Preschool Curriculum Framework Vol. 2
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California Preschool Curriculum Framework Volume 2 CALIFORNIA DEPARTMENT OF EDUCATION • SACRAMENTO, 2011 California � Preschool Curriculum � Framework � Volume 2 Visual and Performing Arts � Physical Development � Health � Publishing Information The California Preschool Curriculum Framework, Volume 2, was developed by the Child Development Division, California Depart- ment of Education. This publication was edited by Faye Ong and John McLean, working in cooperation with Laura Bridges, Consultant. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created by Cheryl McDonald. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 2011 by the California Department of Education All rights reserved ISBN 978-0-8011-1716-9 Ordering Information Copies of this publication are available for purchase from the California Department of Education. For prices and ordering information, please visit the Department Web site at http://www. cde.ca.gov/re/pn/rc or call the CDE Press Sales Office at 1-800- 995-4099. Notice The guidance in the California Preschool Curriculum Framework, Volume 2, is not binding on local educational agencies or other en- tities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.) Contents � A Message from the State Superintendent Dance ....................................................... 101 � of Public Instruction ................................. v � 1.0 Notice, Respond, and Engage........... 103 � Acknowledgments ........................................vii � 2.0 Develop Skills in Dance ................... 108 � 3.0 Create, Invent, and Express Through Dance ............................... 111 � CHAPTER 1 Bringing It All Together ......................... 115 � Introduction Concluding Thoughts ............................... 117 � to the Framework ............ 1 � Map of the Foundations ............................. 118 � California’s Preschool Children ...................... 3 � Teacher Resources..................................... 119 � Overarching Principles................................... 5 � Suggested Arts Materials ........................... 122 � Organization of the Framework ...................... 9 � Endnotes ................................................... 123 � English-Language Development and Bibliography .............................................. 127 � Learning in All Domains ........................... 11 � Universal Design for Learning ...................... 14 � Curriculum Planning ................................... 14 � CHAPTER 3 The Daily Schedule ...................................... 19 � Physical The Curriculum-Planning Process................ 26 � Development ................. 131 The Curriculum-Planning Cycle ................... 27 � Guiding Principles ..................................... 133 � Implementation of the Framework................ 34 � Environmental Factors............................... 136 � Endnotes ..................................................... 35 � Summary of the Physical Development Bibliography ................................................ 37 � Foundations .......................................... 138 � Summary of the Strands and Substrands ............................................ 138 � CHAPTER 2 Fundamental Movement Skills ................ 139 � Visual and Performing 1.0 Balance........................................... 140 � Arts ................................... 39 � 2.0 Locomotor Skills.............................. 147 � Guiding Principles ....................................... 42 � 3.0 Manipulative Skills.......................... 156 � Environments and Materials ........................ 45 � Bringing It All Together.......................... 171 � Summary of the Strands and Substrands .... 48 � Perceptual-Motor Skills and Movement Curriculum Framework for the Visual Concepts .............................................. 176 � and Performing Arts Disciplines ............... 49 � 1.0 Body Awareness .............................. 178 � Visual Art ................................................... 50 � 2.0 Spatial Awareness ........................... 181 � 1.0 Notice, Respond, and Engage............. 51 � 3.0 Directional Awareness ..................... 186 � 2.0 Develop Skills in Visual Art ............... 54 � Bringing It All Together ......................... 190 � 3.0 Create, Invent, and Express Active Physical Play ................................. 192 � Through Visual Art............................ 58 � 1.0 Active Participation ......................... 193 � Bringing It All Together............................ 61 � 2.0 Cardiovascular Endurance.............. 199 � Music ......................................................... 63 � 3.0 Muscular Strength, Muscular 1.0 Notice, Respond, and Engage............. 64 � Endurance, and Flexibility .............. 202 � 2.0 Develop Skills in Music ..................... 72 � Bringing It All Together.......................... 206 � 3.0 Create, Invent, and Express Concluding Thoughts ............................... 210 � Through Music.................................. 80 � Map of the Foundations ............................. 211 � Bringing It All Together............................ 83 � Selected Developmental Sequences ............ 212 � Drama ......................................................... 86 � Teacher Resources..................................... 216 � 1.0 Notice, Respond, and Engage............. 88 � Endnotes ................................................... 219 � 2.0 Develop Skills to Create, Invent, Bibliography .............................................. 222 � and Express Through Drama............. 91 � Bringing It All Together............................ 98 � iii Safety ....................................................... 252 � CHAPTER 4 1.0 Injury Prevention ............................ 253 � Health............................. 225 � Bringing It All Together.......................... 260 � Nutrition................................................... 262 � Guiding Principles ..................................... 227 � 1.0 Nutrition Knowledge........................ 263 � Environments and Materials ...................... 229 � 2.0 Nutrition Choices ............................ 267 � Summary of the Health Foundations.......... 231 � 3.0 Self-Regulation of Eating................. 271 � Summary of the Strands and Bringing It All Together.......................... 274 � Substrands ............................................ 232 � Concluding Thoughts ............................... 276 � Health Habits .......................................... 233 � Map of the Foundations ............................. 277 � 1.0 Basic Hygiene ................................. 234 � Teacher Resources..................................... 278 � 2.0 Oral Health ..................................... 238 � Endnotes ................................................... 280 � 3.0 Knowledge of Wellness .................... 241 � Bibliography .............................................. 283 � 4.0 Sun Safety ...................................... 246 � Bringing It All Together.......................... 250 � Glossary .................................................... 286 � iv A Message from the State Superintendent of Public Instruction � am pleased to present the California Pre- Principles and strategies for teaching Ischool Curriculum Framework, Volume 2, children who are English learners are a publication I believe will be a major effort included. in working to close the school-readiness Three themes are interwoven through- gap for young children in our state. Cre- out this volume: early childhood educa- ated as a companion to the California Pre- tors need to be intentional in supporting school Learning Foundations, this frame- learning in all domains, young children work presents strategies and information learn through play, and young children’s to enrich learning and development oppor- families are their first teachers. As young tunities for all of California’s preschool children play, they express themselves children. through the exploration of art materials, Like the second volume of the preschool dance, music, and drama; they constantly learning foundations, this installment use their developing fine motor and gross of the curriculum framework focuses on motor skills; and they often show concern three learning domains: visual and per- for their health and safety. Observation forming arts, physical development, and and documentation of young children’s health. Topics include guiding principles play gives insights into how to build on (in particular, the vital role of the family in their interests and expand their learn- early learning and development); the diver- ing. Early childhood educators also enrich sity of young children in California; and young children’s learning through ongoing the ongoing cycle of observing, document- collaboration with families. Together, early ing, assessing, planning, and implement- childhood educators and family members ing curriculum. The framework takes an can create meaningful learning experi- integrated approach to early learning and ences for children in preschool and at describes how curriculum planning con- home.