NMCAA School Readiness Goals 2011-2012



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Northwest Michigan Community Action Agency

Early Head Start

SCHOOL READINESS ALIGNMENT DOCUMENT

DOMAIN: PHYSICAL DEVELOPMENT (Gross Motor)

EHS School Readiness Goal

Children will demonstrate growth and development of their gross motor skills through participation in structured and unstructured activities.

Teaching Strategies GOLD

Goal 1: Children will demonstrate traveling skills

Goal 2: Children will demonstrate balancing skills

Goal 3: Demonstrate gross-motor manipulative skills

Early Learning Framework

The control of large muscles for movement, navigation and balance

Early Standards of Quality for Infants and Toddlers

Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted.

a) Increase awareness, understanding, and appreciation of their bodies and how they function

Strand C/ Goal 2: Infants and Toddlers experience environments where they gain self confidence and greater control of their bodies.

a) Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance

DOMAIN: PHYSICAL DEVELPOMENT (Fine Motor)

EHS School Readiness Goal

Children will demonstrate growth and development of their fine motor skills through participation in structured and unstructured activities.

Teaching Strategies GOLD

Goal 1: Children will demonstrate fine-motor strength and coordination.

Early Learning Framework

The control of small muscles for such purposes as using utensils, self-care, building and exploring

Early Standards of Quality for Infants and Toddlers

Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted.

a) Increased coordination (eye-hand movements)

Strand C/ Goal 2: Infants and Toddlers experience environments where they gain self confidence and greater control of their bodies.

a) Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance

Strand D/ Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.

e) An interest in exploring and using mathematical, reading, and writing materials

DOMAIN: SOCIAL EMOTIONAL

EHS School Readiness Goal

Children will be able to recognize and manage their emotions and be able to show kindness and empathy to others.

Teaching Strategies GOLD

Goal 1: Children can regulate own emotions and behaviors

Goal 2: Establishes and sustain positive relationships

Goal 3: Participates cooperatively and constructively

Early Learning Framework

The understanding of healthy and safe habits and practicing healthy habits

The healthy relationship and interactions with adults and peers

The perception that one is capable of successfully making decisions, accomplishing tasks and meeting goals

The ability to recognize and regulate emotions, attention, impulses, and behavior

The healthy range of emotional expression and learning positive alternatives to aggressive or isolating behaviors

An interest and engagement in group experiences

Early Standards of Quality for Infants and Toddlers

Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted.

a) Emerging self-help and self-care skills for eating, drinking, toileting, resting, sleeping, washing and dressing.

b) Positive attitudes towards eating, sleeping, toileting, and active movement.

Strand A/ Goal 2: Infants and Toddlers experience environments where their social and emotional well-being is nurtured.

a) Emerging skill in self-regulation

b) A growing capacity to tolerate and enjoy a moderate degree of change, surprises, uncertainty, and potentially puzzling events

d) An increasing ability to identify their own emotional responses and those of others

f) Confidence and ability to express emotional responses and those of others

g) Trust that their social-emotional needs without fear

h) A trusting relationship with nurturing and responsive caregivers

i) The ability to respond and engage in reciprocal interaction

j) Emerging capacities for caring and cooperation

Strand A/ Goal 3: Infants and Toddlers experience environments where they are kept safe from harm.

c) Increasing confidence that they can participate and take risks with fear of harm

d) Comfort in expressing their fears openly and trust that their fears will be taken seriously

e) Ability to respond to caregiver instructions related to safety

Strand B/ Goal 1: Infants and Toddlers experience environments where they know they belong and have a place.

a) An increasing ability to play an active part in the day to day activities of the program

b) Skills in caring for the environment

c) Confidence in and an ability to express their ideas

f) A comfort level in taking on different roles in their environment

g) An attachment to their primary caregivers and primary care group

Strand B/ Goal 2: Infants and Toddlers experience environments where they are comfortable with routines, schedules, and activities.

a) An understanding of the routines, family customs, and regular events of the program

c) An understanding that they and others can be a part of a group

d) Capacities to predict routines and regular events that make up the day of the session

e) A growing capacity to cope with change

f) Enjoyment of and interest in a moderate degree of change

g) Increasing mastery of self-help skills to assist with daily personal routines

h) An increasing sense of independence and competence during daily routines and activities

Strand B/ Goal 3: Infants and Toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior.

a) An increasing capacity to successfully communicate their feelings, needs, and wants

b) A recognition that the setting has reasonable boundaries and expectations for behavior

c) The beginning of an understanding of the reasons for boundaries and expectations

d) Expectations that the setting is predictable, fair, and consistently caring

e) An increasing awareness of the impact and consequences of their actions

f) An increasing ability to self-regulate their behavior

g) The ability to express disagreement with peers and caregivers in developmentally appropriate ways

Strand B/ Goal 4: Infants and Toddlers experience environments where positive connections among their families, the program, and the children are affirmed

c) The ability to interact with an increasing number of significant people in their lives, beyond their families and primary caregivers

Strand C/ Goal 2: Infants and Toddlers experience environments where they gain confidence in and greater control of their bodies

c) Confidence with moving space, moving to rhythm, and playing near and with others

Strand C/ Goal 4: Infants and toddlers experience environments where they develop a growing sense of social relationships, the natural environment, and the physical world

e) Social relationships and social concepts

Strand E/ Goal 1: Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, ethnicity or background.

a) Empathy, understanding, and awareness of others’ feelings, and making comforting and accepting gestures to peers and others in distress

b) Emerging concern for other children who may be excluded from activities because they are different

d) The ability to carry out or follow through on simple tasks that help or benefit themselves or others

f) The ability to respond and engage in developmentally reciprocal interactions

g) Emerging skills in caring and cooperation

Strand E/ Goal 3: Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others.

a) An increasing ability to take another’s point of view and to empathize with others

c) An increasing sense of competence and confidence in growing abilities

d) Acceptable ways to assert their independence

e) ‘Friendship’ skills where they can play harmoniously with their peers through

cooperation and participate in the give and take of ideas

f) An increasing ability to share by showing interest in and awareness of the feelings of

others

DOMAIN: LANGUAGE

EHS School Readiness Goal

Children will be able to communicate thoughts and needs and display an expanding ability to engage in conversations with peers and/or adults.

Teaching Strategies GOLD

Goal 1: Children listen to and understand increasingly complex language

Goal 2: Uses language to express thoughts and needs

Goal 3: Uses appropriate conversational and other communication skills

Early Learning Framework

The ability to comprehend or understand language

The ability to use language

Early Standards of Quality for Infants and Toddlers

Strand D/Goal 1: Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others

a) The ability to express their feelings and emotions in a range of appropriate ways

b) Confidence that their first languages are values, supported and understood

c) Responsive and reciprocal communication skills

e) Increasing skill with and understanding of non-verbal messages, including the ability to

attend to and make non-verbal requests

f) The inclination and ability to communicate, pay attention, and respond appropriately to

others

g) Increasing knowledge and skill in syntax, meaning, vocabulary in at least one language

h) Language skills in real, play, and problem-solving contexts as well as in more structured language contexts

i) Communication skills for increasingly complex purposes

Strand D: Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.

a) An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs

DOMAIN: LITERACY

EHS School Readiness Goal

Children will demonstrate knowledge of print by using and appreciating books.

Teaching Strategies GOLD

Goal 1: Demonstrates phonological awareness

Goal 2: Demonstrates knowledge of print and its uses

Goal 3: Demonstrates knowledge of the alphabet

Goal 4: Comprehends and responds to books and other texts

Goal 5: Demonstrates emergent writing skills

Early Learning Framework

The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts

An awareness that language can be broken into words, syllables, and smaller pieces of sound

The names and sounds associated with letters

The concepts about print and early decoding

The familiarity with writing implements, conventions, and emerging skills to communicate

through written representations, symbols, and letters

Understanding and responding to books, storytelling and songs presented in English

Early Standards of Quality for Infants and Toddlers

Strand D: Goal 1: Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others.

e) A playful interest in repetitive sounds and words, and aspects of language

h) Language skills in real, play, and problem-solving contexts as well as in more structured language contexts

Strand D: Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.

b) Familiarity with an appropriate selection of the stories and literature values by the

cultures in their community

f) An interest in exploring and using mathematical, reading, and writing materials

DOMAIN: APPROACHES TO LEARNING

EHS School Readiness Goal

Children will demonstrate positive approaches to learning by focusing on a given task and persisting even if there are problems or distractions.

Teaching Strategies GOLD

Goal 1: Children will demonstrate positive approaches to learning through behaviors that illustrate engagement, persistence, curiosity and flexibility.

Early Learning Framework

An interest in varied topics and activities, desire to learn, creativeness and independence in learning

The ability to begin and finish activities with persistence and attention

The ability to recognize, understand and analyze a problem and draw on knowledge or experience to seek solutions to a problem

The use of voice and instruments to create sounds

The use of the body to move to music and express oneself

The use of a range of media and materials to create drawings, pictures or other objects

The portrayal of events, characters or stories through acting and using props and language

Early Standards of Quality for Infants and Toddlers

Strand A/ Goal 2: Infants and Toddlers experience environments where their social and emotional well-being is nurtured.

b) An increasing capacity to pay attention, focus, concentrate, and be involved

Strand C/ Goal 1: Infants and Toddlers experience environments where the importance of spontaneous play is recognized and play is values as meaningful learning

a) Strategies for exploring and satisfying their curiosity

c) Creativity and spontaneity in their play

i) The ability to make decisions and choose their own materials

j) An emerging sense that not knowing and being uncertain are a part of learning

k) An emerging sense of intentionality in their play and relationships

Strand C/ Goal 2: Infants and Toddlers experience environments where they gain confidence in and greater control of their bodies

b) Strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all the sense, and the use of tools, materials, and equipment to extend skills

Strand C/Goal 3: Infants and toddlers experience environments where they learn strategies for active exploration, thinking and reasoning.

a) The confidence to explore and make sense of their world through simple problem solving, recognizing patterns, learning from trial and error, asking questions, listening to others, simple planning, observing, and listening to stories

b) The confidence to choose and experiment with materials, to explore actively with all

The Senses, and to use what they learn to generalize their learning to other experiences

d) The ability to learn new things from the materials and people around them

Strand C/Goal 5: Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills

a) Progressively more complex skills

b) The ability to pursue interests independently

c) The understanding that they have a significant role in initiating exploration, play and learning

DOMAIN: COGNITION AND GENERAL KNOWLEDGE

EHS School Readiness Goal

Children will begin to use math concepts, remember and connect experiences and use symbols to represent objects not present.

Teaching Strategies GOLD

Goal 1: Children will remember and connect experiences

Goal 2: Children will use classification skills

Goal 3: Children will use symbols and images to represent something not present

Early Learning Framework

The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list)

The use of numbers to describe relationships and solve problems

The understanding of shapes, their properties, and how objets are related to one another

The recognition of patterns, sequencing, and criticial thinking skills necessary to predict and classify objects in a pattern

The understanding of attributes and relative properties of objects as related to size, capacity and area

Early Standards of Quality for Infants and Toddlers

Strand B/ Goal 2: Infants and Toddlers experience environments where they are comfortable with routines, schedules, and activities.

c) An understanding that these routines, customs, and regular events can be different in

other settings

Strand B/ Goal 4: Infants and Toddlers experience environments where positive connections among their families, the program, and the children are affirmed

a) An understanding of the links between the early childhood education and care setting and their homes through people, images, objects, languages, sounds, smells, and tastes

b) Interest and pleasure in discovering new environments where the people, images, objects, languages, sounds, smells, and tastes are sometimes different than those at home

Strand C/ Goal 1: Infants and Toddlers experience environments where the importance of spontaneous play is recognized and play is values as meaningful learning

e) Symbolic, pretend, and dramatic play

Strand D/ Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.

a) An understanding that symbols/pictures can be “read” by others, and that thoughts,

experiences, and ideas can be represented through gestures, signs, words, pictures, print,

numbers, sounds, shapes, models, facial expression, and photographs

c) Familiarity with symbols/pictures and their uses (including print) by exploring and

observing them in activities that have meaning and purpose and are developmentally

appropriate for infants and toddlers

P: HeadStart/EHS/School Readiness EHS/ alignment

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