Council of La Raza

Alison Wishard Guerra, University of California, San Diego

Universal Design Advisers

The following universal design experts are gratefully acknowledged for their contributions:

Maurine Ballard-Rosa, California State University, Sacramento

Linda Brault, WestEd

Additional Consultants and Reviewers

Particular thanks are also extended to the following consultants for their involvement in the project:

Gay Macdonald, University of California, Los Angeles, Early Care and Education

Susan Wood, California Institute of Technology (Caltech), Children's Center

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