Minnesota's Early Learning Standards (2005) Is a Project of the Minnesota Department of Education (MDE) and the Minnesota Department of Human Services (DHS)

EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards 2005

FAMILY MEMBERS TEACHERS AND CAREGIVERS COMMUNITY MEMBERS POLICYMAKERS

A framework for understanding and communicating a common set of developmentally appropriate expectations for children in the preschool period of ages three to five, presented within a context of shared responsibility and accountability for helping children meet these expectations BACKGROUND AND ACKNOWLEDGEMENTS

The Early Childhood Indicators of Progress: Minnesota's Early Learning Standards (2005) is a project of the Minnesota Department of Education (MDE) and the Minnesota Department of Human Services (DHS). The first edition was printed under the title Minnesota Early Childhood Indicators of Progress: A Resource Guide in 2000 by the former Minnesota Department of Children, Families & Learning. An Early Childhood Indicators of Progress Task Force that included early childhood practitioners and members of the Minnesota Association for the Education of Young Children (MNAEYC) and the Min- nesota Association of Early Childhood Teacher Educators (MAECTE) developed it. It was widely reviewed at that time by many individuals representing a diversity of early childhood education and care programs.

This 2005 revision was drafted by an interagency committee working with early childhood consultant Gail Roberts and included: Lisa Backer, MDE, Early Childhood Special Education Karen Carlson, MDE, Early Learning Services Betty Cooke, MDE, Early Childhood Education/Early Childhood Family Education JoAnn Enos, DHS, Child Development Services Barbara O'Sullivan, MDE, Early Childhood Education/School Readiness Debbykay Peterson, MDE, Early Childhood Screening/Kindergarten Sandy Simar, MDE, Head Start Collaboration Deb Swenson-Klatt, DHS, Child Development Services Nancy Wallace, early childhood education consultant and author of the first edition/St. Francis Public Schools The following members of the original Early Childhood Indicators of Progress Task Force received the revised draft to review: Sharon Bahe, St. Paul Public Schools Sandra Benson, St. Francis Public Schools Denise Bryant, Child Care Marilee Christensen-Adams, Anoka-Hennepin Public Schools Lois Engstrom, MDE, Retired Linda Frost, Mankato Public Schools Lynn Galle, University of Minnesota, Twin Cities Dan Gartrell, Bemidji State University Sharon Henry-Blythe, Greater Minneapolis Day Care Association Mary Jo Hensel, Lake Crystal-Wellcome Memorial School District Gretchen Irvine, Augsburg College Margie McMahon, White Bear Lake Public Schools Nancy Penn, St. Peter Public Schools Anita Segador Beaton, Metropolitan State University Melissa Shamblott, St. Paul Public Schools Kathy Simonson, Elk River Public Schools Vicki Thrasher Cronin, Ready4K The revised draft was also provided electronically for review and feedback on statewide list serves reaching hundreds of administrators, teachers, and caregivers in the following Minnesota early childhood education and care programs: Child Care Centers/Family Child Care/Tribal Child Care Child Care Resource and Referral Early Childhood Family Education Early Childhood Screening Early Childhood Special Education/Part C Head Start School Readiness Members of MNAEYC and MAECTE also reviewed it, and MNAEYC passed a resolution in support of it.

Feedback was carefully reviewed by the interagency committee and incorporated into this final edition. The support and contributions of members from the early childhood education associations, staff from early childhood education and care programs, and many others who reviewed and provided feedback on this document are gratefully acknowledged. EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

TABLE OF CONTENTS Introduction 1 Potential Uses 4 Organization and Structure of Document 10 Early Childhood Indicators of Progress Domain Framework 11 Social and Emotional Development 13 Emotional Development 14 Self-Concept 16 Social Competence and Relationships 18 Approaches to Learning 19 Curiosity 20 Risk-Taking 22 Imagination and Invention 24 Persistence 26 Reflection and Interpretation 28 Language and Literacy Development 29 Listening 30 Speaking 32 Emergent Reading 34 Emergent Writing 36 Creativity and the Arts 37 Creating 38 Responding 40 Evaluating 42 Cognitive Development 43 Mathematical and Logical Thinking 44 Scientific Thinking and Problem-Solving 46 Social Systems Understanding 48 Physical and Motor Development 49 Gross Motor Development 50 Fine Motor Development 52 Physical Health and Well-Being 54 Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards 55 Reference List 58 Additional Resources 60 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

PURPOSE The primary purpose of this document is to provide a framework for understanding and communicating a common set of developmentally appropriate expectations for young children within a context of shared responsibility and accountability for helping children meet these expectations.

The document was developed with five goals in mind: INTRODUCTION 1. To increase understanding of all areas of a child's development A large and growing body of research and to recommend strategies for supports the critical relationship supporting optimum development. between early childhood experiences and successful learning outcomes. 2. To expand understanding of the The responsibility for providing sup- multiple influences on the port systems and resources that education and life success of result in positive outcomes for young young children. children is a shared one. Families, early childhood teachers and care- 3. To support families by providing givers, community members, and pol- examples of strategies that icymakers all contribute to the well- facilitate and enhance children's being of children. development.

The Early Childhood Indicators of 4. To provide teachers, caregivers, Progress document recognizes the and administrators in early importance of this shared responsibili- childhood education and care ty and accountability in order to programs and settings with a achieve positive outcomes for chil- common conceptual framework dren. This document stresses the and guidelines for planning importance of collective efforts among curriculum, instruction, and families, early childhood education assessment of young children. and care, communities, and policymakers in supporting the learning and 5. To provide a resource for development of children. The efforts community members and of each and every one of these policymakers to use in assessing groups are vital in the process of the impact of current policies and developing healthy, well-functioning resources on the optimal children. development of young children. 1 These goals are consistent with The Early Childhood Indicators of Strategies community members and reports from several national groups Progress were initially written in 2000 policymakers can use to promote and studying the development of state- and have been systematically support children's development are level early learning standards reviewed and revised using recently also included for each domain. These (NAEYC & NAECS/SDE, 2002; Scott- developed guidelines related to child strategies for community members Little, Kagan, & Frelow, 2003a; outcome standards (NAEYC & and policymakers are repeated for Shore, Bodrova, & Leong, 2004). NAECS/SDE, 2002; Shore, Bodrova, each component within a domain. Early learning standards express & Leong, 2004). The following criteria, shared expectations for young chil- based on national reviews (Scott-Lit- THE EARLY CHILDHOOD dren's learning and provide a com- tle, Kagan, & Frelow, 2003b, 2003c; mon language for measuring Neuman & Roskos, 2004), were used DEVELOPMENTAL PERIOD progress toward achieving these for the inclusion of specific indicators: The early childhood period of growth goals (Kendall, 2003; Kagan & Scott- and development spans the years Little, 2004). Research emphasizes 1. Research-based - Indicators are from birth to age eight (Bredekamp & the importance of brain development reasonably achievable and age- Copple, 1997). The Early Childhood and the early years for later develop- appropriate. Indicators of Progress are intended ment and learning (Shonkoff & as a guide for children in the pre- Phillips, 2000; Hyson, 2003). 2. Clearly written - Indicators are school period of ages three to five. Researchers have concluded that clear and coherent as to what The indicators are based on widely "Young children are more capable preschool-age children should held developmental expectations learners than current practices reflect, know and be able to do. observed in a child at approximately and good educational experiences in four years of age. It is expected that the preschool years can have a posi- 3. Measurable - Indicators reflect most children will meet the majority of tive impact on school learning" (Bow- observable behaviors, concepts, these expectations by the end of the man, Donovan, & Burns, 2000, p.2). and skills. pre-kindergarten year. Because normal development varies greatly from 4. Comprehensive - Indicators child to child, the Early Childhood ORGANIZATION cover all domains of development Indicators of Progress document is AND STRUCTURE and provide sufficient breadth intended to be used as a flexible and depth of each area of guide in describing a child's individual The Early Childhood Indicators of development. progress. Progress document is divided into six domains that reflect the full range of 5. Manageable - There are a Child development progresses differ- child development as recommended reasonable number of indicators in ently for every individual child. Chil- by national guidelines (Kagan, Moore, each domain to comprehend. dren are influenced by their distinct & Bredekamp, 1995): experiences with the diverse values 6. Applicable - Indicators are and practices of their family, their cul- Social and Emotional broadly applicable to children from ture, and their community (National Development diverse linguistic, economic, and Association for the Education of Approaches to Learning cultural backgrounds and to Young Children, 1996). For these Language and Literacy children with variations in reasons, although children develop in Development developmental needs and abilities generally similar stages, their individ- Creativity and the Arts in different early childhood settings. ual life experiences are reflected in Cognitive Development greatly diverse patterns of behavior Physical and Motor Development Strategies that family members and and learning. Such individual differ- teachers and caregivers in early ences are normal and must be Each domain is further divided into childhood education and care pro- respected in order for children to three to five components that grams and settings can use to facili- maintain a sense of self-worth. designate areas of children's tate children's development are listed development within each domain. for each component. The strategies Indicators of children's progress in for family members and teachers and gaining concepts, knowledge, and caregivers are not intended to be all- skills within each component inclusive, but rather provide suggest- are then specified. ed learning activities to enhance children's development.

2 A NEW APPROACH The Early Childhood Indicators of Progress: Minnesota's Early Learning Standards provide a unique approach in the movement toward increased accountability. Especially at the early childhood level, children's development must be considered within the context of the family, early childhood education and care, and the community. These systems, along with policymakers, share a role in being accountable for the optimal development of young children. The Early The Early Childhood Indicators of Childhood Indicators of Progress Progress are written intentionally to underscore the importance of shared include both typically and atypically responsibility and shared accountabil- developing children. Children with dis- ity for optimal development in terms abilities will make progress on the of both learning opportunities and knowledge, concepts, and skills that outcomes for children. By emphasiz- are described by the indicators, with ing the necessity for collaboration expected variations for each child. among families, early childhood edu- Recommendations for serving chil- cation and care, communities, and dren with special needs in inclusive policymakers, this document sug- early childhood settings are reflected gests that everyone must work in the suggested learning strategies together. This must be done in an (Sandall, McLean, & Smith, 2000). interdependent way if all children are to have optimal opportunities for The development of Minnesota's learning and development. Underlying Early Childhood Indicators of this work is the belief that only when Progress was informed by the follow- all stakeholders are both individually ing Guiding Principles, which are and collectively responsible and based on child development accountable for the learning and research: development of young children will all of Minnesota's children experience Young children are capable and achieve success. and competent. Development occurs in predictable patterns. Children are individuals who develop at different rates. Many factors influence a child's development. Children exhibit a range of skills and competencies within any domain of development. Expectations for children must be guided by knowledge of child growth and development. Young children learn through play, interaction with others, and active exploration of their environment. Families are children's first and most important caregivers and educators. 3 EARLY CHILDHOOD INDICATORS Minnesota’s Early OF PROGRESS: Learning Standards

POTENTIAL USES The Early Childhood Indicators of Progress: Minnesota's Early Learning Standards is to be used as a resource for family members, teachers and caregivers, community members, and policymakers in ways that are supportive of young children's development. Since the publication of the first edition in 2000, many individuals and groups from across the state have used the indicator document in many of the ways described in this section.

4 TO BUILD AWARENESS OF THE SYSTEMS NEEDED TO SUPPORT THE GROWTH AND DEVELOPMENT OF CHILDREN Parents are the best advocates for their children. This document can be used to make concrete connections between actions by people and the quality of life for children and families. Parents can use strategies listed in this document to offer suggestions and promote various projects and activities within their communities. The document can also provide guid- ance to parents about what to look for as they choose programs for their young children.

FOR FAMILY MEMBERS FOR TEACHERS AND CAREGIVERS TO BUILD AWARENESS OF CHILD DEVELOPMENT The Early Childhood Indicators of TO GUIDE PLANNING Progress can be used to help parents FOR CURRICULUM CONTENT develop new ways of viewing their AND TEACHING STRATEGIES child's development. Many teachers The Early Childhood Indicators of and caregivers have summarized or Progress provide a common frame- adapted sections of the document for work for developmentally appropriate use with parents and family members. expectations for children who are One way this has been done is to approximately four years of age. It is develop a series of parent tip cards for expected that most children will specific domains with an emphasis on accomplish the majority of the indica- the strategies family members can tors by the end of the pre-kindergarten use to support their child's develop- year. In order to meet this expectation, ment (Minnesota Department of the indicators can be used as a guide Education, 2004b). for planning curriculum content and teaching strategies for children in the TO INVOLVE FAMILIES preschool period of ages three to five. IN LEARNING A high level of family involvement is The indicators provide a common lan- an indicator of a high quality program. guage for use across programs. A Children benefit when family members common language and framework are invited to participate in ongoing facilitates discussion and collaboration communication about what is happen- among home visitors, home-based ing in their child's early childhood edu- caregivers, school and center-based cation and care through discussions staff, and others. The domains and with caregivers, parent-teacher con- indicators included are consistent with ferences, open houses, parent-child the national Head Start Child Out- activity times, parent education, transi- comes Framework (Head Start tion-to-kindergarten sessions, and vol- Bureau, 2003). The use of the indica- unteer opportunities. Information tors can help programs align curricu- about widely held developmental lum, instruction, and assessment with expectations can be shared with par- both state and national outcome stan- ents during these times (Meisels, dards and guidelines (NAEYC & Marsden, & Stetson, 2000). Families NAECS/SDE, 2003). who are engaged in their child's education are better able to support their child's learning and development (Mueller, 2003). 5 Individual teachers and caregivers Fair to all cultures, language Examples of authentic assessments can develop curriculum with the indi- groups, and developmental levels include the Work Sampling System of cators in mind and plan assessment Reflect real-world classroom or Child Assessment, the Child Observa- appropriate to their setting and related family contexts tion Record, and the Creative Curricu- to the indicators. Teachers and care- Tied to children's daily activities lum Assessment System. The Work givers can focus their curriculum on and assess children's actual Sampling System is a curriculum- significant learning experiences to performance embedded, teacher-guided assess- support the concepts, knowledge, and Done in natural settings and ment that emphasizes the collection of skills described by the indicators. In situations that are non-threatening multiple sources of documentation this way, teachers and caregivers are to the child over time. The system involves the not locked into a set curriculum, but Inclusive of families and responsive child, family, teacher, or caregiver in rather can design activities within par- to cultural and linguistic variations the ongoing process of assessment ticular domains that will give children Use multiple sources of information and reporting (Meisels & Atkins-Bur- opportunities to practice the concepts, on multiple occasions nett, 2002; Dichtelmiller, Jablon, Dorf- knowledge, and skills identified by the Insure continuity and consistency man, Marsden, & Meisels, 2001). indicators. over time Supported by ongoing professional The Child Observation Record (COR) Each child's culture and language development to ensure skilled evaluates children's behavior during background, developmental level, observation and assessment normal learning activities and assess- learning style, and personal interests es broad areas of child development. must be taken into account as learn- In addition, assessment should bring Teachers and caregivers use the ing experiences are implemented about benefits for children, be con- observational records to report to fam- (Bredekamp & Rosegrant, 1992; Cop- nected to specific purposes, and value ilies and to create individual plans for ple, 2003). This approach to curricu- parents as sources and audiences for children (Schweinhart, 1993; lum supports exploration, innovation, assessment (Shepard, Kagan, & High/Scope, 1992). and individualization within a setting Wurtz, 1998). as opposed to a prescribed curriculum The Creative Curriculum approach (Bredekamp & Rosegrant, 1995). The Components of authentic assessment uses an assessment that includes framework promotes diversity and include: observation, observation teacher or caregiver observations and equity in terms of what children do, checklists, rating scales, portfolios, a checklist based on a developmental how children show what they know, and summary reports. These compo- continuum. This approach empha- and what constitutes success. nents may be used individually or in sizes the integration of curriculum and combination depending upon the assessment through teacher or care- desired purposes of the assessment giver planning and implementation. TO PROVIDE DIRECTION information. Observation includes the Parents are involved through confer- FOR AUTHENTIC ASSESSMENT gathering and recording of information ences and the sharing of reports OF YOUNG CHILDREN by noting facts or occurrences of chil- (Dodge, Colker, & Heroman, 2002). The indicators can help teachers and dren's skills, abilities, and behaviors caregivers define the kinds of things (Jablon, Dombro, & Dichtelmiller, young children need to know and be 1999). Observational checklists, when TO PROVIDE A FRAMEWORK able to do. Once those are articulated, combined with observation notes and FOR PROGRAM STANDARDS teachers and caregivers need to con- samples of children's work, provide AND PROGRAM EVALUATION sider how to collect evidence of chil- reliable ways to understand growth Staff within early childhood education dren's learning through authentic and development of skills and behav- and care programs and settings can assessment. iors over time (Helm, Beneke, & use the Early Childhood Indicators of Steinheimer, 1998). Progress to frame questions for meet- Authentic assessment practices are ing program standards and conduct- those that are based on everyday One of the primary purposes of ing program evaluation. High quality learning experiences, provide for actu- assessment is to inform instruction programming provides opportunities al child performance, and involve chil- and help teachers and caregivers that support each child's developmen- dren in the evaluation process make decisions concerning children's tal stage and need to engage in play, (NAEYC & NAECS/SDE, 2003; San- subsequent learning experiences. In exploration, and active learning. tos, 2004; McAfee, Leong, & Bodrova, that way, a continuous cycle of plan- 2004). Authentic assessment methods ning, implementing, and evaluating for children should meet these criteria: children's learning experiences helps ensure that children are challenged appropriately to develop the concepts, knoweldge, and skills needed to reach their full potential. 6 Accreditation processes such as those established by the National Association for the Education of Young Children (NAEYC) and the National Association of Family Child Care (NAFCC) help assure that high quality standards are present. The NAEYC program standards specify ten areas for program evaluation: relationships, curriculum, teaching, assessment, health, teachers, family involvement, community partner- ships, physical environment, and leadership and management (National Association for the Educa- tion of Young Children, 2004). Spe- cific indicators in each of these ten areas are assessed as part of the accreditation procedures. The A first set of questions centers on the NAFCC process sets and assesses types of resources, activities, and standards for health, safety, and learning experiences provided. The personal and professional develop- requirements for the services children ment for family child care providers receive are generally referred to as (National Association of Family program standards. Program stan- Child Care, 1999). dards provide criteria for important program features such as adult-child A second set of questions about ratios, group sizes, teacher or caregiv- program evaluation focuses on the er qualifications, and curriculum actions staff take as they interact (Scott-Little, Kagan, & Frelow, 2003a). with other groups and programs Four major variables that impact within the community. These desired program outcomes are the inquiries lead to information about learning environment, interpersonal linkages to other agencies or relationships, daily schedules and rou- programs and the development of tine, and materials and activities common goals and expectations for (Harms, Clifford, & Cryer, 1998). children in the community. These components interact to support the desired learning opportunities and outcomes for children. The best pro- TO PROVIDE IDEAS gramming considers all of these vari- FOR STAFF TRAINING ables when planning, teaching, and AND DEVELOPMENT evaluating effectiveness. Teachers and caregivers can benefit not only from a concise framework The Head Start Program Performance of child development as provided in Standards provide a sound foundation this document, but also from an for achieving positive child outcomes understanding of how what they do (Head Start Bureau, 2004). The Head in early childhood settings impacts Start Program Performance Stan- child outcomes and school readi- dards provide for all aspects of early ness. A related document, Minneso- childhood development, health servic- ta Core Competencies, defines core es, family and community partner- competencies for teachers and care- ships, and program design and man- givers who work with young children agement. Child outcome information (Minnesota Association for the Edu- for groups of children becomes part of cation of Young Children, 2004). the data used to determine how well The Core Competencies describe programs are doing in meeting overall expectations for what the adults who goals and objectives.

7 work with young children need to Business leaders and employers are FOR POLICYMAKERS know and be able to do, similar to key players in helping communities the way these early learning stan- focus on the importance of early TO ASSESS THE IMPACT dards, the Early Childhood Indica- childhood education and care for the OF PUBLIC POLICIES tors of Progress, describe expecta- future economic development of the ON YOUNG CHILDREN tions for what young children need community (Committee for Econom- AND THEIR FAMILIES to know and be able to do. Teachers ic Development Research and Poli- Policymakers can use the Early and caregivers can identify any cy Committee, 2002; Rolnick & Childhood Indicators of Progress as number of areas in the Early Child- Grunewald, 2003). Community a reference for assessing the impact hood Indicators of Progress and members can also use county-by- of policy decisions on the lives of Core Competencies documents county information on key indicators children and their families. By pro- where they may need further infor- to assess how well their local com- viding consistent and reliable sup- mation and training. Some of these munity is doing in providing opportu- port and resources to families, a areas could include authentic nities for the healthy development of larger proportion of families with assessment, curriculum develop- young children (Kids Count, 2004). young children can participate in ment, teaching strategies and best opportunities that enhance learning practices in instruction, and program TO HELP ORGANIZE and development. Prevention and evaluation. They might also include ADVOCACY EFFORTS early intervention efforts to make advocacy with the community and WITHIN THE COMMUNITY sure that all children get a strong with policymakers, communication This document can be useful in and healthy start help reduce the with parents, and parent education helping various groups see the con- likelihood that children will need and involvement. tinuity of their efforts across home more intensive and costly help at a and program settings where there later age (Sandall, McLean, & Many of the institutions of higher are young children. This document Smith, 2000; Rolnick & Grunewald, education in Minnesota also use the provides concrete connections 2003). Early Childhood Indicators of between healthy child development Progress to help ensure that teach- and access to resources within the There are a number of ways to ers and caregivers enrolled in early community. Community members assess public policies and impacts. childhood education and related and policymakers can help assure State-level evaluation studies have courses understand these widely the optimal learning and develop- assessed the readiness of children held developmental expectations for ment of young children by making a for school (Minnesota Department of young children and the implications commitment to support early child- Education, 2003 & 2004a). Other for curriculum, instruction, and hood education and care efforts approaches provide ongoing assessment. (Child Trends, 2001; Committee for assessment, such as the state-by- Economic Development Research state profiles of child well-being pre- and Policy Committee, 2002). Com- pared annually and reported in the FOR COMMUNITY munities can support and strengthen Kids Count Data Book (Annie E. MEMBERS the resources available to support Casey Foundation, 2004). families with young children and TO PROVIDE A FRAMEWORK build stronger connections among FOR NEEDS ASSESSMENT the various programs and services WITHIN THE COMMUNITY that impact children's lives. The Early Childhood Indicators of Progress can serve as a guide for identifying the sources of support within the community that encourage the healthy growth and development of young children. Community resources such as early childhood centers, family child care homes, playgrounds, libraries, recreational centers, and elementary schools all work together to contribute to children's development (National Asso- ciation of State Boards of Education, 1991).

8 TO IMPROVE PUBLIC UNDERSTANDING OF APPROPRIATE EXPECTATIONS, ACCOUNTABILITY, AND RESPONSIBILITY The Early Childhood Indicators of Progress enhance understanding of widely held developmental expectations for young children from three to five years of age, along with the types of activities that provide meaningful learning experiences. Appropriate ways of documenting and assessing the performance and progress of young children should also be considered (Shore, Bodrova, & Leong, 2004). The document provides a comprehensive framework for shared accountability and responsibility for children's development.

CONCLUSION Because a child's first and most important learning occurs in the context of the family, it is essential that families have the supports and resources needed to help their children develop in optimal ways. Fami- lies are better able to care for, nurture, and help their children succeed if early childhood teachers and caregivers, community members, and policymakers share in the collective commitment to foster healthy development of all young children.

9 EARLY Minnesota’s Early Learning Standards CHILDHOOD INDICATORS Organization and Structure OF PROGRESS: of Document The Early Childhood Indicators of Progress: Minnesota’s Early Learning Stan- dards are intended to provide a framework for understanding and communicating a common set of developmentally appropriate expectations for young children within a context of shared responsibility and accountability for helping children meet these expectations. It is divided into six domains that reflect the full range of child development as listed in the center box below:

Each domain is further divided into three to five components that describe indicators of children’s progress in gaining concepts, knowledge, and skills. (See domain components on next page.) Strategies family members and teachers and caregivers in early childhood education and care programs can use to faci- itate children’s development are listed for each component. The lists of strategies for family members and teachers and caregivers are not intended to be all- inclusive, but rather provide suggested learning activities for enhancing children’s development. Strategies community members and policymakers can use to promote children’s development are also included for each domain. The strategies for community members and policymakers are repeated for each component within a domain.

The Early Childhood Indicators of Progress are intended to be used as a guide for children in the preschool period of ages 3 to 5. The indicators are based on widely held developmental expectations observed in a child approximately four years of age. It is expected that most children will meet the majority of these expectations by the end of the pre-kindergarten year. Because normal development varies greatly from child to child, the Early Childhood Indicators of Progress document is intended to be a flexible guide in describing a child’s individual progress. 10 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

Early Childhood

DOMAINS: SOCIAL & EMOTIONAL DEVELOPMENT

DOMAIN Emotional Development COMPONENTS: Self-Concept

Social Competence and Relationships

11 Indicators of Progress Domain Framework

APPROACHES LANGUAGE & CREATIVITY COGNITIVE PHYSICAL & TO LEARNING LITERACY & THE ARTS DEVELOPMENT MOTOR DEVELOPMENT DEVELOPMENT

Curiosity Listening Creating Mathematical and Gross Motor Logical Thinking Development Risk-Taking Speaking Responding - Number Concepts and Operations Fine Motor Imagination and Emergent Reading Evaluating - Patterns and Development Invention Relationships Emergent Writing Physical Health - Spatial Relationships/ Persistence and Well-Being Geometry Reflection and - Measurement Interpretation - Mathematical Reasoning

Scientific Thinking and Problem-Solving - Observing - Questioning - Investigating

Social Systems Understanding - Human Relationships - Understanding the World

12 DOMAIN I: Social and Emotional Development

This domain involves children’s feelings about themselves, as well as their interactions and relationships with peers and Respond to children’s emotional and physical adults. Included in this focus needs with warmth and reassurance are indicators that refer to Establish predictable family routines while being children’s views of themselves flexible to meet children’s needs as learners and their sense of Encourage children to talk about their feelings responsibility to themselves and the feelings of others and others. Particularly Positively reinforce children in coping important in this domain are constructively with frustration and conflict the skills children demonstrate Model appropriate conflict resolution strategies making friends, solving both verbally and nonverbally conflicts, and functioning Provide children with practice in thinking of effectively in groups. solutions and anticipating consequences Help children identify and understand emotions they feel

Establish warm, caring, engaged relationships with each child Respond predictably and appropriately to children’s physical, emotional, social, and cognitive needs Provide physical environments, schedules, and routines that promote self-control and self- regulation Model appropriate verbal and non-verbal conflict management strategies Provide opportunities for children to practice effective stress-reduction strategies Provide opportunities for children to understand and discuss their feelings and those of others (i.e., show empathy)

13 Create community opportunities for children and families that encourage positive social and emotional development Support community initiatives that promote the healthy development of children Acknowledge the importance of personal and cultural identity and social development as the foundation for learning Provide opportunities for parents to learn and practice strategies for supporting healthy social and emotional development of their children Provide service opportunities for families and children to contribute to the community in 1. Demonstrate increasing competency in recognizing and meaningful ways describing own emotions 2. Demonstrate increasing use of words instead of actions to express emotions 3. Begin to understand and respond to others' emotions 4. Begin to show self-regulation to handle emotions appropriately 5. Explore a wide range of emotions in different ways (e.g., through play, art, music, dance) 6. Respond to praise, limits, and correction

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age. Acknowledge the importance of social and emotional development and its relationship to overall learning Design strategies for Minnesota to become a model for family-friendly policy development Promote high-quality, developmentally and culturally appropriate early childhood education and care Ensure linkages between early childhood education and care services and health, mental health, and social services for young children and their families Support high standards for early childhood educators and caregivers Promote parent education opportunities to help parents understand the importance of parenting skills related to healthy social and emotional development

14 DOMAIN I: Social and Emotional Development

This domain involves children’s feelings about themselves, as well as their interactions and relationships with peers and Provide children with warm, loving relationships adults. Included in this focus Watch for children’s interests and suggest are indicators that refer to activities to support them children’s views of themselves Encourage child to try new things by sharing as learners and their sense of and learning together responsibility to themselves Support children’s awareness of and pride in and others. Particularly their cultural heritage important in this domain are the skills children demonstrate making friends, solving conflicts, and functioning effectively in groups.

Allow children to experiment with their growing competence and independence Provide opportunities for children’s exposure to a wide variety of materials and experiences Provide ample time throughout the day for children’s active engagement, exploration, and experimentation with materials Demonstrate respect for individuals and groups of people Support children’s developing understanding of their gender and cultural identity Provide opportunities for children to learn about their own culture and the culture of others Model self-confidence in interactions with children and others

15 Create community opportunities for children and families that encourage positive social and emotional development Support community initiatives that promote the healthy development of children Acknowledge the importance of personal and cultural identity and social development as the foundation for learning Provide opportunities for parents to learn and practice strategies for supporting healthy social and emotional development of their children Provide service opportunities for families and children to contribute to the community in 1. Begin to experiment with own potential and show confidence meaningful ways. in own abilities 2. Demonstrate increasing self-direction and independence 3. Develop an awareness of self as having certain abilities, characteristics, and preferences 4. Begin to develop awareness, knowledge, and acceptance of own gender and cultural identity

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

Acknowledge the importance of social and emotional development and its relationship to overall learning Design strategies for Minnesota to become a model for family-friendly policy development Promote high-quality, developmentally and culturally appropriate early childhood education and care Ensure linkages between early childhood education and care services and health, mental health, and social services for young children and their families Support high standards for early childhood educators and caregivers Promote parent education opportunities to help parents understand the importance of parenting skills related to healthy social and emotional development

16 DOMAIN I: Social and Emotional Development

This domain involves children’s feelings about themselves, as well as their interactions and relationships with peers and Help children practice listening and talking adults. Included in this focus Help children understand and appreciate are indicators that refer to similarities and differences among people children’s views of themselves Provide children the opportunity to know and as learners and their sense of understand their culture and the culture of others responsibility to themselves Help children develop understanding of the and others. Particularly feelings, ideas, and actions of others important in this domain are Model positive ways to interact with others the skills children demonstrate making friends, solving Use peaceful conflict resolution strategies conflicts, and functioning Encourage children to help others effectively in groups.

Provide opportunities for children to practice listening and talking with others Provide opportunities for children to interact with others with similar and different characteristics Provide experiences to teach respect and appreciation for own culture and the culture of others Plan activities that build a sense of belonging and community with children Provide opportunities for children to develop understanding of the feelings, ideas, and actions of others Encourage children’s understanding of others’ rights and privileges Provide information, opportunities, and support to help children develop constructive conflict management strategies

17 Create community opportunities for children and families that encourage positive social and emotional development Support community initiatives that promote the healthy development of children Acknowledge the importance of personal and cultural identity and social development as the foundation for learning Provide opportunities for parents to learn and practice strategies for supporting healthy social and emotional development of their children Provide service opportunities for families and 1. Interact easily with one or more children children to contribute to the community in meaningful ways. 2. Interact easily with familiar adults 3. Approach others with expectations of positive interactions 4. Begin to participate successfully as a member of a group 5. Use play to explore, practice, and understand social roles and relationships 6. Begin to understand others' rights and privileges 7. Sustain interaction by cooperating, helping, sharing, and expressing interest 8. Seek adult help when needed for emotional support, physical assistance, social interaction, and approval 9. Use words and other constructive strategies to resolve conflicts

* These indicators apply to children in the preschool period of Acknowledge the importance of social and ages three to five. They are based on expectations for emotional development and its relationship to children approximately four years of age. overall learning Design strategies for Minnesota to become a model for family-friendly policy development Promote high-quality, developmentally and culturally appropriate early childhood education and care Ensure linkages between early childhood education and care services and health, mental health, and social services for young children and their families Support high standards for early childhood educators and caregivers Promote parent education opportunities to help parents understand the importance of parenting skills related to healthy social and emotional development

18 DOMAIN II: Approaches to Learning

This domain emphasizes the attitudes, behaviors, and learning styles children use in social situations and in Encourage children’s interest and excitement in acquiring information. Goals discovery and exploration for children are not limited to Share activities and experiences where children the acquisition of knowledge, and adults learn new things together understanding, and skills, but Encourage children to make choices in materials also address the development and activities of positive attitudes and Plan family outings to interesting places such dispositions. as parks, markets, and museums Provide a variety of materials and activities in the home environment Help children learn about and explore their neighborhood and community

Share children’s excitement in discoveries, exploration, and manipulation of items in the environment Provide opportunities and time for children to explore a variety of activities and materials including those in their larger community environment Identify and build upon children’s individual ideas and interests Provide a variety of instructional approaches/ strategies/materials that appeal to both genders and to the full range of learning styles, cultures, and ability levels of children Provide a variety and an appropriate amount of learning activities Model curiosity and information-seeking

19 Provide a variety of environments and activities appropriate for families with young children (e.g. parks, libraries, open-ended “adventure playgrounds”, festivals, and celebrations) Provide safe community environments and activities that allow freedom to explore and learn Provide appropriate and equitable access to media resources Provide opportunities for families to participate in solving community problems or issues

1. Show eagerness and a sense of wonder as a learner 2. Show interest in discovering and learning new things

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

Encourage cooperation and collaboration across systems that impact environments and activities for families with young children Ensure accessible and affordable environments and activities for families with young children Support the development of children and base decisions on developmental needs of the whole child Support appropriate use of and equitable access to media resources

20 DOMAIN II: Approaches to Learning

This domain emphasizes the attitudes, behaviors, and learning styles children use in social situations and in Encourage children to try new things and solve acquiring information. Goals problems creatively for children are not limited to Respond positively to mistakes or errors the acquisition of knowledge, Introduce everyday household materials and understanding, and skills, but toys that can be used in more than one way also address the development Monitor children’s use of media including of positive attitudes and television, video/DVD, and computer dispositions.

Provide opportunities for children to try new activities and experiences Recognize and plan for children’s individual differences and diverse ways of learning Create environments that offer an appropriate amount of stimulation for children using a wide variety of equipment and materials Facilitate and manage children’s use of media including television, video/DVD, and computer

21 Provide a variety of environments and activities appropriate for families with young children (e.g. parks, libraries, open-ended “adventure playgrounds”, festivals, and celebrations) Provide safe community environments and activities that allow freedom to explore and learn Provide appropriate and equitable access to media resources Provide opportunities for families to participate in solving community problems or issues

1. Choose new as well as a variety of familiar activities 2. Use a variety of strategies to solve problems

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

22 DOMAIN II: Approaches to Learning

This domain emphasizes the attitudes, behaviors, and learning styles children use in social situations and in Provide opportunities for children to experiment acquiring information. Goals with new materials and activities without fear for children are not limited to of making mistakes the acquisition of knowledge, Provide a variety of familiar and new materials understanding, and skills, but and activities for children to explore also address the development Encourage children to try new approaches to of positive attitudes and solving problems dispositions. Encourage pretend and make-believe play

Provide an environment of psychological safety where children are encouraged to experiment without fear of making mistakes Provide tasks in which the goal is trying different strategies or solutions rather than right or wrong answers Model exploration and use of a wide variety of familiar and new learning materials and activities Encourage children’s demonstration of flexibility and inventiveness in play and problem-solving

23 Provide a variety of environments and activities appropriate for families with young children (e.g. parks, libraries, open-ended “adventure playgrounds”, festivals, and celebrations) Provide safe community environments and activities that allow freedom to explore and learn Provide appropriate and equitable access to media resources Provide opportunities for families to participate in solving community problems or issues

1. Approach tasks and experiences with flexibility, imagination, and inventiveness 2. Use new ways or novel strategies to solve problems or explore objects 3. Try out various pretend roles in play or with make-believe objects

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

24 DOMAIN II: Approaches to Learning

This domain emphasizes the attitudes, behaviors, and learning styles children use in social situations and in Provide places and times where children can acquiring information. Goals play or work at tasks without interruptions for children are not limited to Provide age-appropriate materials and activities the acquisition of knowledge, Respond to children’s requests when help is understanding, and skills, but needed without being intrusive also address the development Encourage chidren’s attention and persistence of positive attitudes and at tasks dispositions.

Provide sufficient time for children to engage in sustained activities Support children’s efforts to complete activities and projects Arrange the classroom to limit environmental distractions Follow the child’s lead in timing of suggestions and interventions when problems are encountered Be available and respond to children when they encounter problems without being intrusive

25 Provide a variety of environments and activities appropriate for families with young children (e.g. parks, libraries, open-ended “adventure playgrounds”, festivals, and celebrations) Provide safe community environments and activities that allow freedom to explore and learn Provide appropriate and equitable access to media resources Provide opportunities for families to participate in solving community problems or issues

1. Work at a task despite distractions or interruptions 2. Seek and/or accept help or information when needed 3. Demonstrate ability to complete a task or stay engaged in an experience

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

26 DOMAIN II: Approaches to Learning

This domain emphasizes the attitudes, behaviors, and learning styles children use in social situations and in Encourage children to share their thoughts and acquiring information. Goals ideas about the world around them for children are not limited to Ask questions that will encourage children to the acquisition of knowledge, think about what they have seen, heard, and understanding, and skills, but done also address the development Model thinking “out loud” and talk about ideas of positive attitudes and with children dispositions. Involve children in planning family activities such as vacations or trips to the library or museum

Provide opportunities for children to express their thoughts and feelings about experiences through a variety of methods (e.g., discussion, conversation, journaling, art activities, music, etc.) Allow children time to process experiences and information and devise alternatives Provide opportunities for children to think and talk about what and how they are learning Discuss sequencing and timing of experiences (past, present, future, and relationships among them)

27 Provide a variety of environments and activities appropriate for families with young children (e.g., parks, libraries, open-ended “adventure playgrounds”, festivals, and celebrations) Provide safe community environments and activities that allow freedom to explore and learn Provide appropriate and equitable access to media resources Provide opportunities for families to participate in solving community problems or issues

1. Think about events and experiences and apply this knowledge to new situations 2. Generate ideas, suggestions, and/or make predictions

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age

28 DOMAIN III: Language and Literacy Development

The emphasis of this domain is on acquiring language and literacy for a variety of Talk with children using language appropriate purposes. During the preschool to their level of understanding period, children are learning to Encourage children in conversation and notice use language to communicate and respond to what children say and do needs, interact socially with Use mealtimes and other daily routines as an others, and share ideas, opportunity for conversation thoughts, and feelings. They Use rhymes and songs with children to increase are increasing both their children’s interest in language sounds and words spoken and written language Engage children in simple tasks that require abilities. an action or verbal response

Provide clear instructions that help children move from simple directions to a more complex sequence of directions Listen and respond to children’s attempts to communicate both verbally and non-verbally Model language for children using questions and facial expressions to communicate information Provide time and opportunities for children to have individual conversations with adults and other children

29 Provide opportunities for parents and young children to participate in activities together Develop community awareness about the importance of talking and reading with young children Support volunteer programs that increase the time adults spend with young children Provide libraries that are well-supplied with appropriate books for young children Sponsor community events such as book fairs, plays, and story hours that encourage children and families to read together 1. Understand non-verbal and verbal cues Organize book donation drives for child care 2. Listen with understanding to stories, directions, and centers, Head Start, schools, and other early conversations childhood programs 3. Follow directions that involve a two or three-step sequence of actions 4. Listen to and recognize different sounds in rhymes and familiar words

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

Support efforts to encourage adults to spend more time with children, listening, speaking, and engaging children in conversation and interaction Support small group sizes so teachers, caregivers, and children have opportunities for more individualized time together Provide support for libraries and books, early childhood programs, parent-child programs, and volunteer programs for facilitating literacy development Support adult and family literacy programs for the whole family

30 DOMAIN III: Language and Literacy Development

The emphasis of this domain is on acquiring language and

literacy for a variety of Respond to children’s attempts to communicate purposes. During the preschool using gestures, actions, or words period, children are learning to Talk with children in home language and/or use language to communicate English and encourage children’s use of home needs, interact socially with language others, and share ideas, Encourage children to discuss and add to stories thoughts, and feelings. They read to them are increasing both their Use language in everyday activities with children spoken and written language and talk about their actions, thoughts, and ideas abilities. Provide opportunities for children to talk and interact with other children and adults

Respond to children’s attempts to communicate whether verbal or non-verbal Communicate with children using home language with interpreters when necessary Facilitate language development in home language and/or English (e.g., expand, extend, elaborate language) Talk about a variety of topics and illustrate ways to use language to ask questions, give answers, make statements, share ideas, or use pretend, fantasy, or word play Build on children’s interests by introducing new vocabulary and ideas Provide opportunities for children to engage in turn-taking and dialogue in conversation

31 Provide opportunities for parents and young children to participate in activities together Develop community awareness about the importance of talking and reading with young children Support volunteer programs that increase the time adults spend with young children Provide libraries that are well-supplied with appropriate books for young children Sponsor community events such as book fairs, plays, and story hours that encourage children and families to read together Organize book donation drives for child care 1. Communicate needs, wants, or thoughts through non-verbal centers, Head Start, schools, and other early gestures, actions, expressions, and/or words childhood programs 2. Communicate information using home language and/or English 3. Speak clearly enough to be understood in home language and/or English 4. Use language for a variety of purposes 5. Use increasingly complex and varied vocabulary and language 6. Initiate, ask questions, and respond in conversation with others

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

32 DOMAIN III: Language and Literacy Development

The emphasis of this domain is on acquiring language and literacy for a variety of

purposes. During the preschool Read to children often for pleasure and period, children are learning to information use language to communicate Point out the names of things, signs, labels, needs, interact socially with etc., in the neighborhood or store others, and share ideas, Make book-reading time special for your child thoughts, and feelings. They Call attention to books, newspapers, and are increasing both their magazines in the home spoken and written language Visit a library often and check out books to read abilities. Ask children questions about the stories read together Encourage children to talk about and predict what will happen next in a story Repeat nursery rhymes and play word games

Provide and share books with children, re-read favorite stories, and model reading behaviors Provide materials such as flannel board sets, puppets, and other props to act out and retell stories Provide many types of children’s books, references, pictures, and posters in the environment Talk about what words mean and write down dictation of children Help children learn about sequences in books such as beginning, middle, and end Provide opportunities for children to repeat familiar rhymes and experiment with beginning word sounds

33 Provide opportunities for parents and young children to participate in activities together Develop community awareness about the importance of talking and reading with young children Support volunteer programs that increase the time adults spend with young children Provide libraries that are well-supplied with appropriate books for young children Sponsor community events such as book fairs, plays, and story hours that encourage children and families to read together Organize book donation drives for child care 1. Initiate stories and respond to stories told or read aloud centers, Head Start, schools, and other early 2. Represent stories told or read aloud through various media or childhood programs during play 3. Guess what will happen next in a story using pictures as a guide 4. Retell information from a story 5. Show beginning understanding of concepts about print 6. Recognize and name some letters of the alphabet, especially those in own name 7. Begin to associate sounds with words or letters

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age. Support efforts to encourage adults to spend more time with children, listening, speaking, and engaging children in conversation and interaction Support small group sizes so teachers, caregivers, and children have opportunities for more individualized time together Provide support for libraries and books, early childhood programs, parent-child programs, and volunteer programs for facilitating literacy development Support adult and family literacy programs for the whole family

34 DOMAIN III: Language and Literacy Development

The emphasis of this domain is on acquiring language and literacy for a variety of purposes. During the preschool Provide writing materials in the home such as period, children are learning to paper, pencils, crayons, and markers use language to communicate Support young children’s interest in scribbles needs, interact socially with and pretend writing others, and share ideas, Encourage children to participate in activities thoughts, and feelings. They that involve reading and writing, such as are increasing both their making a grocery list spoken and written language Use writing to communicate with others with abilities. a card or letter Help children recognize own name and allow children to practice writing letters

Provide many opportunities for children to draw and print using markers, crayons, and pencils Provide a literary-rich environment that includes writing materials in many areas of the classroom Promote literacy-related play activities and respect children’s attempts at writing Display models of adult and child writing in the classroom environment Encourage children’s interest and attempts to copy or write letters and their own name

35 Provide opportunities for parents and young children to participate in activities together Develop community awareness about the importance of talking and reading with young children Support volunteer programs that increase the time adults spend with young children Provide libraries that are well-supplied with appropriate books for young children Sponsor community events such as book fairs, plays, and story hours that encourage children and families to read together Organize book donation drives for child care 1. Understand that writing is a way of communicating centers, Head Start, schools, and other early 2. Use scribbles, shapes, pictures, or dictation to represent childhood programs thoughts or ideas 3. Engage in writing using letter-like symbols to make letters or words 4. Begin to copy or write own name

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for a children approximately four years of age.

36 DOMAIN IV: Creativity and the Arts

The emphasis in this domain is on children’s engagement with the arts both actively and receptively. The component Provide opportunities to explore and experiment areas of creating, responding, with a variety of art materials and experiences and evaluating recognize how Participate in community arts activities with using and appreciating the arts family enables children to demonstrate Encourage children’s interest in music, creative what they know and allows movement, and dance them to expand their thinking Display children’s artwork at home about creative endeavors.

Provide opportunities for exploring and experimenting with a variety of materials and media Provide time, materials, and space in multiple media (e.g., thinking, visual arts, construction, music, movement) Provide opportunities for exploration of the relationship of space and objects as well as color, balance, and design Facilitate participation of children in community art experiences

37 Sponsor community-based arts programs in music, drama, movement, and the visual arts for children and families Provide resources for all families to support children’s participation in creative expression and the arts Exhibit art in public spaces in the community Encourage children and families to participate in community art events

1. Use a variety of media and materials for exploration and creative expression 2. Participate in art and music experiences 3. Participate in creative movement, drama, and dance

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

Develop policies that support creativity and the arts in school-based and community arts programs Provide support for programs for visiting artists and performers including representatives of different cultures Provide support for arts programs

38 DOMAIN IV: Creativity and the Arts

The emphasis in this domain is on children’s engagement with the arts both actively and receptively. The component Show interest in creative and artistic activities areas of creating, responding, of your child and others and evaluating recognize how Encourage awareness and appreciation of using and appreciating the arts the arts and creative expression of your own enables children to demonstrate and other cultural groups what they know and allows Participate in activities to encourage creativity them to expand their thinking about creative endeavors.

Describe, discuss, and accept the process as well as the product of children’s activities with creativity and the arts Encourage awareness and appreciation of the arts and creative expression from a variety of cultures Encourage participation in a variety of creative and artistic activities

39 Sponsor community-based arts programs in music, drama, movement, and the visual arts for children and families Provide resources for all families to support children’s participation in creative expression and the arts Exhibit art in public spaces in the community Encourage children and families to participate in community art events

1. Show others and/or talk about what they have made or done 2. Show interest and respect for the creative work of self and others

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

40 DOMAIN IV: Creativity and the Arts

The emphasis in this domain is on children’s engagement with the arts both actively and receptively. The component Encourage children to discuss their own art areas of creating, responding, activities and the artistic work of others and evaluating recognize how Discuss children’s likes and dislikes about using and appreciating the arts the arts and creative expression enables children to demonstrate Encourage children to respect their work and what they know and allows the work of others them to expand their thinking Attend community arts events and encourage about creative endeavors. discussion and reflection

Support the development of personal preferences by giving choices and supporting discussions of likes and dislikes Maintain collections of books and recordings that represent a variety of media and cultures Help children develop appreciation for the arts by attending art events, concerts, dance performances, theatrical performances, and cultural fairs

41 Sponsor community-based arts programs in music, drama, movement, and the visual arts for children and families Provide resources for all families to support children’s participation in creative expression and the arts Exhibit art in public spaces in the community Encourage children and families to participate in community art events

1. Share experiences, ideas, and thoughts about art and creative expression 2. Share opinions about likes and dislikes in art and creative expression

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

42 DOMAIN V: Cognitive Development

This domain recognizes the child’s search for meaning as the basis for intellectual development. The focus is on Provide opportunities for children to explore children’s curiosity about the number, measurement, and patterns using world and their ability to household materials and experiences acquire, organize, and use Provide opportunities for children to count, information in increasingly group, and order household objects and complex ways. The component materials areas of this domain are Provide opportunities for conversation using mathematical and logical everyday words to indicate space, location, thinking, scientific thinking and shape, and size of objects problem-solving, and social Read children’s books together about numbers, systems understanding. counting, shapes, and other concepts

Provide opportunities for children to explore number, measurement, and patterns through developmentally appropriate play and learning Provide opportunities for children to count, group, and order materials through developmentally appropriate play and learning Provide opportunities for conversation using positional and comparative words related to children’s play and activities Provide opportunities to develop an understanding of space (e.g., filling and emptying, building, observing from different viewpoints) Discuss the sequence of daily and special family events Provide opportunities to experience and describe time (e.g., seasons, daily and weekly events)

43 Provide toy lending libraries with materials for play and exploration Provide make-and-take events for parents and children to make and share learning materials Provide accessible, natural spaces for parents and children to visit and explore Provide opportunities for children and families to work on community service projects Encourage community leaders and members to become involved with early childhood programs Support peaceful conflict-management and problem-solving strategies Number Concepts and Operations 1. Demonstrate increasing interest in and awareness of numbers and counting 2. Demonstrate understanding of one-to-one correspondence between objects and number 3. Demonstrate ability to count in sequence 4. Demonstrate ability to state the number that comes next up to 9 or 10 5. Demonstrate beginning ability to combine and separate numbers of objects Patterns and Relationships 6. Recognize and duplicate simple patterns 7. Sort objects into subgroups by one or two characteristics Recognize the importance of healthy and 8. Order or sequence several objects on the basis of one supportive adult-child relationships in children’s characteristic cognitive development Spatial Relationships/Geometry Promote early childhood education and care 9. Identify and name common shapes programs to support children’s cognitive 10. Use words that show understanding of order and position development and readiness for school of objects Provide resources for safe, natural spaces Measurement and places for children and families to 11. Recognize objects can be measured by height, length, weight, visit and explore and time Provide resources for community activities 12. Make comparisons between at least two groups of objects and projects that involve children and families Mathematical Reasoning 13. Use simple strategies to solve mathematical problems

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

44 DOMAIN V: Cognitive Development

This domain recognizes the child’s search for meaning as the basis for intellectual development. The focus is on Take walks in the neighborhood or community children’s curiosity about the to observe natural objects and events world and their ability to Help children experience the world of nature acquire, organize, and use Discuss objects and events that have been information in increasingly observed indoors and outdoors complex ways. The component Encourage children to ask questions and find areas of this domain are answers through active experimentation mathematical and logical Encourage sand and water play and try thinking, scientific thinking and growing things problem-solving, and social systems understanding.

Experience the natural world with children Provide opportunities to explore natural objects and events Encourage children to experiment and discuss what they discover Share information on observations pictorially, verbally, and through other representations Discuss objects and events that have been observed Encourage children to ask questions and seek answers through active exploration and reflection on what they learn Observe nature and make predictions about natural events (e.g., growing seeds, caring for animals, charting weather) Encourage and provide materials for a variety of sensory experiences

45 Provide toy lending libraries with materials for play and exploration Provide make-and-take events for parents and children to make and share learning materials Provide accessible, natural spaces for parents and children to visit and explore Provide opportunities for children and families to work on community service projects Encourage community leaders and members to become involved with early childhood programs Support peaceful conflict-management and problem-solving strategies

Observing 1. Use senses to explore materials and the environment 2. Identify and/or describe objects by physical characteristics Questioning 3. Express wonder about the natural world 4. Ask questions and seek answers through active exploration 5. Make predictions about objects and natural events Investigating 6. Use tools (e.g., magnifying glass, binoculars, maps) for investigation of the environment 7. Make comparisons between objects that have been Recognize the importance of healthy and collected or observed supportive adult-child relationships in children’s cognitive development Promote early childhood education and care * These indicators apply to children in the preschool period of programs to support children’s cognitive ages three to five. They are based on expectations for development and readiness for school children approximately four years of age. Provide resources for safe, natural spaces and places for children and families to visit and explore Provide resources for community activities and projects that involve children and families

46 DOMAIN V: Cognitive Development

This domain recognizes the SOCIAL SYSTEMS child’s search for meaning as UNDERSTANDING: the basis for intellectual development. The focus is on Help children describe and appreciate their own children’s curiosity about the characteristics and those of others in the family world and their ability to Help children understand family roles, jobs, acquire, organize, and use rules, and relationships information in increasingly Discuss family events and relationships within complex ways. The component the family areas of this domain are Participate as a family in community service mathematical and logical projects thinking, scientific thinking and Talk about the jobs people do in the community problem solving, and social Discuss how people affect the environment systems understanding. Help children recall recent and past events and relationships about the family Explore and talk about land, water, and other features in the community Discuss technology used at home and in the neighborhood

SOCIAL SYSTEMS UNDERSTANDING:

Help children describe and appreciate their own characteristics and those of others Help children understand family roles, jobs, rules, and relationships Involve children in service-learning and social action projects Invite leaders and workers in the community to come to the program Discuss how people have changed the environment Support children’s understanding of recent and past events Create maps of the school, local area, or neighborhood Discuss technology used in the classroom

47 Provide toy lending libraries with materials for play and exploration Provide make-and-take events for parents and children to make and share learning materials Provide accessible, natural spaces for parents and children to visit and explore Provide opportunities for children and families to work on community service projects Encourage community leaders and members to become involved with early childhood programs Support peaceful conflict-management and problem-solving strategies Human Relationships 1. Recognize and appreciate similarities and differences between self and others from diverse backgrounds 2. Understand various family roles, jobs, rules, and relationships 3. Participate in activities to help others in the community Understanding the World 4. Recognize and describe the roles of workers in the community 5. Share responsibility in taking care of their environment 6. Begin to recall recent and past events 7. Identify characteristics of the places where they live and play within their community 8. Begin to understand the uses of media and technology and how they affect their lives Recognize the importance of healthy and supportive adult-child relationships in children’s cognitive development * These indicators apply to children in the preschool period of Promote early childhood education and care ages three to five. They are based on expectations for programs to support children’s cognitive children approximately four years of age. development and readiness for school Provide resources for safe, natural spaces and places for children and families to visit and explore Provide resources for community activities and projects that involve children and families

48 DOMAIN VI: Physical and Motor Development

The emphasis in this domain is on physical health and development as an integral part of children’s well-being and Support children’s needs to move and be active ability to take advantage of Provide opportunities and time for outdoor educational opportunities. The large motor play components address gross Encourage children to learn and practice motor development, fine motor new skills development, and physical Make physical activity part of everyday life health, nutrition, safety, and self-care.

Acknowledge and support children’s need to move and be active by planning daily physical activity Provide adequate time for children to practice, explore, and expand their motor skills Support individual variations in gross motor development Provide space and equipment that allow for outdoor play and large motor activities that are fun and challenging

49 Provide parks and recreation programs and activities that support large motor and small motor development Provide community health programs for young children and families including immunization clinics Provide health education for families of young children Provide nutrition programs for families with young children Provide child safety education for family and community members 1. Develop large muscle control and coordination Develop and support prevention and intervention programs that encourage children’s development 2. Develop body strength, balance, flexibility, and stamina Ensure children’s health and safety needs are 3. Use a variety of equipment for physical development met and intervene when they are not 4. Develop ability to move their body in space with coordination

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

Provide resources to communities to help meet fine and gross motor development needs of all young children Provide universal health programs for all young children Ensure nutrition programs are available to all eligible young children Support policies that ensure child safety Promote policies that help families meet basic needs Support early identification and intervention for health, learning, and development needs Support community-based screening programs for young children

50 DOMAIN VI: Physical and Motor Development

The emphasis in this domain is on physical health and development as an integral part of children’s well-being and Provide opportunities for manipulation of small ability to take advantage of objects or tools in normal daily activities educational opportunities. The Provide opportunities for play with small components address gross manipulative objects and toys (e.g., puzzles, motor development, fine motor blocks, beads) development, and physical Provide opportunities and materials for writing health, nutrition, safety, and and drawing in the home self-care. Model uses of writing and drawing in everyday tasks

Provide adequate time and appropriate materials for small motor, drawing, cutting, and handwriting development Plan activities that support the development of fine motor skills, with adaptations as needed Provide a variety of manipulative materials and activities for play and exploration Model the use of writing and drawing in everyday activities

51 Provide parks and recreation programs and activities that support large motor and small motor development Provide community health programs for young children and families including immunization clinics Provide health education for families of young children Provide nutrition programs for families with young children Provide child safety education for family and community members Develop and support prevention and intervention 1. Develop small muscle control and coordination programs that encourage children’s development 2. Use eye-hand coordination to perform a variety of tasks Ensure children’s health and safety needs are 3. Explore and experiment with a variety of tools (e.g., spoons, met and intervene when they are not crayons, paintbrushes, scissors, keyboards)

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

52 DOMAIN VI: Physical and Motor Development

The emphasis in this domain is on physical health and development as an integral part of children’s well-being and Secure adequate nutrition for children ability to take advantage of Establish routines for eating, rest, and bedtime educational opportunities. The Ensure adequate exercise and physical activity components address gross motor development, fine motor Take children for regular well-child and dental examinations development, and physical health, nutrition, safety, and Take children for developmental, vision, and hearing screening self-care. Provide safe home and play environments for children Show children how to take care of personal care tasks, and help them when necessary (e.g., brushing teeth, wiping nose) Encourage children to show independence in self-care tasks (e.g., dressing, toileting, washing hands, feeding oneself)

Ensure safety of children through adherence to state and local regulations Provide health education for families and children Protect children from abuse and neglect Model health and safety practices during regular activities Provide time for exercise and physical activity Provide instruction in basic health and safety rules (e.g., washing hands, covering mouth when coughing or sneezing, taking care when using sharp objects) Encourage children to show independence in self-care tasks (e.g., washing hands, buttoning, fastening zippers, wiping nose)

53 Provide parks and recreation programs and activities that support large motor and small motor development Provide community health programs for young children and families including immunization clinics Provide health education for families of young children Provide nutrition programs for families with young children Provide child safety education for family and community members Develop and support prevention and intervention 1. Participate in a variety of physical activities to enhance personal programs that encourage children’s development health and physical fitness. Ensure children’s health and safety needs are 2. Follow basic health and safety rules met and intervene when they are not 3. Recognize and eat a variety of nutritious foods 4. Demonstrate increasing independence with basic self-care skills

* These indicators apply to children in the preschool period of ages three to five. They are based on expectations for children approximately four years of age.

54 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

SELF-CONCEPT 1. Begin to experiment with own potential and show confidence in own abilities 2. Demonstrate increasing self- direction and independence 3. Develop an awareness of self as having certain abilities, characteristics, and preferences 4. Begin to develop awareness, knowledge, and acceptance of own gender and cultural identity

SOCIAL COMPETENCE AND RELATIONSHIPS 1. Interact easily with one or more EARLY CHILDHOOD children 2. Interact easily with familiar adults INDICATORS OF 3. Approach others with expectations PROGRESS* of positive interactions 4. Begin to participate successfully as a member of a group SOCIAL AND EMOTIONAL 5. Use play to explore, practice, and DEVELOPMENT understand social roles and EMOTIONAL DEVELOPMENT relationships 6. Begin to understand others' rights 1. Demonstrate increasing and privileges competency in recognizing and describing own emotions 7. Sustain interaction by cooperating, helping, sharing, and expressing 2. Demonstrate increasing use of interest words instead of actions to express emotions 8. Seek adult help when needed for emotional support, physical 3. Begin to understand and respond assistance, social interaction, and to others' emotions approval 4. Begin to show self-regulation to 9. Use words and other constructive handle emotions appropriately strategies to resolve conflicts 5. Explore a wide range of emotions in different ways (e.g., through play, art, music, dance) 6. Respond to praise, limits, and correction

55 APPROACHES TO SPEAKING RESPONDING LEARNING 1. Communicate needs, wants, or 1. Show others and/or talk about CURIOSITY thoughts through non-verbal what they have made or done gestures, actions, expressions, 1. Show eagerness and a sense of 2. Show interest and respect for the and/or words wonder as a learner creative work of self and others 2. Communicate information using 2. Show interest in discovering and EVALUATING home language and/or English learning new things 1. Share experiences, ideas, and 3. Speak clearly enough to be RISK-TAKING thoughts about art and creative understood in home language expression 1. Choose new as well as a variety of and/or English familiar activities 2. Share opinions about likes and dis- 4. Use language for a variety of likes in art and creative expression 2. Use a variety of strategies to solve purposes problems 5. Use increasingly complex and IMAGINATION AND INVENTION varied vocabulary and language COGNITIVE DEVELOPMENT 1. Approach tasks and experiences 6. Initiate, ask questions, and respond MATHEMATICAL AND with flexibility, imagination, and in conversation with others inventiveness LOGICAL THINKING EMERGENT READING Number Concepts and Operations 2. Use new ways or novel strategies 1. Initiate stories and respond to to solve problems or explore 1. Demonstrate increasing interest stories told or read aloud objects in and awareness of numbers and 2. Represent stories told or read aloud 3. Try out various pretend roles in counting through various media or during play or with make-believe objects 2. Demonstrate understanding of play PERSISTENCE one-to-one correspondence 3. Guess what will happen next in a between objects and number 1. Work at a task despite distractions story using pictures as a guide or interruptions 3. Demonstrate ability to count in 4. Retell information from a story sequence 2. Seek and/or accept help or infor- 5. Show beginning understanding of mation when needed 4. Demonstrate ability to state the concepts about print number that comes next up to 3. Demonstrate ability to complete a 6. Recognize and name some letters 9 or 10 task or stay engaged in an of the alphabet, especially those in experience 5. Demonstrate beginning ability to own name combine and separate numbers REFLECTION AND 7. Begin to associate sounds with of objects INTERPRETATION words or letters Patterns and Relationships 1. Think about events and experi- EMERGENT WRITING ences and apply this knowledge to 6. Recognize and duplicate simple new situations 1. Understand that writing is a way of patterns communicating 2. Generate ideas, suggestions, 7. Sort objects into subgroups by one and/or make predictions 2. Use scribbles, shapes, pictures, or or two characteristics dictation to represent thoughts or 8. Order or sequence several objects LANGUAGE AND ideas on the basis of one characteristic LITERACY DEVELOPMENT 3. Engage in writing using letter-like Spatial Relationships/Geometry symbols to make letters or words 9. Identify and name common LISTENING 4. Begin to copy or write own name shapes 1. Understand non-verbal and 10. Use words that show understand- verbal cues CREATIVITY AND THE ARTS ing of order and position of objects 2. Listen with understanding to stories, CREATING Measurement directions, and conversations 1. Use a variety of media and 11. Recognize objects can be 3. Follow directions that involve a two materials for exploration and measured by height, length, or three-step sequence of actions creative expression weight, and time 4. Listen to and recognize different 2. Participate in art and music 12. Make comparisons between at sounds in rhymes and familiar experiences least two groups of objects words 3. Participate in creative movement, drama, and dance

56 Mathematical Reasoning PHYSICAL AND MOTOR 13.Use simple strategies to solve DEVELOPMENT mathematical problems GROSS MOTOR DEVELOPMENT 1. Develop large muscle control and SCIENTIFIC THINKING AND coordination PROBLEM-SOLVING 2. Develop body strength, balance, Observing flexibility, and stamina 1. Use senses to explore materials 3. Use a variety of equipment for and the environment physical development 2. Identify and/or describe objects by 4. Develop ability to move their body physical characteristics in space with coordination Questioning 3. Express wonder about the natural FINE MOTOR DEVELOPMENT world 1. Develop small muscle control and 4. Ask questions and seek answers coordination through active exploration 2. Use eye-hand coordination to 5. Make predictions about objects perform a variety of tasks and natural events 3. Explore and experiment with a Investigating variety of tools (e.g., spoons, 6. Use tools (e.g., magnifying glass, crayons, paintbrushes, scissors, binoculars, maps) for investigation keyboards) of the environment 7. Make comparisons between PHYSICAL HEALTH AND objects that have been collected WELL-BEING or observed 1. Participate in a variety of physical activities to enhance personal SOCIAL SYSTEMS health and physical fitness UNDERSTANDING 2. Follow basic health and safety Human Relationships rules 1. Recognize and appreciate 3 Recognize and eat a variety of similarities and differences nutritious foods between self and others from 4. Demonstrate increasing independ- diverse backgrounds ence with basic self-care skills 2. Understand various family roles, jobs, rules, and relationships * These indicators apply to children 3. Participate in activities to help in the preschool period of ages three others in the community to five. They are based on expecta- Understanding the World tions for children approximately four 4. Recognize and describe the roles years of age. of workers in the community 5. Share responsibility in taking care of their environment 6. Begin to recall recent and past events 7. Identify characteristics of the places where they live and play within their community 8. Begin to understand the uses of media and technology and how they affect their lives

57 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

REFERENCE LIST

Annie E. Casey Foundation (2004). Kids Dichtelmiller, M., Jablon, J., Dorfman, count data book 2004: State profiles of A., Marsden, D., & Meisels, S. (2001). child well-being. Baltimore: Annie E. Work sampling in the classroom: A Casey Foundation. teacher's manual (3rd ed.). New York: Pearson Early Learning. Bowman, B.T., Donovan, M.S., & Burns, M.S. (Eds.) (2000). Eager to learn: Edu- Dodge, D., Colker, L.J., & Heroman, C. cating our preschoolers. Washington, DC: (2002). The creative curriculum develop- National Academy Press. mental continuum assessment system. Washington, DC: Teaching Strategies. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in Harms, T., Clifford, R.M., & Cryer, D. early childhood programs (Rev. ed.). (1998). Early childhood environment rating Washington, DC: National Association for scale. New York: Teachers College Press. the Education of Young Children. Head Start Bureau. (2003). The head Bredekamp, S., & Rosegrant, T. (Eds.) start path to positive child outcomes. (1992). Reaching potentials: Appropriate Washington, DC: Department of Health curriculum and assessment for young chil- and Human Services. Available at: dren (Vol. 1). Washington, DC: National www.headstartinfo.org. Association for the Education of Young Children. Head Start Bureau. (2004). Head start performance standards. Washington, DC: Bredekamp. S., & Rosegrant, T. (1995). Department of Health and Human Ser- Reaching potentials: Transforming early vices. Available at: www.headstartinfo.org. childhood curriculum and assessment (Vol. 2). Washington, DC: National Associ- Helm, J., Beneke, S., & Steinheimer, K. ation for the Education of Young Children. (1998). Windows on learning: Document- ing young children's work. New York: Child Trends (2001). School readiness: Teachers College Press. Helping communities get children ready for schools and schools ready for children. High/Scope Educational Research Washington, DC: Child Trends. Foundation (1992). Manual: High/Scope child observation record. Ypsilanti, MI: Committee for Economic Development High/Scope Press. Research and Policy Committee. (2002). Preschool for all: Investing in a Hyson, M. (2003). Putting early academ- productive and just society. New York: ics in their place. Educational Leadership, Committee for Economic Development. 60(7), 20-23.

Copple, C. (Ed.). (2003). A world of dif- ference: Readings on teaching young children in a diverse society. Washington, DC: National Association for the Education of Young Children.

58 Jablon, J., Dombro, A., & Dichtelmiller, Minnesota Department of Education Sandall, S., McLean, M., & Smith, B. M. (1999). The power of observation. (2004b). Math and language tips for par- (2000). DEC recommended practices in Washington, DC: Teaching Strategies. ents. Available at: www.education.state. early intervention/early childhood special mn.us. education. Division for Early Childhood of Kagan, S.L., & Scott-Little, C. (2004). the Council for Exceptional Children. Early learning standards: Changing the Mueller, M. (2003). Parent involvement in Longmont, CO: Sopris West. parlance and practice of early childhood kindergarten and third grade education: education? Phi Delta Kappan, 85(5), 388- What former participants in Early Child- Santos, R.M. (2004). Ensuring culturally 396. hood Family Education (ECFE) and other and linguistically appropriate assessment parents report. Minneapolis: Minnesota of young children. Young Children, 59(1), Kagan, S.L., Moore, E., & Bredekamp, Center for Survey Research. 48-50. S. (1995). Reconsidering children's early development and learning: Toward com- National Association for the Education Schweinhart. L. (1993). Observing young mon views and vocabulary. Washington, of Young Children. (1996). Responding children in action: The key to early child- DC: National Education Goals Panel. to linguistic and cultural diversity: Recom- hood assessment. Young Children, 48(1), mendations for effective early childhood 29-33. Kendall, J.S. (2003). Standards and early education. Position Statement available at: learning. Educational Leadership, 60(7), www.naeyc.org/resources/positionstate- Scott-Little, C., Kagan, S.L., & Frelow, 64-68. ments. V.S. (2003a). Creating the conditions for success with early learning standards: Kids Count (2004). Minnesota's kids: A National Association for the Education Results from a national study of state-level closer look. St. Paul: Children's Defense of Young Children. (2004). Early child- standards for children's learning prior to Fund Minnesota. Available at: www.cdf- hood program standards. Available at: kindergarten. Early Childhood Research mn.org. www.naeyc.org/accreditation/standards. and Practice, 5(2). Available at: www.ecrp.uiuc.ed/v5n2/little. McAfee, O., Leong, D., & Bodrova, E. NAEYC & NAECS/SDE. (2002). Early (2004). Basics of assessment: A primer for learning standards: Creating the condi- Scott-Little, C., Kagan, S.L., & Frelow, early childhood professionals. Washington, tions for success. Joint Position Statement V.S. (2003b). Examining the content of DC: National Association for the Education available at: www.naeyc.org/resources/ early learning standards. Greensboro, NC: of Young Children. positionstatements/earlylearn.pdf. SERVE. Available at: www.serve.org.

Meisels, S., Marsden, D., & Stetson, C. NAEYC & NAECS/SDE. (2003). Early Scott-Little, C., Kagan, S. L., & Frelow, (2000). Winning ways to learn. New York: childhood curriculum, assessment and V.S. (2003c). Standards for preschool chil- Goddard Press. program evaluation. Joint Position State- dren's learning and development: Who ment available at: www.naeyc.org/ has standards, how were they developed, Meisels, S., & Atkins-Burnett, S. (2002). resources/positionstatements/pscape.pdf. and how are they used? Greensboro, NC: The elements of early childhood assess- SERVE. Available at: www.serve.org. ment. In J. Shonkoff & S. Meisels (Eds.), National Association for Family Child Handbook of early childhood intervention Care (1999). Quality standards for Shepard, L., Kagan, S.L., & Wurtz, E. (2nd ed., pp. 387-415). New York: Cam- NAFCC accreditation. Boston: National (Eds.) (1998). Principles and recommen- bridge University Press. Association for Family Child Care. Avail- dations for early childhood assessments. able at: www.nafcc.org. Washington, DC: National Education Minnesota Association for the Educa- Goals Panel. tion of Young Children (2004). Minneso- National Association of State Boards of ta core competencies for early childhood Education. (1991). Caring communities: Shonkoff, J., & Phillips, D. (2000). From education and care practitioners. St. Paul: Supporting young children and families. neurons to neighborhoods: The science of Minnesota Association for the Education of Alexandria, VA: National Association of early childhood development. Washington, Young Children. State Boards of Education. DC: National Academy Press.

Minnesota Department of Education. Neuman, S.B., & Roskos, K. (2004). The Shore, R., Bodrova, E., & Leong, D.J. (2003). Minnesota school readiness initia- state of state prekindergarten standards. (2004). Child outcome standards in pre-k tive: Developmental assessment at kinder- Ann Arbor, MI: Center for Improving Early programs: What are standards; what is garten entrance fall 2002 pilot study. Reading Achievement (CIERA). needed to make them work? National Roseville: Minnesota Department of Edu- Institute for Early Education Research. cation. Rolnick, A., & Grunewald, R. (2003). Available at: www. nieer.org/resources/pol- Early childhood development: Economic icybriefs./5. Minnesota Department of Education. development with a high public return. (2004a). Minnesota school readiness year Minneapolis, MN: Federal Reserve Bank two study: Developmental assessment at of Minneapolis. kindergarten entrance fall 2003. Roseville: Minnesota Department of Education.

59 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

Berk, L.D., & Winsler, A. (1995). Scaf- folding children's learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.

Billman, J., & Sherman, J. (1997). Observation and participation in early childhood settings: A practicum guide birth through age five. Boston: Allyn & Bacon.

Burns, M.S., Griffin, P., & Snow, C.E. (1998). Starting out right: A guide to promoting children's reading success. Wash- ington, DC: National Research Council.

Charlesworth, R. (1999). Math and science for young children. Albany, NY: Del- mar. ADDITIONAL RESOURCES Clements, D.H., Sarama, J., & DiBiase, A.M. (2004). Engaging young children in Althouse, R. (1994). Investigating mathe- mathematics: Standards for early child- matics with young children. New York: hood mathematics education. Mahwah, Teachers College Press. NJ: Erlbaum. Althouse, R., Johnson, M., & Mitchell, Cohen, J. (Ed.). (2001). Caring class- S. (2002). The colors of learning: Integrat- rooms/Intelligent schools: The social emo- ing the visual arts into the early childhood tional education of young children. New curriculum. New York: Teachers College York: Teachers College Press. Press & Washington, DC: National Associ- ation for the Education of Young Children. Copley, J. (Ed.). (1999). Mathematics in the early years. Reston, VA: National American Academy of Pediatrics. Council of Teachers of Mathematics. (2002). Caring for our children: National health and safety performance standards: Copley, J. (2000). The young child and Guidelines for out-of-home care (2nd ed.). mathematics. Washington, DC: National Elk Grove, IL: National Resource Center Association for the Education of Young for Health and Safety in Child Care. Children. American Association for the Advance- Copple, C. (Ed.). (2003). A world of differ- ment of Science. (1999). Dialogue on ence: Readings on teaching young chil- early childhood, science, mathematics, dren in a diverse society. Washington, DC: and technology education. Washington, National Association for the Education of DC: American Association for the Young Children. Advancement of Science. Curtis, D., & Carter, M. (1996). Reflecting Aronson, S. (Ed.) (2002). Healthy young children's lives: A handbook for planning children: A manual for programs (4th ed.). child-centered curriculum. St. Paul, MN: Washington, DC: National Association for Redleaf Press. the Education of Young Children.

60 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

Curtis, D., & Carter, M. (2000). The art of Gallahue, D. (1993). Developmental phys- awareness: How observation can trans- ical education for today's children. Madi- form your teaching. St. Paul, MN: Redleaf son, WI: Brown & Benchmark. Press. Gartrell, D. (2004). The power of guid- DeVries, R., Zan, B., Hildebrandt, C., ance: Teaching social-emotional skills in Edmiaston, R., & Sales, C. (2002). early childhood classrooms. Clifton Park, Developing constructivist early childhood NY: Delmar Learning & Washington, DC: curriculum: Practical principles and activi- National Association for the Education of ties. New York: Teachers College Press. Young Children.

Dickinson, D., & Tabors, P. (Eds.) Ginsburg, H.P., Greenes, C., & Balfanz, (2001). Beginning literacy with language: R. (2003). Big math for little kids. Parsip- Young children learning at home and pany, NJ: Dale Seymour Publication, school. Baltimore: Brookes Publishers. Pearson Learning Group.

Dodge, D., Colker, L.J., & Heroman, C. Healthy-Start, LLC. (2004). Healthy start: (2002). The creative curriculum for pre- A comprehensive approach to health edu- school. Washington, DC: Teaching Strate- cation for preschoolers and their families. gies. Available at: http://www.healthy-start.com.

Edwards, C., Gandini, L., & Forman, G. Helm, J., & Katz, L. (2001). Young inves- (Eds.). (1995). The hundred languages of tigators: The project approach in the early children: The Reggio Emilia approach to years. New York: Teachers College Press. early childhood education. Norwood, NJ: Ablex. Helm, J., & Beneke, S. (Eds.) (2003). The power of projects. New York: Teach- Edwards, L. (1997). The creative arts: A ers College Press. process approach for teachers and children. Upper Saddle River, NJ: Merrill. Hendrick, J. (1995). The whole child. Englewood Cliffs, NJ: Merrill. Engel, B.S. (1995). Considering children's art: Why and how to value their works. Hendrick, J. (1997). Total curriculum for Washington, DC: National Association for the whole child. Englewood Cliffs, NJ: the Education of Young Children. Prentice Hall.

Epstein, A. (2003). How planning and Hohmann, M., Banet, B., & Weikart, D. reflection develop young children's think- (1992). Young children in action. Ypsilanti, ing skills. Young Children, 58(5), 28-36. MI: High/Scope Press.

French, L. (2004). Science as the center Hohmann, M., & Weikart, D. (2002) Edu- of a coherent, integrated early childhood cating young children: Active learning curriculum. Early Childhood Research practices for preschool and child care pro- Quarterly, 19(1), 138-149. grams (2nd ed.). Ypsilanti, MI: High/Scope Press.

61 Hyson, M. (2003). The emotional devel- Neuman, S., Copple, C., & Bredekamp, Snow, C., Burns, M., & Griffin, P. (Eds.) opment of young children (2nd ed.). New S. (2000). Learning to read and write: (1998). Preventing reading difficulties in York: Teachers College Press. Developmentally appropriate practice. young children. Washington, DC: National Washington, DC: National Association for Academy Press. International Reading Association & the Education of Young Children. National Association for the Education Sophian, C. (2004). Mathematics for the of Young Children. (1998). Learning to Odom. S. (Ed.) (2001). Widening the cir- future: Developing a head start curriculum read and write. Joint position statement cle: Including children with disabilities in to support mathematics learning. Early available at: www.naeyc.org/resources/ preschool programs. New York: Teachers Childhood Research Quarterly, 19(l), 59- positionstatements. College Press. 81.

Katz, L.G., & Chard, S. (1989). Engaging Perry, J. (2001). Outdoor play: Teaching Strickland, D.S., & Morrow, L.M. (Eds.). children's minds: The project approach. strategies with young children. New York: (1989). Emerging literacy: Young children Norwood, NJ: Ablex. Teachers College Press. learn to read and write. Newark, DE: Inter- national Reading Association. Katz, L. G., & McClellan, D. E. (1997). Puckett, M.B., & Black, J.K. (2000). Fostering children's social competence: Authentic assessment of the young child: Tabors, P. (1997). One child, two lan- The teacher's role. Washington, DC: Celebrating development and learning. guages: A guide for preschool educators National Association for the Education of Upper Saddle, NJ: Prentice Hall. of children learning English as a second Young Children. language. Baltimore: Brookes Publishers. Raver, C. (2002). Emotions matter: Mak- Lynch, E., & Hanson, M. (1998). Devel- ing the case for the role of young chil- United States Department of Health and oping cross-cultural competence: A guide dren's emotional development for early Human Services. (2003). Strengthening for working with young children and their school readiness. SRCD Social Policy head start: What the evidence shows. families (2nd ed.). Baltimore: Brookes Report, 16(3), 3-18. Ann Arbor, MI: Society Washington, DC: Head Start Bureau. Publishers. for Research in Child Development. Worth, K., & Grollman, S. (2003). Marcon, R. (2003). Research in review. Roskos, K., Christie, J., & Richgels, D. Worms, shadows, and whirlpools: Science Growing children: The physical side of (2003). The essentials of early literacy in the early childhood classroom. Wash- development. Young Children 58(1), instruction. Young Children, 58(2), 52-60. ington, DC: National Association for the 80-87. Education of Young Children. Sanders, S. (2003). Active for life: Devel- Minnesota Department of Children, opmentally appropriate movement pro- Wortham, S. (2001). Assessment in early Families & Learning. (2001). Quality indi- grams for young children. Washington, childhood education. Upper Saddle River, cators for early childhood family education DC: National Association for the Education NJ: Prentice Hall. programs. Roseville: Minnesota Depart- of Young Children. ment of Children, Families & Learning. Schickedanz, J. (1999). Much more than National Association for the Education the ABC's: The early stages of reading of Young Children & National Council and writing. Washington, DC: National of Teachers of Mathematics. (2002). Association for the Education of Young Early childhood mathematics: Promoting Children. good beginnings. Position statement available at: www.naeyc.org/resources/posi- Seefeldt, C. (1997). Social studies for the tionstatements. preschool-primary child. Upper Saddle River, NJ: Merrill. National Association for the Education of Young Children & National Council Shore, R. (1998). Ready schools. Wash- of Teachers of Mathematics. (2003). ington, DC: National Education Goals Learning paths and teaching strategies in Panel. early mathematics. Young Children, 58(1), 41-43. Slaby, R.C., Roedell, W.D., Arezzo, D., & Hendrix, K. (1995). Early violence preven- National Association for Sport and tion: Tools for teachers of young children. Physical Education. (2001). Active start: Washington, DC: National Association for Physical activity for young children birth to the Education of Young Children. 5 years. Reston, VA: National Association for Sport and Physical Education.

National Research Council. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

62 EARLY CHILDHOOD INDICATORS OF PROGRESS: Minnesota’s Early Learning Standards

For further information, contact your local school district or: Early Learning Services Minnesota Department of Education 1500 Highway 36 West Roseville, MN 55113-4266

Phone: 651-582-8200 FAX: 651-582-8494 TTY: 651-582-8201

http://www.education.state.mn.us

c 2005, State Department of Education and Department of Human Services

Upon request, this information will be provided in an alternate format.

Early Learning Services Minnesota Department of Education 1500 Highway 36 West Roseville, MN 55113-4266 http://www.education.state.mn.us

1/05 10M