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Virginia's Milestones of Child Development

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Virginia's Milestones of Child Development A Guide to Young Children’s Learning and Development Milestones of Child Development from Birth to Kindergarten Virginia’s Early Childhood Development Alignment Project Milestones of Child Development A Guide to Young Children’s Learning and Development from Birth to Kindergarten Virginia’s Early Childhood Development Alignment Project COPYRIGHT 2008 Office of Early Childhood Development Virginia Department of Social Services Revised 2013 Virginia Early Childhood Foundation for the Virginia Early Childhood Advisory Council We encourage replication and use of these materials for non-profit purposes. Office of Early Childhood Development Virginia Department of Social Services 801 E. Main Street Richmond, Virginia 23219-2901 Table of Contents i Sub-Strand D Shapes 91 Introduction Sub-Strand E Spatial Sense 93 1 Sub-Strand F Data Collection and Analysis 94 Overview of Domain Indicators and Strands Sub-Strand G Time and Sequence 96 45 Strand 2 Learning About the World 98 Comprehensive Milestones of Child Development Sub-Strand A Scientific Knowledge 98 47 Sub-Strand B Scientific Inquiry and Exploration 100 Social and Emotional Development Strand 1 Relationships with Others 48 Strand 3 Learning About Families and Communities 103 Strand 2 Learning about Self (Self-Concept) 51 Sub-Strand A History 103 Strand 3 Emotion Regulation and Self-Regulation 54 Sub-Strand B Geography 105 Sub-Strand C Economics 107 57 Sub-Strand D Families and Communities 108 Approaches to Learning Strand 1 Persistence 58 111 Strand 2 Curiosity and Initiative 60 Fine Arts Strand 3 Creativity and Inventiveness 62 Strand 1 Dance Arts 112 Strand 4 Reasoning and Problem-Solving 65 Strand 2 Music 114 Strand 3 Theater Arts 116 69 Strand 4 Visual Arts 118 Language and Literacy Strand 1 Listening and Speaking 70 121 Strand 2 Phonological Awareness and Physical Development and Health Alphabetic Knowledge 73 Strand 1 Gross Motor Development 122 Strand 3 Print Awareness and Concepts 76 Strand 2 Fine Motor Development 125 Stand 4 Comprehension 78 Strand 3 Health and Well-Being 128 Strand 5 Early Writing 80 131 Glossary 83 Cognition and General Knowledge 135 Strand 1 Learning About Mathematical Concepts 84 References Sub-Strand A Numbers and Operations 84 137 Sub-Strand B Measurement 86 Documents Reviewed Sub-Strand C Patterns and Relationships 89 Virginia’s Alignment Project Introduction Guiding Principles Without a doubt, the early years – from birth to kindergarten The Alignment Project documents reflect a set of guiding principles that – comprise the most extraordinary period of development in a have served as a valuable compass in developing these resources: child’s lifetime. 1. Families are the first and most influential teachers of young children. Learning begins in infancy when a child’s development of 2. Every child develops at an individual rate, possesses unique knowledge, skills, and attitudes toward learning serves as the basis characteristics, and exhibits an array of talents and interests for healthy development and lifelong achievement. Infants and regardless of family background, culture, special need, experience, young children are by nature avid learners – enthusiastic, creative or ability. scientists who observe, explore, experiment, and practice skills until 3. Optimal learning occurs when we recognize that all aspects of they are mastered, and then continue to the next challenge. a child’s development (i.e., social and emotional, approaches to learning, language and literacy, cognitive, and physical) are Although they learn much through independent exploration, inextricably interrelated and nurtured through a combination infants and young children need competent adult guides to of active exploration, play, social interaction, and thoughtfully provide the critical elements of high quality learning environments planned activities that capitalize on children’s natural tendency to at optimal times. Skillful adults, including parents, grandparents, seek ever higher levels of challenge to master. child care providers and teachers, provide the safety and security, both physical and emotional, that support young learners through 4. Early learning experiences draw upon and enhance the connections between families, early adventures of discovery and mastery. Skillful adults provide warm, childhood programs and services, schools, and the community. responsive relationships that foster confidence as they respond to 5. Quality early learning experiences for children are guided by research-based knowledge and practice. children’s needs consistently. They structure the environment to 6. All children are capable and competent learners, and they learn best when they are included with provide maximum opportunities for children to learn, and provide their peers. enriched language interactions with meaningful conversation and feedback to foster optimal development. These dedicated adults As of August 2013, the Milestones have been revised to reflect current research that shows children’s become learning partners who guide and support young children need for positive, responsive relationships with adults who use effective strategies to stimulate as they explore the world in which they live. language development and boost self-regulation. The ability to take turns, get along with others, follow directions and control emotions helps children more easily gain the cognitive skills that will help It is vital that we support Virginia’s young children as they them thrive in school. Children who can regulate emotions and delay gratification will be better able prepare for school and life success. The Alignment Project to focus on learning and adjust to the expectations of social situations. In the same way, children who documents serve as guides to assist adults in their important enter school with strong language skills will be able to do much more than communicate with others. roles with young children. They will be able to use thinking skills (words) to direct their plans and actions, remember what worked for them in the past, and be more able to solve problems with others. The new focus on language and self-regulation will help ensure that all children have an equal chance to develop to their full potential. i Developing the Acknowledgements Alignment Project Documents The Alignment Project Team wishes to express gratitude to the following individuals who contributed to the development of These frameworks were developed through a comprehensive Virginia’s Milestones of Child Development: and collaborative process involving many sources of information, expertise, and guidance. Alignment Project Team The process began in February, 2006, through an intensive Mark Allan, Virginia Department of Education initiative known as the Alignment Project. Though spearheaded Zelda Boyd, Virginia Department of Social Services by the Virginia Department of Social Services, the Alignment Tanya High Brooks, United Way Success by 6 Project team is comprised of dedicated professionals from many *Elizabeth Crawford, 2006 Governor’s Fellow agencies and organizations, both public and private. Each of the Kathy Gillikin, Virginia Department of Social Services team members brought insight and wisdom reflecting years of experience, expertise, and commitment. Kathy Glazer, Virginia Department of Social Services and Secretariat of Education Following the development of the initial draft documents, critical *Teresa Harris, James Madison University reviews were conducted by numerous early childhood professionals Cori Hill, Partnership for People with Disabilities who provided feedback and suggestions for improvement. In Arlene Kasper, Virginia Department of Social Services addition, six focus groups were held in six different regions across Aleta Lawson, Virginia Department of Social Services the Commonwealth to gather broad feedback on the Alignment Kathy Massie, Virginia Head Start Association work, as well as specific feedback concerning draft documents. The David Mills, Virginia Department of Mental Health, participating individuals represented various relevant constituent Mental Retardation and Substance Abuse Services groups, selected to offer a full range of perspectives, thereby Phyllis Mondak, Virginia Department of Education ensuring inclusion and integration of varied needs, programs, and Helen O’Beirne, 2006 Governor’s Fellow cultures to the greatest extent possible. Working within a tight timeframe, the reviewers provided valuable edits and additions, Debra O’Neill, Virginia Department of Social Services contributing substantively to the final products. *Cosby Steele Rogers, Virginia Polytechnic Institute and State University Finally, the Alignment Project benefited in significant ways by Karen Schulman, National Women’s Law Center reviewing and incorporating guidelines and competencies gleaned Carolynne Stevens, Virginia Department of Social Services from early childhood initiatives from numerous states and local Cheryl Strobel, Virginia Department of Education coalitions. Thanks to the graciousness and generosity of key Barbara Tayman, National Child Care Information Center representatives from each state and locality in granting permission Mary Jo Thomas, Virginia Department of Social Services for the team to learn from their respective processes and products, Carole Whitener, Tidewater Community College the Alignment Team feels assured that Virginia’s frameworks reflect best practices across the nation. * Special thanks to Elizabeth Crawford, Teresa Harris, and Cosby The initial framework
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