STATE ALASKA of

Early Learning Guidelines

Sarah Palin, governor state of Alaska Karleen K. Jackson, PhD, Commissioner department of Health and social services Barbara Thompson, interim Commissioner department of Education and Early development STATE ALASKA of

Early Learning Guidelines A resource for Parents and Early Educators Published december 2007

Endorsed by the state Board of Education and Early development developed by both the department of Education and Early development division of Teaching and learning support Offi ce of Special Education Head Start Collaboration Offi ce

and the department of Health and social services division of Public Assistance Child Care Program Offi ce Acknowledgements

The Departments of Education and Early Development and Health and Social Services would like to thank Washington State for allowing Alaska to utilize the Washington Early Learning and Development Benchmarks as a basis for Alaska’s Early Learning Guidelines. We would also like to thank the countless number of people who offered their time and expertise to adapt these guidelines for the children of Alaska. Representatives from the Alaska System for Early Education Development, the University of Alaska, Alaska school districts, Alaska Head Start programs, preschools, child care providers, parent groups and communities contributed to the development, adaptation, review, and public comment stages of the process. Thank you all.

In addition we would like to give a special thanks to those who contributed their knowledge and expertise regarding the multicultural and linguistic diversity of Alaska including: Dr. Virginia Juettner, Victor Marchant, Dr. Edna McLean, Audrey Saganna, Sr., and Dr. Bernice Tetpon.

PAGE  Alaska’s Early Learning Guidelines Early Learning Guidelines Committee

Art Arnold Sarah Kuenzli Audrey Saganna Sr., Department of Education and Head Start Technical Assistance, Tribal Child Care, Native Village of Early Development, Juneau Fairbanks Barrow Judith Bendersky Mary Lorence Sharon Schumacher Governor’s Council on Disabilities Department of Health and Social Department of Education and and Special Education, Anchorage Services, Anchorage Early Development, Juneau Gara Bridwell Nita Greenwell-Madsen Sarah Souders Play ‘N Learn Child Development Department of Health and Social Parent, Kenai Center and Head Start, Fairbanks Services, Anchorage Terry Stover Kat Cardarelle Patty Meritt Anchorage School District Fairbanks North Star Borough University of Alaska, Fairbanks School District Paul Sugar Maria Offer Department of Education and Cheryl Carson Literacy Connections, Barrow Early Development, Juneau Matanuska-Susitna Borough School District Lynn Osheim Donna Swihart Parent, Palmer Cynthia Curran Parents as Teachers, Hoonah Department of Education and Mia Oxley Jackie Tagaban Early Development, Juneau Tlingit and Haida Head Start, Oxley Consulting, Anchorage Juneau Dorothy Erickson Rural CAP Head Start, Anchorage Shirley Pittz Kathi Wineman Department of Health and Social Anchorage School District Dayna Focht Services, Anchorage Tlingit and Haida Head Start, Carol Prentice Cristina Welker Juneau Yukon Koyukuk School District, University of Alaska, Juneau Fairbanks Carol Gackowski Anchorage School District Kathi Riemer Sue Zahnd Juneau School District Alaska Association for the Patrice Griffin Education of Young Children Fort Richardson’s Child and Youth Kerry Reardon – Southeast Alaska, Juneau Services Program, Anchorage Anchorage School District Catherine Heddy Anchorage School District

With Valued Assistance From

Lori Connors-Tadros Beth Rous Joe Varano National Child Care Information University of Kentucky National Child Care Information Center, Washington, DC Center, Washington Anne Taylor Stephen Hidalgo National Early Childhood Technical Western Regional Resource Assistance Center, North Carolina Center, Oregon

PAGE Alaska’s Early Learning Guidelines  TABLE CONTENTS TABLE CONTENTS of of

Acknowledgements...... 2

Early Learning Guidelines Committee...... 3

Welcome ...... 10

Domain 1 Physical Well-Being, Health, and Motor Development...... 28 Motor Development Gross Motor Skills 1 Children demonstrate strength and coordination of large motor muscles...... 32 Fine Motor Skills 2 Children demonstrate strength and coordination of small motor muscles...... 34 Sensorimotor Skills 3 Children use their senses: sight, hearing, smell, taste, and touch, to guide and integrate their interactions...... 36 Physical Development Physical Fitness 4 Children demonstrate the stamina and energy to participate in daily activities ...... 38

5 Children engage in a variety of physical activities...... 40 Health and Personal Care Daily Living Skills

6 Children demonstrate personal health and hygiene skills...... 42

7 Children practice basic personal care routines...... 44 Nutrition

8 Children eat a variety of nutritious foods...... 46 Safety Safe Practices

9 Children make safe choices, avoiding harmful objects and situations...... 48 Rules and Regulations 10 Children demonstrate awareness and understanding of safety rules...... 50

PAGE  Alaska’s Early Learning Guidelines TABLE CONTENTS of

Domain 2 social and Emotional development ...... 52 social development interactions with Adults

11 Children trust and interact comfortably with familiar adults...... 58

1 Children seek assistance from adults when needed ...... 60 interactions with Peers

1 Children develop friendships with peers ...... 62

1 Children cooperate with peers ...... 64

15 Children demonstrate positive negotiation skills ...... 66 Adaptive social Behavior

16 Children demonstrate awareness of behavior and its effects ...... 68

17 Children participate positively in group activities ...... 70

18 Children adapt to diverse settings ...... 72

19 Children demonstrate empathy for others and the natural world ...... 74 Appreciating diversity 0 Children recognize, appreciate, and respect similarities and differences in people ...... 76 Emotional development self-Concept

1 Children perceive themselves as unique individuals ...... 78  Children demonstrate awareness of their abilities, characteristics, and preferences ...... 80 Self-Effi cacy

 Children demonstrate belief in their abilities...... 82 self-Control

 Children understand and follow rules and routines ...... 84

5 Children regulate their feelings and impulses ...... 86 Emotional Expression

6 Children express appropriately a range of emotions ...... 88

PAgE AlAskA’s EArly lEArning guidElinEs 5 TABLE CONTENTS of

Domain 3 Approaches to learning ...... 90 learning Approaches Curiosity and interest 7 Children are curious about and interested in learning new things and having new experiences ...... 94 initiative

8 Children demonstrate initiative ...... 96 Persistence and Attentiveness 9 Children sustain attention to tasks and persist when facing challenges ...... 98 Creativity and inventiveness 0 Children approach daily activities with creativity and inventiveness ...... 100 Refl ection and Interpretation

1 Children learn from their experiences...... 102

Domain 4 Cognition and general knowledge ...... 104 reasoning Causation

 Children demonstrate awareness of cause and effect ...... 108 Critical and Analytic Thinking  Children compare, contrast, examine, and evaluate experiences, tasks, and events ...... 110

 Children use past knowledge to build new knowledge ...... 112 Problem-solving 5 Children fi nd multiple solutions to questions, tasks, problems, and challenges ...... 114 representational Thought

6 Children use symbols to represent objects ...... 116

7 Children can distinguish between fantasy and reality ...... 118 Mathematics and numeracy number sense and Operations

PAgE 6 AlAskA’s EArly lEArning guidElinEs TABLE CONTENTS of

8 Children demonstrate knowledge of numbers and counting ...... 120 Measurement 9 Children demonstrate knowledge of size, volume, height, weight, and length ...... 122 Properties of Ordering

0 Children sort, classify, and organize objects ...... 124 science Scientifi c Thinking 1 Children collect information through observation and manipulation ...... 126  Children engage in exploring the natural world by manipulating objects, asking questions, making predictions, and developing generalizations ...... 128 Scientifi c Knowledge

 Children observe and describe characteristics of living things ...... 130

 Children observe and describe characteristics of the earth ...... 132 social studies History 5 Children differentiate between events that happen in the past, present, and future ...... 134 geography 6 Children demonstrate awareness of location and spatial relationships ...... 136 7 Children demonstrate knowledge of the relationship between people, places, and regions ...... 138 Economics

8 Children demonstrate awareness of economic concepts ...... 140 Ecology 9 Children demonstrate awareness of the relationship between humans and the environment ...... 142 Technology

50 Children use technology appropriately ...... 144 Family, Community, and Culture Family 51 Children demonstrate awareness of family characteristics and functions ...... 146 PAgE AlAskA’s EArly lEArning guidElinEs 7 TABLE CONTENTS of

Community 5 Children demonstrate awareness of their community, human interdependence, and social roles ...... 148

5 Children demonstrate civic responsibility ...... 150 Culture 5 Children demonstrate awareness and appreciation of their own and others’ cultures ...... 152 Creative Arts Expression and representation 55 Children use creative arts to express and represent what they know, think, believe, or feel ...... 154 understanding and Appreciation 56 Children demonstrate understanding and appreciation of creative arts ...... 156 Domain 5 Communication, language, and literacy ...... 158 Communication listening

57 Children demonstrate the meaning of language by listening ...... 162 Oral and Written Communication

58 Children communicate effectively ...... 164 Conventions of social Communication 59 Children comprehend and use the conventions of social communication ...... 166 language Vocabulary

60 Children use receptive communication skills ...... 168

61 Children use expressive communication skills ...... 170 grammar and syntax

6 Children demonstrate progression in grammar and syntax ...... 172 Comprehension

6 Children demonstrate comprehension and meaning in language ...... 174

PAgE 8 AlAskA’s EArly lEArning guidElinEs TABLE CONTENTS of

Expressive/Oral language

6 Children use language for a variety of purposes ...... 176 literacy reading

65 Children demonstrate phonological awareness ...... 178

66 Children demonstrate awareness of letters and symbols ...... 180

67 Children demonstrate awareness of print concepts ...... 182 68 Children demonstrate comprehension of printed material and oral stories ...... 184 69 Children demonstrate awareness that written materials can be used for a variety of purposes ...... 186

70 Children demonstrate appreciation and enjoyment of reading...... 188 Writing 71 Children demonstrate knowledge of letters and symbols (alphabet knowledge) ...... 190 7 Children use writing skills and demonstrate knowledge of writing conventions ...... 192

7 Children use writing for a variety of purposes ...... 194 English language learners dual language Acquisition 7 Children demonstrate competency in home language while acquiring beginning profi ciency in English ...... 196

References ...... 198

PAgE AlAskA’s EArly lEArning guidElinEs 9 Welcome to Alaska’s Early learning guidelines

For all of you who care for and teach young children, the Early learning guide- lines are a resource that you can use to help guide children’s development and learning. The guidelines were adapted from the Washington state guidelines and were revised by Alaskans to meet the unique concerns of children in our state. We wish to acknowledge the work of the Washington state Core interagency Team and dr. sharon lynn kagan and her team at Columbia university for providing the basis for the Alaska Early learning guide- lines.

We hope you will fi nd this document useful and will share it with others. The following section outlines the background, principles, and structure of the guidelines. This information will help you understand why the guidelines were created and how they can be used.

PAgE 10 INTRODUCTION TO AlAskA’s EArly lEArning guidElinEs PAGE INTRODUCTION to Alaska’s 11 early learning GUIDElines development of all young children. It is our I. Background Grounded in Multiple hope that these guidelines can serve as a Perspectives tool for discussion, dialogue, and sharing between parents, early childhood profes- There is no single, universally accepted sionals, and community members. Without a doubt, the early years, from theory of child development. Researchers birth to age five, are the most extraordi- and educators base their practice on dif- nary period of growth and development in ferent sets of research-based beliefs, or Aligning with the K-12 a child’s lifetime. Infants begin life totally theories, about how young children grow System dependent on adults, and then develop and develop. The major theories include into young children with abilities to walk, maturationist, behaviorist, psychoanalytic, Beyond the field of early childhood talk, write, express themselves, and com- cognitive-developmental, constructivist, care and education, the standards-based municate with the world around them. socio- cultural, structural cognitive modifi- reform taking place in K-12 education in Human development is amazingly complex ability, and ecological systems. There are the United States impacts how the devel- during these years; some have called this theories that emphasize genetics, while opment and learning of young children is period the “magic years.” While this rapid others stress children’s experiences with viewed. In Alaska, the standards-based change once seemed mystifying, today we their environment. Some theories empha- school reform process began in 1991. know much more about how children grow size emotional development and others From 1996-2002 Alaska developed and and develop. stress intellectual development. Still other implemented the Quality Schools Initiative theories support firm and directive par- (QSI). Under the QSI each Alaska public We know that adults contribute greatly enting and teaching, while other theories school is currently required to: to children’s growth; adults have the endorse parenting and teaching styles capacity to make a difference in children’s that provide indirect guidance and interac- development and learning. Clearly, par- tive learning to support child development. 1. Complete a developmental profile ents are their children’s first and most Beyond these diverse theoretical perspec- for each child entering kindergarten important teachers; however, they are not tives, families, communities and cultures or first grade alone. Parents receive support in their role hold different beliefs about how young . as nurturers from many family and com- children should experience and interact Adopt state-mandated academic standards munity members, friends, medical profes- with the world around them. sionals, and teachers. While parents are . Administer Standards-Based primarily responsible for nurturing and Reflective of this, the Guidelines are not grounded in any single theoretical per- Assessments (SBA) in grades 3 educating children, there are many people through 10 to assess student and resources that are available to help spective or in any single cultural context; rather they are based on scientific research mastery of the Alaska Performance support parents during these critical early Standards years. Throughout Alaska, communities from various theoretical perspectives. provide a variety of programs that serve In addition, these Guidelines represent . Report information on student young children and their parents. In fact, goals for young children’s development progress to communities and the many young children spend at least part of that reflect the perspectives, values, and State of Alaska the day in the care of someone other than recommended practices of a diverse 5. their parents. range of people, institutions, and commu- Administer the Alaska High nities throughout Alaska. The Guidelines School Graduation Qualification The term “parent” is used here broadly emphasize that young children’s learning Examination to all high school to include birth parents, adoptive parents, is multi-dimensional; that is, because students seeking a diploma. and other significant adults who serve as young children grow physically, socially, the primary caregiver to young children. In emotionally, linguistically, and cognitively many communities in Alaska, grandpar- at the same time, all dimensions of learn- ents, aunts and uncles play an integral ing are critical to healthy development and role in raising children and may also be must be valued. While these Guidelines included under the term “parent.” may not encompass all the hopes and expectations of all families, communities, or cultures, they are a comprehensive foundation for addressing the learning and

PAGE 12 INTRODUCTION to Alaska’s Early Learning Guidelines PAgE INTRODUCTION TO AlAskA’s 1 EArly lEArning guidElinEs create a resource to develop a common under- Federal Involvement standing about what young children should know The Federal no Child left Behind Act of 2002 and be able to do at different stages in their lives. has added additional assessment and reporting These expectations, often called Early learning requirements, as well as a system of interventions guidelines or Elgs, provide essential information and consequences to the Alaska k-12 system. for those who love, care for, and educate young Concurrent to the no Child left Behind Act was children. increasingly, Early learning guidelines President Bush’s early childhood initiative, “good are used by families and local communities; by start, grow smart,” which called for each state states; and internationally by countries in order to to develop voluntary Early learning guidelines. in strengthen and coordinate early childhood prac- the spring of 2004 the Alaska system for Early tices, programs and policies. Education development (sEEd) Council formed an Early learning guidelines development Defi nition of Early Learning Committee. This group began their work by reviewing other state’s early learning guidelines in Guidelines the hope of getting permission to use the selected Broadly defi ned, the Guidelines are a set of state’s guidelines as a basis for Alaska’s guide- statements that refl ect expectations for children’s lines. The group selected Washington state’s knowledge and behavior. They are designed to Early learning standards and with permission support the growth and development of young from the state of Washington, began adapting children from birth to kindergarten entry, whether their standards to serve as Alaska’s guidelines. the children are in their own homes, others’ in 2005 the u.s. Education department, homes, licensed child care, early intervention Offi ce of Special Education Programs, offered programs, Head start, or in private, faith-based, grants to assist states in developing outcomes or public preschools. The guidelines serve as a for all children. Alaska was granted federal funds source document, informing parents and caregiv- through the general supervision Enhancement ers in these settings about expectations for chil- grant (gsEg) for the development of outcomes for dren’s development and learning. This document children from birth to age eight. later in that year, represents our hopes for young children. the sEEd Early learning guidelines Committee Specifi cally, the Guidelines spell out what and the gsEg group joined together to develop young children should know and be able to do by one core document for the state that would be the time they reach the end of each of four critical aligned with the existing k-12 standards. These stages of development: 18 months, 36 months, jointly produced guidelines can assist all early 60 months, and entry to kindergarten. These age childhood programs and k-12 schools to align the ranges are broad and encompass large spans of experiences children have before entering school time during which children grow and develop dra- with what they need to know and be able to do matically. While defi ning more precise age ranges when they begin school. may sound ideal, narrower age ranges would actually defy two key factors in early childhood development: [a] young children’s development is highly episodic; and [b] narrowly-defi ned age categories do not refl ect the typical grouping of II. Purpose and young children in most early childhood settings. Goals of the The age ranges used in the guidelines are therefore fl exible, allowing for variation within Early Learning developmental ranges, while still providing help- ful guidelines for parents and caregivers. Parents Guidelines and caregivers can use the guidelines as a way to better understand what they can expect to see as their children develop and to better sup- port and enhance their children’s development Many different people play a part in young and learning. Educators can use the guidelines children’s development and learning; therefore, as a framework for a learning continuum that will it is not surprising that there are varying expec- help ease children’s transition from one stage of tations for children across the different settings development to the next. in which they spend their day. Because of the By specifying skills and competencies for chil- importance of the early years, and because it is dren, the guidelines have the potential to help benefi cial for children to experience consistency reduce inequalities in achievement as children from the many adults who play a part in their mature. The guidelines can also be used as the development, the state of Alaska decided to PAgE 1 INTRODUCTION TO AlAskA’s EArly lEArning guidElinEs basis for curriculum development and for • NOT an assessment tool that collects set of principles to guide in the develop- the professional development of people statewide information on the overall ment of the Early Learning Guidelines. who work with young children. status of children in Alaska. If an These guiding principles are presented assessment system is desired, the in their entirety in the next section of this In addition, the Guidelines aspire to: Guidelines can inform the content of, introduction. but not substitute for, a technically • Serve as a common tool for developed reliable and valid The Early Learning Guidelines were discussion, dialogue, and sharing assessment developed through several processes. The between parents, early childhood first process involved a thorough review professionals and community Any parent, or caregiver in partnership of other state’s Early Learning Guidelines members about reasonable with the family, who has concerns about and selection of Washington State’s to use expectations and practical strategies a child’s behavior or development should as a basis for Alaska’s Guidelines. The for all adults who care for and teach seek medical or developmental expertise second step was getting permission from young children and not use the Guidelines to assess the Washington to use their standards. Next, • Contribute to a unified vision for the child. Washington’s standards were reviewed, early care and education system in revised and adapted for Alaska. State, Alaska national and international experts in early childhood development were then asked • Create a continuum of learning that to review the Guidelines and offer their links early care and development to edits. A final draft was put out for com- later success in school and in life by III. Process for ment and review by stakeholders and for aligning the Guidelines with Alaska’s endorsement by the Alaska State Board of K-12 academic standards and grade Developing Education and Early Development, which level expectations occurred in June 2006. the As important as it is to understand what the Guidelines are, it is equally Guidelines important to state what the Guidelines are NOT. The Guidelines were developed through The Guidelines are: a comprehensive and collaborative process • NOT an exhaustive guide to child involving many sources of information, development and should not be expertise, and guidance. The Early Learning seen as a developmental checklist Guidelines core team guided the develop- that provides the full scope, a fine ment process. The team was comprised breakdown, or an exact sequence of of representatives from the: Departments developmental indicators of Education & Early Development and Health & Social Services, Head Start-State • NOT a curriculum, although they Collaboration Office, Special Education can be adapted by teachers to Office, Governor’s Council on Disabilities supplement many different curricula and Special Education, school districts or lay the groundwork for curriculum and the University of Alaska. Approximately alignment 30 additional key stakeholders, including • NOT an assessment instrument to teachers, parents and others, advised the determine children’s eligibility for development process. The individuals on various programs or services or to the team represented many constituen- gauge children’s functioning or skills cies who were knowledgeable about early for an Individual Family Service Plan childhood development. Since the begin- (IFSP) or Individual Education Plan ning of this process, the various groups (IEP); collaborated to create and endorse a

PAGE INTRODUCTION to Alaska’s 15 early learning guidelines IV. Guiding

Principles Principles 1-12 were adopted from the national Association for the Education of young Children (nAEyC): Principles of Child development and learning that inform developmentally One of the earliest efforts of the Early learning Appropriate Practice. Principles 13 and 14 were guidelines Committee was the development and used by illinois, Connecticut, and louisiana in endorsement of a set of seventeen (17) princi- their Early learning guidelines. Principles 15, ples intended to guide the content, development, 16, and 17 were additional ideas expressed implementation, and use of the guidelines. by the Early learning guidelines Committee in These principles established the foundation for september of 2005. The principles are explained the collaborative work on the guidelines. in detail on the following pages.

PAgE 16 INTRODUCTION TO AlAskA’s EArly lEArning guidElinEs 1. Domains of children’s well as when they experience a and their mobility, in turn, affects development—physical, linguistic, challenge just beyond the level of their cognitive development. Likewise, social, emotional, and cognitive— their present mastery children’s language skill affects their are closely related. Development ability to establish social relationships in one domain influences and is 11. Children demonstrate different with adults and other children, just as influenced by development in other modes of knowing and learning and their skill in social interaction can support domains different ways of representing what or inhibit their language development. they know . Development occurs in a relatively Because developmental domains are orderly sequence, with later 1. Children develop and learn best in interrelated, educators should be aware abilities, skills, and knowledge the context of a community where of and use these interrelationships to building on those already acquired they are safe and valued, their organize children’s learning experiences physical needs are met, and they in ways that help children develop . Development proceeds at varying feel psychologically secure optimally in all areas and that make rates from child to child as well as meaningful connections across domains. unevenly within different areas of 1. Young children are capable and each child’s functioning competent Recognition of the connections across developmental domains is also useful for . Early experiences have both 1. Families are the primary caregivers curriculum planning with the various age cumulative and delayed effects on and educators of young children groups represented in the early childhood individual children’s development; 15. Children learn best when period. Curriculum with infants and optimal periods exist for certain toddlers is driven by the need to support types of development and learning communication and support for families is culturally appropriate their healthy development in all domains. and respectful During the primary grades, the goal of 5. Development proceeds in curriculum planning is to help children predictable directions toward 16. Children learn best in a safe, develop conceptual understandings greater complexity, organization, that apply across related subject-matter and internalization healthy, and intellectually challenging environment disciplines. 6. Development and learning occur 17. Children learn best when . Development occurs in a relatively in and are influenced by multiple orderly sequence, with later social and cultural contexts caregivers are knowledgeable, have skills and dispositions to support abilities, skills, and knowledge 7. Children are active learners, their learning and the ability to building on those already acquired observe development moving drawing on direct physical and Human development research indicates social experience as well as the child to the next step in the learning process that relatively stable, predictable culturally transmitted knowledge to sequences of growth and change occur construct their own understandings in children during the first nine years of of the world around them life (Piaget 1952; Erikson 1963; Dyson 8. Development and learning result & Genishi 1993; Gallahue 1993; Case from interaction of biological 1. Domains of children’s & Okamoto 1996). Predictable changes maturation and the environment, development—physical, linguistic, occur in all domains of development— which includes both the physical social, emotional, and cognitive— physical, emotional, social, language, and and social worlds in which children are closely related. Development cognitive—although the ways that these live in one domain influences and is changes are manifest and the meaning influenced by development in other attached to them may vary in different 9. Play is an important vehicle for domains cultural contexts. Knowledge of typical children’s social, emotional, and development of children within the age cognitive development, as well as a Development in one domain can limit or span served by the program provides a reflection of their development facilitate development in others (Sroufe, general framework to guide how teachers Cooper, & DeHart 1992; Kostelnik, prepare the learning environment and 10. Development advances when Soderman, & Whiren 1993). For example, plan realistic curriculum goals and children have opportunities to when babies begin to crawl or walk, their objectives and appropriate experiences. practice newly acquired skills as ability to explore the world expands,

PAGE INTRODUCTION to Alaska’s 17 early learning guidelines . Development proceeds at varying Children’s early learning experiences, long term (Dweck 1986; Kohn 1993). For rates from child to child as well as either positive or negative, are example, paying children to read books unevenly within different areas of cumulative; their experiences build on may over time undermine their desire each child’s functioning earlier experiences. If an experience to read for their own enjoyment and occurs occasionally, it may have only edification. Individual variation has at least two minimal effects. If positive or negative dimensions: the inevitable variability experiences occur frequently, however, At certain points in the life span, some around the average or normative course they can have powerful, lasting, even kinds of learning and development of development and the uniqueness of “snowballing,” effects (Katz & Chard occur most efficiently. For example, each person as an individual (Sroufe, 1989; Kostelnik, Soderman, & Whiren the first three years of life appear to be Cooper, & DeHart 1992). Each child is a 1993; Wieder & Greenspan 1993). For an optimal period for verbal language unique person with an individual pattern example, a child who has positive social development (Kuhl 1994). Although and timing of growth, as well as individual experiences with other children in the delays in language development due to personality, temperament, learning style, preschool years will develop social skills physical or environmental deficits can and experiential and family background. and confidence that enable him to make be corrected later on, such intervention All children have their own strengths, friends in the early school years, and usually requires considerable effort. needs, and interests; for some children, these experiences further enhance the Similarly, the preschool years appear special learning and developmental child’s social competence. Conversely, to be optimum for fundamental motor needs or abilities are identified. Given children who fail to develop minimal development (that is, fundamental motor the enormous variation among children social competence and are neglected or skills are more easily and efficiently of the same chronological age, a child’s rejected by peers are at significant risk to acquired at this age) (Gallahue 1995). age must be recognized as only an drop out of school, become delinquent, Children who have many opportunities approximate index of developmental and experience mental health problems and adult support to practice large-motor maturity. in adulthood (Asher, Hymel, & Renshaw skills, such as running, jumping, hopping, 1984; Parker & Asher 1987). skipping, during this period have the Recognition that individual variation benefit of being better able to acquire is not only to be expected but also Similar patterns can be observed in more sophisticated, complex motor valued requires that decisions about babies whose cries and other attempts at skills, such as balancing on a beam or curriculum and adults’ interactions with communication are regularly responded riding a two-wheel bike, in subsequent children be as individualized as possible. to, thus enhancing their own sense of years. On the other hand, children whose Emphasis on individual appropriateness efficacy and increasing communicative early motor experiences are severely is not the same as “individualism.” competence. In the same way, when limited may struggle to acquire physical Rather, this recognition requires that children have or do not have early literacy competence and may also experience children be considered not solely as experiences, such as being read to or told delayed effects when attempting to members of an age group, expected stories to regularly, their later success in participate in sports or personal fitness to perform to a predetermined norm learning to read is affected accordingly. A activities later in life. and without adaptation to individual growing body of research demonstrates variation of any kind. It is important to that social and sensorimotor experiences 5. Development proceeds in have high expectations for all children, during the first three years directly affect predictable directions toward but rigid expectations of group norms neurological development of the brain, greater complexity, organization, do not reflect what we know about real with important and lasting implications and internalization differences in individual development for children’s capacity to learn (Dana and learning during the early years. Alliance for Brain Initiatives 1996). Learning during early childhood proceeds Group-norm expectancy can be especially from behavioral knowledge to symbolic harmful for children with special learning Early experiences can also have delayed or representational knowledge (Bruner and developmental needs (NEGP 1991; effects, either positive or negative, on 1983). For example, children learn to Mallory 1992; Wolery, Strain, & Bailey subsequent development. For instance, navigate their homes and other familiar 1992). some evidence suggests that reliance settings long before they can understand on extrinsic rewards (such as candy or the words left and right or read a map of . Early experiences have both money) to shape children’s behavior, a the house. Developmentally appropriate cumulative and delayed effects on strategy that can be very effective in the programs provide opportunities for individual children’s development; short term, under certain circumstances children to broaden and deepen their optimal periods exist for certain lessens children’s intrinsic motivation to behavioral knowledge by providing a types of development and learning engage in the rewarded behavior in the variety of firsthand experiences and by

PAGE 18 INTRODUCTION to Alaska’s Early Learning Guidelines helping children acquire symbolic knowledge development of all children. Every culture struc- through representing their experiences in a tures and interprets children’s behavior and devel- variety of media, such as drawing, painting, opment (Edwards & gandini 1989; Tobin, Wu, & construction of models, dramatic play, verbal davidson 1989; rogoff et al. 1993). As Bowman and written descriptions (katz 1995). states, “rules of development are the same for all children, but social contexts shape children’s Even very young children are able to use various development into different confi gurations” (1994, media to represent their understanding of 220). Early childhood teachers need to under- concepts. Furthermore, through representation of their knowledge, the knowledge itself stand the infl uence of sociocultural contexts on is enhanced (Edwards, gandini, & Forman learning, recognize children’s developing compe- 1993; Malaguzzi 1993; Forman 1994). tence, and accept a variety of ways for children representational modes and media also vary to express their developmental achievements with the age of the child. For instance, most (Vygotsky 1978; Wertsch 1985; Forman, Minick, learning for infants and toddlers is sensory and & stone 1993; new 1993, 1994; Bowman & motoric, but by age 2 children use one object to stott 1994; Mallory & new 1994a; Phillips 1994; stand for another in play, for example, using a Bruner 1996; Wardle 1996). block for a phone or a spoon for a guitar. Teachers should learn about the different cul- 6. development and learning occur in and tures of the children they serve, especially those are infl uenced by multiple social and cultures that differ from their own. recognizing cultural contexts that development and learning are infl uenced by social and cultural contexts sensitizes teachers to Bronfenbrenner (1979, 1989, 1993) provides the need to acknowledge how their own cultural an ecological model for understanding human experience shapes their perspectives and biases. development. He explains that children’s Multiple perspectives must be considered in deci- development is best understood within the sions about children’s development and learning. sociocultural context of the family, educational The more teachers learn about and incorporate setting, community, and broader society. These the culture of the children into the curriculum, various contexts are interrelated, and all have the more academically successful the children an impact on the developing child. For example, can be. in addition, when the children’s language even a child in a loving, supportive family within and culture is incorporated into the classroom, a strong, healthy community is affected by the the children can develop greater self esteem and biases of the larger society, such as racism or sexism, and may show the effects of negative sense of identity. stereotyping and discrimination. Children are capable of learning to function in more than one cultural context simultaneously. Defi nition of Culture However, if teachers set low expectations for chil- dren based on their home culture and language, Culture is defi ned as the customary beliefs children may not develop and learn optimally. and patterns of and for behavior, both explicit and Education should be an additive process and build implicit, which are passed on to future genera- on students’ strengths. For example, children tions by the society they live in and/or by a social, whose primary language is not English should be religious, or ethnic group within it. Because cul- able to learn English without being forced to give ture is often discussed in the context of diversity up their home language (nAEyC 1996a). likewise, or multiculturalism, people fail to recognize the children who speak only English benefi t from powerful role that culture plays in infl uencing the

PAgE INTRODUCTION TO AlAskA’s 19 EArly lEArning guidElinEs PAgE 0 INTRODUCTION TO AlAskA’s EArly lEArning guidElinEs learning another language. The goal is that which continually reshapes, expands, of cognitive development during all children learn to function well in the and reorganizes their mental structures early childhood. Strategic teaching, society as a whole and move comfortably (Piaget 1952; Vygotsky 1978; Case & of course, can enhance children’s among groups of people who come from Okamoto 1996). When teachers and learning. Yet, direct instruction may be both similar and dissimilar backgrounds. other adults use various strategies to totally ineffective; it fails when it is not Education should prepare children to be encourage children to reflect on their attuned to the cognitive capacities and members of their local communities, and experiences by planning beforehand and knowledge of the child at that point in also to be global citizens in an increasingly “revisiting” afterward, the knowledge development. interconnected world. and understanding gained from the experience is deepened (Copple, Sigel, 8. Development and learning result 7. Children are active learners, & Saunders 1984; Edwards, Gandini, from interaction of biological drawing on direct physical and & Forman 1993; Stremmel & Fu 1993; maturation and the environment, social experience as well as Hohmann & Weikart 1995). which includes both the physical culturally transmitted knowledge to and social worlds in which children construct their own understandings In the statement of this principle, the live of the world around them term “physical and social experience” is used in the broadest sense to The simplest way to express this principle Children contribute to their own include children’s exposure to physical is that human beings are products development and learning as they knowledge, learned through firsthand of both heredity and environment strive to make meaning out of their experience of using objects. For example, and these forces are interrelated. daily experiences in the home, in a child learns directly from experience Behaviorists focus on the environmental early childhood programs, and in the when he or she observes that a ball influences that determine learning, community. Principles of developmentally thrown in the air will fall down. Children while maturationists emphasize the appropriate practice are based on also learn social knowledge, which unfolding of predetermined, hereditary several prominent theories that view includes the vast body of culturally characteristics. Each perspective is intellectual development from a acquired and transmitted knowledge that true to some extent, and yet neither constructivist, interactive perspective children need to function in the world. In perspective is sufficient to explain (Dewey 1916; Piaget 1952; Vygotsky this way, children progressively construct learning or development. More often 1978; DeVries & Kohlberg 1990; Rogoff their own understanding of various today, development is viewed as the 1990; Gardner 1991; Kamii & Ewing symbols, but the symbols they use (such result of an interactive, transactional 1996). as the alphabet or numerical system) are process between the growing, changing specific to their culture and transmitted individual and his or her experiences in From birth, children are actively engaged to them by adults. the social and physical worlds (Scarr & in constructing their own understandings McCartney 1983; Plomin 1994a, b). For from their experiences, and these In recent years, discussions of cognitive example, a child’s genetic makeup may understandings are mediated by and development have at times become predict healthy growth, but inadequate clearly linked to the sociocultural context. polarized (see Seifert 1993). Piaget’s nutrition in the early years of life may Young children actively learn from theory stressed that development keep this potential from being fulfilled. observing and participating with other of certain cognitive structures was Or a severe disability, whether inherited children and adults, including parents a necessary prerequisite to learning or environmentally caused, may be and teachers. Children need to form their (i.e., development precedes learning), ameliorated through systematic, own hypotheses and keep trying them while other research has demonstrated appropriate intervention. Likewise, a out through social interaction, physical that instruction in specific concepts or child’s inherited temperament—whether manipulation, and their own thought strategies can facilitate development a predisposition to be wary or outgoing— processes—observing what happens, of more mature cognitive structures shapes and is shaped by how other reflecting on their findings, asking (learning precedes development) children and adults communicate with questions, and formulating answers. (Vygotsky 1978; Gelman & Baillargeon that child. When objects, events, and other people 1983). Current attempts to resolve challenge the working model that the this apparent dichotomy (Seifert 1993; 9. Play is an important vehicle for child has mentally constructed, the child Sameroff & McDonough 1994; Case children’s social, emotional, and is forced to adjust the model or alter the & Okamoto 1996) acknowledge that cognitive development, as well as a mental structures to account for the new essentially both theoretical perspectives reflection of their development information. Throughout early childhood, are correct in explaining aspects the child processes new experiences,

PAGE INTRODUCTION to Alaska’s 21 early learning guidelines Understanding that children are active and time; and become involved in the failure, most children will simply stop constructors of knowledge and that play by extending and elaborating on trying. So most of the time, teachers development and learning are the result children’s ideas, children’s language and should give young children tasks they of interactive processes, early childhood literacy skills can be enhanced (Levy, can accomplish with effort and present teachers recognize that children’s play Schaefer, & Phelps 1986; Schrader them with content that is accessible at is a highly supportive context for these 1989, 1990; Morrow 1990; Pramling their level of understanding. At the same developing processes (Piaget 1952; 1991; Levy, Wolfgang, & Koorland 1992). time, children continually gravitate to Fein 1981; Bergen 1988; Smilansky & situations and stimuli that give them the Shefatya 1990; Fromberg 1992; Berk In addition to supporting cognitive chance to work at their “growing edge” & Winsler 1995). Play gives children development, play serves important (Berk & Winsler 1995; Bodrova & Leong many opportunities to understand the functions in children’s physical, 1996). Moreover, in a task just beyond world, interact with others in social emotional, and social development the child’s independent reach, the adult ways, express and control emotions, (Herron & Sutton-Smith 1971). Children and more-competent peers contribute and develop their symbolic capabilities. express and represent their ideas, significantly to development by providing Children’s play gives adults insights into thoughts, and feelings when engaged the supportive “scaffolding” that allows children’s development and opportunities in symbolic play. During play a child can the child to take the next step. to support the development of new learn to deal with emotions, to interact strategies. Vygotsky (1978) believed that with others, to resolve conflicts, and to Development and learning are dynamic play leads development; with written gain a sense of competence—all in the processes requiring that adults language growing out of oral language safety that only play affords. Through understand the continuum, observe through the vehicle of symbolic play that play, children also can develop their children closely to match curriculum promotes the development of symbolic imaginations and creativity. Therefore, and teaching to children’s emerging representation abilities. Play provides child-initiated, teacher-supported competencies, needs, and interests, a context for children to practice newly play is an essential component of and then help children move forward by acquired skills and also to function on developmentally appropriate practice targeting educational experiences to the the edge of their developing capacities to (Fein & Rivkin 1986). edge of children’s changing capacities so take on new social roles, attempt novel as to challenge but not frustrate them. or challenging tasks, and solve complex 10. Development advances when Human beings, especially children, are problems that they would not (or could children have opportunities to highly motivated to understand what not) otherwise perform (Mallory & New practice newly acquired skills as they almost, but not quite, comprehend 1994b). well as when they experence a and to master what they can almost, challenge just beyond the level of but not quite, do (White 1965; Vygotsky Research demonstrates the importance their present mastery 1978). This principle of learning is called of sociodramatic play as a tool for scaffolding and emphasizes that children learning curriculum content with Research demonstrates that children can do things first in a supportive context 3- through 6-year-old children. When need to be successful at learning tasks and then later independently and in teachers provide a thematic organization most of the time if they are to maintain a variety of contexts. Rogoff (1990) for play; offer appropriate props, space, motivation and persistence (Lary 1990; describes the process of adult-assisted Brophy 1992). Confronted by repeated learning as “guided participation” to emphasize that children actively collaborate with others who are more competent in order to move to more complex levels of understanding and skill. 11. Children demonstrate different modes of knowing and learning and different ways of representing what they know For some time, learning theorists and developmental psychologists have recognized that human beings come to understand the world in many ways and that individuals tend to have

PAGE 22 INTRODUCTION to Alaska’s Early Learning Guidelines preferred or stronger modes of learning. Parents and caregivers should recognize that studies of differences in learning modalities each child is unique and develops at his or her have contrasted visual, auditory, or tactile own rate with his or her own strengths and learners. Other work has identifi ed learners as abilities. Parents should observe children and fi eld-dependent or independent (Witkin 1962). then follow their children’s lead. According gardner (1983) expanded on this concept by to gardner (1996), children in their early theorizing that human beings possess at least years are very competent individuals. They seven “intelligences.” in addition to having can skillfully use symbolic forms and have the ones traditionally emphasized in schools, developed theories that serve them well to linguistic and logical-mathematical, individuals understand unfamiliar material and processes. are more or less profi cient in at least these gardner explains that children as young as other areas: musical, spatial, bodily-kinesthetic, fi ve are “capable of intensive and extensive intrapersonal, and interpersonal. involvement in cognitive activities, ranging from experimenting with fl uids in the bathtub Malaguzzi (1993) used the metaphor of “100 to building complex block structures, and languages” to describe the diverse modalities mastering board games, card games, and through which children come to understand sports.” in addition children exhibit a great the world and represent their knowledge. With deal of creativity and originality in their early the assistance of teachers, the processes of childhood years. representing their understanding can help children deepen, improve, and expand their 1. Families are the primary caregivers and understanding (Copple, sigel, & saunders 1984; educators of young children Forman 1994; katz 1995). The principle of diverse modalities implies that teachers should The term family refl ects a diverse range of provide opportunities for individual children people. A family may range from a single parent to use their preferred modes of learning to and a child or it may include grandparents, capitalize on their strengths (Hale-Benson aunts and uncles who play integral roles in 1986). in addition, they should also provide raising children. no matter who makes up the opportunities to help children develop in the family, the Early learning guidelines recognize modes or intelligences in which they may not be that families are at the heart of caring for and as strong. teaching the young child. While many agencies are available to support families with young 1. Children develop and learn best in the children, the responsibilities of raising a child context of a community where they are lie fi rst and foremost with the family. The family safe and valued, their physical needs are has the fi rst and greatest infl uence on the child met, and they feel psychologically secure and is responsible for making the majority of decisions for the child. Maslow (1954) conceptualized a hierarchy of needs in which learning was not considered 15. Children learn best when communication possible unless physical and psychological and support for families is culturally needs for safety and security were fi rst met. appropriate and respectful Because children’s physical health and safety are threatened too often today, programs for Many studies have shown that the more that young children must not only provide adequate children’s culture is brought into their learning health, safety, and nutrition but may also need environment, the more success they will have to ensure more comprehensive services, such in learning. learning activities should be based as physical, dental, and mental health and on what children already know. despite the social services (nAsBE 1991; u.s. department relationship between prior knowledge and of Health & Human services 1996). in addition, comprehension, educational researchers children’s development in all areas is infl uenced note the disparity between the experience of by their ability to establish and maintain a children, especially native and minority children, limited number of positive, consistent primary and the literature often used in the classroom. relationships with adults and other children “Obviously, the commercial reading materials (Bowlby 1969; stern 1985; garbarino et al. traditionally used in schools do not refl ect many 1992). These primary relationships begin in the students’ experience of the world” (McEachern, family and extend over time to include children’s 1990). Culturally relevant oral literature can teachers and members of the community; form a bridge between prior knowledge and therefore, practices that are developmentally comprehension of the text. “in order for native appropriate address children’s physical, social, students to succeed in their mastery of literacy and emotional needs as well as their intellectual activities, culturally relevant materials are development. essential” (reyner, 1988). 1. young children are capable and Constantino and st. Charles (2000) note competent that teachers need to immerse themselves

PAgE INTRODUCTION TO AlAskA’s  EArly lEArning guidElinEs in the culture of their students in order to 16. Children learn best in a safe, healthy, and learn more about their linguistic and cultural intellectually challenging environment background as well as their strengths in learning styles. instructional approaches need Caregivers should provide an environment that to be geared to the particular culture of the is both intellectually challenging and physically students. This is especially important when safe for children. if a child does not feel safe incorporating storytelling into the curriculum. and secure in their environment, he or she may research conducted by Cleary and Peacock experience delays in learning. it is important for (1998) shows that schools that acknowledge, caregivers to establish routines and a stable accept, and teach a child’s cultural heritage, environment for the child. Early routines help have signifi cantly better success in educating children feel secure in their environment and students from diverse cultures. Much research develop to their greatest potential. has been done regarding native American students and their preferred learning styles. 17. Children learn best when caregivers yet, even among students from the same are knowledgeable, have skills and native American community, the range of dispositions to support children’s learning styles varies greatly. Costantino and learning, and have the ability to observe st. Charles have conducted studies in learning development moving children to the next styles that indicate “variations among individual step in the learning process [native American] students are as great as Caregivers should strive for continuous growth their commonalities” (p. 25). Therefore, they and learning about child development, personal suggest that teachers of all students, especially growth, and observational and communication native students, should adapt their instructional skills. it is important that caregivers are able to methods to include strategies that encompass a observe children, react to their cues, interact in broad range of students’ learning styles. developmentally appropriate ways, and serve as guides or coaches to them.

PAgE  INTRODUCTION TO AlAskA’s EArly lEArning guidElinEs tors. For example, while it is important for interconnectedness of children’s early V. Valuing young children to use their own name as development and learning and to realize an indicator of self-concept, some children that no single domain is more important Diversity may demonstrate this by speaking their than another. name aloud while other children may use sign language or other gestures to identify The domains used to themselves. Every child has unique characteristics, organize the Alaska Early developing and learning in the context of Although a worthy goal, this document Learning Guidelines are: their family, culture, and community. In does not and cannot fully account for the this light, the Early Learning Guidelines multiple ways in which children in Alaska • Physical Well-Being, Health, communicate, learn, play, and interact acknowledge and embrace the tremendous and Motor Development. This with adults and peers. It is hoped, how- diversity and variation that exists between domain encompasses children’s young children. In building a resource to ever, that every adult sees a little bit of physical health and ability to engage develop a common understanding, the his or her own unique life experience in in daily activities Guidelines have used a broad definition of the Early Learning Guidelines and uses diversity that includes, but is not limited to this document as a basis for extending • Social and Emotional socioeconomic, cultural, racial, linguistic, dialogue about the many contexts in which Development. This domain ethnic, gender, abilities, and regional varia- children grow and learn. Likewise, it is addresses the emotional competence tions. The Guidelines attempt to build upon hoped that each child in Alaska is reflected and ability to form positive and represent the rich cultural heritage in some way in these guidelines, and can relationships that give meaning to and knowledge of children and families in be nurtured and cared for more effectively children’s experiences in the home, school and larger community Alaska. Efforts have been made to include and respectfully. With the implementation of these Guidelines, there should be ongo- the unique learning needs of children with • Approaches to Learning. This disabilities. In addition, for children who ing collective discussions among parents, caregivers, early learning professionals, domain refers to a child’s disposition, have a home language other than English, rather than skill, for becoming the Guidelines recognize the importance teachers, and others. This will ensure that the Guidelines are used in ways that repre- involved in learning and acquiring of community decisions to foster the home knowledge language while acquiring English as a sec- sent the values, aspirations, and effective ond language. practices of all cultures and communities • Cognition and General in Alaska. Knowledge. This domain includes To this end, the goal statements are children’s ability to understand and intended for all children, but the indica- think about the physical and social tors and strategies attempt to incorporate worlds. In particular, this domain modifications to reflect children’s diversity. focuses on children’s knowledge of The ages indicated for achieving each of VI. Structure and objects in the world around them; the indicators are broad guidelines; given their mathematical knowledge; their the nature of children’s diversity, we expect Content of the knowledge of agreed-upon social and treasure differences in when and how conventions such as numbers and children achieve the indicators. Not all Early Learning colors; and their understanding and children will achieve all indicators in the appreciation of the arts in their lives time frame specified. Some children may Guidelines achieve some of the indicators earlier than • Communication, Language, and the age specified while other children may Literacy. This domain encompasses achieve them at a different rate, in a dif- children’s understanding and use ferent order, or not at all. In all cases, the Because children learn and develop of language, emerging reading timelines offered are guidelines to inform, by experiencing the world as a whole, the and writing skills, and ability to not to constrain, children’s natural course Alaska Early Learning Guidelines cover five communicate effectively of development. major domains - or areas - of development. Each of the five domain sections These five domains represent a commonly The role of caring adults and commu- includes an introduction that presents the held and research-based organization nities is also reflected in the Guidelines. rationale and definitions for the domain. of the dimensions of children’s overall The document provides some simple play Each introduction also addresses con- development. ideas, learning strategies, and interactive siderations for how individual differences activities that adults can use to enhance Though presented separately, the five and diversity can be supported as children children’s development. It is critical to use domains of children’s development are learn and develop knowledge and skills. the Early Learning Guidelines to accommo- inextricably interrelated. Children develop The domain introductions conclude with date different approaches toward learn- holistically. Their growth and develop- global strategies that all caregivers can ing. The intention is for parents and other ment in one area often influences and/or use to help ensure every child receives caregivers to focus on the function of the depends upon development in other learning experiences that meet his/her goal, as opposed to the specific indica- areas. It is imperative to recognize the unique needs. PAGE INTRODUCTION to Alaska’s 25 early learning guidelines • Indicators: The indicators describe A strategy listed in the birth-to-18-month The Guidelines are expected observable behaviors or age range may also be applicable to older structured as follows: skills of children. There are several children. For example, it is suggested that indicators for each age group that adults read and tell stories with their child • Domain: A domain is defined as a demonstrate progress toward the daily in the birth-to-18-month age range; broad category—or dimension—of attainment of a particular goal. It is it is expected that adults will read and tell children’s learning and development. important to note that each child may stories with their child daily for children The domains overlap and vary by the have unique ways of demonstrating entering kindergarten as well. age of the child. This occurs because his or her developmental progress. at different developmental stages, The indicators represent some of the certain domains are more central. ways that children may demonstrate Definition of Caregiver Each domain is represented by a progress towards attaining the different color combination. Guidelines’ goals. This document refers to caregivers, which includes parents, families, early • Sub-Domain: Each domain is • Strategies: Each age-related set childhood educators, child care providers, broken into sub-domains that of indicators is accompanied by health care workers or others who nurture indicate one general facet of the strategies, which are suggested and support young children. In many fami- domain. All sub-domains within a learning activities that adults can lies, grandparents, aunts, and uncles also domain, taken together, represent engage in with children at home play an integral role in raising children and the comprehensive conceptualization or in an early care and education are also considered to be included under of the domain. Sub-domains are setting that will foster children’s the term caregiver. characterized by a number of domain accomplishment of the indicators. components. These strategies represent some of the ways that adults can interact with • Domain Component: Each domain children to nurture their learning and component specifies one aspect of development. learning and development articulated within the sub-domain. • Lines: are provided at the bottom of each domain page to allow users of • Goal Statement: Each domain the document to personalize the list component is comprised of goal of strategies by adding their own. statements. Each goal, or overarching statement of expectation, is presented on two pages and is Using Indicators and applicable to the full span of age ranges (e.g., in this document: birth Strategies Within and Across to 18 months, 18 to 36 months, Age Ranges 36 to 60 months, and 60 months to kindergarten entry). Each goal Because some aspects of learning statement expresses a specific and development are more predominant expectation of what children in one age range than another, the num- should know and be able to do. All ber of indicators and strategies provided goal statements within a domain for each age range varies for most goal component, taken together, represent statements. The indicators build upon one the comprehensive conceptualization another across the age ranges. In other of the domain component. words, it is expected that a child entering kindergarten will demonstrate the indica- • Age Group: Each goal is tors in the 60-month to kindergarten-entry accompanied by a specific set of indicators and strategies for each of age range, as well as the indicators in the the four age groups. 36-to-60-month age range, 18-to-36- month age range, and birth-to-18-month age range. Similarly, the strategies build upon one another across the age ranges.

PAGE 26 INTRODUCTION to Alaska’s Early Learning Guidelines PAgE INTRODUCTION TO AlAskA’s 7 EArly lEArning guidElinEs dOMAin OnE Physical Well-Being, Health, and Motor Development

a matter of growing taller or gaining more ing blocks to a life-long active and healthy I. Introduction weight; they also involve a complex series lifestyle. Physical well-being and move- of changes in body composition, proportion ment are important contributors to young and motor development. Children’s physi- children’s brain development. good physi- cal well-being, health, and motor develop- cal health gives children energy, stamina Physical health begins before birth. ment have received signifi cant attention in and endurance to participate actively in a Parents should plan pregnancy and be medical, educational and developmental variety of experiences crucial to the learn- prepared for the birth of the child with literature and have been long acknowl- ing process. Motor development is closely all the responsibilities involved. Parents edged as cornerstones of early develop- linked with children’s language develop- need to avoid harmful substances such as ment and learning in addition to being key ment (e.g., babbling, pointing to objects); tobacco, alcohol and drugs when pregnant. dimensions of school readiness. cognition (e.g., exploring new environ- some physical conditions, such as fetal ments); social competencies (e.g., hugging, alcohol syndrome are determined before shaking hands); and emotional develop- birth and have life-long implications for the ment (e.g., smiling, laughing). despite physical well-being and health of the child. the existence of the relatively predictable reduced stress, moderate exercise, good II. Rationale sequence of physical skills noted above, nutrition, and regular prenatal care are all the development of young children’s physi- important elements in creating a healthy cal and motor skills is highly individualized baby. and often uneven. growth spurts in physi- cal development infl uence children’s abil- During the fi rst few years of life, the Physical well-being, health, and motor ity and time to master certain gross and human body changes continuously and development are central to children’s fi ne motor skills. For example, for typically dramatically. These changes are not simply entire learning experience and are build- developing children, it is not unusual for

PAgE 8 INTRODUCTION TO dOMAin OnE one child to begin creeping and crawling seven or eight months earlier or later than another child. III. General it is important that we provide the best pos- Defi nitions sible health care for all children. External factors such as access to and utilization of health care, and various social and environmental risks (e.g., fi rearms, animals, pesticides, inadequate or For the purposes of this document, the unhealthy water supplies, violent homes, hazard- domain of Physical Well-Being, Health, and ous materials, thin ice, water safety, air quality, sun Motor development has four categories: Motor protection, media, and neighborhoods) may have development, Physical development, Health and great infl uence on children. Physical symptoms or Personal Care, and safety. frequent medical appointments associated with poor health may impact children’s participation in learning in school and in life. A family’s connec- Motor Development tion to a medical home for children, in which they Motor development has three distinct com- receive comprehensive healthcare, is critical. ponents: gross motor skills, fi ne motor skills, and similarly, when young children receive adequate sensorimotor skills. gross motor skills are charac- nutrition and physical movement, their develop- terized by movements of the entire body or large ment is supported; lack of such experiences portions of the body and include the abilities to may delay mastery of some skills. supporting roll over, walk, run, jump, hop, skip, and climb. young children’s physical well-being, health, and Fine motor skills involve the ability to coordinate motor development is vital to their learning and smaller muscles in the arms, hands, and fi ngers, development. and include grasping, cutting with scissors, or fastening buttons. sensorimotor skills require the As children mature and participate in more ability to use and to integrate the senses (sight, activities, physical and motor development occurs hearing, smell, taste, and touch) to guide motions. along a relatively predictable sequence from Two key aspects of sensorimotor development is simple to more complex. Three general principles eye-hand coordination and self-regulation. Taken underlie the acquisition of motor skills: together, these skills provide a foundation for • Most children develop from head to toe. For behavior, learning, and overall development for example, young children gain control of their young children. neck muscles before they develop the skill to control their arm movements, which in turn, occurs before children learn to walk Physical Development Early childhood is the time children develop • Children develop skills from the center of their bodies outward. For example, young active, healthy lifestyles. Physical fi tness allows children gain control of balance and their children to participate in group activities and center of gravity before they develop the maintain attention to, and interest in, tasks nec- skills to catch and throw using their arms essary to the learning process. Applying stamina, energy, strength, and fl exibility to a variety of • Children develop motor skills involving physical activities are major elements of physical large portions of their body fi rst and then development and fi tness. Children need access progress to skills using specifi c body parts. to free time, adequate space, and challenging For example, young children hold objects by grasping them between fi ngers and palm materials to play and pursue their own physical before using the thumb and index fi nger in a needs. more sophisticated pincer grasp The order in which these abilities are devel- Health and Personal Care oped is virtually the same for most children Essential aspects of physical health are good around the world. personal hygiene and basic personal care prac- tices, including daily living skills such as healthy

PAgE INTRODUCTION TO dOMAin OnE 9 sleep patterns, bathing, dressing, and dental ing in the winter, traditional knowledge of the hygiene. The easiest and most cost effective ice is important to heed, as well as the weather way to prevent the spread of harmful bacteria forecast from the radio or internet. is through regular, thorough hand washing. Also included in health and personal care is support and encouragement for children to eat a variety of nutritious foods. recognizing and appropri- ately addressing acute and chronic illness is also essential to promoting optimal health. IV. Supporting Individual Safety safety is a critical aspect of physical well- Differences being, which includes protecting children from exposure to harmful substances and situa- tions. it also involves helping children learn to avoid harmful objects, environments, and Physical and motor development includes circumstances. in order to develop these abili- the process of maturing biologically that refl ects ties, children and families need to learn about genetics, nutrition, health, and the environment. safety rules and regulations, know when and Even though the development of physical skills how to ask for help, and recognize the bound- and abilities follows a more or less predictable ary between safety and danger. life jackets, progression, individual rates of physical and helmets, seat belts, and cold weather survival motor development vary for a variety of rea- skills need to be consistently used in Alaska sons. Because motor development varies widely to care for and protect children as well as to among individuals, cultures, and contexts, inap- establish healthy, life-long behaviors. in a state propriate and premature labeling of children where cold water near-drowning occurs at a must be avoided. individual differences should rate of 25 times the national average, parents be respected and valued. need to pay special attention to protecting their Children’s physical well-being, health, and children around the water. Other cold injuries motor development may be impacted by visual, parents need to watch out for include hypother- hearing, neurological, or other disabilities. in mia and frostbite. Training in fi rst aid and injury general, young children who experience serious prevention should be a priority for parents and delays gain signifi cant benefi ts from participation caregivers in Alaska, where, due to remote in early intervention programs that provide cen- locations, rugged environment, and harsh ter-based or home-based education and family weather conditions, long transport times can support. Early intervention positively reduces the compound trauma that victims of accidents— effect of disabilities on children’s perceptual and especially children—may suffer. motor development. Children who have disabili- in Alaska’s unique geographical region, ties, developmental delays, or who are at risk for which has extremes in temperature and remote- developmental delays may need assistive technol- ness, it is essential that caregivers pay atten- ogy or equipment; changes in activities, space, or tion to both traditional indigenous knowledge play objects; or other resources to support their of survival as well as to modern science and participation in daily activities. inclusive practices technology. For example, in many parts of the such as those mentioned above, provide benefi ts state parents carry their baby or toddler inside for all children, with and without disabilities, to their parkas to keep them warm during intensely learn, laugh, play, and grow together. cold winters. Fur parkas and mukluks provide Movement styles, physical activity levels, and protection from cold injuries, while polar fl eece motor abilities vary across cultures. For example, can also provide added warmth to children and parents of some cultures are more active and has the benefi t of drying quickly. Before travel- physical in their interactions with young chil-

PAgE 0 INTRODUCTION TO dOMAin OnE dren; parents of other cultures are less engage in interactive activities that will for children (e.g., height, size, so. Similarly, quietness and stillness are promote brain development, such as play- location) valued in some cultures, while exuberant, ing, physical outdoor activities, talking, animated interactions are valued in other singing, and reading together. For older • Ensure that parents and other cultural groups. Caregivers who recognize, children, the AAP recommends that care- caregivers have discussed family understand, and respect these personal givers limit total media/screen time to no expectations for children’s learning of personal care skills and are in and cultural differences will support the more than 1 to 2 hours per day of quality consensus on the goals for children’s physical well-being, health, and motor children’s programming. physical development and health that development of all young children. The following strategies should be used reflect cultural beliefs and traditions Native cultures throughout Alaska for all children to encourage their physical place a high value on physical health well-being, health, and motor develop- • Incorporate song games, chants, and endurance. Community events such ment. These strategies will help to ensure drumming, dances, or other culturally specific large motor activities into as dances, sports (e.g., Native Youth that all children receive learning experi- children’s daily routines Olympics), and subsistence activities like ences that meet their unique needs: fishing or berry picking provide opportuni- • Ensure children’s health and safety • Make sure that the environment is ties for both Native and non-Native people by providing adult supervision and safe from cultural or other forms of to gather and participate in activities that guidance bias promote physical health as well as social development. In many villages and cities, • Make sure children have a medical • Be open to discussions of physical people come together at these events home in which they receive characteristics, as well as individual to participate in games, dances, and to comprehensive health care, including preferences, as these are important renew a sense of community. preventive medical and dental check- aspects of self-identity and they ups, immunizations, and care for inform children about others acute and chronic health problems • Use visual and physical cues, as well • Seek advice from medical and as verbal ones, to help children know developmental experts when what to do V. Global concerned about children’s physical When appropriate, assign a similar- well-being, health, and development • Strategies aged role model to a child to • Ensure that children receive demonstrate actions and help with nutritious foods that promote optimal materials/equipment health and development Families, parents, and child care pro- • Become familiar with the risk factors fessionals should make every effort to • Provide children with daily and signs of child abuse and neglect and reporting requirements and optimize each child’s individual growth opportunities to play actively, processes for reporting and development, providing high expecta- promoting health-related fitness and movement tions for all children regardless of prenatal • Ensure children’s awareness of local conditions; child, family and environmen- • Provide safe and inviting environmental and communal safety tal characteristics; and socioeconomic or environments for children, both issues, including appropriate clothing disability status. indoors and outdoors, that for the conditions and type of activity facilitate physical activity, challenge Inappropriate use of media/screen Provide appropriate outdoor clothing development, and do not restrict • time including television, videos, computer protection to promote children’s movement for prolonged periods of and video games, can negatively impact exploration of the environment time children’s physical health and develop- outside the home ment by decreasing physical activity, • Make sure that all children have increasing intake of non-nutritious foods, access to the materials, activities, and decreasing socially interactive activi- and equipment that challenge and ties. The American Academy of Pediatrics intrigue them to pursue tasks that (AAP) recommends that children younger promote physical development. All than two not view TV and computers, but environments should offer challenges

PAGE INTRODUCTION to domain one 31 Motor development: gross Motor skills

CHildrEn dEMOnsTrATE sTrEngTH And gOAl 1 COOrdinATiOn OF lArgE MOTOr MusClEs

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • lifts head and chest while on tummy • Carries toys or objects while walking • gains control of arm and leg movements • Walks and runs with skill, changing both • rolls over speed and direction • Pounds on things with hands and kicks legs • Walks backwards • reaches for feet and brings them to mouth • Climbs both in and out of bed or onto a steady adult chair • sits with support and later, sits without support • Pounds object with intent and precision (e.g., hammers peg with accuracy) • rocks back and forth on hands and knees and later, crawls • kicks and throws a ball, but with little control of direction or speed • Pulls self up to stand, holding on to something or someone • Jumps in place • Walks holding on to furniture, then later as • Balances on one foot briefl y the primary means of moving around • Bends over easily at the waist, without • stoops over to explore things on the ground falling • Tries to climb stairs, with assistance • Walks in a straight line • Walks up and down stairs, not alternating feet, without assistance some strategies for Caregivers: • Provide periods of supervised “tummy time” some strategies for Caregivers: when infant is awake • Provide opportunities for child to move • Play with child and encourage them to run, freely during waking hours throw, jump, kick, and climb • Provide a variety of objects to be pulled, • Provide a variety of materials and pushed, and held equipment (e.g., riding toys, low climbing structures) • Play interactive games and sing songs from child’s home cultural background that • Engage child in physical activities that involve child’s hands and feet promote balance (e.g., rocking, swinging, rolling, spinning) • Provide a safe environment and objects for child to be physically active • Provide opportunities for child to try different body positions (e.g., bending, twisting) • Modify activities to ensure participation of child with special needs (e.g., provide ramps or low steps to ensure access to climbing equipment)

PAgE  dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Walks and runs in circular paths (e.g., • Runs with an even gait and with few falls around obstacles and corners) • Hops on each foot separately without • Crawls through a play tunnel or under tables support domain ONE • Climbs on play equipment • Maintains balance while bending, twisting, • Throws large beanbags or ball with some or stretching Physical accuracy • Walks up and down stairs while holding an Well-Being, • Catches large balls with two hands object in one or both hands • Kicks ball forward • Moves body into position to catch a ball, then throws the ball in the right direction Health, • Balances on one foot • Kicks large ball to a given point with some and Motor • Hops forward on one foot without losing accuracy balance • Able to alternate weight and feet while Development • Jumps on two feet and over small objects skipping or using stairs with balance and control • Throws a medium-size ball with some • Gallops with skill accuracy • Pedals consistently when riding tricycle • Walks up and down stairs, using alternating feet, with assistance Some Strategies for Caregivers: • Provide opportunities for child to participate in activities that develop large muscles Some Strategies for Caregivers: (e.g., soccer, dance, basketball, freeform • Provide safe equipment and environments play with balls, bicycle riding) that vary in skill levels (e.g., tricycles, tires, • Include child in simple, small physical hoops, balls, balance beam, climbing chores (e.g., taking out trash, raking leaves) equipment) • Teach child new skills (e.g., skip, throw overhand, jump rope, hula hoop, swim) • Provide activities in which only one side of the body is used at a time (e.g., hopping, standing on one foot) • Provide opportunities for dance and other movement activities that use both sides of the body (e.g., bending, twisting, stretching, balancing)

PAGE 33 . DOMAIN ONE Motor development: Fine Motor skills CHildrEn dEMOnsTrATE sTrEngTH And COOrdinATiOn gOAl 2 OF sMAll MOTOr MusClEs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Grasps caregivers’ fi ngers • Turns book pages one page at a time, most • Consistently reaches for toys, objects, and of the time bottles with both hands • scribbles with crayons and begins to imitate • Mimics hand clapping or a good-bye wave marks (e.g., a circle) • Transfers small objects from hand to hand • uses a paintbrush • Empties objects from containers • Folds blanket, cloth diaper, or paper, with assistance • Picks up object with thumb and forefi nger • Pours liquid from small pitcher or cup • Turns pages of large books, often turning multiple pages at the same time • Makes attempts to stack objects • Makes marks on paper with large writing/ • Opens doors, with assistance, by turning drawing implements (e.g., thick pencil, and pulling doorknobs crayon, marker) • uses some eating utensils appropriately • Works simple “insert” puzzles (e.g., completes simple puzzle, uses shape some strategies for Caregivers: sorter box) • Provide opportunities for child to reach for objects some strategies for Caregivers: • Provide opportunities for child to grasp and hold a variety of objects • Engage child in scribbling using crayons, • Play hand games with child chalk, and large pencils • Give child appropriate fi nger foods to eat • Provide experiences that support the use (e.g., dry cereal, cooked vegetables) of hands in many different positions (e.g., painting at an upright easel) • Provide and encourage child to play with bath toys (e.g., scooping and pouring) • Engage child in activities that promote moving fi ngers individually (e.g., fi nger plays, • Provide books for child to promote fi ne typing on a toy keyboard, making music) motor skills (e.g., turning pages, pointing) • Model uses of writing and drawing in everyday life • Engage child in playing with and stacking blocks and/or small household objects • demonstrate clear and consistent boundaries about harmful objects and situations (e.g., always put child in a car safety seat when traveling in a vehicle)

PAgE  dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Eats with utensils • Removes and replaces easy-to-open • Uses various drawing and art materials container lids (e.g., crayons, brushes, finger paint) • Folds paper and makes paper objects (e.g., airplanes, origami), with assistance domain ONE • Copies shapes and geometric designs • Opens and closes blunt scissors with one • Cuts, draws, glues with materials provided Physical hand • Ties knots and shoe laces, with assistance Well-Being, • Cuts a piece of paper on a straight line and • Prints some letters in own name on a curve. With blunt scissors, may not cut • Buttons large buttons on clothing accurately Health, • Tears tape off a dispenser without letting • Manipulates small objects with ease (e.g., the tape get stuck to itself, most of the time and Motor strings beads, fits small objects into holes) • Puts together and pulls apart manipulatives Development • Fastens large buttons (e.g., Legos, beads for stringing and sewing, • Uses large zippers Lincoln Logs) appropriately • Uses stapler or hole punch • Completes increasingly complex puzzles Some Strategies for Caregivers: (e.g., single, cut-out figures to 10-piece puzzles) • Involve child in activities using fine motor • Writes some recognizable letters or skills (e.g., setting a table, preparing food, numbers and sorting buttons) • Play card games in which child must hold, pick up, and turn over cards (e.g., “Old Some Strategies for Caregivers: Maid,” “Go Fish”) • Engage child in activities that strengthen • Provide daily opportunities for child to use hand grasp (e.g., molding play dough, using art supplies that support fine motor skills a hand held hole punch) (e.g., crayons, chalk, pencils, scissors, glue, stickers) • Encourage child to use pincer grasp of thumb/forefinger (e.g., gluing small pieces • Provide small materials to manipulate such of paper, peeling/sticking stickers, picking as legos, hammer and nails, beads for up small objects with fingers) stringing and sewing • Provide opportunities for child to practice • Play with child stacking blocks and making tying, buttoning, and beading a variety of structures such as houses, castles, roads, etc. • Spend time with child using a variety of writing materials (e.g., crayons, pencils, markers, paints) • Demonstrate and provide opportunities for child to use scissors safely • Modify activities to ensure participation of child with special needs (e.g., attach rubber grips to pencils and pens)

PAGE 35 . DOMAIN ONE Motor development: sensorimotor skills CHildrEn usE THEir sEnsEs: sigHT, HEAring, sMEll, TAsTE, gOAl 3 And TOuCH, TO guidE And inTEgrATE THEir inTErACTiOns

BirTH TO 18 MOnTHs • Explain when things are hot and too hot to touch safely; cold and too cold to touch safely some indicators for Children: • sing/play music and encourage movement • responds by turning toward sound, to the beat of the music movement, and touch • Focuses eyes on near and far objects 18 TO 36 MOnTHs • Enjoys swinging and rocking • Calms with caregiver assistance some indicators for Children: • Explores the environment with mouth and hands • Performs basic creative movements, with • Moves objects from one hand to the other adult guidance or alone (e.g., dances to music or rhythm) • Coordinates eye and hand movements (e.g., puts objects into large container) • demonstrates awareness of own body in space (e.g., walks around table without • Explores and responds to different surface bumping into it) textures (e.g., hard top tables, soft cushions) • Eats food with a variety of textures • Exhibits eye-hand coordination (e.g., builds some strategies for Caregivers: with blocks, completes simple puzzles, strings large beads) • Make sure child receives routine vision and • Enjoys climbing, walking up inclines, sliding, hearing screenings and swinging • Monitor child’s environment for noise level • Plays with materials of different textures (e.g., avoid putting electronic toys in crib, (e.g., sand, water, leaves) keep loud noises away from infant’s ears) • Place a mobile near infant’s crib, but safely out of reach to stimulate vision and other some strategies for Caregivers: senses • Provide time daily for child to move freely on • Provide physical experiences that integrate the fl oor in a safe environment child’s movements with all of the senses (e.g., shadow play, painting with feet, • gently rock and swing child using your body, playground equipment) rocking chairs, or play structures • Comment positively and specifi cally about • Avoid prolonged periods in highchairs what child is doing during play or devices that restrict movement (e.g., mechanical swings, baby carrier) • Model movements and invite child to participate (e.g., dance or drum together) • Provide materials and objects of various textures, shapes, colors, smells, and • Provide objects for catching and throwing sounds (e.g., large, soft balls; beanbags) • Talk with child about the colors, sounds, • Provide sensory materials such as water, temperatures, tastes, and smells of things snow, mud, or sand for children to explore during daily activities • Avoid sensory confusion with scented items that are not made for the mouth (e.g., scented markers, scented play dough)

PAgE 6 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Physically reacts appropriately to the • Hits a medium-size ball (6” to 8”) with a bat environment (e.g., bends knees to soften a with some consistency landing, moves quickly to avoid obstacles) • Catches a ball thrown from a distance of • Demonstrates concepts through movement five to ten feet domain ONE (e.g., imitates an animal through movement, • Manipulates simple puppets sounds, dress, dramatization, dance) Physical • Carries a glass of water or juice across the • Improves eye-hand coordination (e.g., room without spilling it catches a bounced ball) Well-Being, • Enjoys vigorous, active play combined with Health, • Practices sensory regulation by pushing social contact and game rules (e.g., freeze objects, climbing short ladders, swinging on tag, hide and seek, snow play) and Motor a swing, and sliding Some Strategies for Caregivers: Development Some Strategies for Caregivers: • Provide play opportunities that involve eye- • Play word games and sing songs that use hand coordination (e.g., a ball and/or bat) the body • Provide opportunities for children to explore • Set up an obstacle course of chairs, sticks, special relationships by playing games with boxes and give directions (e.g., other children “Go over the box, under the chair, and beside the stick.”) • Explore foods from a variety of tastes and textures • Provide opportunities for child to explore natural surroundings • Provide safe and supervised opportunities for child to try a variety of activities • Expose child to a variety of different types with limited sensory input (e.g., using of musical sounds, rhythms and patterns headphones, blindfold, and gloves) • Provide opportunities to experience new • Provide opportunities for play and tastes, textures, and smells (e.g., variety of games with other children using sensory fruits and vegetables) instructions

PAGE 37 . DOMAIN ONE Physical development: Physical Fitness CHildrEn dEMOnsTrATE THE sTAMinA And gOAl 4 EnErgy TO PArTiCiPATE in dAily ACTiViTiEs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows alertness during waking periods • Participates actively in games, outdoor play, • lifts head, makes facial expressions and other forms of physical movement • sustains physical activity for at least three • runs spontaneously across the room or to fi ve minutes at a time (recognizing the yard unique capabilities of the child) • Engages in unstructured physical activities • initiates active play, exploring and for at least 60 minutes and up to several interacting with environment hours each day • sustains strength for increased periods of • sustains physical (aerobic) activity for at time as child ages least 15 minutes at a time, for at least 30 minutes each day • sleeps well, awakening rested and ready for some strategies for Caregivers: daily activities • Provide child with several hours of unstructured movement every day some strategies for Caregivers: • Model daily physical activities (e.g., walking, running, lifting) • Provide child with a minimum of 60 minutes of physical activity throughout each day • Provide child with regular nap and bedtime routines • Provide a safe and inviting play area that encourages movement, balance, and • Play games together that require movement climbing and physical activity • Provide common objects for structured • Place young infant with tummy on the fl oor physical activity (e.g., child-size equipment, to strengthen muscles musical instruments, active follow-along • stimulate child with sound and facial songs and basic rhythms) expression to solicit response • Provide child with daily calm and rest periods or nap times • limit child’s screen time (watching TV and videos, playing computer games) to no more than two hours of quality children’s programming in each 24-hour period • go on daily short walks with child

PAgE 8 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Carries light objects, bags, or backpack for • Runs 50 to 75 yards without stopping a short distance • Engages in physical activities for at least 60 • Repetitively practices new skills minutes throughout each day domain ONE • Engages in at least 60 minutes, and up • Initiates physical activities (e.g., movement to several hours of unstructured physical games with other children, dancing to Physical activity on a daily basis music) • Engages in physical activities for a total of Well-Being, at least 60 minutes each day, sustaining physical activity for at least 15 minutes at Some Strategies for Caregivers: Health, a time • Provide opportunities for child to engage in and Motor daily physical activities (e.g., carrying light groceries, sweeping the floor) Some Strategies for Caregivers: Development • Engage child in activities that require some • Provide a variety of daily opportunities for physical exertion child to engage in non-competitive physical • Provide opportunities for child to reach new activities physical goals (e.g., hopping on one foot • Provide 60 minutes of physical activities repeatedly, jumping over small boxes) each day • Encourage child to reach and exceed • Make physical activity fun (e.g., set up a personal goals rather than to compete with simple and safe obstacle course outside or others inside where child climbs over, under, and • Be an energetic role model for physical through things; incorporate movement to fitness music) • Provide balance between stimulating and restful activities

PAGE 39 . DOMAIN ONE Physical development: Physical Fitness

gOAl 5 CHildrEn EngAgE in A VAriETy OF PHysiCAl ACTiViTiEs

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Attempts new gross and fi ne motor • Attempts new activities that require physical activities, often with assistance movement, without adult assistance • demonstrates willingness to try new games • Participates actively in games, dance, and toys outdoor play, and other forms of exercise • shows excitement when toys and objects • develops a sense of games and rules in are used in play games like hide and seek and tag • Participates in simple movement games some strategies for Caregivers: some strategies for Caregivers: • Talk with child about the positive effects of • Provide a variety of materials and toys for exercise child to explore and play with • Model enthusiasm for a variety of physical • rotate toys and materials on a regular basis activities • show enthusiasm and encouragement • Provide support as child attempts an when child tries new motor activities activity that is challenging • Engage child in simple movement games • Play a variety of active games with child like “so Big,” “Pat-a-cake,” “ring around the (e.g., tag or a simple and safe obstacle rosie,” etc. course) • Encourage child to play both inside and • limit child’s screen time (watching TV and outside on a daily basis videos, playing computer games) to no more than two hours of quality programming each • share child’s excitement about and day enjoyment of physical activities • Move to music or sing songs with child that • incorporate play into child’s daily activities involve physical movement • Avoid screen time for child younger than 2 • Engage child in playing games with other years old children • Model physical fi tness

PAgE 0 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Participates in different physical activities • Regularly participates in physical activity (e.g., walking, climbing, playing in snow, (e.g., walks, dances, plays organized or throwing, dancing) with enthusiasm informal sports) • Incorporates various physical activities • Helps with physical chores (e.g., raking domain ONE while transitioning from one place to leaves, sweeping the floor, carrying laundry, Physical another (e.g., marches between the kitchen putting away toys) and the bathroom) • Participates in cooperative games with Well-Being, • Participates in cooperative games with peers peers Health, Some Strategies for Caregivers: and Motor Some Strategies for Caregivers: • Provide opportunities for child to play song Development • Engage child in group exercise times/ games incorporating music, movement, and activities (e.g., bike rides, family walks, social interaction sledding) • Participate in regular physical activities • Engage child in different kinds of physical with child (e.g., swimming, walking, skating, activities (e.g., throwing balls, climbing hiking, playing ball, drumming, skiing) playground equipment, helping with chores, • Provide opportunities for child to participate dancing) in activities that require new skill • Provide child the opportunity to play in development different settings (e.g., neighborhood park with outdoor play equipment, play groups with other children)

PAGE 41 . DOMAIN ONE Health and Personal Care: daily living skills

gOAl 6 CHildrEn dEMOnsTrATE PErsOnAl HEAlTH And HygiEnE skills

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • relaxes during bathing routines • uses tissue to wipe nose, with assistance • responds to vocalizations during diaper • indicates wet or soiled diaper by pointing, changing routines vocalizing, or pulling at diaper when • Washes and dries hands, with assistance prompted • Begins to brush gums and teeth with • shows interest in toilet training and can assistance use toilet regularly by 36 months, with assistance • indicates needs and wants such as hunger or a dirty diaper • Washes and dries hands at appropriate times, with minimal assistance (e.g., after diapering/toileting, before meals, after some strategies for Caregivers: blowing nose) • Communicates with caregiver when • Establish on-going and regular medical and he/she is not feeling well dental homes for child and make sure child • Participates in bathroom routines receives routine preventative care • Cooperates and assists caregiver with tooth • Make sure child receives all age-appropriate brushing immunizations • Talk with child about what you are doing when bathing, diapering, dressing, and some strategies for Caregivers: cleaning • Establish hygiene routines and model them • Model and practice proper hand washing (e.g., washing hands before eating, brushing and drying with child teeth) • support child’s efforts in toileting, brushing • Make bath time enjoyable (e.g., provide safe teeth, bathing, and washing hands bath toys, sing songs, tell stories) • show child how to clean up after self, • understand and recognize typical signs of acknowledging when he/she does clean up illness or discomfort in child and respond • Talk with child about health rules (e.g., appropriately, seeking assistance as cover mouth when coughing, throw away needed (e.g., teething, earache, diaper soiled tissues in wastebasket) rash, diarrhea) • Model words to describe symptoms of illness (e.g., “i feel hot.” “My tummy hurts.”) • Have a set of clean clothes always ready for child to change into

PAgE  dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Uses tissue to wipe own nose and throws • Brushes teeth and attempts flossing with tissue in wastebasket supervision, and then allows assistance to • Takes care of own toileting needs complete process • Washes face, without assistance domain ONE • Washes and dries hands before eating and after toileting, without assistance • Covers mouth and nose when coughing and Physical • Cooperates and assists caregiver with tooth sneezing with elbow or tissue Well-Being, brushing • Identifies health products (e.g., shampoo, Some Strategies for Caregivers: Health, toothpaste, soap) • Covers mouth when coughing • Encourage child to verbalize why personal hygiene is important and Motor • Recognizes and communicates when experiencing symptoms of illness • Demonstrate and explain the importance of Development hygiene for good health • Understands the need for and participates in care for acute and chronic illness • Show child difference between candy and pills, food and non-food items (e.g., drug abuse concerns) Some Strategies for Caregivers: • Provide opportunities for child to select personal hygiene items for self and others (e.g., select own toothbrush, washcloth) • Make a place for child’s personal grooming • Provide child with enough time to take care of personal hygiene • Provide opportunities for child to interact with health care workers (e.g., dentist, nurse, health aide, doctor)

PAGE 43 . DOMAIN ONE Health and Personal Care: daily living skills

gOAl 7 CHildrEn PrACTiCE BAsiC PErsOnAl CArE rOuTinEs

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • indicates anticipation of feeding on seeing • Feeds self with spoon without assistance breast, bottle, or food • Washes hands with assistance • Assists caregiver with holding bottle, later • demonstrates interest in changing clothes grasps a cup, then eats with fi ngers when wet or muddy • demonstrates increasing ability to self- • Participates in putting on shoes and socks soothe and fall asleep • dresses and undresses completely, with • removes loose clothing (e.g., socks, hats, assistance mittens) • uses personal care objects correctly and • Assists with undressing, dressing, and regularly, sometimes with assistance (e.g., diapering drinks from open cup, brushes hair, brushes teeth) some strategies for Caregivers: • Participates in sleeping routines such as getting and arranging his/her bedtime • respond positively and promptly when child comfort items indicates need (e.g., need for food, diaper change, blanket) • Model basic personal care routines some strategies for Caregivers: • Provide opportunities for older child to • Provide opportunities for child to participate select safe foods and feed self daily in personal care (e.g., choose clothes • Provide child-size eating utensils and cups to wear, use tooth brush, get dressed) with lids • Provide opportunities for child to be • Transition to regular cup starting at 12 responsible for personal belongings (e.g., months of age hanging up own jacket) • Provide child with a safe and comfortable • Provide easy on/off clothing to allow child sleeping environment chance to practice personal care • Provide older babies with a consistent • read with child and practice other calming bedtime routine and schedule routines at bedtime • Wash your hands and child’s hands • Be aware of culturally based personal care frequently to help prevent the spread of strategies used by families to promote colds and viruses interdependence • Provide oral health care (brushing teeth and gums)

PAgE  dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Feeds self with fork and spoon, without • Uses fork, spoon, and (sometimes) a blunt assistance table knife • Washes hands independently with • Pours milk or juice easily and with minimal frequency spills domain ONE • Gets drink of water from appropriate tap, • Dresses and undresses in easy pull-on Physical without assistance clothes, without assistance • Dresses and undresses with minimal help • Ties single knot in shoelaces, with Well-Being, • Chooses own clothes to wear, when asked assistance Health, • Puts shoes on, without assistance • Brushes and combs hair, with assistance • Decides, with few prompts, when to carry • Helps select clothes appropriate for the and Motor out self-help tasks (e.g., to wash hands weather Development when dirty and before meals) • Chooses to rest when he/she is tired Some Strategies for Caregivers: • Participates in helping younger siblings with personal care routines • Talk with child about positive personal care routines • Provide opportunities for child to practice Some Strategies for Caregivers: personal care (e.g., dressing, brushing hair, brushing teeth) • Offer plenty of guidance and opportunities for child to take care of self (e.g., put on • Provide opportunities for child to take own coat, clean up after spills and messy responsibility for own special personal care projects) (e.g., eyeglasses, hearing aids) • Give child enough time to take care of • Provide opportunities to model care personal needs such as zipping and routines with dolls or other toys unzipping coat • Help child recognize personal signs of fatigue and need for rest • Provide opportunities for child to help younger siblings and other children with appropriate personal care routines • Demonstrate clear and consistent boundaries about harmful objects and situations (e.g., always put child in car safety seat when traveling in a vehicle) • Permit child to brush own teeth; caregiver brush after child

PAGE 45 . DOMAIN ONE Health and Personal Care: nutrition

gOAl 8 CHildrEn EAT A VAriETy OF nuTriTiOus FOOds

8BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Breast-feeds, if appropriate for family • Begins to recognize and eat a variety of preferences and circumstances (breast- nutritious foods feeding is recommended by American • distinguishes between food and non-food Academy of Pediatrics for a minimum of one items year, when possible) • Makes personal food choices among • regulates the speed and intensity with several nutritious options which he/she eats • Tries new foods when offered • Consumes a variety of nutritious foods from all food groups, after 6 months of age • Consumes age appropriate amounts of nutritious beverages (e.g., water, milk, • Explores food with fi ngers, after 6 months occasional 100% juice)

some strategies for Caregivers: some strategies for Caregivers: • Provide an environment that is supportive • Establish regular meal and snack times in of breast-feeding daily schedule • Plan feeding times and practices around • Prepare and provide a variety of nutritious the individual cultural and feeding needs of snacks and meals from child’s own cultural child (e.g., if breast-feeding, use of breast background and other cultures; avoid soda milk or if bottle feeding, use of formula) pop and junk food • Follow child’s cues for when he/she is full or • Talk with child about how food and water hungry help us to be healthy • Eliminate soda pop, junk food, and other • When adding a food to the menu that is new foods with excess sugar from child’s diet to child, include other foods that are child’s • Treat meal times as an opportunity to help favorites child enjoy food and become independent • Encourage child to drink plenty of water in feeding throughout the day • Model nutritious eating habits • if child has food allergies, talk with him/her • Provide child with nutritious foods and about healthful food choices that fi t his/her snacks, including foods from various needs cultures • Communicate with other caregivers about food allergies and provide a safe food environment for child • Provide plenty of water rather than juice or sweetened drinks

PAgE 6 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Participates in preparing nutritious snacks • Explains the primary function of certain and meals foods (e.g., milk helps build strong bones) • Chooses to eat foods that are better for the • Recognizes foods from different food body than others, with assistance groups, with assistance domain ONE • Passes food at the table and takes • Provides simple explanations for own and Physical appropriate sized portions, or other others’ food allergies culturally-specific family serving style Well-Being, Some Strategies for Caregivers: Health, Some Strategies for Caregivers: • Engage child in the preparation, serving, and Motor • Engage child in shopping for nutritious food and eating of nutritious foods (e.g., have child help pick out fruit or pick • Talk with child about why certain foods are Development berries) more nutritious than others (e.g., fruit is • Talk with child about food choices in more nutritious than candy) relation to allergies, religion, culture, family • Keep nutritious food at home choices, and overall health • Provide small family style dining rather than • Avoid soda pop and junk food eating in isolation or in large institutional/ • Feed child small amounts frequently rather cafeteria settings than large amounts three times a day • Model healthy eating habits • Involve child in planting, growing, and • Identify edible plants or berries with child harvesting a vegetable garden • Identify and discuss healthy foods vs. • Involve child in family and community non-food items with child subsistence activities (e.g., gathering plants and berries, fishing, hunting) • Provide opportunities for child to help prepare nutritious meals and snacks • Discuss food likes and dislikes during meal times • Show child how to wash fruits and vegetables and explain why

PAGE 47 . DOMAIN ONE safety: safe Practices CHildrEn MAkE sAFE CHOiCEs, AVOiding HArMFulgOAl 9 OBJECTs And siTuATiOns

9BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children:

• responds to cues from caregivers about • Begins to avoid dangers (e.g., hot stoves, warnings of danger sharp knives) but cannot be relied upon to • shows recognition of the difference keep self safe between primary caregivers and strangers • knows to hold caregiver’s hand when walking • reacts when caregiver says “no” but may in public places need assistance to stop unsafe behavior • Identifi es safe adults • Wears appropriate clothing for the conditions some strategies for Caregivers: • Tells adult when someone hurts him/her or makes him/her feel bad • Provide constant close adult supervision and guidance • dress child appropriately for the weather some strategies for Caregivers: conditions • Put infant to sleep on his/her back • Provide constant close adult supervision and guidance • Provide a safe “child-proof” environment (e.g., keep choking hazards and poisons out • Teach child guns are not toys; they are for of child’s reach, cover electrical outlets) adults only • demonstrate clear and consistent • use poison symbols in classroom and at boundaries about harmful objects and home and teach child what they mean situations (e.g., always use car safety seats, • Talk with child about harmful objects and life jackets, and bicycle helmets when substances traveling) • Explain when things are hot and too hot • Teach child to tell an adult if he/she is afraid, to touch safely; cold and too cold to touch has been hurt by an adult or another child, safely or sees something that is not safe • understand the risk factors and signs • keep guns unloaded, locked up and out of child abuse and neglect and respond of reach appropriately • introduce child to safety personnel and places (e.g., fi refi ghters, fi re stations, health clinics, health aides, Village Public safety Offi cers (VPSOs), doctors and hospitals) • Teach child that he/she is strong and capable, and can count on you to keep him/ her safe • demonstrate clear and consistent boundaries about harmful objects and situations (e.g., always put child in car safety seat when traveling in a vehicle) • Assist child in dressing appropriately and keeping on appropriate dress for climate

PAgE 8 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Uses safe behaviors indoors and outdoors • Does not accept rides, food, or money from • Communicates to peers and adults when strangers sees dangerous behaviors (e.g., throwing • Understands that some practices may rocks on the playground) be personally dangerous (e.g., smoking, domain ONE • Uses helmets when riding toys drinking alcohol, playing with matches, contact with germs and blood) Physical • Carries scissors and pencils with points down to avoid accidents • Identifies local hazards (e.g., thin ice, wildlife, dogs, moving water, guns) Well-Being, • Looks both ways before crossing street Health, or road, and knows to cross with adult • Identifies adults who can assist in assistance dangerous situations (e.g., parent, teacher, police officer) and Motor • Recognizes danger and poison symbols and avoids those objects or areas Development • Does not touch or take medicine without Some Strategies for Caregivers: adult assistance but knows that medicine can improve health when used properly • Provide constant close adult supervision and guidance • Understands the difference between “safe touch” and “unsafe touch” • Participate with child in community health and safety programs (e.g., local and • Identifies appropriate clothing and skin tribal clinics, dentist, doctor, veterinarian, protectant for various weather conditions firefighter, police officer) • Discuss safety practice with child (e.g., Some Strategies for Caregivers: crossing streets, medicine is not candy, guns are for adults, avoiding strange dogs • Provide constant close adult supervision and wild animals) and guidance • Teach child to recognize lures that • Participate in discussions with firefighters predators may use to neutralize a child’s about fires and safety precautions “personal alarm system” in order to harm • Read stories in which children face harmful the child (e.g., affection, authority, bribery) situations and discuss how they deal with • Take neighborhood walks with child, look them for and discuss potentially dangerous • Provide puppets, role-play materials and situations songs/rhymes that help child focus on who and what can be trusted • Be vigilant about appropriate clothing and skin protection • Provide role-playing situations for child to practice personal safety • Demonstrate clear and consistent boundaries about harmful objects and situations (e.g., always put child in car safety seat when traveling in a vehicle) • Keep guns away from child • Become familiar with the risk factors and signs of child abuse and neglect

PAGE 49 . DOMAIN ONE safety: rules and regulations CHildrEn dEMOnsTrATE AWArEnEss gOAl 10 And undErsTAnding OF sAFETy rulEs

10BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • reacts and responds to caregivers words • displays recognition of the rules, though or actions; can be distracted from unsafe may not always follow them behavior with words, physical prompts, • Anticipates consequences for not following or signal from adult but require constant rules supervision and guidance (e.g., stops unsafe activity when told “stop”) • Pays attention to safety instructions, with assistance (e.g., cooperates when told, “i • Follows some consistently set rules and need to hold your hand when we cross the routines street.”)

some strategies for Caregivers: some strategies for Caregivers: • Provide a safe “child-proof” environment • Talk with child about the importance of (e.g., cover electrical outlets, keep poisons wearing helmets while riding a tricycle and items which might cause choking out of child’s reach) • Provide helmets for all people riding bikes, snow machines, 4-wheelers, etc. • Make sure that child uses age- and weight- appropriate car safety seat when riding in • use teachable moments to demonstrate vehicles safety in the community (traffi c, wild animals, staying with the group) • Model appropriate use of safety equipment (e.g., always wear a seat belt, bike helmet) • Comment positively when child behaves safely • Use personal fl otation devices while in all types of boats • demonstrate, explain, and provide opportunities for child to practice safety around bodies of water (e.g., lakes, oceans, rivers) • use teachable moments to demonstrate boating safety; provide personal fl otation devices for all boating participants • Provide frequent reminders about safety rules (e.g., “stay with an adult in new places.”)

PAgE 50 dOMAin OnE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Understands and anticipates the • Consistently follows safety rules consequences of not following rules • Understands why emergency drills are • Identifies safety signs posted around the important classroom and home domain ONE • Explains how to get help in emergency • Follows emergency drill instruction (e.g., fire, situations (e.g., calling 911, finding a police Physical earthquake, tsunami, bomb, lockdown) officer or responsible adult) • Follows basic safety rules, with assistance • Demonstrates safety rules as engages in Well-Being, (e.g., bus, bicycle, boats, planes, dramatic play (e.g., “Tell your doll to keep playground, crossing the street, stranger his fingers away from the hot stove so he Health, awareness, using sidewalk, boardwalk, does not get hurt.”) and Motor dock) • Initiates getting buckled into age- and Development weight appropriate car safety seat in Some Strategies for Caregivers: vehicles • Provide opportunities for child to observe • Puts on or asks for helmet before riding a traffic safety rules as he/she travels in bicycle or other wheeled toy motor vehicles and public transportation • Show and tell child how to call 911 in an emergency situation Some Strategies for Caregivers: • Practice a fire/emergency exit plan for your • Discuss safety rules with child (e.g., holding home; teach the child where to meet the hands in crowds, around small aircraft, family after exiting the home wearing a personal flotation device, wearing • Identify different people child can ask for a bike helmet) help in an emergency situation (e.g., police • Talk with child about fire safety (e.g., “Give officer, health aid, EMT, librarian, bus driver) matches and lighters to an adult.”) • Provide opportunities for child to practice appropriate emergency drills (e.g., fire, earthquake, bomb) • Provide basic safety equipment for all of child’s activities • Provide opportunities for child to learn and practice water safety • Discuss safety rules regarding wilderness and animal safety (e.g., guns, motor craft, matches, propane, and water safety) • Model safe practices (e.g., personal flotation, helmets, fire safety)

PAGE 51 . DOMAIN ONE dOMAin TWO Social and Emotional Development

I. Introduction II. Rationale III. General Defi nitions

By nature, human beings are social social and emotional development creatures. Throughout all phases of life, is correlated with children’s overall suc- people interact with one another. learning cess in school and in life. during the early Children’s social and emotional devel- how to be around others is essential for years, children primarily interact with their opment is defi ned as their ability and children because they construct knowl- parents, guardians, other family members, desire to interact effectively with adults edge about their world through social primary caregivers, and a limited number and other children. social development interaction. Healthy children in all cultures of peers. These relationships play a central and emotional development are closely form early attachments with signifi cant role in fostering children’s social and emo- interrelated; skills in each are acquired adults. These relationships form the foun- tional well-being, providing a sense of sta- in a relatively predictable sequence. For dation for later emotional, social, linguistic, bility and belonging, and allowing children example, children establish warm and and cognitive development. For families to make the most of learning opportunities. responsive interactions with adults before and cultural communities, the concept of successful social and emotional develop- they develop skills such as self-concept being well educated includes social and ment requires secure, consistent, respon- and self-control. These skills typically emotional development, since it is a key to sive, as well as physically and emotionally precede the development of relationships learning. nurturing relationships. With guidance with peers and groups. and through playful interactions, children Even though emotions are a universal develop skills to cooperate, negotiate, lead human phenomenon and social behav- Social Development and follow, be a friend, and express their ior is observed constantly in the world young children’s ability to form and feelings in a socially and culturally accept- around us, social and emotional develop- sustain social relationships with adults able manner. These skills also include the ment is diffi cult to defi ne and measure. and other children is at the heart of their ability to read body language, to commu- The challenges stem from: (a) the broad social development. Children’s social rela- nicate non-verbally, and to be sensitive to range of behaviors and concepts included tionships with adults can be understood in others’ feelings. young children can also within social and emotional development; terms of children’s ability to trust and inter- begin to have experiences that assist them (b) the diffi culty of assessing processes act easily with adults, as well as their abil- with looking at situations through another that are primarily internal and, therefore, ity to recognize adult roles. Children look to person’s perspective. not always visible; and (c) social and emo- adults for guidance, cues, and information tional variability according to cultural and Forming warm, responsive bonds and on how to act, think, and feel. situational context. nonetheless, there intimacy with others has been found to As children grow, their ability to estab- is agreement that social and emotional protect children emotionally from nega- lish relationships with their peers also development serve as the foundation for tive effects associated with poverty, vio- infl uences how children view themselves relationships and interactions that give lence in the home or the community, and the world. As children build positive meaning to children’s experiences in the parental depression, and other stressors friendships, they learn to cooperate, to home, at school, and in the larger commu- that endanger mental health and social form and maintain relationships, and to nity. Brain research consistently supports adjustment. negotiate in a consistent and positive the importance of the fi rst fi ve years as the manner. Meaningful play experiences critical years for developing the necessary offer children key opportunities to practice social and emotional skills. their social skills of cooperation, compro- mising, taking turns, etc. Cooperation with peers implies an understanding of other children’s rights and the ability to balance one’s own needs with those of others.

PAgE 5 INTRODUCTION TO dOMAin TWO Children can develop successful social rela- group activities. Finally, social competence is tionships as they recognize and appreciate simi- demonstrated when children show empathy by larities and differences in other people, as well understanding, respecting, and showing sensi- as learn to interact comfortably with children tivity towards children who have similarities and and adults who may have different character- differences in comparison to themselves. istics, cultures, and life experiences. Positive it is important to bring children to events in social relationships are formed and maintained the community so they can learn about social when children develop adaptive social behavior interactions in the crucial early years of develop- – when they understand the effects of different ment. Many communities throughout Alaska hold behaviors, when they are able to adapt to diverse annual social events that celebrate community settings, and when they participate positively in and culture. These events provide opportunities for social and emotional development, as well as opportunities for children to develop their identity as young members of their communities and culture. These events may include Fourth of July celebrations across the state, the state Fair, Camai dance Festival in Bethel, Celebration in Juneau, nulakataq and kivgiq in Barrow, Alaska Federation of natives Convention in Anchorage or Fairbanks, Crab Festival in kodiak, pow-wows or potlatches in various locations, as well as numerous other gatherings throughout the state. larger urban areas of the state offer a variety of cultural and social activities for young children and their families. Many communities in the rural areas hold local events for dances and potlucks as well. social events and gatherings promote and refl ect the values of community and sharing, which help children form positive connections with others and strengthen their identity.

PAgE INTRODUCTION TO dOMAin TWO 5 Emotional Development variety of abilities and unique characteristics that should be respected. important emotional skills for children include their ability to recognize and express their own One’s identity is shaped by many factors feelings and to understand and respond to the including gender, race, cultural and family back- emotions of others. Central to the understand- ground, language, religion, abilities, life experi- ing of emotional development is the construct ences, and circumstances. young children need of self-concept, or children’s overall perception to develop a positive sense of their own identity of self, including traits, habits, abilities, motives, as well as a respect for others’ identities. The and social roles. As children acquire self-con- more families can value and honor their culture cept, they are beginning to answer the ques- the better their children will be able to develop tion, “Who am i?” Another aspect of emotional positive identities. Family and cultural stories development is self-effi cacy, which is the belief help children build strong and positive identities, that one can succeed in accomplishing what especially if their culture is different from the one sets out to do. Self-effi cacy creates feelings predominant culture in their region. Early child- of self-confi dence and positive emotions that hood educators should also include all children’s children need to be successful in learning tasks cultures as much as possible in the learning envi- at home and at school. ronment to help foster positive identities, which leads to academic success. Emotional development includes under- standing emotions and the ability to manage Temperament styles also impact children’s or regulate them in both personal and social social and emotional skills and the strategies contexts. Emotional well-being includes chil- early childhood educators use to help them dren’s ability to understand their emotions and gain appropriate social skills. For more infor- effectively and appropriately express their atti- mation about temperaments and learning tudes, and their feelings. Emotional expression dispositions see the “Approaches to learning” includes expressing primary emotions (e.g., joy, domain pg. 90. anger, fear), emotions linked to sensory stimu- Children who have disabilities, developmen- lation (e.g., disgust, delight, horror), and self- tal delays, or who are at risk for developmental appraisal emotions (e.g., pride, shame, guilt). delays or behavioral health challenges may require special attention to promote their social and emotional development. For example, some IV. Supporting Individual Differences

All children develop within their own family, social, and cultural experiences, which makes them unique. The wealth of cultures in Alaska has contributed to the great diversity in our state, therefore children should learn to func- tion in and appreciate other cultures in addi- tion to their own. Today’s children must develop respect and appreciation for people with ideas and experiences that are both similar to and different from their own. differences include a

PAgE 5 INTRODUCTION TO dOMAin TWO children with special social and emotional Early childhood educators need to needs may face particular challenges in appreciate and respect children’s unique V. Global developing successful peer relationships. characteristics and the diverse contexts Children with even mild delays tend to par- in which children develop. The values and Strategies ticipate less in sustained play, spend more practices of each child’s family, community, time alone when other children are playing, and culture shape the feelings, knowledge, express more sadness when playing (or and expectations that infl uence social and not being allowed to play) with other chil- emotional development. As a consequence, Because children’s social and emo- dren, get angry more, and use less effec- children’s social interactions, communica- tional development are linked to the envi- tive confl ict resolution strategies. Since tion patterns, and play interests vary. social ronments, cultures, and relationships in positive social interactions and emotional and emotional development is dependent which they grow and learn, parents and expression are vital, some children may upon the match between children’s feel- caregivers play the primary role in shaping need direct (or extra) assistance in building ings, expressive behaviors, and the expec- children’s positive social and emotional these skills. diagnosis and intervention for tations of the social situation in which they development. developmental delays are critical. young fi nd themselves. Therefore, environments inappropriate use of media/screen children’s social and emotional behavior for young children should provide diverse, time (e.g., TV, videos, computer and video can be enhanced by early intervention non-stereotyping atmospheres in which games) can negatively impact children’s efforts that provide center-based or home- cultural, ethnic, racial, linguistic, age, gen- social and emotional development by con- based social and mental health services der, and ability differences are embraced tributing to aggressive behavior, desensiti- and family support. and respected. Caregivers can also help zation to violence, nightmares, and fear of children identify negative stereotypes being harmed. The American Academy of when they cannot be avoided, for example Pediatrics (AAP) recommends discourag- in the media and advertisements. ing screen time for children younger than

PAgE INTRODUCTION TO dOMAin TWO 55 2 and encouraging interactive activities that will promote brain development (e.g., playing, talking, singing, telling stories, and reading together). For older children, the AAP recommends that caregiv- ers limit children’s total media and screen time (computer games, TV, videos, etc.) to no more than 1 to 2 hours per day of quality children’s programming. The following strategies should be used for all children from birth to school entry to encour- age positive social and emotional development. The following examples of strategies will help to ensure that all children receive learning experi- ences that meet their unique needs: • Be sensitive, responsive, and playful as well as physically and emotionally available to children • Promote trust, security, and exploration through nurturing relationships and safe, consistent, and stimulating environments • Help children learn to accept, understand, and manage their emotions • Offer an assortment of culturally appropriate activities, experiences, and materials that represent diversity • Encourage acceptance and appreciation of family culture • Build strong relationships with families in order to support children • Consider the most appropriate means of communicating with parents including personal contact, phone, letters, radio (CB or VHF), or community gatherings such as potlucks • strive for an environment that respects all people and is free of bias • Engage children in playing and interacting successfully with peers and adults • Build on what children know and can do well • Model and teach appropriate confl ict resolution and problem-solving skills • seek advice from medical and developmental experts when concerned about children’s development and behavior • Become familiar with the risk and reporting factors and signs of child abuse and neglect

PAgE 56 INTRODUCTION TO dOMAin TWO PAgE INTRODUCTION TO dOMAin TWO 57 social development: interactions with Adults

gOAl 11 CHildrEn TrusT And inTErACT COMFOrTABly WiTH FAMiliAr AdulTs

11BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Quiets when comforted • Establishes an attachment or bond with • shows preference for primary caregivers a consistent adult other than the primary caregiver • Establishes and maintains interactions with caregivers • Demonstrates feeling safe with signifi cant adults by seeking them in uncomfortable or • imitates familiar adults’ gestures and dangerous situations sounds • imitates adult activities (e.g., pretends to • shows affection for adults through facial fi sh or cook, “reads” next to adult who is expressions and gestures reading) • uses body movements to initiate social • initiates interactions and play with adults interactions (e.g., pats adult’s face) • responds appropriately to adults’ verbal • Explores environment with guidance greetings • distinguishes between familiar and • Communicates with adults about recent unfamiliar adults (e.g., prefers comfort from activities familiar adult) • Exhibits separation anxiety by crying when caregiver is not in sight or clinging some strategies for Caregivers: to caregiver in the presence of strangers (separation anxiety increases over time and • respond to child’s emotional and physical then diminishes) needs, as well as their verbal and non- verbal communications • show empathy and understanding to child some strategies for Caregivers: • listen carefully and with interest to what • Hold, cuddle, hug, smile, and laugh with child says and expand on the message child • Help child manage feelings of distress • Consistently and promptly respond to child’s • Provide opportunities for child to interact needs for comfort and reassurance with familiar and trustworthy adults • respond to child’s cues and movements • Talk with and sing to child frequently, especially during feeding and diaper changes • Tell stories, read, and look at books with child in ways that foster feelings of trust and security • give child sense of security when around unfamiliar adults • Model open and trusting interactions • show respect for child and everyone in his/ her environment • Provide environment with trustworthy adults

PAgE 58 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Separates with assistance from significant • Interacts easily with familiar adults in the adults without demonstrating a great deal community (e.g., custodian, next-door of anxiety (younger child may need extra neighbor, doctor, bus driver) help) Domain TWO • Shows confidence and positive feelings • Expresses affection for significant adults about relationships with significant adults Social and • Approaches adults for assistance and in addition to primary caregivers (e.g., offers to assist adults teachers) Emotional • Carries out actions to please adults at times • Confides in at least one adult Development • Expresses feelings about adults (e.g., • Interacts with adults respectfully and “I love Auntie.”) appropriately (e.g., does not interrupt when adult is speaking) • Demonstrates knowledge of culturally Some Strategies for Caregivers: specific communication styles and their appropriate uses • Establish one-on-one time when child can confide in caregiver on a daily basis (e.g., at bedtime or after dinner) Some Strategies for Caregivers: • Use positive behavior and words when separating from child • Talk with child about his/her feelings • Model, explain, and provide opportunities • Support and validate child’s feelings for child to interact appropriately and • Engage in meaningful conversations with respectfully with adults child, following child’s cues • Reinforce and acknowledge child’s positive • Model and explain why it is important to be behavior with adults respectful to adults in a variety of settings • Only make promises to child that you can and contexts keep • Be honest with child • Play with child, following child’s lead

PAGE 59 . DOMAIN TWO social development: interactions with Adults

gOAl 12 CHildrEn sEEk AssisTAnCE FrOM AdulTs WHEn nEEdEd

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Cries, makes sounds, or uses body • seeks adult assistance with challenges movements to signal caregiver for • Periodically checks with caregiver for help assistance, attention, or need for comfort or reassurance when playing by self or with • looks for caregivers’ response in uncertain peers situations • responds positively to guidance most of the • Tests caregiver responses to his/her time behavior (e.g., reaches for a forbidden • starts activity after a caregiver makes object and looks at caregiver to check suggestions, sometimes (e.g., uses adult’s response) suggestions to fi nd missing pieces to a toy • looks to adult for indication of appropriate or items needed for an art activity) and inappropriate behavior • Follows basic safety guidelines and requirements (e.g., “Hot – don’t touch.”) some strategies for Caregivers: • nurture child with kind words, hugs, and some strategies for Caregivers: cuddles • respond positively to child’s questions and • respond to child consistently calls for assistance • Provide help and comfort when child is • set appropriate and consistent limits distressed • Acknowledge and describe child’s • Observe and stay close to child to be ready appropriate behavior (e.g., “you to offer support remembered to hang up your coat.”) • respond to child’s needs and reinforce • Follow child’s cues and offer guidance when small accomplishments appropriate • recognize that responses to child’s calls for assistance are important opportunities to develop trust • show respect for child and everyone in his/ her environment

PAgE 60 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Recognizes that adults have more • Seeks assistance from adults in the experience and, therefore, they can provide community (e.g., neighbor, bus driver, assistance librarian) Domain TWO • Asks questions of adults frequently to • Demonstrates understanding of when to obtain information bring issues to adult attention Social and • Follows caregivers’ guidelines for • Asks questions and checks with an adult appropriate behavior in different before deviating from rules and routines Emotional environments • Brings simple problem situations to adults’ Development attention Some Strategies for Caregivers: • Seeks emotional support from caregivers • Help child to learn to ask adults before deviating from rules or routines • Offer child suggestions for overcoming Some Strategies for Caregivers: challenges when he/she asks for • Communicate guidelines and expectations assistance clearly by modeling and showing the child • Encourage child to try to solve problems • Acknowledge and show appreciation for • When child makes mistakes, talk with child child’s accomplishments about how he/she can learn from them • Show respect for child’s choices and • Demonstrate openness for child to feel attempts at solving problems (e.g., trade comfortable to come to you with questions with child) and assistance • Answer child’s questions directly • Model cross-cultural communication and • Share stories about how bias is addressed acceptance of individual differences, and in community provide strategies for child to address bias

PAGE 61 . DOMAIN TWO social development: interactions with Peers

gOAl 13 CHildrEn dEVElOP FriEndsHiPs WiTH PEErs

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • smiles at and engages caregivers • Plays side-by-side with another child, at • smiles spontaneously at other children times • shows enjoyment in interactions with other • Observes and imitates another child’s children, as expressed in gestures, facial behavior or activity expressions, and vocalizations • initiates social interaction with peers • shows interest in other children by watching • shows enthusiasm about the company of them and tracking their behavior (e.g., other children follows older siblings around) • spontaneously shows preference for familiar playmates some strategies for Caregivers: • responds verbally when interacting with peers (e.g., laughing or babbling) • respond positively to child’s sounds, cries, and moods with verbal and facial expressions some strategies for Caregivers: • respectfully imitate child while playing • spend time with child playing and • name child’s feelings interacting in a friendly manner, following • Provide opportunities for child to play and the child’s lead when possible interact with other children • Provide opportunities for child to play with other children from own and other cultural backgrounds regularly so that the child is familiar with one or more peers • Provide toys that can be played with by two or more children at one time • Facilitate cross-cultural skill development (e.g., support interdependence in group activities; provide child with play words in language other than home language) • support child if he/she plays with or discusses imaginary friends • Provide photos and dolls that represent disabilities

PAgE 6 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Shows enjoyment in playing with other • Gives social support to others (e.g., offers to children help a peer who cannot find his/her toy) • Initiates an activity with another child • Shows loyalty to friends Domain TWO • Separates willingly from adults to play with • Follows suggestions given by a friend about friends, most of the time how to proceed in their play Social and • Makes and maintains a friendship with at • Has friends in different settings (e.g., Emotional least one other child neighborhood, school, extended family) • Initiates conversations with other children; • Maintains friendships with two or more Development asks questions and responds peers • Carries on conversations with peers Some Strategies for Caregivers: • Engage in conversations with child so he/ Some Strategies for Caregivers: she can practice listening and talking with • Provide opportunities for child to play in others small groups in which each child has a • Provide opportunities for child to engage specific role and responsibility in a variety of play activities with other • Encourage child to rely on and help other children (e.g., dramatic play, art projects, children free play outside, dance class) • Provide opportunities for child to be part • Balance opportunities for culturally of group activities (e.g., games, cultural consistent and cross-cultural skill events) development • Actively address bullying behavior or child’s • Help child join other children in ongoing play attempt to exclude others • Support the English Language Learner by giving him/her key words for play in English (e.g., doll, block) • Support child’s play with peers by staying nearby, offering props, and assisting with conflict resolution • Support nonverbal child with sign language, photos, and other visual supports for communication • Engage child in conversations with other children

PAGE 63 . DOMAIN TWO social development: interactions with Peers

gOAl 14 CHildrEn COOPErATE WiTH PEErs

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Observes other children and imitates their • Plays side-by-side with other children, at sounds, actions, and motions times • shows enjoyment in interaction with other • Begins to understand how to take turns children, as expressed in gestures, facial during play with peers, with considerable expressions, and vocalizations assistance • Begins to take turns with primary caregiver • gives up and keeps objects during playful during play, with assistance interactions with peers, with assistance

some strategies for Caregivers: some strategies for Caregivers: • show respect for child and everyone in his/ • notice child’s interests and engage child in her environment play by following child’s lead • Model cooperation and sharing with others • demonstrate, explain, and provide in daily tasks (e.g., preparing a meal with opportunities for cooperation during your other family members) playful interactions • Engage child playing and interacting with • Provide opportunities for sharing and taking other children turns when playing with child • Play turn-taking games with child (e.g., • Provide toys that can be played with by two peek-a-boo) or more children at one time to promote sharing • Facilitate play and communication between children of different ability levels, linguistic, and cultural backgrounds • Provide child with ample time to play with other children and toys until fi nished

PAgE 6 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Plays with other children without prompting, • Shares materials and toys with other some of the time children • Cooperates with other children, with • Sustains interactions by cooperating, Domain TWO assistance helping, sharing, and suggesting new ideas • Shares materials and toys during play, with for play Social and assistance • Completes simple projects with other • Makes decisions with other children, with children Emotional adult prompts as needed • Plays different roles with children (e.g., Development leader, follower) • Works with other children to overcome Some Strategies for Caregivers: challenges • Cooperate with child and others in daily tasks Some Strategies for Caregivers: • Acknowledge cooperation when child plays with other children • Discuss and demonstrate how different • Provide opportunities for child to share goals or activities can be achieved when materials people work together • Read and tell stories or invent puppet plays • Participate with child in activities to help in which characters share, take turns, and others (e.g., help at a community garden, cooperate draw pictures for people in a nursing home) • Demonstrate and explain how to be • Use strategies to help child take turns (e.g., inclusive based on gender, culture, a timer, say “I can wait.” “Let Demetrie go language, and abilities first.”) • Engage child in looking at books about • Provide opportunities for child to work with children in other cultures others to accomplish a task • Promote acceptance of linguistic, cultural, individual differences and other forms of respect • Read books about children in other cultures

PAGE 65 . DOMAIN TWO social development: interactions with Peers

gOAl 15 CHildrEn dEMOnsTrATE POsiTiVE nEgOTiATiOn skills

15BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Elicits attention of adults • uses adult help to take turns, including • Communicates needs with vocalizations giving up and keeping toys and other and gestures objects • reaches out to touch other children or • Asserts ownership by saying “mine” grabs their toys • Communicates with other children to settle • Accepts adult intervention to negotiate arguments, with assistance disputes over toys • indicates preferences and intentions by communicating yes/no questions (e.g., “Are you done with that? Are you still using some strategies for Caregivers: it? Can Aluuk use it now? do you want to keep it?”) • interact with child by holding, cuddling, hugging, smiling, and laughing with child • respond to child’s vocalizations and some strategies for Caregivers: gestures • listen respectfully and respond to child’s • nurture child during stressful times needs and requests • Model appropriate negotiation and confl ict • discuss consequences of behavior, so management behaviors with others child learns the “whys” for negotiation and • Engage child in play and social interactions compromise with other children • Model, show, and talk with child about rules, limits, and options and explain how they help people get along • Provide child with opportunities to make some choices • state feelings and intentions when interacting with child and others • Teach child to avoid aggressive behaviors (e.g., biting, hitting, yelling, racial name calling) and explain how these actions hurt others • set limits and show disapproval for aggressive behavior • Provide multiple copies of toys to reduce confl ict in group settings • demonstrate and explain effects of taking turns (e.g., “When you gave Emma a turn on the swing, she was glad because she didn’t have to wait anymore.”) • Engage child in conversations to make decisions and come up with solutions

PAgE 66 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Understands concept of “mine” and “his/ • Uses multiple strategies to resolve conflicts hers” (e.g., attempts to communicate and then • Approaches other children positively seeks assistance) Domain TWO • Uses different turn-taking strategies (e.g., • Attempts to settle disputes or solve bartering, trading, beginning to share) problems with another child through negotiation, addressing own rights as well Social and • Uses simple strategies to solve problems as the other child’s needs, with assistance appropriately, either individually or in a (e.g., “I’ll use the paste for these two pieces Emotional group (e.g., seeks assistance from an adult) of paper and then give it to you.”) Development • Negotiates with other children to solve a • Uses and accepts compromise with problem, with assistance assistance • States a position with reasons (e.g., “I do • Demonstrates beginning understanding of not want to play right now because I am others’ intentions or motives tired.”)

Some Strategies for Caregivers: Some Strategies for Caregivers: • Guide child through conflict resolution by • Give suggestions to child for solving modeling appropriate responses problems (e.g., “If we take turns then everyone gets to play.”) • Talk with child about how he/she handled a challenging situation • Demonstrate and explain how child’s behavior affects others • Support child’s attempts to problem-solve and manage conflicts (e.g., by asking “What • Provide activities that allow child to should we do to solve this problem?”) negotiate social conflicts (e.g., dramatic play, blocks, multicultural dress-up clothes) • Discuss alternatives to situations • Model strategies to work out conflicts and • Encourage child to compromise when one compromise with others or more of his/her playmates want to play with the same toy • Give child ample time to solve own problems before intervening • Read stories or invent puppet plays in which characters solve conflicts constructively • Be sensitive with child who may need additional assistance with negotiation (e.g., child with language delay) • Find out how other adults in child’s life negotiate and resolve disputes and share strategies

PAGE 67 . DOMAIN TWO social development: Adaptive social Behavior

gOAl 16 CHildrEn dEMOnsTrATE AWArEnEss OF BEHAViOr And iTs EFFECTs

16BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • repeats actions many times to cause • Experiments with effects of own actions on a desired effect (e.g., smiles because it objects and people makes caregivers smile and laugh) • demonstrates understanding that playing • recognizes that certain adult actions are with certain desirable or forbidden objects associated with expected behavior (e.g., will get adults’ attention “When caregiver puts me in crib, i am • Learns consequences of a specifi c behavior, supposed to go to sleep.”) but may not understand why the behavior • shows understanding that characters from warrants the consequence books are associated with certain actions • recognizes that inappropriate behavior will or behaviors (e.g., animal book and animal elicit corrective action or unhappiness from sounds) adults

some strategies for Caregivers: some strategies for Caregivers: • respond consistently to child’s behaviors • Play games with child that demonstrate how with similar actions, tone, and words behavior and actions cause effects (e.g., • Provide consistent responses, dump and fi ll games, Simon Says) environments, and routines • read books with child that demonstrate • Be aware of your responses to child’s how characters react to one another behavior; reinforce positive behavior and • Talk with child about how his/her behavior redirect negative behavior might make others feel • Play turn-taking games with child (e.g., • demonstrate and explain adaptive behavior peek-a-boo) in own interactions (e.g., waiting your turn in grocery check-out line)

PAgE 68 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Takes turns and shares with peers, with • Describes how own actions make others assistance feel and behave • Asks “why” questions to show effort at • Cooperates with peers to complete a Domain TWO understanding effects of behavior (e.g., project with little conflict “If I do this, why does that happen?”) • Engages in empathetic, caring behavior so Social and • Demonstrates understanding of the others respond positively consequences of own actions on others • Explains his/her response to others’ actions Emotional (e.g., “I gave Anna the toy and so she is and feelings (e.g., “I gave her a hug because playing with it now.”) Development she was sad.”) • Describes other children’s positive, • Guesses how own and others’ behavior will thoughtful, kind behaviors influence responses • Shows empathy for physically hurt or emotionally upset child Some Strategies for Caregivers: Some Strategies for Caregivers: • Help child to predict the consequences of positive and negative behavior • Discuss the consequences of behavior (e.g., • Demonstrate and provide opportunities for “When the baby’s tired, she cries.” “When child to take another’s perspective before Auntie is happy, she smiles.”) making decisions, (e.g., “What would Maria • Engage child in dramatic play so that he/ think or feel if you gave her your books?”) she can practice taking another’s role or • Use dolls or puppets to build empathy perspective • Engage child in a discussion of how he/she • Have child create “if-then” scenarios (e.g., likes to be treated “If I pick up toys, then we will go for a walk.”) • Demonstrate empathy and understanding for both children involved in a conflict

PAGE 69 . DOMAIN TWO social development: Adaptive social Behavior

gOAl 17 CHildrEn PArTiCiPATE POsiTiVEly in grOuP ACTiViTiEs

17BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • smiles at other children and adults • shows increasing enthusiasm about the • reaches out to touch other children or company of others grabs their toys • Begins to share and take turns, with • Expresses contentment or joy when with assistance other children or when a familiar adult is • Participates in loosely structured group present games (e.g., chase, dramatic play) • Begins to participate in simple parallel play • Follows family routines (e.g., meal time with other children behavior)

some strategies for Caregivers: some strategies for Caregivers: • Play with child near other children (e.g., on a • identify with child the groups of which playground) he/she is a member (e.g., family, school, • Provide opportunities for child to be a part community, cultural communities) of groups (e.g., play groups) • Provide opportunities for child to play with • Provide opportunities for child to play in a multiple children variety of environments with other children • Conduct group activities on a regular basis (e.g., park, friend’s home) with singing and movement games (e.g., circle time) • Encourage child to participate in classroom duties and household chores

PAgE 70 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Seeks out other children to play with • Follows simple rules of participation in • Notices and comments on who is absent group activities from routine group settings (e.g., play • Participates cooperatively in large and small Domain TWO groups) group activities (e.g., is sometimes a leader • Identifies self as member of a group (e.g., and sometimes a follower) Social and refers to our family, our school, our team, • Participates in classroom and group our culture) routines (e.g., joins other children feeding Emotional • Uses play to explore, practice, and the fish or building a structure) Development understand social roles • Willingly joins in the middle of an on-going • Joins a group of other children playing, with group activity with friends adult prompts as needed • Invents and sets up activities that include more than one child • Participates as a member of the audience, Some Strategies for Caregivers: as well as an active participant in group activities • Promote a sense of community and interdependence within groups (e.g., clean • Assigns roles to other children during group up or meal preparation) play • Engage child in dramatic play that promotes group work and an understanding of social roles Some Strategies for Caregivers: • Provide times when child can participate • Engage child in group discussions and in group activities (e.g., family meals, circle decision making and encourage him/her to time) contribute ideas and listen to others • Model teamwork with others to accomplish • Encourage participation in group games, a task (e.g., have children watch adults allowing child to make up or modify rules prepare a meal together and ask child to • Provide opportunities for child to observe contribute simple tasks to the team effort) adult decision making and cooperation • Discuss the importance of teamwork when working with others to accomplish a task

PAGE 71 . DOMAIN TWO social development: Adaptive social Behavior

gOAl 18 CHildrEn AdAPT TO diVErsE sETTings

18BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Actively observes surroundings • separates from primary caregiver in familiar • demonstrates recognition of a new setting settings outside the home environment by changing behavior (e.g., looks to parent • Explores and plays in a range of familiar for guidance) settings • Explores new settings with guidance from • Asks questions or acts in other uncertain caregiver ways in unfamiliar settings and environments • displays ease and comfort in a variety of some strategies for Caregivers: places with familiar adults (e.g., home, store, car, playground) • Provide child with a variety of safe environments to explore • reassure child and offer comfort in new some strategies for Caregivers: setting by staying close • Establish family rituals, routines, and • Accept that child may be uncomfortable activities when routines change and comfort him/her • Provide adequate transition time and talk • introduce child to a variety of settings, with child about upcoming changes to including diverse cultural settings (e.g., schedule or setting libraries, general stores, post offi ce) • speak with child about a new setting • Talk with child about how one setting is in his/her home language different from another setting • Provide child with consistent objects • Create a caregiving environment that and routines to help adapt to changes refl ects child’s home culture and to create in settings consistent settings

PAgE 7 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Explores objects and materials and • Expresses anticipation of special events in interacts with others in a variety of group different settings settings • Accommodates a variety of settings Domain TWO • Makes smooth transitions from one activity/ throughout the day setting to the next during the day, with • Anticipates diverse settings and what will Social and guidance be needed in them, with assistance (e.g., • Adjusts behavior to different settings (e.g., “We’re going to the park, so I’ll bring a ball.” Emotional home, playground) “We’re going to the lake, so I’ll need my swim suit.”) Development Some Strategies for Caregivers: Some Strategies for Caregivers: • Provide child with reminders when changes in schedule are planned • Prepare child for transitions to kindergarten • Demonstrate and explain appropriate through a variety of activities (e.g., visit a behavior for different settings kindergarten classroom, practice taking a school bus) • Involve child in signaling transitions (e.g., ringing bell, singing particular song) • Encourage child to think about and be prepared for diverse cultural settings • Read books about transitions • Ask child to describe or draw pictures of • Demonstrate and explain to child how to different places, including places from his/ stand up for self and others in the face of her cultural background unfair treatment • Provide activities related to a variety of transitions (e.g., moving, traveling) • Discuss significance of cultural activities in different settings (e.g., community dances, songs, feasts)

PAGE 73 . DOMAIN TWO social development: Adaptive social Behavior CHildrEn dEMOnsTrATE EMPATHy FOr gOAl 19 OTHErs And THE nATurAl WOrld

19BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Watches and observes adults and children • notices other children who are happy or sad • smiles when sees a smiling face • demonstrates awareness of feelings during • reacts when someone is crying or upset pretend play (e.g., soothes a crying doll) • Explores plants, fl owers, and other living • names emotions of self and others (e.g., things with multiple senses happy, sad) • Expresses how another child might feel (e.g., “Because Tanya is crying, i think she some strategies for Caregivers: must be sad.”) • Expresses interest and excitement about • respond quickly to child’s sounds, cries, animals and other living things and moods in a gentle and reassuring way • support and stay with child during stressful situations some strategies for Caregivers: • Provide mirrors and opportunities for child to see faces and emotions • demonstrate and explain responses to loss, injury, or pain • name emotions • Encourage child to develop an • Be aware and respectful of cultural understanding of the feelings, ideas, and differences in expression of emotions actions of others • Model empathetic behavior with adults, • Accept that we all naturally have feelings children, and animals • Help child understand and name feelings • Provide child with regular opportunities for • Provide opportunities to identify emotions play outdoors by the use of pictures, posters, and mirrors • Provide opportunities for child to observe • Provide opportunities for dramatic play with animals in a safe environment simple themes and props, including plays, themes, and props from own and different cultures • share the wonders of the natural world with child (e.g., by playing outside together, reading books and telling stories about the natural world)

PAgE 7 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Notices and shows concern for peers’ • Communicates others’ feelings feelings • Comforts family members or friends who • Comforts peers when they are hurt or are not feeling well or are upset Domain TWO upset, with adult assistance • Expresses excitement about special events • Adopts a variety of roles and feelings during and accomplishments of others within Social and pretend play cultural context and expectations • Communicates appropriate feelings for • Volunteers to assist and comfort peers by Emotional characters in stories using words and actions Development • Cares for and does not destroy plants, • Adjusts plans in consideration of others’ flowers, and other living things, with wants and needs, at times guidance • Expresses emotion in response to hurt • Acts kindly and gently with safe, child- person or animal friendly animals • Treats the earth and living things with respect Some Strategies for Caregivers: • Model a friendly, positive, and respectful Some Strategies for Caregivers: manner when listening and responding to • Provide opportunities for child to share and child’s comments and suggestions discuss feelings • Tell stories and read books with child and • Help child to assist others and take others’ elicit responses to characters, including perspectives into consideration stories from diverse cultures and family structures (e.g., single parent, same sex • Encourage child to draw a picture of a time parents) a friend felt happy, sad, lonely, etc. • Name and discuss feelings (e.g., “I see that • Discuss why a character reacts as he/she you’re sad because...”) did in a story, taking cultural differences into consideration • Imagine aloud together how animals and plants might feel • Set an example for child by respecting the natural world and discussing why it is • Provide opportunities for child to play with important (e.g., not littering) friendly and gentle animals, with close supervision • Demonstrate empathy for both children involved in a conflict • Play with other children to promote understanding of others’ intentions and feelings

PAGE 75 . DOMAIN TWO social development: Appreciating diversity CHildrEn rECOgniZE, APPrECiATE, And rEsPECT gOAl 20 siMilAriTiEs And diFFErEnCEs in PEOPlE

0BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Observes body parts and self in mirror • Plays in the presence of other children • Focuses attention on others • Asks simple questions about other children • notices others’ physical characteristics (e.g., “Where’s rafael?”) (e.g., pats others’ hair) • Identifi es gender and other basic • distinguishes primary caregivers from similarities and differences between self others and others • interacts with others who are of different ethnic and cultural backgrounds, of some strategies for Caregivers: a different gender, who speak other languages, or have special needs • Provide opportunities for child to interact with children of diverse abilities, cultures, and ethnicities some strategies for Caregivers: • Provide child with a variety of dramatic play • share and explore own culture with child materials refl ecting cultures of families in (e.g., attend cultural events) community • Model appreciation for diversity with other • introduce child to people, experiences, adults and children interactions, and social settings that are diverse through books, songs, and people • Tell stories and read books to child that explore people with diverse abilities and • Talk to child in home language, which will cultures help build a strong cultural identity • introduce child to a second language if you • Encourage child to develop a sense of are bilingual fairness for self and for others • learn and practice caregiving strategies • infuse child’s environment with multicultural that match those at home for child objects, music, art, and language • learn phrases in and use child’s home • Model appreciation and interest in diversity language, including sign language • Actively support the ongoing use of home language as the English language learner acquires English

PAgE 76 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Compares similarities or differences of • Shows concern about fairness within peer others (e.g., height, hair color) in his/her group (e.g., “Everyone gets a turn.” “That’s circle of contact not fair.”) Domain TWO • Develops awareness, knowledge, and • Recognizes others’ abilities in certain areas appreciation of own gender and cultural (e.g., “Jamie sings really well.” “Marie is a Social and identity fast runner.”) • Demonstrates understanding that different • Names and accepts differences and Emotional individuals have different abilities and similarities in preferences (e.g., food information preferences or favorite play activities) Development • Includes other children in his/her activities • Notices that other children might use who are of a different gender, ethnic different words for the same object (e.g., background, who speak other languages, or “mother” is said differently in different who have special needs, with guidance languages) • Asks questions about others’ families, • Examines a situation from another’s ethnicity, language, cultural heritage, and perspective differences in physical characteristics • Recognizes stereotypes and culturally or linguistically unfair or biased behavior Some Strategies for Caregivers: • Provide opportunities for child to describe Some Strategies for Caregivers: own cultural and physical characteristics • Demonstrate and explain physical • Provide experiences to teach respect and characteristics and preferences as aspects appreciation for self and others of identity • Celebrate cultural, linguistic, and physical • Invite families to share their unique similarities and differences of all children traditions (e.g., holidays, food, games) and families • Demonstrate and explain why it is positive • Provide many opportunities for child to see to celebrate and learn about others’ lives people in different roles and experiences • Demonstrate and explain that one person • Provide opportunities for child to explore may play different roles (e.g., father and similarities and differences of other children employee) (e.g., wear a blindfold to learn what it’s like • Accept each child’s unique expression of to be blind) gender • Actively address bias behavior and • Invite parents and others from diverse teach anti-bias responses (e.g., correctly cultures to tell stories and read books to pronounce and use children’s names) children • Engage child in songs, rhymes, and counting games in a second language.

PAGE 77 . DOMAIN TWO Emotional development: self-Concept

gOAl 21 CHildrEn PErCEiVE THEMsElVEs As uniQuE indiViduAls

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • signals caregivers for assistance, attention, • Tests limits and strives for independence or need for comfort • recognizes and calls attention to self when • Explores own body (e.g., observes hands, looking in the mirror or at photographs reaches for toes) • Identifi es self and uses own name when • Explores the face and other body parts of asked (e.g., “i am a boy.” “My name is others (e.g., touches caregivers’ ears, hair, rueben.”) hands) • shows awareness of being seen by others • responds with gestures or vocalizations (e.g., exaggerates or repeats behavior when when name is spoken notices someone is watching) • shows awareness of self in voice, mirror • Occupies self appropriately for brief periods image, and body of time (e.g., 10 to 15 minutes) • Attempts to complete basic daily living • Identifi es objects as belonging to him or her tasks (e.g., eating, getting dressed)

some strategies for Caregivers: some strategies for Caregivers: • give child appropriate and varied choices • Cuddle, physically nurture, and be • give child limits and allow him/her to test responsive to child to foster trust and them attachment • Provide opportunities for child to talk about • Make time to be alone and fully engaged self and others, including cultural and with child linguistic characteristics • use child’s name during interactions • Allow child to occupy him/herself without • Provide unbreakable mirrors for child to your interaction, at times look at self • Be aware and respectful of cultural • Help child learn to calm self (e.g., model differences in valuing independence calming behavior, offer soothing objects) • Be available to child when he/she asks for • give child time to remain engaged in assistance activities • Expect child to protest as he/she expresses • recognize that many families value individuality interdependence and some children will • Avoid harshly reprimanding child show varying levels of independence and stronger bonds with family and community • Tell family stories and read books from child’s home culture • Tell stories and sing songs from child’s home culture

PAgE 78 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Describes self as a person with a mind, a • Shares information about self with others body, and feelings • Knows some important personal • Refers to self by first and last name and information (e.g., telephone number) Domain TWO uses appropriate pronouns (I, me) rather • Shows self-direction in actions than referring to self in 3rd person • Works independently and interdependently, Social and • Chooses individual activities (e.g., doing and shows pleasure from it puzzles, painting) Emotional • Accepts responsibilities and follows through • Expresses self in different roles during on them (e.g., helps with chores) pretend play Development • Requests quiet time and space • Describes family members and begins to understand their relationship to one another Some Strategies for Caregivers: • Provide opportunities for child to share Some Strategies for Caregivers: information about self in multiple ways (e.g., storytelling, drama, drawing, writing) • Acknowledge child’s accomplishments • Allow child to safely exercise independence • Encourage child to experiment with growing when appropriate competence and individuality by providing child with opportunities to make choices or • Talk with child about the characteristics decisions he/she has that represent his/her cultural background • Help child distinguish people and relationships (e.g., brother, aunt, cousin) • Provide culturally relevant materials that allow child to see himself/herself in books, • Assist child in making collages or an “All dolls, and dramatic play materials about Me” book with pictures and captions • Encourage child to retell family stories and look at books from child’s home culture • Engage child in drawing pictures of self and others and talk about similarities and differences

PAGE 79 . DOMAIN TWO Emotional development: self-Concept CHildrEn dEMOnsTrATE AWArEnEss OF THEir gOAl 22 ABiliTiEs, CHArACTErisTiCs, And PrEFErEnCEs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows preference for primary caregivers • Points to and names some of own body • Identifi es familiar objects (e.g., bottle, parts blanket) • shows preference for familiar adults and • smiles at self in mirror peers • notices and explores hands, eventually • Makes choices when given 2-3 options to becoming aware that they are attached and choose between (e.g., what clothes to wear) that they can be controlled to do things • shows preference for favorite books, toys, • Points or moves toward desired people or and activities objects • indicates preferences and intentions by • Plays with one object more often than answering yes/no questions (e.g., “Are you others done with that?” “Are you still using it?” “Can José use it now?”) • repeats a motion or noise to replicate a result • Makes choices about what toys to play with some strategies for Caregivers: • Protests when does not want to do • Provide opportunities for child to make something (e.g., arches back when doesn’t appropriate and varied choices want to sit in high chair) • share enthusiasm and describe child’s • responds to requests for action (e.g., claps abilities and preferences (e.g., “you really for the song) like to draw with those crayons, don’t you?” • Points to at least two body parts, when “you are walking carefully over tree roots.”) asked • Provide safe environments for active exploration some strategies for Caregivers: • delight with child over accomplishments and explorations • respond to child’s individual needs • Explain family traditions, rituals, and • Play with child, making eye-contact, talking, activities and gesturing • invite others to share their culture and • involve child in family traditions, rituals, and traditions with child activities • Provide child with choices of activities and objects to play with • Follow child’s lead during play and exploration • Talk with child about body parts and body functions (e.g., “We use our teeth to chew.”) • Watch for and support child’s nonverbal cues that indicate his/her preferences • narrate what child sees, does, and hears

PAgE 80 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Describes own basic physical • Describes self using several physical and characteristics behavioral characteristics (e.g., “I am tall • Exerts will and preferences and I can reach up high.”) Domain TWO • Experiments with own abilities by trying new • Describes own skills and abilities in certain activities and testing limits areas (e.g., “I like to paint.”) Social and • Develops awareness, knowledge, and • Suggests games and activities that appreciation of own gender and cultural demonstrate own preferences and abilities Emotional identity (e.g., sets up a game of catch) Development • Identifies feelings, likes and dislikes, and • Differentiates between preferences for self begins to be able to explain why he/she has and others (e.g., “I like to play with dolls and them she likes to play with toy animals.”)

Some Strategies for Caregivers: Some Strategies for Caregivers: • Provide child with a variety of materials • Provide opportunities for child to pursue and experiences that help child to discover his/her preferred activities preferences and abilities • Engage child in conversations about his/her • Support child’s developing understanding of preferences and abilities by asking who, own characteristics and culture (e.g., “You what, where, when, why questions (e.g., have freckles just like your Grandma.”) “What do you like to do?” “Where do you like to go best?”) • Provide opportunities for child to make choices • Provide dress-up and pretend play materials from child’s daily life and cultural background • Compare, contrast, and celebrate physical similarities and differences in children (e.g., hair, skin, eye color, size of hands)

PAGE 81 . DOMAIN TWO Emotional Development: Self-Effi cacy

gOAl 23 CHildrEn dEMOnsTrATE BEliEF in THEir ABiliTiEs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • repeats a sound or gesture that creates an • Wants to take care of self effect (e.g., repeatedly shakes a rattle after • recognizes own accomplishments discovering that it makes a sound) • shows completed projects (e.g., drawing, • recognizes that adults respond to cues pile of blocks) to caregiver • Explores environment, at fi rst in close • Acts as though is capable of doing new contact with caregiver and then farther tasks and activities (e.g., copies use of away from caregiver as child grows adult tools, tries to sweep the fl oor with an • looks to caregiver when accomplishing new adult-sized broom) tasks (e.g., standing or walking) • seeks help after trying something new or • gives objects or toys to others (e.g., picks challenging up rock then reaches to give it to caregiver) • smiles when succeeding in a task/activity some strategies for Caregivers: • Encourage child to engage in new tasks that some strategies for Caregivers: they can accomplish successfully • Play with child individually every day • Provide materials so child can experience • stay near child to provide encouragement success that is appropriate to child’s individual • Provide safe environment for active temperament exploration • Provide a safe environment for child to • Celebrate with child over accomplishments explore many activities and explorations • describe and acknowledge child’s actions • Monitor child as he/she pushes self to try and accomplishments (e.g., by smiling and new abilities (e.g., keeps going higher on saying “you took off your socks.”) ladder when asked to stop)

PAgE 8 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Expresses delight with mastery of a skill • Takes on new tasks and improves skills with (e.g., “I did it myself.”) practice (e.g., wheeling self in wheelchair) • Asks others to view own creations (e.g., • Expresses delight over a successful project Domain TWO “Look at my picture.”) and wants others to like it too • Demonstrates confidence in own abilities • Starts a task and works on it until finished Social and (e.g., “I can climb to the top of the big slide!” or a child in leg braces has a big Emotional smile on their face when using a walker by Some Strategies for Caregivers: themselves) Development • Expresses own ideas and opinions • Engage child in attainable and challenging opportunities that will build on abilities • Enjoys process of creating • Give child realistic chores and make a chart of all the work accomplished Some Strategies for Caregivers: • Demonstrate confidence in child by allowing him/her to make reasonable decisions and • Model how to do something and provide choices opportunities for child to try to do it • Ensure that environment is safe from • Provide plenty of time and opportunities cultural or other forms of bias (e.g., for child to play, explore, experiment, and review materials to ensure there are no accomplish tasks stereotypical or racist images in books, • Invite child to share thoughts and feelings dolls, or other objects in the environment) when accomplishing a new task • Point out negative stereotypes in books and media and identify them as such when negative stereotypes are encountered in society

PAGE 83 . DOMAIN TWO Emotional development: self-Control CHildrEn undErsTAnd And FOllOW gOAl 24 rulEs And rOuTinEs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • develops increasing consistency in • Tests limits and strives for independence sleeping, waking, and eating patterns • Anticipates and follows simple routines, • Engages in some regular behaviors (e.g., with reminders and assistance (e.g., sings or babbles self to sleep, goes to high washes hands and helps set table at snack chair to be fed) time, helps to pick up and put away blocks • Participates in routine interactions (e.g., at clean-up time) quiets body when picked up, cooperates in • Anticipates and follows simple rules, with dressing) reminders (e.g., expects to be buckled up • Anticipates routine interactions (e.g., lifts when he/she gets in car seat) arms toward caregiver to be picked up) • Anticipates consequences for not following • Follows some consistently set rules and rules routines some strategies for Caregivers: some strategies for Caregivers: • Establish routines while being fl exible to • Be emotionally available and sensitive to meet child’s needs child and his or her needs • Acknowledge child’s appropriate behavior in • Establish routines for eating, sleeping, different settings diapering and other regular activities while • Balance limits with appropriate and varied taking into account family’s care practices choices and child’s schedule • set simple rules and respond consistently • Be consistent in interactions with child to child’s behavior • Offer child two real choices that are both okay from the adults’ point of view (e.g., “do you want to wear a red or blue sweater?”) • Maintain consistency when establishing limits (e.g., bedtime, sweets, etc.) • recognize that a child’s protests of limits are a normal part of development

PAgE 8 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Participates easily in routine activities (e.g., • Engages in and completes simple routines meal time, snack time, bedtime) without assistance (e.g., puts coat on to go • Follows simple rules without reminders outside to play) Domain TWO (e.g., handles toys with care) • Child with a special health care need • Demonstrates increasing ability to participates in own care routines Social and use materials purposefully, safely, and • Follows rules in different settings (e.g., respectfully lowers voice when enters library) Emotional • Adapts to changes in daily schedule • Applies rules in new but similar situations Development • Predicts what comes next in the day, when • Explains simple family or classroom rules to there is an established and consistent others schedule

Some Strategies for Caregivers: Some Strategies for Caregivers: • Clearly communicate rules, routines, and • Provide child with schedules and routines expected behaviors • Prepare child for changes in daily schedule • Make daily plans with child, underlining by providing advance warning, talking with, items that are different from the usual and listening to child routine • Display visual cues for rules and routines • Talk with child about the positive reasons • Keep list of rules positive and short; include for having rules (e.g., so people don’t get rules addressing bias and prejudice that are hurt) understood by child • Enforce rules consistently and respectfully • Engage child in setting appropriate rules

PAGE 85 . DOMAIN TWO Emotional development: self-Control

gOAl 25 CHildrEn rEgulATE THEir FEElings And iMPulsEs

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • signals needs with sounds or motions (e.g., • names some emotions (e.g., happy, excited, cries when hungry or reaches for wanted sad, mad, tired, angry, scared) object of comfort) • seeks caregiver support and attention • relaxes or stops crying when comforted when feeling strong emotions (e.g., when swaddled or spoken to softly) • Begins to control impulses (e.g., says • Comforts self by clutching, sucking, or “no” when reaching for forbidden object; stroking when tired or stressed (e.g., calms restrains self from stepping on a book on while stroking or holding soft blanket) the fl oor) • Communicates need for support or help from adults (e.g., holds out arms when tired) some strategies for Caregivers: • recognize and name child’s feelings and some strategies for Caregivers: behaviors (e.g., “you seem happy today.”) • snuggle, cuddle, and physically nurture • Help child explore safe and appropriate child in ways appropriate to their specifi c ways to manage and express feelings and sensory needs impulses (e.g., redirecting to appropriate activity when necessary) • respond to child’s signals for attention • intervene sensitively when child is having • Provide child with calming materials (e.g., diffi culty regulating impulses (offer choices, soft blanket or toy) model negotiation skills: e.g., when two • stay with child during stressful situations to children are fi ghting over a toy, help them to help him/her regulate emotions problem-solve) • Check environment for appropriate levels of • read books, tell stories, sing songs, play noise, temperature, light, and other stimuli games, and use multisensory materials with • Model managing own emotions and child that focus on emotions and emotional impulses regulation • name own emotions when interacting with • Model turn-taking by saying “i can wait,” child when two or more people want to do the same activity • Accept child’s expression of a full range of emotions (e.g., display understanding when child shows anger)

PAgE 86 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Expresses strong emotions constructively, • Expresses self in safe and appropriate ways at times with assistance (e.g., expresses anger or sadness without • Expresses ownership of feelings and desire fights) Domain TWO to control self, with assistance • Shows ability to control destructive • Calms self after having strong emotions, impulses, with guidance Social and with guidance (e.g., goes to quiet area or • Seeks peaceful resolution to conflict requests favorite book to be read when • Modifies behavior and expression of Emotional upset) emotions for different environments Development • Waits for turn and shows patience during • Stops and listens to instructions before group activities, sometimes jumping into activity, with guidance • Sticks with difficult tasks without becoming overly frustrated Some Strategies for Caregivers:

Some Strategies for Caregivers: • Discuss and model how different ways to express impulses are appropriate in • Engage with child to provide support when different environments he/she is having difficulty • Work with child to establish procedures for • Provide guidance when child needs taking turns assistance regulating emotions • Encourage child to settle disputes with • Acknowledge child for expressing and other children independently, but monitor to regulating intense feelings ensure children’s safety • Discuss upsets when they are over and • Guide group discussions about problem child has become calm solving and conflict management • Encourage child to say “I can wait,” when • Engage child in discussions about accepting taking turns different ways of expressing emotion and communicating (e.g., set rules that prohibit children from making fun of each others’ differences) • Role-play and act out social situations where child can practice skills in negotiating and problem solving

PAGE 87 . DOMAIN TWO Emotional development: Emotional Expression

gOAl 26 CHildrEn EXPrEss APPrOPriATEly A rAngE OF EMOTiOns

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Cries, uses other vocalizations, facial • recognizes and expresses emotions expressions, or body language to express towards familiar persons, pets, or emotions and to get needs met possessions with appropriate facial • responds to emotional cues and social expressions, words, gestures, signs, or situations (e.g., crying when other other means babies cry) • names emotions (e.g., happy, excited, sad, • smiles, waves, or laughs in response to mad, tired, scared) positive adult interaction • learns about own feelings and that it is • Frowns in response to discomfort or inability okay to feel silly, sad, angry, and all other to do something emotions

some strategies for Caregivers: some strategies for Caregivers: • Be aware that young children cry to • listen carefully and with interest to what express a range of feelings, and respond child says, expanding on the message appropriately • Provide opportunities for child to experience • Comfort a child quickly when he/she cries; a range of emotions this helps him/her feel safe • use words to teach child to associate • Be aware of environmental factors that feelings with their proper names might cause distress (e.g., noise, light) • support and comfort child if he/she • Model facial expressions to express develops fears emotions • Model a range of appropriate ways to • respond to child’s displays of distress by express different feelings staying with child and sensitively helping • Talk with child about feelings both positive child with diffi cult feelings and negative • nurture child with kind words, hugs, and • understand that child may need assistance cuddles being sensitive to individual in discussing and expressing feelings sensory needs • recognize that some children may not • respond to child’s displays of pleasure express emotions verbally (e.g., invite child by matching child’s emotions with facial to draw pictures, use signs or gestures, or expressions, tone, and words go for a walk to express emotions) • Consider the values of families and cultural groups regarding emotional expression (e.g., do not force or deny child’s emotional expression)

PAgE 88 dOMAin TWO 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Names and talks about own emotions • Expresses feelings through play • Uses pretend play to understand and • Shares own excitement with peers, respond to emotions caregivers, and adults Domain TWO • Associates emotions with words and facial • Acknowledges sadness about loss expressions (e.g., change in caregiver, divorce, or death) Social and • Does not inhibit emotional expression (e.g., cries when feels sad) Emotional Some Strategies for Caregivers: • Names some levels of emotion Development • Provide opportunities for child to (e.g., frustrated, angry) understand and discuss own and others’ feelings • Model appropriate expression of emotions Some Strategies for Caregivers: and talk about how you feel (e.g., singing • Provide opportunities for child to share and when you are happy, sighing when you are talk about feelings with adults and peers frustrated) • Positively acknowledge child for expressing • Discuss how the characters in a book might emotions appropriately feel while reading books with child • Help child express his/her feelings as he/ • Be aware of cultural and gender differences she plays with others, pretends with toys, in expressing feelings and listens to stories • Avoid stereotyping child’s expression of emotion (e.g., validate boys when they cry, girls when they get angry) • Incorporate books on feelings that reflect the language and cultural background of child • Engage child in pretend play with other children using realistic props that encourage children to act out real-life situations and feeling in response to situations

PAGE 89 . DOMAIN TWO domain three Approaches to Learning

edge and skills for lifelong learning. For • Creativity and invention, indicating I. Introduction example, children may have the capacity children’s ability to extend existing to hear, but may not have the disposition knowledge, using imagination and to be listeners. A narrow focus on skills moving beyond conventional thinking and knowledge as the end product of edu- into forms and images not present The Approaches to Learning domain cation may undermine children’s capac- within the current context covers the inclinations, dispositions, ity to apply their skills. By nurturing and • Reflection and interpretation, attitudes, habits, and styles that reflect supporting children’s unique approaches indicating children’s ability to absorb, the diverse ways that children involve to learning, adults help children use their think about, compare, question, themselves in learning. This domain is current knowledge and understanding and understand knowledge and not about what skills children acquire, of their world as a basis for creating information to inform future actions but how children orient themselves to meaningful new experiences and ideas. and learning learning a wide range of skills. Families, communities, early childhood caregivers, researchers, and policy makers regard Approaches to Learning as a critical domain for children’s learning and school III. General IV. Supporting readiness. The widespread acknowledge- ment of the importance of this domain is Definitions Individual prompting researchers and scientists to pursue studies to gain understanding in Differences this dimension of development. The manner in which children approach Children’s approaches to learning learning is influenced by characteristics include their motivation, attitudes, habits, with which they are born, such as gender and cognitive styles that are demonstrated A discussion about approaches to and temperament, and by attitudes, incli- as they engage in learning and respond to learning acknowledges that children nations, and expectations fostered early in different situations. Even though the ways learn and express themselves in dif- life through family, community, and cultural in which children express their approaches ferent ways. Early care and education patterns and values. Approaches to learn- to learning may vary according to their tem- environments that embrace a broad ing are at the core of social, emotional, perament or cultural contexts, the following variation and diversity in approach are linguistic, and cognitive interactions. goals are essential for children’s success preferred over exclusively mainstream, in school and in life. For the purposes of Euro-centric, or middle class approaches the Alaska Early Learning Guidelines, the to learning. Skilled caregivers appreciate Approaches to Learning domain includes: and value the diversity of children, fami- lies and cultures, and strive to observe, • Curiosity and interest, indicating understand, and support each child as children’s sense of inquisitiveness, II. Rationale an individual. Parents and caregivers interest in pursuing new information, should create supportive environments eagerness for new knowledge, and desire to learn in which all children are allowed to take risks and in which creative processes of Approaches to learning frame the • Initiative, indicating children’s learning and expressing self are nurtured child’s entire being and are interrelated willingness to take on tasks, volunteer and valued. Caregivers should identify with all other aspects of development. to participate in learning activities, children’s current knowledge and under- They are the platform on which learning and take reasonable risks in learning standing of their world in order to build takes place and include a skill set that new information on that knowledge as a basis for helping predisposes children toward success in • Persistence and attentiveness, children create meaning from new expe- school and in life. The possession of a indicating children’s ability to stay with riences, ideas, and concepts. skill does not necessarily mean that it will and concentrate attention to complete be used. Children must be intrinsically Children with disabilities, develop- a task without being easily distracted mental delays, or who are at risk for motivated and inclined to use their knowl- or overly frustrated

PAGE 90 INTRODUCTION to domain THREE developmental delays, may require special atten- styles, the way they approach and interpret experi- tion and adaptations to foster their engagement in ences, and their orientation to action or refl ection. learning. Some young children have specifi c learn- some cultures encourage children to be obedient ing disabilities which make it challenging for them and respectful of adult opinions while other cul- to control their behavior and/or pay attention (e.g., tures encourage children to question and engage Attention Defi cit Hyperactivity Disorder (ADHD)). in dialogue with adults. Cultural patterns may also in order to achieve their full potential, young chil- infl uence the way children learn. For example, some dren who experience delays or have disabilities cultural settings promote learning through hands- gain signifi cant benefi ts from participation in early on manipulation of materials, while others focus on intervention programs that provide center-based visual representation, and still others focus on lin- or home-based education, guidance, and family guistic or more structured interactions. Whatever support. in an optimal learning environment, par- the cultural infl uence on children’s predispositions, ents and caregivers should employ principles of all learning styles should be embraced as equal, inclusion and classroom management techniques valued, and respected approaches that enable children of differing dispositions, abili- ties, and experiences to learn together. inclusion benefi ts children who are developing in a typical manner, as well as those with atypical traits. Cultural diversity in Alaska contributes to the diverse approaches to learning. For example, V. Global Strategies many native cultures have developed around subsistence activities, which involve more hands- on and kinesthetic learning. subsistence cultures also value communal effort to accomplish a goal. in order to value all learning styles and to kinesthetic learning, building relationships, value embrace children’s rich diversity of predispositions, of teamwork, and communal effort may character- attitudes, habits, and cultural patterns, the follow- ize optimal learning environments for children from ing strategies should be used for all children from these cultures. Cultures based on oral traditions birth to school entry. These examples of strategies value storytelling as a way of transmitting knowl- will help ensure that all children receive learning edge. For people who are raised in an oral tradition, opportunities and experiences that support their skills in speaking, listening, and understanding unique needs: body language and gestures are important. The • interact and play with children each day focus in storytelling is on the relationship between the teller and the listeners as well as their shared • support and encourage children’s exploration knowledge of their own community and culture. it is • support and encourage children’s creative important to keep diverse learning styles and val- processes ues in mind when designing learning environments for young children. learning styles vary among indi- • learn about children’s everyday experiences viduals in cultural groups and caregivers should at home and in their community. incorporate keep in mind to provide a variety of activities so traditional (or long-standing) effective that children with different learning styles can all strategies used by children’s home cultures to be successful. support learning and development Children are exposed to varying cultural pat- • Make sure that children are provided with terns and values in their immediate context of caregivers who interact in consistent ways, as family as well as in the neighborhood, community, much as possible and environment at large. At the family level, differ- ences in child-rearing practices, including parental • Provide multiple ways of teaching and learning, behaviors of instruction, modeling, and responses involving all of the senses (sight, hearing, to children’s initiatives, infl uence children’s learning touch, smell, and taste) approaches. Culture may infl uence children’s work

PAgE INTRODUCTION TO dOMAin THrEE 91 • Engage children in open-ended activities for learning, such as dramatic play, artistic creations, and sensory play • Provide the same range of experiences to all children, even though their responses may differ and some children may need adaptations • use appropriate verbal, visual, and physical cues in interactions and activities • Observe, recognize, and support children’s unique ways of approaching new information and expressing themselves, taking into consideration their temperaments, inclinations, and attitudes • Ensure that the environment is safe from cultural and/or other forms of bias • use vocabulary and phrases in children’s home language when introducing new ideas or concepts • Provide continued acknowledgements in ways that refl ect children’s cultural beliefs and traditions, so all children feel valued • seek medical or developmental expertise if concerned about child’s learning and development • respond to children by describing their actions and asking questions to promote intrinsic rather than extrinsic motivation. in this way, provide encouragement and specifi c feedback rather than praise

PAgE 9 INTRODUCTION TO dOMAin THrEE PAgE INTRODUCTION TO dOMAin THrEE 9 learning Approaches: Curiosity and interest CHildrEn ArE CuriOus ABOuT And inTErEsTEd in lEArning gOAl 27 nEW THings And HAVing nEW EXPEriEnCEs

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows interest in people by changing • Explores the immediate environment (e.g., behavior asks about a new object he/she fi nds, • reacts to new voices or sounds by turning actively searches through collection of toys) in the direction of sound, becoming • shows interest in new and others’ activities more quiet or active, or changing facial • Asks simple “wh” questions (e.g., why, what, expressions where) • shows interest, explores, manipulates, or • Asks about people in own environment stares at new objects in the environment • uses all senses to explore the environment (e.g., reaching out to touch rain) some strategies for Caregivers: • Make child’s surroundings safe and inviting some strategies for Caregivers: to encourage child to explore • Provide child with a variety of safe and • Play with child individually every day interesting objects that increase interest • Create a safe, secure, and stimulating • interact with child by asking simple environment for child to explore questions and responding to his/her • Observe child to understand his/her questions temperament, learning styles, and unique • Wonder aloud with child about why things ways of showing curiosity happen • show interest in introducing child to new • read and tell diverse stories that introduce people, places, and experiences child to many people, places, and cultures • Provide support for child who is hesitant • understand that a child with a shy about new objects and experiences temperament may not demonstrate • Play with child using objects with different curiosity in the same ways as other children textures, sounds, and shapes • describe new places and the roles and activities of people when out in the community • read a variety of books and tell stories to child every day

PAgE 9 dOMAin THrEE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Asks others for information (e.g., “What is • Engages in discussions about new events that?” “Why is the moon round?”) and occurrences (e.g., “Why did this • Investigates and experiments with materials happen?”) domain THREE • Shows interest in how and why others do • Asks questions about changes in things his/her world Approaches • Uses “Why” to get additional information • Shows enthusiasm for field trips and other outings to new places to Learning about how his/her world works • Develops personal interests (e.g., trains, • Looks for new information and wants to farm animals) know more about personal interests, with assistance • Develops increasing complexity and Some Strategies for Caregivers: persistence in using familiar materials • Provide opportunities and time for child to explore a variety of activities and materials, Some Strategies for Caregivers: including those in the larger community and those from diverse cultures • Build on child’s interests by providing • Assist child to find answers to own books, videos, field trips, and other questions by exploring together and asking experiences related to similar topics open-ended questions (e.g., “I wonder...?” • Provide child with opportunities to use “How could that work?” “What do you think resources to answer questions, (e.g., if child about…?” or “What ideas do you have?”) wonders about dinosaurs, find a dinosaur • Provide opportunities for child to explore book at the library or if possible, search a ideas (e.g., ask questions) child appropriate website together) • Provide stimulating materials geared toward • Explore non-fiction books with child and expressed interests and self-directed time demonstrate where information can be to use materials and reflect found (e.g., in the glossary, graphs, pictures, captions, etc.) • Identify and build upon child’s individual interests • Provide opportunities to learn about family • Play question-and-answer games that • Encourage child to invent make-believe inspire child’s curiosity stories • Explore a variety of non-fiction books on • Provide opportunities for child to observe the same topic, such as trucks, insects, and listen to adult conversations about why or gardening, to demonstrate the diverse things happen sources where people find information

PAGE 95 . DOMAIN THREE learning Approaches: initiative

gOAl 28 CHildrEn dEMOnsTrATE iniTiATiVE

8BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Engages in and actively explores new and • Tries new ways of doing things and begins familiar surroundings to take some risks • Engages familiar adults and children in • initiates play with others interactions (e.g., smiling, approaching, not • Chooses one activity over another and withdrawing) pursues it for a brief period of time • Expresses desire to feed self • Proposes an idea for how to spend time • selects a book, toy, or item from several • shows interest in wanting to take care of options self (e.g., dressing) • shows likes and dislikes for activities, • initiates activities at caregivers’ suggestions experiences, and interactions • seeks and takes pleasure in both new and repeated skills and experiences some strategies for Caregivers: • Pretends to be in new and familiar places with new and familiar roles • Play with child individually every day • Follow child’s lead and/or choices in daily activities some strategies for Caregivers: • Provide opportunities for child to choose • Provide child with many opportunities to toys to play with and books to read play by self and with other children • Provide opportunities for child to take • Try new tasks with child and describe them reasonable and safe risks (e.g., to stretch for an object beyond reach) • support child’s choices during daily activities (e.g., selecting books to read • Provide many opportunities for active together) exploration; discourage watching television or videos • Provide opportunities and time for child to make choices • Provide consistency in the environment and the routine so child develops confi dence and a sense of mastery • Help child feel safe and capable of trying something new or taking reasonable risks in a variety of settings • demonstrate and discuss how adults take initiative

PAgE 96 dOMAin THrEE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Asks a peer to join in play • Chooses to work on a project because the • Joins a play activity already in progress, with activity is of personal interest assistance • Invents projects and works on them with domain THREE • Selects new activities during play time (e.g., little assistance selects characters for dress-up) • Forms a plan for an activity and acts on it Approaches • Offers to help with chores (e.g., sweeping • Tells the difference between appropriate sand from the floor, helping to clean up and inappropriate (or dangerous) risk- to Learning spilled juice) taking, with assistance • Finds and uses materials to follow through • Engages in role play on an idea (e.g., blocks for building a tower, blank paper and crayons for drawing about a story or experience) Some Strategies for Caregivers: • Makes decisions about what activity or materials to work with from selection • Provide opportunities for child to join other offered children playing • Provide opportunities for child to play by self and with others Some Strategies for Caregivers: • Encourage child to follow through on own interests • Encourage child to pursue favorite activities • Provide opportunities for child to interact • Demonstrate and explain to child that with a variety of people (e.g., peers, elders, taking reasonable risks is acceptable shopkeepers, neighbors) • Facilitate play in groups • Provide opportunities for child to form, • Modify group activities to ensure design, and undertake activities and participation of children with special needs projects • Acknowledge when child initiates pro- social activities and point out the positive outcomes • Provide non-critical environments that create opportunities for child to initiate activities • Recognize that child may not demonstrate and express initiative in the same way in all settings (e.g., may take initiative with peers but not in presence of elders)

PAGE 97 . DOMAIN THREE learning Approaches: Persistence and Attentiveness CHildrEn susTAin ATTEnTiOn TO TAsks gOAl 29 And PErsisT WHEn FACing CHAllEngEs

9BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Holds attention of caregiver (e.g., smiles, • shows interest in favorite activities over and babbles, sustains eye-contact) over again • directs attention towards objects by • Completes simple projects (e.g., 3 to 5 reaching, grasping, or staring at them piece puzzle, stacking blocks on top of one • Examines a face, toy, or rattle for a brief another) period of time • Continues to try a diffi cult task for a brief • repeats simple motions or activities (e.g., period of time (e.g., builds a block structure swats at mobile, consistently reaches for for 3 to 5 minutes) objects) • insists on some choices (e.g., what to wear, • remembers where favorite items are stored completing a project) • Focuses on reader or storyteller for brief • seeks and accepts assistance when periods of time encountering a problem • Tries different ways of doing things • listens and participates in story time (e.g., turning pages of book, using hand motions such as clapping at appropriate times) some strategies for Caregivers: • Play with child individually every day some strategies for Caregivers: • Facilitate play and activities between child • Provide time for child to engage in and others sustained activities, be on “toddler time” • Provide space and times where child can • respond to child’s requests for assistance play or work at tasks without interruptions • limit environmental distractions to help • Provide child with opportunities to explore child sustain attention to activities (e.g., different characteristics of an object (e.g., turn television off while child plays in the the toy has several parts; a face has eyes, room) ears, nose, and mouth) • Talk with child about his/her activities using • Observe child to learn which activities open-ended questions (e.g., “How did you increase or sustain his/her interest do that? Tell me more.”)

PAgE 98 dOMAin THrEE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Focuses on tasks of interest to him/her • Maintains interest in a project or activity • Remains engaged in an activity for at least until finished 5 to 10 minutes, at times • Sets goals and follows through on plans, domain THREE • Completes favorite tasks over and over with assistance again • Sustains attention while peers and adults Approaches • Persists in trying to complete a task are the focus of attention (e.g., pays after previous attempts have failed (e.g., attention during storytelling or “show and to Learning complete a puzzle, build a tower) tell”) • Uses at least two different strategies to • Works on a task over a period of time, solve a problem leaving and returning to it (e.g., block structure) • Participates in meal time with few distractions • Shifts attention back to activity at hand after being distracted • Focuses on projects despite distractions Some Strategies for Caregivers: • Accepts reasonable challenges and continues through frustration • Be available and respond when child encounters problems, without being • Cooperates with a peer or adult on a task intrusive • Comment positively on child’s persistence and concentration Some Strategies for Caregivers: • Try using interventions that the child • Provide opportunities for child to set and suggests when problems are encountered; pursue goals talk with child about what worked and did • Create projects for child to work on over not work time (e.g., planting seeds and nurturing • Help child focus attention (e.g., “Look at them to watch them grow) this.” “I want you to pay attention to the • Provide opportunities for child to take on story.”) activities or responsibilities that last more • Modify expectations for persistence for than one day (e.g., feeding the gerbil this children with special needs (e.g., ADHD) week) • Provide adequate time and support for child to complete increasingly complex games or tasks • Provide opportunities for child to work successfully with others

PAGE 99 . DOMAIN THREE learning Approaches: Creativity and inventiveness CHildrEn APPrOACH dAily ACTiViTiEs gOAl 30 WiTH CrEATiViTy And inVEnTiVEnEss

0BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • inspects own hands and feet (e.g., by • invents new uses for everyday materials mouthing) (e.g., bangs on pots and pans) • Mouths, shakes, bangs, drops, or throws • Approaches tasks experimentally, adapting objects as the activity evolves • imitates action observed in another • displays understanding of how objects work situation (e.g., tries to stack blocks after together (e.g., gets the dustpan when adult watching another child stack blocks, bangs is sweeping the fl oor) on surface after watching drumming at a • Enjoys opportunities for pretend play and cultural event) creating things • uses items differently and creatively (e.g., • Pretends and uses imagination during play a bucket is turned upside down to build a tower base or to be a pedestal) • uses creative language to describe events • Plays with dolls, stuffed animals, puppets • Builds with blocks and other manipulatives • Plays with dolls, costumes and acts out animal roles some strategies for Caregivers:

• Play with child individually every day some strategies for Caregivers: • Provide toys and experiences with a variety of colors, textures, sounds, shapes, and • Model use of a variety of familiar and new smells learning materials and activities • Change the materials, toys, and objects in • Provide child with art materials and a place child’s environment regularly to use them without adult created models or specifi c instructions • Provide child time and opportunities to be spontaneous, silly, and messy • Allow child to mix toys or materials • Play with child in creative ways (e.g., using • Provide opportunities for child to remain soft toys to create a puppet show, tell absorbed in play imaginative stories using familiar characters • Engage child in creating and completing and the local environment) projects using different media (e.g., clay, collage, paint, music, dance, chalk, box construction, etc.) • Encourage child to talk about and revisit his/her creative work • use open-ended questions and descriptive language when interacting with child • Make sure child has props from own culture to support pretend play • Encourage child to pretend, make-believe, and use his/her imagination • Engage child in narrating or dictating a story about a picture he/she drew

PAgE 100 dOMAin THrEE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Invents new activities or games • Uses dramatic or symbolic play to pretend • Uses imagination to create a variety of • Combines activities, materials, and ideas equipment in new ways (e.g., builds tent by domain THREE • Creates acceptable rules for group activities using sheet or blanket around table) • Makes up words, songs, or stories • Completes projects differently from other Approaches children (e.g., uses a unique approach in • Expresses ideas through art, construction, block structures and paintings) movement, or music to Learning • Makes changes to a familiar story by adding • Engages in extensive pretend play that actions or characters includes role play (e.g., plays “house” or “explorers”) • Represents reality in a variety of ways (e.g., pretend play, drawing)

Some Strategies for Caregivers: Some Strategies for Caregivers: • Create an environment where child is encouraged to experiment and use his/her • Play make-believe games with child, imagination including games that introduce the child to diverse people, places, and cultures (e.g., • Ask open-ended questions to encourage ask child, “If you were a frog, what would creative thinking you think about the rain outside?”) • Provide tasks where the goal is trying • Ask open-ended questions that create an different strategies rather than right or interaction and dialogue with child (e.g., wrong answers “What do you think about...?”) • Ask child how a story may have ended • Provide a variety of creative outlets for child differently (e.g., “What if...”) (e.g., opportunities to dance, paint, build, • Provide opportunities for child to create and make music, invent stories and act them complete projects in own way out) • Demonstrate and explain how to be flexible about changes in routines and plans (provide more structure for children with special needs) • Provide child with access to artists and artwork from their own and other cultures • Maintain file of creative work for child to periodically revisit and comment on • Display a variety of children’s creative work instead of mass-produced or teacher- created display • Engage child in drawing a series of pictures that represent or illustrate experience or a story he/she made up

PAGE 101 . DOMAIN THREE Learning Approaches: Refl ection and Interpretation

gOAl 31 CHildrEn lEArn FrOM THEir EXPEriEnCEs

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Tracks people and objects by moving his/ • substitutes similar objects (e.g., stacks her head as adult or object moves boxes like blocks) • Behaves in consistent ways to elicit desired • realizes that behaviors can precede events response (e.g., kicks a mobile) (e.g., “if mom puts the pot on the stove, she • Plays games with primary caregiver that is going to cook something to eat.”) involve repetition (e.g., peek-a-boo) • Alters behavior based on a past event and • Experiments to see if similar objects will builds on it (e.g., “i did this and it didn’t cause similar responses (e.g., shakes work, so i will do this instead.”) stuffed animal in the same way as a rattle • relates an experience today to one that to hear noise) happened in the past (e.g., hand-washing • displays recognition and excitement about prior to mealtime) game or toys from previous day • Applies knowledge to new situations (e.g., some strategies for Caregivers: bangs on bucket instead of drum) • Think “out loud” and talk about ideas with child using descriptive language (e.g., “you some strategies for Caregivers: remembered where the puzzle piece fi ts.”) • Play with child individually every day • invite child to share thoughts and ideas about the world around him/her • interact with child in consistent and predictable ways • Provide materials that are similar but produce different results (e.g., crayons, • Provide child with toys and objects that markers, paint) react to specifi c actions • narrate child’s play to him/her by describing • Provide opportunities for child to try same what you see and hear action on different objects (e.g., shake a rattle, shake a stuffed animal, shake a ball) • demonstrate, explain, and provide opportunities for child to think about and • Comment when child applies knowledge to avoid negative or dangerous behavior new situations, using descriptive language (e.g., “The stove and iron are hot.”)

PAgE 10 dOMAin THrEE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Tells others about events that happened in • Uses a variety of methods to express the past thoughts and ideas (e.g., discussion, art • Represents things in environment with activities) domain THREE available materials, moving from simple to • Demonstrates long-term memory of complex representations (e.g., recreates meaningful events and interesting ideas Approaches picture of a house, bridge, road with blocks) • Describes or acts out a memory of a • Thinks out loud and talks through a situation or action to Learning situation • Seeks information for further understanding • Works out problems mentally rather than • Uses multiple sources of information through trial and error to complete projects and acquire new information, with assistance Some Strategies for Caregivers: • Plans activities and sets goals based on past experience • Talk with child about what he/she has seen, • Demonstrates beginning understanding heard, or done of what others are thinking, their intentions, • Provide child with time to process or motivations experiences and information • Help child remember experiences with photographs, mementos, and souvenirs Some Strategies for Caregivers: • Ask open-ended questions that encourage • Provide opportunities for child to express reflection (e.g., “What if...?” “Kupaaq, how thoughts through a variety of methods else could you do this?”) • Provide opportunities for child to recall past • Provide play interactions with other children experiences in planning new activities and that foster child’s understanding of others’ setting new goals motives and intentions • Provide opportunities for child to share the lessons learned from his/her experiences (e.g., story time) • Support child with special needs who may have difficulty understanding others’ motives and intentions • Help child to understand the intention of children with disabilities when they have confusing actions

PAGE 103 . DOMAIN THREE dOMAin FOur Cognition and General Knowledge

just by being in and interacting with their envi- I. Introduction ronment; this may be regarded as discovered knowledge. second, and in contrast, children gain information directly from adults and other children to acquire knowledge that they would During the fi rst few years of life, remarkable not otherwise learn. This learned knowledge changes occur in children’s cognitive abilities. originates in the family, community, and culture Children gain greater knowledge and understand- through adult and peer interactive learning expe- ing of their physical and social worlds and they riences, guidance, and direct instruction. develop skills in logic, reasoning, observation, imagination, and problem-solving. Children also Within the two broad pathways of discovery learn social conventions, the kinds of knowledge and learned knowledge, there are multiple ways that could not be reinvented by every generation in which children acquire cognitive skills and of learners (e.g., that the words one, two, three general knowledge. For example, children learn - or atauciq, malruk, pingayun - or uno, dos, tres through language, logical-mathematical analy- - correspond with the numerals 1, 2, and 3 and sis, spatial representation, musical and creative represent specifi c sets of quantity). Cognitive thinking, and the use of the body to solve prob- development is comprehensive and complex, lems or to make things. it is important for par- yet it is often associated with a defi ned body of ents, caregivers, and educators to understand knowledge (e.g., knowledge of colors and num- and nurture all of the different modes through bers) that children must acquire before enter- which children gain knowledge and understand- ing school. Such a narrow defi nition of cognition ing of the world around them. limits a full understanding of the complexity of this domain and can limit the range of children’s Because both discovered and learned knowl- learning. The Cognition and general knowledge edge are fundamental to daily life in any fam- domain includes how children think, develop ily, community, or culture, supporting cognitive cognitive functions for gathering information, development is vital to young children’s overall elaborate on that information and report about learning and development. that process, and develop concepts as tools for thinking, as well as what children know.

III. General II. Rationale Defi nitions

For the purposes of the Alaska Early learning Cognitive development is essential for daily guidelines the domain of Cognition and general functioning and success across a range of edu- knowledge is divided into six categories: reason- cational and social contexts. Cognitive develop- ing; mathematics and numeracy; science; social ment refers to the process through which chil- studies; family, community, and culture; and cre- dren develop their abilities to think, assimilate, ative arts. and use information. Cognitive development occurs through both internal and external path- Throughout the diverse cultures in Alaska, peo- ways. First, children use their natural ability to ple value different ways of knowing and have dif- think about their own actions and experiences in ferent world views. in these guidelines, all cultural the physical and social worlds to construct under- ways of knowing are of equal value. A child’s cul- standing from these experiences. Here, children ture can be incorporated into each of these areas discover and mentally construct new concepts

PAgE 10 INTRODUCTION TO dOMAin FOur to make learning more relevant and build social studies include learning history and also how children perceive events and ac- on their own individual strengths. When par- historical reasoning, geography, econom- tions. For example, family and parental at- ents and caregivers incorporate the child’s ics, ecology, technology, and other con- titudes, beliefs, and care giving practices culture, they can provide experiences that cepts that relate to how and where we live. impact children’s cognitive development build on the child’s prior knowledge. In addi- by determining children’s exposure to tion children may be able to connect learn- certain tasks, contexts, and knowledge. ing experiences with their own life and see Family, Community, and Given that children’s cognitive abilities the relevance of the new knowledge. Culture and understanding are context-depen- dent, it is imperative to provide learning Developing knowledge of one’s own opportunities that are culturally sensitive family, community, and culture enables Reasoning and adapt to children’s varying patterns children to make sense of the various re- Reasoning consists of specific sets of in learning, reasoning, and problem-solv- lationship structures they interact with in skills that enable children to create and ing abilities. their daily activities. This aspect of cogni- analyze general relationships (e.g., similari- tive development involves understanding ties, differences, associations) between ob- Children not only differ in their rates human interdependence at multiple levels jects, events, or people. Competencies that of acquiring general knowledge, but also – family functions, community roles, and develop with reasoning are causation, criti- in the ways in which they learn, remem- cultural appreciation. Early experiences cal and analytical thinking, problem solving, ber, and understand. Differences in chil- and interactions in family, community, and and representational thought. These skills dren’s cognitive development are not, culture set the foundation for a child’s abil- are considered by many to be the most and should not be viewed as, deficits. We ity to learn how to learn. complex kind of knowledge, making them should engage children in activities and the most difficult to describe and assess. interactions that strengthen their abilities in all forms and ways of knowing, learn- Creative Arts ing, remembering, and understanding. Math and Numeracy Children’s ability to express and repre- sent themselves through dance, music, Children who have disabilities, devel- Mathematics and numeracy skills theater, and visual arts is a central aspect opmental delays, or who are at risk for consist of the ability to understand and of cognition. Related to the ability to ex- developmental delays, may need adap- use numbers, mathematical operations, press and represent oneself through the tations to support their learning. To sup- measurement, and properties of ordering. arts is an understanding and appreciation port the learning and development of all These skills are essential for children to be of the arts. For some children, this includes children, it is important for children of all able to navigate mathematical situations learning the cultural arts traditions of their abilities to play and learn together. To fa- that arise in everyday life settings. community or cultural group. cilitate this, caregivers and parents may need to provide more direct guidance and Science materials of varying degrees of difficulty to children with cognitive challenges. Young Scientific thinking and knowledge skills children who experience delays gain sig- include the ability to understand the natural nificant benefits from participation in world and to make predictions. It is the de- early intervention programs that provide velopment of scientific thinking that helps IV. Supporting center-based or home-based education, children apply and test their knowledge Individual guidance, and family support. through methodical inquiry and verification. By acquiring scientific knowledge, children Differences gain an understanding of, and information about, the earth and living things.

Knowledge and cognitive skills are Social Studies complex and intertwined with children’s Developing knowledge of social studies social and cultural context. Culture in- allows children to understand how people fluences not only the knowledge that is interact with and relate to the world around valued and transmitted to children, but them in the past, present, and future. Here,

PAGE INTRODUCTION to domain FOUR 105 • Mediate the use of specifi c cognitive V. Global functions (e.g., systematic exploration, orientation in space, restrained impulsivity, Strategies coordination of two sources of information, comparative behavior, planning behavior, summative behavior, clear and precise language) Each child gains general knowledge about their physical and social worlds at different • Engage children in a variety of activities and rates and in different ways. The following strate- routines throughout the day gies should be used for all children from birth • Provide hands-on and sensory experiences to school entry to encourage their cognitive de- (e.g., touching, holding, exploring, seeing, velopment. These sample strategies will help to tasting, smelling, and manipulating) for all ensure that all children receive learning experi- learning activities ences that meet their unique needs: • individualize experiences, activities, • Take time to learn about each child’s interactions, and instruction to meet the everyday experiences at home and in his/her needs of all children own community • incorporate teaching and learning strategies from children’s cultural background (e.g., use culturally and linguistically appropriate songs, stories, games, chants, music, dance, movement, and culturally specifi c knowledge in coordination with cognitive development) • Ensure that the environment is safe from cultural bias, discrimination, and all other forms of racism • if children need extra support, simplify complicated tasks by breaking them into smaller parts or reducing the number of steps

PAgE 106 INTRODUCTION TO dOMAin FOur PAgE INTRODUCTION TO dOMAin FOur 107 reasoning: Causation

gOAl 32 CHildrEn dEMOnsTrATE AWArEnEss OF CAusE And EFFECT

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • looks for or orients toward a dropped • Experiments with effect of own actions on object objects and people • uses sounds, gestures, and movements to • Observes others’ actions to see the effect impact the environment and interactions they will have on objects and people • Acts on an object to make a pleasing sight, • knows playing with certain desirable or sound, or motion (e.g., kicks or swats forbidden objects will get adults’ attention mobile, continues to bat at object to repeat • Expresses beginning understanding of sound) cause and effect (e.g., “it’s quiet because • repeats actions many times to cause you turned off the radio.”) desired effect

some strategies for Caregivers: some strategies for Caregivers: • Provide explicit explanations for cause • Provide a safe and stimulating environment and effect (e.g., when child tries to touch for child to explore something hot, say “you can’t touch that • Provide child with consistent responses, burner because it is hot and it will hurt environments, and routines you.”) • Play turn-taking games with child (e.g., • Play with and manipulate different materials peek-a-boo) so child can see changes (e.g., mixing fl our and water makes dough) • demonstrate and explain the relationships between things (e.g., “if you throw your toy • Provide opportunities for child to out of the crib, you can’t reach it.”) experiment with objects to see outcomes (e.g., turning lights on and off) • Provide child with experiences and materials that demonstrate cause and • describe how objects change when acted effect relationships (e.g., place object on upon (e.g., “The batter turns into cake.” blanket, demonstrate to child how to pull “The water turns into ice.”) blanket toward self to get the object)

PAgE 108 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Identifies objects that influence or affect • Structures experiments to see how changes other objects (e.g., “The food coloring in one factor influence changes in others makes the water blue.”) (e.g., see how boot size relates to depth of puddle wading), with assistance domain FOUR • Asks “why” questions to show effort at understanding causation (e.g., “If I do this, • Attempts to explain how things might Cognition why does that happen?”) change, given changes in circumstances • Explains the effects that simple actions may (e.g., “When it’s cloudy, it might rain.”) and General have on objects (e.g., “It will be dark when • Explains reasons why simple events you turn off the light.”) occurred (e.g., “Carlos isn’t here today Knowledge • Recognizes which element of an object because he got sick yesterday.”) causes the effect in simple relationships (e.g., the beads inside the box make the noise) Some Strategies for Caregivers: • Engage child in cause and effect activities (e.g., freeze water with objects in it, observe Some Strategies for Caregivers: how long it takes to melt) • Provide opportunities for child to play • Provide child with a variety of materials to without adult guidance, discovering causal create cause and effect experiments (e.g., relationships different colors of paint, water and flour) • Engage child in activities that demonstrate • Demonstrate, explain, and engage child cause and effect (e.g., cooking projects, in taking steps to cause an outcome planting seeds to watch them grow) (e.g., explore together the steps needed to • Demonstrate, explain, and engage child cook a meal) in activities and interactions that explore cause and effect (e.g., explore what it takes to make flowers grow) • Engage child in efforts to address the effects of local issues (e.g., pollution, littering)

PAGE 109 . DOMAIN FOUR reasoning: Critical and Analytic Thinking CHildrEn COMPArE, COnTrAsT, EXAMinE, And gOAl 33 EVAluATE EXPEriEnCEs, TAsks, And EVEnTs

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • imitates others’ actions, gestures, • imitates behavior seen in another place and and sounds time • Explores objects in many different ways • notices and describes how items are the (e.g., mouthing, shaking, banging, throwing) same or different (e.g., “This ball is bigger • Engages in sustained gazing or tracking than that one.” “My shirt is the same as of object with eyes unchallee’s.”) • Observes others’ activities • uses actions or words to justify choices • Makes choices when given options (e.g., which toy to play with) some strategies for Caregivers: • Provide child with different toys and objects some strategies for Caregivers: from a variety of cultures to examine, compare, and contrast • demonstrate, explain, and engage child in • describe comparisons during playful comparing objects’ size, shape, and other interactions characteristics (e.g., explore how a plant is different from a tree) • Provide opportunities for child to examine his/her environment (e.g., point out • demonstrate, explain, and engage child in different colors in the room, shake a variety discussing what he/she likes and does not of containers and toys) like about experiences

PAgE 110 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Shows understanding of concepts of same • Identifies characteristics for comparison and different (e.g., size, color) • Recognizes and labels aspects of an event • Compares the main characters or events of domain FOUR (e.g., long, fun) stories • Compares experiences, with adult • Describes experiences using comparative Cognition assistance (e.g., recalls and compares play language (e.g., “Today’s walk was longer times with different children) than yesterday’s.”) and General • Explains simple benefits and/or drawbacks • Considers peers’ observations and Knowledge of choosing one course of action, with perspectives when making decisions assistance • Explains how he/she made simple decisions • Organizes objects by more than one pre- selected characteristic (e.g., crayons and markers by color and type of implement) Some Strategies for Caregivers: • Uses comparative words (e.g., “Now the music is faster.” “The soup is hotter than • Demonstrate, explain, and engage child in the juice.”) activities that show what he/she could do in certain circumstances • Discuss pros and cons for making decisions Some Strategies for Caregivers: • Pose simple challenges with open-ended solutions (e.g., “Let’s build a play house • Engage child in activities and interactions using only the objects we can see in this that notice similarities and differences in room.”), then talk about the different the environment (e.g., different types of solutions vehicles on the road) • Engage child in role playing activities that assume others’ perspectives • Read or tell stories to child and then talk about the characters’ similarities and differences • Use open-ended questions with child (e.g., “What if...?” “What do you think...?”)

PAGE 111 . DOMAIN FOUR reasoning: Critical and Analytic Thinking CHildrEn usE PAsT knOWlEdgE gOAl 34 TO Build nEW knOWlEdgE

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shakes stuffed animal or object in same • generalizes ideas based on past way as rattle to hear noise experiences (e.g., watches caregiver blow • demonstrates object permanence (i.e., on hot food before eating, then blows on realizes that people or things exist even food – hot or cold – at next meal) when out of view) • Connects objects and ideas (e.g., broom • uses objects as intended (e.g., pushes for sweeping, swimsuit for swimming) buttons on plastic phone, drinks from cup) • recognizes that a person’s clothing • understands how familiar objects are used is based on the weather outside (e.g., in combination (e.g., spoon in bowl, socks “Wearing a sweater means it is cold on feet) outside.”) • Watches separate body parts, their movement, and experiments with control some strategies for Caregivers: of their movements • distinguishes sounds and combinations • use child’s home language, experience, of sounds and culture to make connections to new experiences • Follows the edges of objects in a space, such as a blanket, bed, or room • Engage child in routine activities, explaining the why’s (e.g., “We vacuum the fl oor to • recognizes different facial expressions clean up the dirt.”) • Help child make generalizations (e.g., “if it some strategies for Caregivers: is sunny here it will probably be sunny at school.”) • Provide toys and objects of different • Acknowledge child when a past event is textures that respond to actions of child recalled and used as the basis for a choice (e.g., rattles, squeeze toys, cloth toys, soft balls) • Play games with child that support understanding of object permanence (e.g., peek-a-boo, hide and seek) • demonstrate, explain, and engage child in activities that show how different experiences relate to one another (e.g., “your sweater goes on over your head just like your shirt goes on over your head.”) • use photos and objects to talk about child’s past experiences (e.g., photos or toy animal after an outing to the park)

PAgE 11 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Applies new information or vocabulary to an • Restates understanding of a situation or activity problem in own words • Uses information gained through one • Explains that a person stays the same, even domain FOUR modality and applies it to new context via though appearance is changed through another modality (e.g., tries to build a tower masks, costumes, or makeup Cognition of blocks like the one seen in a book) • Understands that words are made up of • Generates a strategy based on one learning letters and General event and extends it to a new learning • Recognizes the difference between squares opportunity (e.g., learns that mixing red and rectangles and circles and ovals Knowledge and yellow paint makes orange, later tries coloring yellow crayon over red crayon) Some Strategies for Caregivers: Some Strategies for Caregivers: • Engage child in activities and interactions that use known strategies in new situations • Engage child in activities and interactions that make connections by recalling past • Demonstrate, explain, and engage child in learning and events (e.g., engage child activities that explore questions and guide in “remember when...” games and him/her toward appropriate solutions discussions) • Invite child to expand on what he/she • Demonstrate, explain, and engage child in meant by a certain response (e.g., “Tell me activities that recall past events and relate more about why you said that.”) what he/she learned from it • Engage child in discussing what he/she • Engage child in generalizing by asking open- thinks another child meant by a given ended questions (e.g., “Where response (e.g., “Why do you think else would this work?” “What if...?”) Josie did that?”)

PAGE 113 . DOMAIN FOUR reasoning: Problem solving CHildrEn Find MulTiPlE sOluTiOns TO QuEsTiOns, gOAl 35 TAsks, PrOBlEMs, And CHAllEngEs

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • reaches for a toy or object that has • uses active exploration and trial and error rolled away to solve problems • seeks assistance from caregiver to solve • Tries several methods to solve a problem a problem by using vocalizations, facial before asking for assistance expressions, or gestures • Communicates to request assistance • uses objects as a means to an end (e.g., uses a bucket to transport blocks from one room to another, uses spoon to some strategies for Caregivers: reach for food) • Provide opportunities for child to work out problems with and without assistance some strategies for Caregivers: • Talk out loud, or otherwise demonstrate possible solutions, while problem solving • respond to child’s signals for assistance • Play games that have many solutions • Provide different materials to engage child • Work through a problem sequentially • demonstrate, explain, and engage child in with child to fi nd the solution trying things in different ways (e.g., stack blocks of different shapes and sizes, trying different combinations – square blocks on bottom, then round blocks on bottom) • Positively acknowledge when child tries new things

PAgE 11 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Explores various ways to solve a problem • Works in a group to find a solution, building and selects one option on the group’s problem solving strategies • Seeks assistance from another child • Demonstrates understanding of when domain FOUR or an adult to solve problems something might be a problem or a • Modifies actions based on new information challenge (e.g., “This puzzle’s going Cognition and experiences (e.g., changes block to be hard to do.”) structure when the and General tower continues to fall) Some Strategies for Caregivers: Knowledge • Pose solvable problems to child and provide Some Strategies for Caregivers: opportunities for child to find solutions • Be available to assist child with challenges, • Present the pros and cons of different questions, and tasks solutions, encouraging child to help identify to solve the best solution • Demonstrate several alternatives • Provide opportunities for child to work with to solving a problem other children and adults to find solutions to • Guide child through the problem solving problems process • Apply problem solving process to social problems at child’s level (e.g., “Enrique and you both want to paint at the easel. What needs to happen for you to share the easel and paint together?”)

PAGE 115 . DOMAIN FOUR reasoning: representational Thought

gOAl 36 CHildrEn usE syMBOls TO rEPrEsEnT OBJECTs

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • demonstrates object permanence (i.e., • Finds objects after they have been realizes that people or things exist even hidden nearby when out of view) • draws or scribbles and explains what • locates an object that has been hidden the drawing is from view • Experiments with new uses for familiar • recognizes people, animals, or objects in objects pictures or photographs • Provides a simple description of a person or object that is not present (e.g., child barks when asked what noise the dog makes) some strategies for Caregivers: • reacts to mental images of objects or • Play games with child that encourage object events (e.g., claps hands when told permanence (e.g., peek-a-boo, hide and aunt/uncle is coming to visit) seek) • Identifi es symbols for familiar objects • Model symbolic use of objects (e.g., “drink” correctly from a toy cup) • Ensure that pictures and books in child’s environment have children who look like some strategies for Caregivers: child as well as children from other cultural • Engage child in exploration, supporting groups imaginative play • demonstrate, explain, and engage child in activities that show how objects not seen still exist

PAgE 116 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Provides more complex description of a • Uses physical objects to demonstrate person or object that is not present (e.g., vocabulary (e.g., creates two piles of blocks child describes that the dog is black, soft, – one with “more” blocks, one and runs around; child gestures to show with “less”) domain FOUR how big) • Represents simple objects through • Uses symbols or pictures as representation drawings, movement, mime, three- Cognition for oral language dimensional constructions and General • Uses objects to represent real items in make believe play Some Strategies for Caregivers: Knowledge • Recognizes objects, places, and ideas by symbols (e.g., recognizes which is the men’s • Engage child in creating symbols to room and which is the women’s room by represent familiar objects (e.g., “What looking at the stick figure symbols) would a symbol for your bed look like?”) • Engage child in culturally specific representational activities (e.g., storytelling, Some Strategies for Caregivers: oral history, dance, oral interpretation) • Engage child in symbolic play (e.g., uses a block to represent a phone) • Engage child in drawing pictures of feelings, people, animals, and objects • Tell stories without pictures and encourage child to visualize and express what he/she sees • Identify and point out symbols during daily activities, demonstrating and explaining what symbols refer to; including the teaching of letters, numerals, and signs

PAGE 117 . DOMAIN FOUR reasoning: representational Thought

gOAl 37 CHildrEn CAn disTinguisH BETWEEn FAnTAsy And rEAliTy

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Makes animal sounds • Plays make-believe with props • Begins make-believe play (e.g., rocking (e.g., dolls, stuffed animals, people) or feeding a baby doll) • Creates an imaginary friend • reacts to people in costume as if they are the characters they portray some strategies for Caregivers: • reacts to puppets as if they are real and • Expose child to make-believe stories not extensions of an adult or another child and songs from a variety of cultures that describe fantasy • demonstrate and engage child in making some strategies for Caregivers: a variety of animal sounds • Participate in child’s sense of imagination by engaging in make-believe play • dispel child’s fears that result from confusion over fantasy and reality • discuss child’s dreams, ideas, and imagination with him/her • Allow child to have imaginary friends • Read fi ction and non-fi ction books and share family and traditional oral stories with child and discuss how they are different

PAgE 118 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Takes on pretend roles and situations, • Explains if a story is real or make-believe, using the appropriate language, tone, and when prompted movements (e.g., pretends to be a baby, • Understands and expresses when fantasy crawling on the floor and making baby domain FOUR is influencing actions (e.g., “I was just sounds) pretending to do that.”) Cognition • Engages in complex make-believe play (e.g., • Recognizes that some characters, places, theme-oriented play that involves multiple and objects in books, movies, television and General characters and settings) shows, and some family and traditional oral • Makes connections between characters in stories are not real Knowledge books, stories, or movies, with people in real-life • Questions if characters in books, family and Some Strategies for Caregivers: traditional oral stories, and movies are real or not • Engage child in activities using make- believe (e.g., tell a story and engage child in making up the ending) Some Strategies for Caregivers: • Demonstrate, explain, and engage child in activities and interactions that identify real • Engage child in activities and interactions characters, places, and objects in books, that develop fantasy characters while movies, television shows as well as family helping them differentiate between make- and traditional oral stories believe and reality • Help child distinguish between cartoons, puppets, characters in books and movies, and real people

PAGE 119 . DOMAIN FOUR Mathematics and numeracy: number sense and Operations CHildrEn dEMOnsTrATE knOWlEdgE gOAl 38 OF nuMBErs And COunTing

8BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • understands the concept of “more” in • Counts to at least fi ve from memory in reference to food or play home language (e.g., recites, “one, two, • uses gestures to request “more” three...” or “atauciq, malruk, pingayun…” or “isa, dalawa, tatlo…”) • imitates rote counting using some names of numbers • imitates counting rhymes or songs (e.g., “Five little Monkeys”) • recognizes some quantities (e.g., sees some strategies for Caregivers: two blocks and says “two”) • Identifi es quantity and comparisons of • Count objects in child’s environment “out quantity (e.g., all, some, none, more, less) loud” in the home language • demonstrate, explain, and engage child in activities that show “more” versus “less” some strategies for Caregivers: • sing songs, tell stories, and read books with numbers and counting • use numerical concepts in everyday routines (e.g., ask child if he/she would like • Provide number/numeral materials in child’s one or two more pieces of something) environment (e.g., large, age appropriate magnetic numerals) • Pair objects during daily activities (e.g., “One child gets one snack.”) • Provide child with math-related toys and objects from own and other cultural backgrounds • Model using math and writing numerals in daily activities (e.g., paying bills)

PAgE 10 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Names some numerals • Counts to at least 20 from memory • Recognizes that a single object is “one” • Understands that when counting items regardless of size, shape, or other attributes they must be counted only once and none domain FOUR • Understands that numbers represent should be left out quantity (e.g., gets three apples out of the • Uses math manipulatives, games, toys, and Cognition box) coins in daily activities • Applies numbers and counting concepts to • Uses basic numbers and counting and General daily life (e.g., counts number of children operations (e.g., “I gave Chua one of my Knowledge who have raised their hand) blocks. Now she has two blocks.”) • Differentiates some letters from numerals • Tells what number comes before or after a • Recognizes, names, and writes some given number to 20, with assistance numerals • Explains the difference between addition • Names the numbers in order to ten and subtraction, with assistance or more from memory • Counts at least five objects in one-to-one Some Strategies for Caregivers: correspondence, without assistance • Understands that the last count represents • Estimate how many objects you have or will the quantity of what has been counted see and then count out loud • Understands the quantity is not affected • Pose math questions that apply to daily life by the order of counting (e.g., “How many days until we have school again, or the next steam-bath or sauna?”) • Groups objects and counts the number of groups • Model writing simple math equations that are relevant to daily life (e.g., “How many • Applies counting to new situations (e.g., jars of jam are left?”) counting objects, counting groups) • Engage child in activities and interactions • Uses numbers to predict and make realistic that use numbers and counting (e.g., play guesses (e.g., “I think there are about grocery store, engage child in recording twenty marbles in that jar.”) inventories of canned goods or fish) • Tells what number comes before or • Have child divide objects equally among after a given number up to five a group of people by assigning one for each person in turn and checking that the quantities are the same (e.g., each Some Strategies for Caregivers: person gets three strips of dry fish or • Talk aloud while doing simple math five different color crayons) computations (e.g., number of snacks for the number of children) • Play card or board or other culturally appropriate games that use counting with the child • Engage child in counting objects during daily routines • Demonstrate to child that numbers have meaning (e.g., speed limits, temperature, prices) • Provide a variety of objects for child to handle and manipulate (e.g., buttons, stones, pine cones)

PAGE 121 . DOMAIN FOUR Mathematics and numeracy: Measurement CHildrEn dEMOnsTrATE sOME knOWlEdgE OF siZE, gOAl 39 VOluME, HEigHT, WEigHT And lEngTH

9BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Plays with toys and objects with different • uses size words, such as “many,” “big,” and sizes and shapes “little,” appropriately • Orders a few objects by size, with • Fills and empties containers (e.g., with sand assistance or water) • Compares the size of various everyday objects (e.g., puts different people’s shoes some strategies for Caregivers: side by side to see which is longest) • Provide opportunities to develop an • Identifi es things that are big or small, heavy understanding of volume (e.g., fi lling, or light, tall or short, with assistance emptying) • Looks at two objects and identifi es which • describe the size, volume, weight, and one is bigger or smaller length of people, toys, and objects • Explores measuring tools (e.g., measuring • Provide child with toys that have cup, ruler) incremental sizes (e.g., nesting cups, • demonstrates comparative behavior by stackable rings) from own and other cultural nesting up to fi ve cups backgrounds • Orders objects by size, volume, height, weight, and length with assistance

some strategies for Caregivers: • Provide sand and water play, giving child opportunities to pour, fi ll, scoop, weigh, and dump • Provide opportunities for child to measure (e.g., during cooking, art projects, grocery shopping) • Help child to arrange blocks, toys, or objects from smallest to largest or longest to shortest • Chart child’s changes in height and weight

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Engages in activities that explore and • Measures sand or water using a variety develop vocabulary for length and weight of containers • Uses measuring tools in play activities (e.g., • Measures ingredients for a cooking project, domain FOUR measuring tape, measuring cups) with guidance • Estimates size (e.g., “I’m as tall as the • Uses some conventional vocabulary of Cognition yellow bookshelf.”) measurement (e.g., inch, cup, pound), • Labels objects using size words though may not have exact understanding and General of meaning • Exhibits spontaneous comparison by Knowledge ordering objects by size, volume, height, • Estimates measurements using size, weight, and length volume, height, weight, and length (e.g., how many steps it will take to walk across the room) Some Strategies for Caregivers: • Demonstrates comparative behavior by matching objects correctly (e.g., • Model and engage use of conventional bolts to nuts, jars to lids, greeting measuring tools and methods in cards to envelopes) everyday situations • Demonstrate, explain, and engage child in activities that use non-standard Some Strategies for Caregivers: measurement (e.g., using handfuls to measure rice, using footsteps to • Demonstrate, explain, and engage child measure distance) in activities that measure with common measuring tools • Play measuring games with child (e.g., “Which is heavier?” “Which is longer?”)

PAGE 123 . DOMAIN FOUR Mathematics and numeracy: Properties of Ordering

gOAl 40 CHildrEn sOrT, ClAssiFy, And OrgAniZE OBJECTs

0BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • groups a few objects by color, shape, or • Collects items that have common size, with assistance characteristics (e.g., red blocks, shells, leaves) • Arranges objects in lines (e.g., makes a row of blocks) some strategies for Caregivers: • sorts objects by one characteristic (e.g., color) • sing songs and read books that name • recognizes objects arranged in series (e.g., colors or identify shapes and objects with small, medium, large) similarities • Identifi es categories of objects (e.g., dogs, • demonstrate, explain, and provide cats, deer, moose, and bears are all animals), opportunities for child to sort and classify with assistance (e.g., “Pick up all of the toys that are animals.”) • Matches simple two-dimensional shapes in form boards and puzzles (e.g., circles, • Provide child with objects in a variety of squares, triangles) shapes, colors, and sizes (e.g., plastic containers, jar lids) • Identifi es two geometric shapes (e.g., circle, square) • Point to different patterns and identify the • Creates and copies simple shapes made contrasts (e.g., “red, black, red, black…”) by others

some strategies for Caregivers: • demonstrate and explain simple patterns using children, objects, or a fl annel board • Engage child in comparing and ordering materials and objects of the same shape and color (e.g., blocks, crayons) • Engage child in activities and interactions that notice patterns in nature (e.g., types of leaves) • Make color, shape, and sound patterns and encourage child to participate with you • Play matching games with child, incorporating familiar patterns from child’s cultural background, neighborhood, and community (e.g., artwork, murals, clothing, utensils) • Provide play and art materials that have different shapes (e.g., circles, squares, triangles) • demonstrate, explain, and engage child in activities that identify culturally specifi c patterning in artwork or objects used in the environment

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Orders several objects on the basis of one • Sorts objects into categories, classifying characteristic through trial and error (e.g., and comparing according to a characteristic puts four blocks in a row from smallest to (e.g., size, color) largest) domain FOUR • Recognizes, describes, duplicates, and • Systematically explores patterns with a extends a two-part pattern (e.g., A/B, circle/ Cognition variety of materials square) • Classifies everyday objects that go together • Describes how and why objects are and General (e.g., shoe/sock, pencil/paper, comb/brush) arranged or sorted the way they are Knowledge • Compares shape and size of objects • Creates, builds, or draws shapes Some Strategies for Caregivers: • Orders shapes from smallest to largest (e.g., orders various circle sizes) • Engage child in creating his or her own patterns • Engage child in activities that arrange Some Strategies for Caregivers: collections into groupings using different rules that you make up together • Demonstrate and explain examples of patterns for child to create and recreate • Engage child in creative art projects that use shapes (e.g., “You can draw a house by • Engage child in activities and interactions putting a triangle on top of a square.” “You that look for patterns in the house, can draw a rectangle for the door.”) classroom, or nature • Play games that challenge child to describe • Play classification games with child (e.g., and identify shapes gather a group of items that include pairs of objects that go together – shoe/sock, • Provide materials in shapes that can be flower/vase – match items that go together) used to represent or recreate murals or other art forms in the community • Use accurate words to promote child’s understanding of shapes • Engage child in recognizing shapes in the environment (e.g., octagonal stop sign, bowls are circular)

PAGE 125 . DOMAIN FOUR Science: Scientifi c Thinking CHildrEn COllECT inFOrMATiOn THrOugH gOAl 41 OBsErVATiOn And MAniPulATiOn

1BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Turns head toward sounds or voices • Uses all fi ve senses to examine different • gathers information through the senses objects with attention to detail (e.g., mouthing, grasping, reaching) • Identifi es similarities or differences in • uses more than one sense at one time (e.g., objects uses sight, touch, and hearing by examining • systematically explores natural phenomena and shaking a toy) through one or more of the fi ve senses (e.g., • Observes objects in the environment for a notices different types of insects) brief period of time • uses another object or person as a tool some strategies for Caregivers: (e.g., expresses the desire to be picked up to reach something, uses block to push • Provide opportunities for child to explore buttons on a toy) natural objects and events • Explore the environment with child and show interest in objects found and some strategies for Caregivers: observed • Follow child’s lead as he/she explores the • Provide materials for a variety of sensory environment experiences • Provide opportunities for safe observation • Provide opportunities for child to examine and exploration (e.g., padded surfaces) things in detail by asking open-ended • show child self in the mirror questions • demonstrate and explain how things can be manipulated to make them different and/or more useful • Provide objects that invite exploration with multiple senses (e.g., rattle with bright colors and different textures)

PAgE 16 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Identifies and distinguishes between • Seeks information through observation, senses (e.g., tastes, sounds, textures) systematic exploration, and conversations • Uses non-standard tools (e.g., blocks, paper • Uses simple tools and equipment to extend domain FOUR tubes) to explore the environment the senses and gather data • Uses standard tools (e.g., magnets, • Identifies, describes, and compares Cognition magnifying glass) to explore the properties of objects environment • Recognizes charts and graphs as a way and General • Participates in experiments provided by to collect, organize, record, and describe adults and describes observations (e.g., information Knowledge mixing soil and water to make mud)

Some Strategies for Caregivers: Some Strategies for Caregivers: • Help child develop records of observations • Provide opportunities for child to learn (e.g., drawings, objects, photos) from walks through all of the senses (e.g., provide in the neighborhood active and large motor strategies to support • Encourage child to draw pictures of scientific thinking) observations • Provide opportunities for child to share observations through pictures and words • Help child represent his/her observations using charts and graphs

PAGE 127 . DOMAIN FOUR Science: Scientifi c Thinking CHildrEn EngAgE in EXPlOring THE nATurAl WOrld By MAniPulATing OBJECTs, gOAl 42 Asking QuEsTiOns, MAking PrEdiCTiOns, And dEVElOPing gEnErAliZATiOns

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Actively uses one or more sense to explore • Asks simple questions about the natural environment (e.g., touch, sight, smell, taste, world (e.g., “Where did the rainbow go?”) hearing) • Observes and/or manipulates objects and • Expresses a sense of wonder about the events to answer simple questions about natural world (e.g., reaches for objects, puts the natural world objects in mouth or rubs on cheek, rolls • demonstrates restraint of impulsivity objects in hands, drops objects on fl oor) before engaging in an activity • investigates new phenomena (e.g., reaches • Makes guesses about what might out to touch rain) happen based on past experience • Tries new activities, motions, experiences • Progresses from trial and error to solving problems more systematically, with some strategies for Caregivers: assistance • Provide opportunities for child to ask questions about the environment and provide descriptive answers some strategies for Caregivers: • Engage child in discussions about thinking • Provide child with opportunities to play in ahead by asking “what if” questions about and explore the natural world the natural world • Explore objects and the environment • Help child notice patterns in behaviors and together with child to discuss what comes next (e.g., “After • Bring appropriate plants and animals we read a bedtime story, we turn out the into the environment for observation and lights.”) exploration

PAgE 18 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Asks questions and finds answers through • Collects information about objects and active exploration events in the natural world • Records information from an experience • Communicates information learned from domain FOUR (e.g., drawing, storytelling, writing, exploration of the natural world (e.g., “We photographing) picked lots of berries.” “The snow was Cognition • Makes predictions and develops cold and wet.”) generalizations based on past experiences • Makes reasonable explanations, without and General • Uses vocabulary that shows recognition of assistance scientific principles to explain why things • Describes and discusses predictions, Knowledge happen (e.g., uses words such as sink, float, explanations, and generalizations based on melt, freeze) past experiences

Some Strategies for Caregivers: Some Strategies for Caregivers: • Help child to find the answers to “why” • Engage child in experiments with everyday questions through active exploration and items (e.g., water and flour) reflection • Engage child in “if – then” questions (e.g., • Demonstrate, explain, and engage child “If I keep pouring water into this cup, what in activities that make predictions about will happen?”) natural events (e.g., growing seeds, caring • Engage child in thinking about scientific for animals, charting weather) processes (e.g., “How can we find out what • Invent and conduct simple experiments with kind of insects live in this dirt?” and other child (e.g., which object will sink and which open ended questions). will float) • Observe, listen for questions, ideas, and • Engage child in simple and nutritious theories that relate to child’s wonder of the cooking projects from own and other natural world cultural backgrounds, demonstrating simple scientific principles (e.g., freeze, melt, liquid, solid)

PAGE 129 . DOMAIN FOUR Science: Scientifi c Knowledge

gOAl 43 CHildrEn OBsErVE And dEsCriBE CHArACTErisTiCs OF liVing THings

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • responds to plants, animals, and other • Explores and investigates physical people in the environment (e.g., reaches properties of living and non-living things for caregiver, grabs a fl ower, points and • demonstrates understanding of how things squeals at a dog) grow and change • Explores characteristics of certain living • Comments on what it takes to make things things (e.g., picks up an earthworm, tries to grow (e.g., “That plant needs water.”) catch ants)

some strategies for Caregivers: some strategies for Caregivers: • Take advantage of everyday events to talk • sing songs and read books from a variety with child about nature and science (e.g., of cultural backgrounds with child that the changing weather) describe plants and animals and how they grow and change • Help child safely observe animals and insects around the home and neighborhood • Take child on fi eld trips to places where he/ she can observe and explore living things • Provide child with opportunities to play (e.g., zoo, farm, park, beach, fi sh hatchery) outside • Provide opportunities for child to observe and interact with live animals and plants (e.g., fi eld trips to the tundra, sea coast, river, forest, farm, zoo, veterinarian’s offi ce, fi sh hatchery, science museum, aquarium, plant nursery) • read or act out stories and legends about plants and animals from child’s cultural background

PAgE 10 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Identifies things as living or non-living based • Observes and describes characteristics, on their characteristics (e.g., breathes, basic needs, and simple life cycles of living moves, grows) things domain FOUR • Describes characteristics of plants, • Describes simple relationships between animals, and people (e.g., “That tree grew animals, plants, and the environment (e.g., Cognition really tall!”) “Fish live in water.” “Some animals eat • Systematically explores and describes plants.”) and General similarities, differences, and categories of • Takes care of familiar plants and animals plants and animals (e.g., waters houseplants, feeds pet fish) Knowledge • Demonstrates understanding of changes in the appearance, behavior, and habitats of living things (e.g., plants, spider webs) Some Strategies for Caregivers: • Asks questions about growth and change in • Engage child in activities and interactions plants and animals that lead to thinking about how things live, grow, change, and die • Read stories to child about growth and Some Strategies for Caregivers: change of living things • Provide opportunities for child to use all • Have child tell a story or draw a picture five senses to learn about the outdoor about an animal that changes environment (e.g., listen for sounds of • Plant seeds with child, nurture them nature, watch small insects, smell freshly together, and monitor the changes picked tundra tea or mowed grass, touch rough pine cones) • Explain and engage child in activities that explore plants and animals, including those found in diverse cultures • Provide opportunities for child to take care of living things (e.g., non-toxic houseplants, pets)

PAGE 131 . DOMAIN FOUR Science: Scientifi c Knowledge

gOAl 44 CHildrEn OBsErVE And dEsCriBE CHArACTErisTiCs OF THE EArTH

BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Observes sun and clouds • Asks questions about the earth • Enjoys outdoor play • Identifi es weather (e.g., sun, rain, snow) • Enjoys playing with water, sand, and mud • Identifi es or labels earth’s materials (e.g., water, rocks, dirt, leaves) • demonstrates curiosity about the natural some strategies for Caregivers: environment by asking “why” questions (e.g., “Why is the grass green?”) • Take child on walks, describing what you see • Read non-fi ction books and sing songs with some strategies for Caregivers: child that describe the properties of the earth • Provide opportunities for child to play safely • Engage child in safe activities to explore with water dirt, sand, and water • Play with child outside and talk about safety issues (e.g., wearing warm clothes, not getting lost, etc.) • introduce child to pictures of natural phenomena (e.g., sea, caves, waterfalls, forests) • Provide opportunities for child to explore his/her natural environment • demonstrate, explain, and provide activities for child to take care of the environment

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Investigates properties of rocks, dirt, and • Identifies and distinguishes between water landscapes (e.g., mountains/hills; rivers/ • Recognizes and provides simple lakes) domain FOUR descriptions of the states of matter (e.g., • Identifies changes that occur in nature over “Water is wet.”) time Cognition • Makes simple observations of the • Describes, draws, or writes about characteristics and movement of sun, environmental changes (e.g., erosion, tides, and General moon, stars, and clouds earthquakes) • Discusses changes in the weather and • Shows an emerging ability to “read” the Knowledge seasons, using common weather-related weather (e.g., if cloudy, predicts that it vocabulary (e.g., rainy, sunny, windy) might rain)

Some Strategies for Caregivers: Some Strategies for Caregivers: • Provide opportunities for child to share • Guide child’s efforts to identify, record, and observations of the earth describe changes in weather • Discuss the environment with child • Engage child in exploring properties of • Help child develop a nature collection (e.g., the earth as found in his/her daily natural leaves, shells) environments (e.g., dig in the soil, explore puddles, describe how different types of • Go to museums or community events that weather feel) focus on the natural world (e.g., traditional cultural festivals such as Nalukataq (the Blanket Toss festival), Bladder Festival, Dog Salmon Festival, Celebration, stick dance, Native Youth Olympics, visit a planetarium or aquarium, participate in an Earth Day event)

PAGE 133 . DOMAIN FOUR social studies: History

CHildrEn diFFErEnTiATE BETWEEn EVEnTs THAT gOAl 45 HAPPEn in THE PAsT, PrEsEnT, And FuTurE

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows anticipation for regularly scheduled • Anticipates recurring events in typical daily activities routines (e.g., “After i eat lunch, i will hear a • recognizes the beginning and end of an story.”) event (e.g., claps at the end of a song) • Connects new experiences to past • recalls information about the immediate experiences past (e.g., after eating, says “All done!”) • Experiments with general terms related to the elements of time (e.g., “Today we are going to grandma’s.”) some strategies for Caregivers: • Makes predictions about what may occur in the future • demonstrate, explain, and give child routines, talking about what happens before and after some strategies for Caregivers: • label events and routines (e.g., use time words such as today, tomorrow, next, later, • use pictures to talk with child about what long ago) will happen in the future and what has • look at photo album or family videos happened in the past with child • Tell stories from the past, indicating awareness of time by beginning, “A long time ago...” • Talk with child to recall what happened yesterday or last night • show child pictures and tell stories about the way something or someone looked in the past compared to now

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Retells a simple story or event in roughly • Retells a more complex story or event in sequential order somewhat sequential order • Uses time-related words and concepts (e.g., • Begins to use the vocabulary for days of the domain FOUR first/last, morning/night, yesterday/today), week and names of the months though not always accurately • Describes events or objects from his/her Cognition • Gives simple accounts of what happened personal or family history that day • Begins to understand that people in the and General • Establishes causal patterns between past, past lived differently than people do today Knowledge present, and future events, with assistance • Uses the future tense to discuss plans • Uses phrases that suggest awareness of • Progresses in understanding similarities the past (e.g., “When I was a baby...”) and respecting differences among people, such as genders, race, special needs, culture, language, and family structures Some Strategies for Caregivers: • Recognizes pictures of parents or • Engage child in play activities with time- grandparents when they were young. keeping materials (e.g., clocks, watches, timers, calendars) • Demonstrate, explain, and provide activities Some Strategies for Caregivers: for child about what will happen in the • Engage child in activities that draw or write future and what has happened in the past about a memory from a family, community, (“What did you have for lunch today?”) or cultural event • Engage child and family members in • Read books with child from a variety of activities and interactions about family and cultures that have historical content community history • Examine evidence of change over time in • Count down days to an event with concrete meaningful ways to child (e.g., photographs materials (e.g., remove a link on paper of him/herself) chain each day) • Help child make a scrapbook of his/her life • Help children organize an event honoring traditional elders and long time community members, including opportunities for conversation and storytelling • Point out pictures of adults in family photo albums.

PAGE 135 . DOMAIN FOUR social studies: geography

CHildrEn dEMOnsTrATE AWArEnEss OF lOCATiOn gOAl 46 And sPATiAl rElATiOnsHiPs

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Explores environment in the presence • distinguishes between near and far of caregiver • Experiments with physical relationships • Explores spatial relationships (e.g., (e.g., on/under, inside/outside) attempts to fi t own body in boxes or tunnels) • shows interest in investigating geography • develops awareness of own body and how tools (e.g., map, compass, globe, much space it takes up navigational charts)

some strategies for Caregivers: some strategies for Caregivers: • Provide a safe “child-proof” environment • use position words in a conscious way (e.g., (e.g., cover electrical outlets, keep poisons suggest child puts magazine under the and items that child may choke on out of book that is on the table) child’s reach) • Play with child, creating situations related to • Provide many opportunities for child to travel (e.g., take “trips” on a bus or plane, explore the environment use road maps and pictures of different • Explain objects that child sees and places he/she has been) discovers in the environment • Provide child with opportunities to experience different physical positions (e.g., fl oor time, carrying time)

PAgE 16 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Uses words to indicate direction, position, • Talks about location using appropriate and size, but may not always be accurate vocabulary (e.g., near/far, over/under, next • Creates representations of locations to) domain FOUR and space during play (e.g., builds steep • Describes some concepts of distance or mountain road in sandbox) space (e.g., knows it is far to Grandpa’s Cognition • Identifies where he/she lives house) • Understands physical relationships • Recognizes that real places can be and General (e.g., on/under, inside/outside) represented with symbols Knowledge Some Strategies for Caregivers: Some Strategies for Caregivers: • Play games with child that incorporate using • Engage child in activities that create and responding to position words (e.g., left, representations of his/her immediate right, first, last, big, little, top, bottom) environment (e.g., home, classroom, village, or neighborhood) • Use directional terms when traveling (e.g., “We will turn left at the next street.”) • Draw simple maps and directions that can be followed around the home or • Take walking trips around the neighborhood yard to find objects and talk about geographic features and landmarks • Incorporate pictures or murals of mountains or other landmarks in child’s life (e.g., use laminating paper to secure pictures onto blocks for block play)

PAGE 137 . DOMAIN FOUR social studies: geography CHildrEn dEMOnsTrATE knOWlEdgE OF THE gOAl 47 rElATiOnsHiP BETWEEn PEOPlE, PlACEs, And rEgiOns

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • recognizes some familiar places (e.g., • distinguishes different environments by home, store, grandparent’s house) the people or signs that are a part of that • knows where favorite toys or foods are environment (e.g., see pictures of fi sh and stored in own home says “They live in water.”) • recognizes own house and other homes the child visits frequently when approaching some strategies for Caregivers: • recognizes familiar buildings (e.g., school, post offi ce, library, community building) • give child many opportunities to explore the environment • Narrate what child sees and fi nds in the some strategies for Caregivers: environment, such as landforms or animals that are local to the region • read aloud books and tell family and • describe the weather outside when walking traditional oral stories about children living or looking out the window together in different climates and discuss how their food, clothing, and houses are different • Take child to geographical locations that may be unfamiliar (e.g., parks, mountains, ocean, new neighborhoods) • Take child for walks around their own environment and community and point out signs and landmarks that indicate locations

PAgE 18 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Matches objects to their usual geographic • Describes some physical characteristics locations (e.g., stove in the kitchen, bed in (e.g., bodies of water, mountains, weather) the bedroom, tree in the park) and some of the social characteristics of the corresponding communities (e.g., types domain FOUR • Develops awareness of some characteristics of own geographic region of shelter, clothing, food, jobs) Cognition (e.g., “It rains/snows here a lot.”) • Helps to navigate on journeys (e.g., “After • Recognizes where he/she is while traveling you pass the big red barn, then my house is and General in familiar areas, most of the time next.” or “I live by the bus stop.”) • Begins to express and understand concepts • Understands that there are different places Knowledge and language of geography in the contexts that people live of the classroom, home, and community Some Strategies for Caregivers: Some Strategies for Caregivers: • Engage child in drawing, building with • Explain and provide activities about where blocks, and creating models of real places child has been on trips or other places he/ • Help child make drawings or models of his/ she has lived her village, neighborhood, house, or school • Demonstrate and explain the use of maps • Engage child in activities and interactions and globes in the presence of child that explore other places that people live • Point out rivers and glaciers that shape the (e.g., books, magazines, documentary films) environment

PAGE 139 . DOMAIN FOUR social studies: Economics

gOAl 48 CHildrEn dEMOnsTrATE AWArEnEss OF ECOnOMiC COnCEPTs

8BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • depends on others to provide for wants and • recognizes relationship between supply needs and demand (e.g., understands that he/she cannot have another cracker because they are all gone) some strategies for Caregivers: • recognizes and uses objects for barter or trade during play, with assistance • read aloud books about different types of occupations • Explain people’s different jobs in context some strategies for Caregivers: (e.g., “i’m going to work now.”) • Provide child with play materials that have economic uses (e.g., cash registers, wallets, purses, checkbooks, credit cards, receipts) for dramatic play • use the names of coins and currency, demonstrating and explaining both their real and relative value • Provide opportunities for child to make choices and discuss consequences of choices • read aloud to child books about jobs in different parts of the world

PAgE 10 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Demonstrates awareness of money being • Realizes that making one choice means that needed to purchase goods and services you may not be able to do something else • Plays store or restaurant with play or real • Recognizes that people rely on others for domain FOUR money, receipts, credit cards, telephones goods and services • Talks about what wants to be when he/she • Understands the concept of saving Cognition grows up resources for use in the future • Demonstrates understanding of sharing • Accurately names some coins and money and General and interdependence bills (e.g., penny, nickel, dollar bill) Knowledge • Recognizes that some things are owned by people and other things are collective goods Some Strategies for Caregivers: • Demonstrates understanding that coins • Engage child in activities that call for them of different sizes and colors have different to purchase things in dramatic play (e.g., names grocery store, bank, post office, shoe store) • Involve child when using real currency and coins in every day situations Some Strategies for Caregivers: • Demonstrate, explain, and provide activities • Engage child in activities that call for them about how all people need food, shelter, to make “trades” (e.g., trading two crayons and clothing for a marker during art time) • Demonstrate, explain, and provide activities • Discuss why people save items and about how things can be used as a resources for the future (e.g., child’s button substitute for money (e.g., checks, coupons, blanket, piggy bank, dry fish, jam) credit/debit cards, subsistence goods) • Model sound resource planning and use • Help child cooperate and share with others, for both subsistence and monetary based in order to demonstrate the value of economies (e.g., seasonal changes and interdependence cycles, the resources they bring and how families and communities utilize them including their cultural importance, as well as banking, budgeting, saving, and spending practices), and explain how these decisions are made • Demonstrate and explain where appropriate that there are some things that no one owns and some things everyone owns (e.g., sunshine, air, ocean, public property such as parks)

PAGE 141 . DOMAIN FOUR social studies: Ecology CHildrEn dEMOnsTrATE AWArEnEss OF THE rElATiOnsHiP gOAl 49 BETWEEn HuMAns And THE EnVirOnMEnT

9BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Expresses interest in nature (e.g., fl owers, a • Helps with home and class routines that breeze, snow) keep the house/classroom clean • recognizes trash as trash • discards trash in appropriate receptacle • knows where the trash receptacle and • recognizes and responds to characteristics recycle bin, if available, are in own home or of the environment (e.g., exclaims out loud learning setting when he/she sees bird or a very tall tree) • uses natural objects for play (e.g., makes mud pies, makes a house out of sticks, some strategies for Caregivers: uses leaves for a pillow) • Engage child in regular outdoor play • Model environmentally responsible behavior some strategies for Caregivers: (e.g., not littering, picking up trash on a walk, discarding trash in appropriate • demonstrate, explain, and engage child in receptacle) activities about the environment and what people can do to protect it • Make taking care of the indoor and outdoor environment a normal part of the daily routine • use recycled materials to create props for play • Carry a plastic bag on walks with child so you can safely pick up litter • Collect and use natural materials for play

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Shows awareness of environment by • Recognizes, with adult support and noticing features of own home and other guidance, how people can take care of the familiar places (e.g., recounts how water earth’s limited resources or damage the was flowing over the road on the way to earth domain FOUR store) • Exhibits simple concepts of conservation • Recognizes things that do not belong in the (e.g., uses paper judiciously, does not waste Cognition environment (e.g., litter) water) and General • Participates in protecting equipment and • Shows interest in understanding how materials from weather or other natural animals gather and store food, sleep, Knowledge phenomena and live

Some Strategies for Caregivers: Some Strategies for Caregivers: • Engage child in keeping a room or space • Take child on a visit to an outdoor clean and tidy recreation area (e.g., local pond or park) • Demonstrate, explain, and provide and talk about what is found, what belongs opportunities for child to see how re-using there, what has been left by people, and and recycling empty containers and papers what to do about that behavior can help the environment • Let child choose a regular chore to help • Discuss what it would be like if everyone clean up his/her immediate environment threw their garbage on the ground instead • Demonstrate and explain what happens of taking it to a trash receptacle when cans, paper products, and plastic are • Read or tell ecology-related stories set thrown in trash bins and/or recycle bins in various cultural communities where available • Recycle with child; sort cans, bottles, and • Demonstrate and explain the use of a paper into the proper recycling containers resource and its proper care (e.g., not where available wasting animals taken for subsistence, storage of heating fuel or gasoline) • Demonstrate and discuss the complete and multiple uses of natural resources

PAGE 143 . DOMAIN FOUR social studies: Technology

gOAl 50 CHildrEn usE TECHnOlOgy APPrOPriATEly

50BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Enjoys listening to music from a Cd player • Plays with battery-operated toys and or radio learning objects, with assistance • shows interest in technology (e.g., turns • Operates a simple tape or Cd player to toward ringing telephone) listen to a recorded story, with assistance • Enjoys using play technology objects • Makes mechanical toys work, if labeled safe (e.g., wind-up toy) for children under 3 • Turns a light switch on and off some strategies for Caregivers: some strategies for Caregivers: • demonstrate, explain, and provide • Provide a safe “child-proof” environment opportunities for child to use phone skills (e.g., cover electrical outlets, keep (e.g., “Hello,” “goodbye,” words instead of electronic appliances safely out of child’s gestures) reach) • limit child’s television/video time to no • discourage use of television, videotapes, more than 1 to 2 hours per day of quality and computers children’s programming • Provide child with experiences and • Engage child in listening to story tapes materials that demonstrate how objects can and music from own and other cultural assist in accomplishing a task (e.g., place backgrounds object on blanket, demonstrate to child how • Ensure that all technology-based resources to pull blanket toward self to get the object) child is exposed to (e.g., television programming, computer software) refl ect and affi rm diverse cultures, languages, and ethnic heritages • Eliminate all technology-based resources (e.g., television programming, computer software) that contain violence • demonstrate, explain, and provide opportunities for child to see how assistive technology helps people (e.g., motorized wheelchairs, communication devices)

PAgE 1 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Communicates with family members or • Identifies ways in which technology helps other familiar people using telephone people accomplish specific tasks (e.g., “The or other communication device, with wheelchair helps Alfonso get from one place assistance to another.” “E-mail lets you communicate domain FOUR • Identifies some materials as natural or as with your friend Qavvik who lives far away.”) human-made and explains how he/she • Identifies alternate ways of doing things Cognition knows the difference with and without technology (e.g., can use and General • Describes stories, images, or sounds hands or dishwasher to clean dishes, can experienced with technology (e.g., music travel by foot or by car) Knowledge on CD player, program on television, story • Considers, with adult guidance, what it must heard on tape) have been like to live without technology in • Uses accurate vocabulary to identify an earlier time technology (e.g., camera, computer, printer, • Uses computer for simple ‘point and click’ television) operations on child-appropriate Web sites or software

Some Strategies for Caregivers: Some Strategies for Caregivers: • Demonstrate, explain, and provide opportunities for child to feel and use a • Engage child in activities and interactions variety of natural materials (e.g., wood, that call for thinking about and discussing cotton, fur, wool, stone, leather) and human- the use of technology in daily life made materials (e.g., plastic, Styrofoam, • Model using technology constructively and paper) to learn their characteristics and responsibly in daily living (e.g., use the capabilities computer to check the weather forecast) • Invent and construct simple objects or • Talk about the values of Native technology structures that can be used to assist in a as well as western technology (e.g., skin task, using common tools and materials in a boats are lighter that boats made of safe manner (e.g., a stick of wood with play aluminum or wood, dried fish does not have dough on the tip to use to pick up pieces of to be refrigerated) paper without stooping over) • Actively participate with child when watching television or using the computer • Monitor the quality and limit the quantity of child’s computer use

PAGE 145 . DOMAIN FOUR Family, Community, and Culture: Family CHildrEn dEMOnsTrATE AWArEnEss OF FAMily gOAl 51 CHArACTErisTiCs And FunCTiOns

51BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • kicks legs and squeals when familiar adult • recognizes family members by voice appears • Knows own fi rst and last name • initiates contact with caregivers • recognizes roles within own home (e.g., • shows affection (e.g., hugs and kisses) to “daddy cooks supper and mommy washes familiar adults the dishes.”) • develops and maintains trusting • Pretends to nurture a doll by feeding and relationships with primary caregiver talking to it • Addresses at least two family members by • Gives names to toys and dolls that refl ect name family and circle of friends • recognizes immediate family members in • Identifi es boys and girls photographs • recognizes that family members hunting will provide food for family some strategies for Caregivers: • involve child in family traditions, rituals, and some strategies for Caregivers: activities • Provide opportunities for family members • Help child identify and name family to talk with child about family history and members and their relationships and roles culture • spend warm, nurturing time with child • Provide props and dress-up clothes for child • Provide opportunities for child to spend to play different family roles (both male and time together with family female) • Create a baby-proof family album that child • read aloud books that show people in can explore a variety of roles • Bring child along to family subsistence • display photos of child and his/her family at activities as appropriate (e.g., carry child on child’s eye level back during berry picking, let child watch • Encourage child to participate in family cutting up fi sh from a safe place) subsistence activities (e.g., picking berries, setting up camp)

PAgE 16 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Describes family members and begins to • Recognizes extended family members (e.g., understand simple relationships to one cousins, aunts, uncles) another (e.g., “Marika is my sister.”) • Talks about how other children have domain FOUR • Talks about grandparents or other family different family compositions other members and discusses how they look than own Cognition different from children • Identifies self as a member of a specific and General family and cultural group Some Strategies for Caregivers: • Adopts the roles of different family • Provide opportunities for child to participate Knowledge members during dramatic play in family functions • Tells stories about family routines • Provide opportunities for child to make • Draws a family portrait friends with children who have different family compositions (e.g., children whose • Joins in singing family songs grandparents live with them) • Help child to understand relationship Some Strategies for Caregivers: between family members and their roles • Take child to visit his/her extended family • Assist child in creating an All About Me book with pictures and captions • Read stories about families and talk about child’s own and others’ families • Help child distinguish people and relationships (e.g., grandparents, brother, aunt, cousin) • Provide opportunities for child to spend time engaged with elderly relatives

PAGE 147 . DOMAIN FOUR Family, Community and Culture: Community CHildrEn dEMOnsTrATE AWArEnEss OF THEir COMMuniTy, gOAl 52 HuMAn inTErdEPEndEnCE, And sOCiAl rOlEs

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Begins to watch other children • Identifi es the possessions of other children • reaches out to touch other children or • shows interest in peers by including them in grabs their toys play, referring to them by name • recognizes the names of other children • recognizes that different people have • shows recognition of the family members of different roles and jobs in the community other children • Functions as a member of various • Begins to participate in simple parallel play communities (e.g., classroom, with other children neighborhood, faith-based community) • shows interest in community workers (e.g., garbage collector, Village Public safety some strategies for Caregivers: Offi cer, mail carrier, health aid) • Participates in family routines • demonstrate, explain, and provide opportunities for child to interact with other children and adults who are in the room some strategies for Caregivers: • Provide opportunities for child to play in diverse environments with other children • Engage child in using clothing and props for (e.g., play group, park, friend’s home) dramatic play that represent different roles • read aloud books about different types of in society occupations • Take fi eld trips in the community to increase • read books with child about families in awareness of roles people play (e.g., library other communities, cultures, or countries for story hour, fi re department, nursery where child can pot plants) • Encourage child to participate in classroom duties and household chores • display pictures and read aloud books, which portray a variety of workers and community helpers refl ective of women as well as people from child’s own and other cultural backgrounds

PAgE 18 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Identifies people by characteristics other • Recognizes others’ capabilities in specific than name, when asked areas (e.g., “That woman is good at fixing • Names a parent’s job (e.g., nurse, plumber, cars.”) domain FOUR farmer), but may not know what parent • Identifies some types of jobs and some of actually does at the job the tools used to perform those jobs Cognition • Recognizes some community workers and • Demonstrates an understanding of social increases awareness of their jobs behavior and personal responsibility as a and General • Pretends to be different community member of a group (e.g., “If you put away workers during play (e.g., grocery store the toys, then I’ll clean up the art table.”) Knowledge clerk, teacher, construction worker, doctor, fisherperson) Some Strategies for Caregivers: • Recognizes that people have different communities (e.g., family, neighborhood, • Take child on a neighborhood walk and school, faith-based community, job) have child draw a picture of his/her neighborhood • Demonstrate, explain, and provide Some Strategies for Caregivers: opportunities for child to observe how • Take child on field trips to observe people in a community work together community workers • Engage child in play opportunities that take • List with child all of the people you see on different social roles (e.g., salesperson, doing jobs that help others captain, mail carrier, police/safety officer, health aid, hair stylist) • Use group time (e.g., family dinner, circle time) to discuss the idea of community and • Make a book, poster, or mural about people how we are all interconnected in the community and the jobs they perform • Engage child in activities and interactions • Support in-depth projects for child to that call for them to express knowledge of explore his/her immediate community (e.g., social roles through creative art and drama field trips, simple interviews with community helpers) • Play song games to explore community helper roles • Demonstrate, explain, and provide opportunities for child to help others, appreciating others’ needs and perspectives

PAGE 149 . DOMAIN FOUR Family, Community and Culture: Community

gOAl 53 CHildrEn dEMOnsTrATE CiViC rEsPOnsiBiliTy

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Follows simple directions • Tries out roles and relationships through • Tries out roles and relationships through dramatic and pretend play imitation (e.g., smiles at self in mirror, plays • recognizes that there may be different peek-a-boo) rules in different places (e.g., school rules • requests assistance when needed may be different from those at home) and follows appropriate set of rules, with • looks to caregivers for assistance and assistance guidance • Participates actively as a member of the family or classroom community (e.g., some strategies for Caregivers: helping during clean-up time) • Helps adult with simple chores • Be responsive and nurturing to child • state rules in a manner that promotes positive thinking rather than negative some strategies for Caregivers: thinking (e.g., “We use walking feet” instead of “no running”) • discuss how each person, including adults, can share in classroom responsibilities • Offer child easy-to-follow directions, starting (e.g., cleaning up play areas together) with one step at a time • give child options rather than commands • Engage child in making choices • Engage child in developing rules for dramatic play • demonstrate, explain, and provide opportunities for child to experience interdependent behavior (e.g., attend civic events and community projects) • Promote linguistic, cultural, and other forms of respect

PAgE 150 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Shows awareness of group rules (e.g., waits • Exhibits positive citizenship behaviors by before painting because the easels are full) sharing, taking turns, following rules, and • Helps to make rules for free choice play taking responsibility for classroom jobs domain FOUR (e.g., “Only four people at the sand table.”) • Participates in democratic group processes • Follows rules while playing games and as a way of making choices (e.g., voting or Cognition reminds others of the rules discussion) • Responds to another child’s needs by • Demonstrates awareness of the reasons for and General sometimes giving and sharing rules and laws Knowledge • Notices if another child is missing an • Exhibits personal responsibility, choice, and essential article to participate in the group leadership in the context of self-help skills (e.g., other child does not have crayons to and duties/roles that benefit the family or draw with) class • Invites other children to join groups or other • Participates in community events that activities promote interdependence, with assistance

Some Strategies for Caregivers: Some Strategies for Caregivers: • Include child in the development of • Discuss with child how rules/standards rules to promote interdependence and protect everyone’s rights and help to ensure understanding of the rules that everybody is safe • Establish rules that address bias and • Provide opportunities for child to actively prejudice that are understood by child (e.g., participate in interdependent events (e.g., “We call other children names that make community volunteer projects such as litter them feel good about themselves.”) pick-up or serving food to people who are homeless) • Take child with you when you go to vote during elections • Have child help organize clothes or household items to donate to community • Demonstrate and discuss public manners organizations (e.g., asking permission to touch things, saying thank you and goodbye) • Demonstrate and explain what could happen when child is not considerate • Create opportunities for cooperation (e.g., of others ask two children to do a task together)

PAGE 151 . DOMAIN FOUR Family, Community and Culture: Culture CHildrEn dEMOnsTrATE AWArEnEss And APPrECiATiOn gOAl 54 OF THEir OWn And OTHErs’ CulTurEs

5BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • recognizes simple differences between • Enjoys poems, stories, and songs about a people (e.g., shows curiosity about variety of people and cultures someone who wears glasses or has • displays knowledge of basic concepts of skin color other than own) own heritage and background (e.g., shows • interacts with other children who are of pictures or objects from home) different ethnic and cultural backgrounds, • Asks simple questions about other children of a different gender, who speak other and adults (e.g., “Where is simon?”) languages, or have special needs

some strategies for Caregivers: some strategies for Caregivers: • Provide food, music, art materials, books, • Clarify with child’s family what is the child’s photos, and dramatic play props that refl ect cultural membership child’s own family and culture • immerse child in his/her own culture • Engage child in activities and interactions • share stories, songs, and poems about with children of other cultures child’s own and other cultures • Display images refl ective of child’s own • Model caring and kindness for all people cultural heritage and physical appearance and treat others with respect and fairness • Talk about child’s unique qualities and • Engage child in activities and interactions those qualities that are similar to other with many children children • Establish family traditions, rituals, and • Provide accurate and compassionate activities answers to help child develop a sense of appreciation for the differences of others

PAgE 15 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Asks questions about other children’s • Talks about, compares, and explores appearance and behavior similarities and differences in daily • Asks questions about similarities and practices across cultures domain FOUR differences in other people (e.g., language, • Expresses understanding about other hair styles, clothing) children’s cultures through conversations, Cognition • Shows respect for similarities and dramatic play, interactions, and items from differences (e.g., does not laugh at home and General somebody who is different) • Recognizes and celebrates similarities and • Begins to develop awareness, knowledge, differences between people of different Knowledge and appreciation of own culture cultures • Recognizes stereotypes and culturally or linguistically unfair or biased behavior Some Strategies for Caregivers:

• Create charts and pictures, with child’s Some Strategies for Caregivers: help, showing names of objects in child’s home language and in home languages of • Demonstrate and explain characteristics other children in child’s circle of contact child has that represent his/her cultural • Introduce and talk with child about other background cultures within his/her community (e.g., • Broaden child’s knowledge about children visit ethnic restaurants or grocery stores, and families in other places and cultures cultural festivals) through real-life experiences, books, • Teach child words in other languages stories, pictures, videos, food (e.g., “Hello” in Yup’ik is “Waqaa.” preparation, etc. “Hello” in Spanish is “Hola.” in Chinese • Listen to music from other parts of the it is “Ni hao.” “Good morning” in Tagalog world and discuss its characteristics is “Magandan umaga.”) • Reinforce the value of child’s home • Choose books, music, activities, and language and culture children’s shows that celebrate diverse • Identify and discuss with child culturally cultures or linguistically unfair or biased behaviors; • Demonstrate, explain, and provide demonstrate and explain anti-bias opportunities for child to develop cross responses cultural skills

PAGE 153 . DOMAIN FOUR Creative Arts: Expression and representation CHildrEn usE CrEATiVE ArTs TO EXPrEss And rEPrEsEnT gOAl 55 WHAT THEy knOW, THink, BEliEVE, Or FEEl

55BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • gazes at pictures, photographs, and mirror • uses a variety of materials for tactile images experience and exploration (e.g., paint, • Enjoys repetition glue, 3-dimensional materials, musical instruments) • Experiments with a variety of sound sources (e.g., rattles, bells) • Engages in the artistic process with enthusiasm • Exhibits an increased variety of movements to express self using different body parts • Explores various ways of moving with or without music • imitates sounds, facial expressions, and gestures of another person • Explores simple songs using voice and/or instruments • imitates sounds or actions of an animal or object • Engages in pretend play • Experiments with a variety of art materials (e.g., paint, markers, crayons, pencils) some strategies for Caregivers: • shows preferences for certain colors • Express a sense of awe and appreciation of works of art, those that the child creates some strategies for Caregivers: and those that others create • Exhibit child’s artwork in places it can be • Actively describe to child what you see viewed and admired easily • imitate and respond appropriately to child’s • View art materials as meaningful and sounds provide a space for their use • Engage child in experiments with safe art • introduce child to a variety of art materials materials and create simple art projects and allow open-ended exploration • sing songs to and with child (e.g., while • Engage child in the use of simple musical working around the house or waiting for the instruments (e.g., rhythm sticks, drums, bus) tambourine) • Provide visual and tactile textures for child • display local and classic art forms from to see and touch child’s cultural background • Expose child to a variety of live and recorded music

PAgE 15 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Participates in group music experiences • Uses music to express thoughts, feelings, (e.g., singing, finger plays, chants, musical and energy instruments) • Expresses his/her feelings and ideas domain FOUR • Remembers the words to an oft-repeated through creative art, drama, and movement song • Uses simple instruments such as rhythm Cognition • Asks to sing a particular song sticks, tambourines, or drums to create • Participates freely in dramatic play activities rhythm, beat, and patterns and General (e.g., pantomimes movement of familiar • Shows interest in more complicated things, acts out stories, re-enacts events instruments (e.g., piano, guitar, marimba, Knowledge from his/her own life) drums) • Tries one type of art many times (e.g., • Enjoys singing, making up silly and rhyming painting at easel several days in a row, verses, imitating rhythmic patterns, and using different colors, or covering the whole using music to tell stories and express paper with paint) feelings • Performs simple elements of drama (e.g., • Develops ability to plan, work both alone audience, actors, stage) and with others, and demonstrate care and • Pretends to be on stage and uses a persistence in a variety of art projects microphone to sing Some Strategies for Caregivers: Some Strategies for Caregivers: • Display art projects completed by child as • Point out various types of art and materials well as copies of classic art, if possible found in books, photographs, and on the • Take child on trips to museums and computer community centers to view what other • Engage child in daily creative art activities people have created and to share ideas and using a variety of materials (e.g., feelings about art watercolors, collage materials, paints, • Take child to music, dance, and theatre paper, scissors, glue, crayons) performances • Involve child in diverse musical activities • Encourage child to draw, paint, sing, or (e.g., song, dance, rhythm, playing musical move the way he/she feels instruments) from his/her own and other • Introduce child to more complex musical cultural backgrounds instruments (e.g., guitar, piano) and instruments from diverse cultures

PAGE 155 . DOMAIN FOUR Creative Arts: understanding and Appreciation CHildrEn dEMOnsTrATE undErsTAnding gOAl 56 And APPrECiATiOn OF CrEATiVE ArTs

56BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows interest in sounds, tones, voices, • Observes and responds to artwork music, colors, and shapes produced by other individuals and/or • Enjoys rhythms and songs cultures • Prefers repetition of familiar songs and • imitates movement after participating in or rhythmic patterns watching others perform games or songs • interacts with others through touch and • Exhibits interest when watching musical, motion dance, or theatre performances by other individuals • Enjoys looking at children’s books of dance, music, theatre, and visual arts • Identifi es favorite storybook characters

some strategies for Caregivers: some strategies for Caregivers: • Expose child to a range of voice sounds • Engage child in daily musical activities, (e.g., singing, speaking, humming) games, instruments, singing, and books • Expose child to music from a variety of • display the work of artists through prints, cultures and styles (e.g., jazz, rock, world posters, paintings, and books from child’s beat, latin, classical) own and other cultural backgrounds • show an enjoyment of music and • Provide multiple opportunities for child to participate in musical activities around child listen to music of all cultures and styles (e.g., sing aloud) • sing songs with child • Take walks with child and explore shapes in the immediate environment • Comment aloud when you see interesting colors, pictures, or a nice view

PAgE 156 dOMAin FOur 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Watches other children dance, then tries to • Describes art work and considers potential mimic the dance steps intentions of the artist • Listens attentively at a children’s concert, • Appreciates the artistic creations of others, domain FOUR play, or puppet show the skill of a dancer, or someone’s ability to • Hums or moves to the rhythm of recorded play a musical instrument, sing, or act Cognition music • Exhibits excitement when a picture or • Shares various forms of art found in own sculpture reminds him/her of people, and General environment objects, or events in own life Knowledge • Wonders about or asks questions about • Comments on the artwork of other children, works of art, paintings, songs, dance, or asking simple questions about methods theatre used and noticing details

Some Strategies for Caregivers: Some Strategies for Caregivers: • Attend and view live musical performances • Take child on field trips to museums, or with child street fairs and encourage child to identify his/her favorite painting or object and • Engage child in various forms of dramatic discuss why expression (e.g., puppetry, storytelling, dance, plays, pantomime, theater) • Talk about feelings and opinions after seeing a performance or looking at a piece • Engage child in the observation and of art expression of what was seen when watching people from a variety of cultures creating • Provide child with experiences of art forms art and performing groups from their own and other cultural backgrounds • Involve child in musical experiences that reflect diverse cultures (e.g., singing, • Take child on field trips to dance, musical dancing, listening, acting) and theatre events and performances (e.g., community programs, school performances, • Arrange for long-term art projects (e.g., traditional cultural presentations) mural, beading, music, dance, weaving, tile, carving, mask-making) with guest artists from child’s own and other cultural backgrounds

PAGE 157 . DOMAIN FOUR domain five Communication, Language and Literacy

context of specific activities. In acquiring I. Introduction II. Rationale a language, whether it is Iñupiaq, Yup’ik, Athabascan, Tlingit, Haida, Tsimshian, Unanagan, Spanish, English, Tagalog, or American Sign Language, the vital role Communication, language, and literacy The process of acquiring language of children’s environments cannot be are essential for individuals to function in gives children command of an incredibly neglected. Language is fundamentally all societies. The acquisition of language complex and powerful means of commu- embedded in children’s relationships and and literacy is a complex process that nication. Language plays a vital role in experiences. Parents and caregivers play a begins when a child is born. In the first the development of cognition, logic, and critical role in facilitating young children’s few years of life, children rapidly learn the reasoning by providing symbols that rep- language and literacy development by meaning and structure of words, how to resent concepts. To participate in a broad engaging them in language activities, cre- use words to convey meaning, and how range of daily activities, children need the ating print-rich environments, and partici- to make meaning of printed materials. In ability to communicate effectively through pating in social interactions with them. It acquiring language, children gain the abil- oral language, the written word, creative is especially important that these activities ity to articulate ideas and feelings, share expression, and a variety of other means. include the local environment and culture. them with others, and respond to ideas Listening skills include receiving, compre- and actions of other people. Language hending, and interpreting symbols in order plays a central role in children’s abilities to effectively communicate with other to build relationships by sharing meaning people. Effective communication includes with others. developing an awareness of others, the current activity or concepts, and the social III. General As with the other domains, setting. Children are developing socially Communication, Language, and Literacy Definitions and emotionally as they learn to listen to are closely interrelated with other domains others express their thoughts, feelings, of early development, such as cognitive, and ideas, as well as learning to recipro- physical, and social and emotional. The cate by articulating their own thoughts, complexity of this domain is amplified The Alaska Early Learning Guidelines feelings, and ideas. with the linguistic diversity found in Alaska define communication, language, and where children come from a variety of Communication, language, and literacy literacy as separate components in order backgrounds and cultures. Over twenty are essential for success in school and to highlight the essential aspects of each; Native languages and over eighty other life. Therefore, children need a high prior- however, these three components are world languages in addition to English are ity placed on supporting these attributes, highly interrelated. The development of spoken in Alaska. There is also a great which are vital to their learning and devel- oral language forms the foundation for wealth of diversity in how people make opment. Children acquire language in the early literacy development, just as the abil- and share meaning with others, such as ity to communicate early in life impacts the storytelling, dance, song, drama, carving, development of vocabulary. painting, and weaving. It is essential that children in Alaska be taught literacy in a way that honors their diverse heritage, Communication language, and culture. In order to build on Communication is both making meaning their strengths as literacy learners, parents of what is being communicated by others and caregivers can create opportunities for and communicating meaning effectively to children that build on their prior knowledge others. Communication is the process by and so they can explore and strengthen which information is exchanged between their sense of cultural identity. individuals through a common system of symbols, signs, gestures, or behavior. Children communicate before master- ing symbolic language. A child’s ability to communicate is dependent upon a com- plex set of skills including, but not limited to: awareness of the appropriate social

PAGE 158 INTRODUCTION to domain FIVE practices of language usage, the ability to those languages, which enables the person Alaska to promote healthy identities of listen, to make meaning of, and to follow to communicate effectively using language Alaska Native peoples and increase the verbal conversation. As children develop appropriate to different social settings. awareness of diversity of world languages. communication skills, they begin to differ- Literacy encompasses creative expression, The Alaskan Native languages, as well as entiate between the different social situ- analytic skills, and comprehension of the every language in the world, are of great ations where the communication occurs. environment. Emergent literacy, acquired value and educators should make efforts Children should be aware of the purpose during the early years of life, refers to skills to preserve these languages so that each of the interaction, as well as their own and and behaviors that children use to create unique way of communicating meaning others’ emotions involved in the commu- meaning. These include visual expression, and looking at the world may be passed on nication. Children learn a variety of styles oral language, emergent reading, print to Alaskan children. of communication and ways of expressing awareness, and writing processes. emotions, which are determined by the specific social setting, whether it is in the Home Language home, at preschool, on the playground, a The home language is the first language cultural event, or at a store. learned and the primary language used at IV. Supporting home. Research shows that children who are strong in their home language will be Language Individual able to develop fluency in speaking and Language is a systematic means of reading a second language such as English. communicating ideas or feelings by the Differences Children benefit cognitively from learning use of conventionalized signs, sounds, two or more languages. Second language gestures, or marks having meaning that learners are more sophisticated learners is comprehended in a similar manner by in that they already have acquired some, a group of people. Language development if not most, of the components of one lan- Children learn words and forms of lan- is the acquisition of communication skills, guage. The ability to communicate in more guage to express their thoughts, feelings, which include the social rules and customs than one language supports children’s and ideas; and also to meet personal and for expressing and interpreting thoughts, cognitive flexibility and an awareness of social objectives. Language, communica- feelings, and ideas. This knowledge of lan- their own cognitive processes. tion, and literacy are closely linked to social guage has three key aspects: and cultural contexts. Parents, educators, • Content, which includes vocabulary and professionals need to be aware that Bilingualism and meaning the manner in which children use language Bilingualism is the ability to com- to communicate varies widely. • Form, which is the grammatical municate in two or more languages and structure or syntax of a language Public education has made a dramatic includes a command of vocabulary, gram- change in its attitude toward inclusion of mar, pronunciation, and the ability to com- • Use, or the function of language Alaska Native traditional knowledge and municate meaning. Mackey (1962) defines indigenous languages over the last 20 bilingualism as the alternate use of two As children learn the sound system, the years. In the past, Alaska Native children languages by an individual. A bilingual child meaning of words, and the rules of form were forced to speak English in schools. has almost equal competence in both lan- and grammar, they begin to use language Today, however, education has progressed guages. Baker (1996) explains that while constructively in social situations. Through to include immersion and bilingual pro- the four basic language skills, listening, the use of language, children can build and grams where the language of instruction is speaking, reading, and writing, are impor- enhance their relationships with others. an Alaskan Native language. tant in first language development, “a lan- guage taught without its attendant culture It is essential that parents, educators, is like presenting a body without a heart. Literacy and other professionals value and support Language and culture are entwined in the Literacy involves the ability to use lan- linguistic diversity in children. It is also healthy functioning of a body. Therefore, guage, symbols, and images in a variety crucial to understand the unique history developing heritage cultural awareness of forms to read, write, listen, speak, rep- that has influenced where we are today and multiculturalism alongside first lan- resent, observe, and think critically about in education. Throughout Alaska, there guage teaching is an important element ideas. This process includes first and is an ongoing need to increase efforts to in language acquisition.” There are many second languages and the cultural base of reinvigorate the indigenous languages of

PAGE INTRODUCTION to domain FIVE 159 dimensions of being able to communicate in a that parents and caregivers recognize that chil- language and to defi ne them would go beyond dren need to be strong in their home language the scope of this document. it is important, how- fi rst, before learning a second language. The ever, to understand the concept of bilingualism home language of children largely governs how and the process of acquiring languages when children progress from simple to more complex considering the language development of young speech. The guidelines for the Communication, children. language, and literacy domain include indica- tors and strategies to support the development Children learn multiple languages in diverse of children’s home language while helping chil- ways. some learn by acquiring two or more dren acquire beginning profi ciency in English. languages at the same time, while others learn by learning a second language after master- Children’s acquisition of communication, lan- ing the home language. Children who learn two guage, and literacy may be impacted by visual, languages from birth operate with two separate hearing, neurological, or other disabilities. While language systems and it is typical that they may it may take some children several months to mix words from the two languages in the same acquire various aspects of language, it may sentence for a short time. For children who fol- take other children considerably longer. delays low the latter path to dual language learning (i.e., in language development may indicate that a sequential learning of more than one language), child has a hearing loss or developmental delay it is essential that children continue to receive or disorder. Early diagnosis and intervention for instruction in their home language while they are language delays are critically important. learning a second language. some children go through a “silent period” when learning a second or third language. Parents, educators, and care- givers need to continue to talk to children and give them time to speak in the second language when they are ready. if their home language is V. Global Strategies actively supported and valued, children will learn a second language faster. Fundamentally, every child needs nurturing Bilingual Education and support in developing his or her communi- in bilingual programs children receive instruc- cation, language, and literacy abilities. The fol- tion in their home language, as well as in English. lowing strategies should be used for all children Dual language instruction benefi ts children in from birth to school entry. These strategies will several ways. The instruction in the home lan- help to ensure that all children receive learning guage is important for children to understand the experiences that meet their needs: instruction in English. According to Freeman and • Actively support and value children’s home Freeman (2004), in bilingual education, children language by encouraging children to use it at receive some instruction in their home language home and across early learning settings to preview a lesson, followed by instruction in the second language. The review is once again in the • Build on children’s strengths as literacy children’s fi rst language. This technique is called learners by including their family and culture “Preview, View, review,” and is used by many in daily activities as much as possible teachers in bilingual settings. in addition, the instruction in the children’s fi rst language helps • Bring children to a variety of social and community activities and participate with them build the necessary background knowledge them in the social and verbal interactions as to gain profi ciency in the second language. much as possible Approximately fi fteen percent of young chil- dren in the state of Alaska speak a language • sing songs slowly so that children can hear other than English in the home. it is essential the words and sing along

PAgE 160 INTRODUCTION TO dOMAin FiVE • speak clearly and articulate individual words • Ensure that the home and learning when speaking to children; this will help environment is safe from cultural or other them develop their oral language forms of bias • speak to children in a level that is at or • Consistently and regularly encourage slightly beyond their level of language ability, development in communication, language, so that they are still able to understand you and literacy while being sensitive to the and learn more language at the same time cultural integrity of language and spoken communication • Engage children in activities that combine oral language and creative expression, such as fi nger painting, pretend play, dramatizing stories, singing, etc. • Write down children’s stories as they draw pictures and/or dictate their stories • Combine language activities with physical movement and music as much as possible; teach children fi nger plays, songs and poems that have hand motions, and games that involve movement and oral language • immerse children in language- and print-rich environments • Build and expand on what children say • Provide culturally and linguistically diverse models of communication, which could include voice, touch, gesture, and facial expression • Provide special or assistive devices, when necessary, to increase children’s level of communication and/or participation • Encourage communication and/or participation by using culturally appropriate objects and activities from children’s home environments

PAgE INTRODUCTION TO dOMAin FiVE 161 Communication: listening CHildrEn dEMOnsTrATE THE MEAning gOAl 57 OF lAnguAgE By lisTEning

57BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Turns to locate source of a sound • Enjoys fi nger plays (e.g., songs and games • shows preference for familiar human voices that use hands) to other sounds (e.g., animal sounds) • responds to action words by performing the • Orients to speaker in response to speaker’s action words • responds by looking, when directed, toward • Pays attention to what the speaker is a certain object looking at or pointing to • Attempts to locate objects when others • Vocalizes or gestures in response to discuss them another person’s voice or gesture • listens to short and simple stories in the home language

some strategies for Caregivers: some strategies for Caregivers: • interact with child during play with toys, books, and pictures familiar to the child • use puppets and/or other props when • Tell child stories, sing songs, and repeat reading or telling stories rhymes from child’s own culture and • Provide opportunities for child to listen to language recorded stories and nursery rhymes • Talk and interact with child during routine • include songs and stories from child’s home times (e.g., diaper changing, bath, meals, language in group activities dressing) • Assist child to speak on the telephone and • read stories and nursery rhymes with child encourage child to listen to the person on in home language the other end • Cradle child in arms when telling stories or • use hand motions that go along with stories reading books and songs • Hold child in arms while telling stories or reading books • Model listening by paying attention when child communicates

PAgE 16 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Selects specific details in a story and • Attends to book reading/storytelling for at repeats them least five minutes • Listens to others in a group discussion • Listens to others and responds in group for a short period conversations and discussions domain five • Responds to questions with appropriate • Notices different tones and cadences Commu- answers (e.g., recognizes the difference between • Gains information through listening humorous and serious voice inflection) nication, • Enjoys listening to stories from different sources (e.g., in person, on the radio) Language, Some Strategies for Caregivers: and Literacy • Provide child with pictures or other Some Strategies for Caregivers: materials including familial objects to stimulate talking and discussion • Provide opportunities for child to be heard, • Increase the length and complexity of books promote listening skills during group read and stories told to child conversations (e.g., child must listen when other children speak) • Talk with child about pictures and accompanying stories in books, magazines, • Create times when groups of children come and catalogs together to listen to information (e.g., elder tells story during circle time, carver explains • Facilitate listening skills as children talk significance of totem pole characters) with each other (e.g., “Let’s listen to Susie tell about her new cat.”) • Listen to an audio story or a story on the radio or musical selection with child and • Play games with child that require listening help him/her to interpret the story (e.g., and understanding (e.g., Simon Says, Red through words, art forms, dance, acting) Light Green Light) • Provide English Language Learners (ELL) or any second language learner with many opportunities to participate in, and understand, a second language without translation (e.g., use gestures, props, demonstration so he/she can understand without translation) • Provide tape-recorded stories from child’s home culture and home language

PAGE 163 . DOMAIN FIVE Communication: Oral and Written Communication

gOAl 58 CHildrEn COMMuniCATE EFFECTiVEly

58BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Vocalizes/uses sounds, words and/or • Changes intonation and tone to gestures to solicit attention communicate meaning • Communicates needs through facial • uses non-verbal gestures and body expression, words, or actions (e.g., points to language to express needs and feelings desired object) (e.g., gives spontaneous hug) • Changes volume and pitch to convey • Addresses listener appropriately to get meaning attention (e.g., when speaking to another • imitates words and/or beginning sign (e.g., child, uses child’s name) simple greetings, sign for more) • uses jargon with regular words in and gestures. conversation • uses descriptors to describe a thing or event (e.g., “big toy,” “fun ride,” “beautiful some strategies for Caregivers: sunset”) • introduce “baby sign” along with • uses sound effects in play spoken word • dictates a story for adult to put in print • recognize and include oral styles of • draws simple pictures or scribbles word-like speaking that are familiar to child marks to communicate a message • interpret and give meaning to what child or an idea says (e.g., “you are saying ‘baba.’ do you want some water?”) • repeat child’s sounds some strategies for Caregivers: • use different types of voice with child • listen to child and give him/her time to • “Tune in” to the different ways child respond attempts to communicate with appropriate • Model effective communication skills (e.g., response (e.g., facial expressions, verbal speaking clearly) response, gesture) • Encourage child with communication • Assist child with communication diffi culties diffi culties to use nonverbal ways to express to use nonverbal ways to express self so self so he/she feels that attempts to he/she feels that attempts to communicate communicate are valued are valued • Provide opportunities for child to communicate with other children • Provide play opportunities for child to engage in practicing emerging written/ picture communication with appropriate materials (e.g., paper, writing implements, envelopes, markers) • Provide opportunities for child to observe adult writing lists or notes

PAgE 16 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Speaks clearly enough to be understood by • Initiates conversation by making statements most listeners or asking questions • States point of view, likes/dislikes, and • Expresses an idea in more than one way opinions using words, signs or picture domain five • Adjusts communication style to listener boards (e.g., when talking to a younger child uses Commu- • Uses multiple word sentences to simple words) communicate needs, ideas, actions, • Uses character voices when retelling a story nication, and/or feelings or event Language, • Relays a simple message (e.g., from • Understands the concept of writing to grandparent to parent) communicate information or messages and Literacy • Repeats words or ideas to be sure (e.g., attempts to write a short phrase or information is communicated greeting) • Uses pre-writing (also known as “print • Draws pictures with objects and people approximations”) in play with other children to communicate an idea or event, with when pretending to communicate assistance • Begins to draw representational figures • Makes a simple story book using pictures, personal experience or culture and some words, with assistance Some Strategies for Caregivers: • Ask open-ended questions that can be Some Strategies for Caregivers: answered by child in his or her own way, eliminating the need for right or wrong • Engage child in conversation about a child answers selected photograph or object • Accept child’s response to open-ended • Provide opportunities for child to speak questions publicly for a small group and acknowledge • Invent creative games where child him/her in the effort retells a message in a group (e.g., • Reduce a complicated story (e.g., Three Billy “message relay”) Goats Gruff, How Crane got Blue Eyes) to • Play mime games that use the body seven or eight action sentences and act out to tell a story or express an idea movements with child, especially in support of English Language Learner • Provide play opportunities for child to “practice” pre-writing skills, sharing • Provide play opportunities that include information, sending messages materials for child to practice oral and written communication skills (e.g., tape • Encourage use of traditional communication recorders, writing implements, paper, story during play such as dance, music, props, telephone) drumming, singing, and other art forms • Recognize and encourage alternate forms • Allow child to watch adult make lists and of communication (e.g., dance, drumming, notes for other people while explaining why sign, storytelling) they are being written • Encourage child to write notes and lists. • Pair child with another child who speaks Child can use print approximations their home language and/or pictures • Provide opportunities for child to hear a • Have older child play and socialize in home new word pronounced correctly (e.g., in language with a younger child conversations, books, poems, songs)

PAGE 165 . DOMAIN FIVE Communication: Conventions of social Communication CHildrEn COMPrEHEnd And usE gOAl 59 THE COnVEnTiOns OF sOCiAl COMMuniCATiOn

59BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • responds when name is called or signed, • Pays attention to speaker for at least sometimes a portion of a conversation • uses non-verbal gestures for social • Begins to demonstrate turn-taking in conventions of greeting (e.g., waves “Bye.”) play and conversation • Participates in turn-taking during one-on- • Makes a related comment (e.g., adult says, one communication by making sounds or “Here is your water.” child says “Cup.” or using words, sometimes “Water cup.”) • Makes a formal verbal or sign request or response (e.g., “May i?” “Please?” some strategies for Caregivers: “Thank you.”) • Engage in turn-taking or circular • Follows non-verbal directions (e.g., signal communication with child, even before he/ for “Come here.”) she use real words • use everyday routines, such as meal times, to role-play social language conventions some strategies for Caregivers: (e.g., not interrupting the other speaker) • Talk and interact with child throughout • Play games that involve turn-taking the day • Provide play opportunities for child to “talk” • Pay full attention to child when listening to other children and adults, to him/her with guidance • Take time daily to have conversations • demonstrate, explain, and provide with child that are fun and engaging play opportunities for child to practice • Value and celebrate child’s home language talking and listening (e.g., use a play or make believe telephone, talking to • use symbolic actions to convey meaning dolls/animals) • Provide play opportunities for child to • use eye contact and expressions while practice turn-taking communication talking to child • demonstrate, explain, and encourage child (including during play activities) to practice culturally and socially appropriate courtesies

PAgE 166 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Pays attention to speaker during • Uses language appropriately with different conversation audiences (e.g., uses different words with • Takes turns during group conversations/ peers and adults), most of the time discussions, usually • Uses language appropriately depending domain five • Recognizes rising and falling intonations upon the purpose (e.g., to tell stories, get Commu- and what they mean (e.g., difference information, ask for help), most of the time between a “wh” question and a statement) • Adjusts intonation and volume in a variety nication, • Begins to demonstrate understanding of of settings (e.g., whispers when a baby is nonverbal cues (e.g., facial expressions for sleeping) Language, pride, displeasure, encouragement) • Engages appropriately in communication and Literacy • Bilingual child adjusts his/her language and with peers during play (e.g., talking, communication form according to person listening, gesturing) with whom he/she is speaking Some Strategies for Caregivers: Some Strategies for Caregivers: • Engage child in play and conversations that • Use props and role-play to encourage child to help him/her practice appropriate social participate in group conversations conventions (e.g., pretend to go to the grocery store or post office) • Make special time to sit down for leisurely conversations of interest to child • Provide opportunities for child to engage in conversations in a variety of situations (e.g., • Interact with child within his or her own at the playground with peers, at the post social conventions including home language office with the postal worker, with elders at and cultural group family and community gatherings) • Turn off a video or TV after 5-10 minutes and discuss the movie or show with child

PAGE 167 . DOMAIN FIVE language: Vocabulary CHildrEn usE rECEPTiVE gOAl 60 COMMuniCATiOn skills

60BirTH TO 18 MOnTHs • Provide child with developmentally appropriate books (e.g., board and/or cloth books that he/she can touch and some indicators for Children: manipulate) • responds to sounds in the environment • use a combination of “baby sign” and (e.g., startles or cries if there is an gestures from child’s experience and words unexpected sound) when talking with child • recognizes familiar voice by turning towards • Provide child with language-rich and speaker culturally-rich environment, through conversation, books, family stories, music, • responds appropriately to familiar words and early inclusion in traditional community and songs (e.g., “Clap,” child claps) activities • responds appropriately to familiar “signs” (e.g., “more,” nursing/bottle, or “all done,” “Mama/dada.”) 18 TO 36 MOnTHs • Points to familiar person/s when requested (e.g., “Where is mommy?”) some indicators for Children: • Points to objects when named (e.g., “Where is your blanket?”) • demonstrates understanding of familiar • Has a receptive vocabulary of over fi fty words by responding appropriately words in home language • Identifi es at least three body parts, when requested • Identifi es some people, objects, and actions some strategies for Caregivers: by name • describe everyday objects found in the • responds to directions that include home using correct vocabulary (e.g., verbs (e.g., run, jump, reach, open) bed, door, drum, fi sh) • Confi rm child’s intentions and extend topic, adding new vocabulary words when replying some strategies for Caregivers: to child’s attempts to communicate • Continue to include child in family and • introduce new words in the context of daily community traditional activities and life activities by narrating what child sees, ceremonies; explain words, symbols, hears, smells, touches, and tastes and meanings • Provide opportunities for child to point to • use as diverse of a vocabulary as possible familiar objects and actions for which he/ when talking with child she knows the names • name new materials and objects • Play labeling games with child (e.g., “Where when introducing them to child is your nose?”) • Make up games in a new environment like • sing songs and play rhyming games with “What do you see?” and label aloud what child you see around you (e.g., animals in the • read picture books daily with child including environment, name them aloud) poetry rich with a variety of sound and word • read daily with child and explain new patterns, nursery rhymes, and “baby books” vocabulary • Provide child with wordbooks

PAgE 168 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Recognizes and responds to some family • Demonstrates understanding of an and traditional stories and their meanings increasing number of technical and • Responds appropriately to a request specialized words (e.g., pediatrician is a (e.g., “Bring me the green towel.”) child’s doctor, elder is an honored person in domain five the child’s family or community) • Understands a receptive vocabulary of several hundred words in home language • Understands words that mean the same Commu- thing (synonyms) and some words that • Distinguishes between real and mean the opposite thing (antonyms) nication, made-up words Language, Some Strategies for Caregivers: Some Strategies for Caregivers: and Literacy • Engage child in hands-on learning and play • Use increasingly complex words, in context, that builds upon conceptual meaning of and explain their meaning when talking with words including art, music, and traditions of child child’s family and culture • Provide opportunities for child to view art • Positively acknowledge child when from their culture (and other cultures) and he/she demonstrates understanding explain the related stories (e.g., totem poles of new words and/or masks) • Build and expand on what child says • Provide opportunities for child to listen for by using more complex vocabulary new words in the environment and identify them when heard • View, with child, quality children’s television programs that teach, extend the learning • Invite family members and community by reading books on the topics, and do leaders to tell traditional stories rich activities that enhance the learning and with cultural language and images meaning of the words and concepts (if • Include child in family and community watching TV is a choice) activities that include traditional songs, stories, and dances • Make photo “books” for child to identify people, places, animals, etc. of personal interest • Play “placement games” with child to show understanding of prepositions (e.g., “Put the ball under/on top of/beside the table.”) • Engage in on-going conversations with child about what he/she is doing, listening to, and seeing • Facilitate and encourage peer language interactions in activities, pretend play, and outings

PAGE 169 . DOMAIN FIVE language: Vocabulary CHildrEn usE EXPrEssiVE gOAl 61 COMMuniCATiOn skills

61BirTH TO 18 MOnTHs • respond to child’s use of gestures and “signs” by using the word (e.g., “i see you want ‘more.’”) some indicators for Children: • Expose child to language by talking and • Makes facial expressions, gestures and reading with him/her changes tones • Try to understand the meaning of what child • Coos, making the vowel sounds of the is trying to say before responding language and then progresses to babbling • Babbles using two-lip sounds such as: “p,” 18 TO 36 MOnTHs “b,” and, “m” followed by a vowel sound (e.g., “Ba ba ba da da da...”) • Makes sounds or gestures that let others some indicators for Children: know that he/she is experiencing pleasure or pain or to express needs (e.g., coos and • uses new vocabulary in everyday squeals when content) experiences • uses consistent sound combinations to • demonstrates use of an expressive indicate specifi c object or person (e.g., vocabulary of more than one hundred “dada” for daddy) words, or a combination of words and signs, or alternative communication, in home • Combines words and gestures (e.g., waves language when saying goodbye) • uses mostly two- and some three-syllable • uses eight to ten understandable words (e.g., words “daddy,” “bottle,” “up”) and/or “baby signs” (“more,” “nursing/bottle,” “all done”) • Asks others to label unfamiliar objects • uses adjectives in speech (e.g., “red ball”) • imitates simple two-word phrase/sentence some strategies for Caregivers: • Collaborate with parents/family to learn words, signs, gestures familiar to child some strategies for Caregivers: • recognize and appreciate child’s efforts to • Continue to involve family so that words use new words or emergent sign language representing child’s personal experience • Assume child has something important to are acknowledged and encouraged say and listen carefully when he/she • Assume child has something important is attempting to communicate to say and listen carefully and try to • recognize that a child with certain learning understand what the child is saying when disabilities might take longer to learn new he/she is attempting to communicate words because he/she might fi nd it harder • Engage in rich and meaningful conversation to make sense of the meaning of sounds about life in child’s home language • Expand upon child’s attempts to use words • learn and use key words in English (e.g., child says “Baba,” you say, “yes, here language learner’s home language is the bottle.” or “your bottle is empty.” and including “signs” if appropriate combine words with “signs”) • Confi rm child’s intentions, and extend the topic when replying to attempts to communicate; encourage child to do so as well

PAgE 170 dOMAin FiVE • Provide opportunities for child to • Support ELL or any second language learner experiment with new words by providing in acquiring a second language by avoiding a sentence starter and asking child to translating everything for child and by complete the sentence using props, gestures, role-plays, physical • Explain meanings of words to child during movements, and demonstrations conversations • Encourage traditional play and have child • Provide opportunities for child to distinguish explain unfamiliar words and concepts. between real and nonsense words in home • Engage child in play for using a varied domain five language (e.g., sing songs that play on vocabulary to describe emotions (e.g., words) frustrated, discouraged, thrilled, Commu- • Try to understand the meaning of what confused, etc.) nication, child is trying to say before responding • Explain how household tools and objects • Select and phrase your end of the are used when using them (e.g., explain Language, conversation with a child so that your “I am using a can opener to open a can vocabulary and sentences are at the level of corn.”) and Literacy of or a little bit beyond the level of child 60 months to Kindergarten Entry 36 to 60 months Some Indicators for Children: Some Indicators for Children: • Expresses most feelings and emotions • Uses new vocabulary in spontaneous • Names some non-present objects using speech appropriate words • Asks the meaning of unfamiliar words and • Correctly uses words to indicate then experiments with using them understanding • Uses words to further describe actions or • Defines words, with assistance adjectives (e.g., “running fast” or “playing (e.g., “Firefighters put out fires.”) well”) • Uses multiple words to explain ideas (e.g., when talking about primary caregiver says Some Strategies for Caregivers: “mother/father” and/or “parent”) • Play word games with child that encourage • Uses words to express emotions (e.g., the use of new words happy, sad, tired, scared) • Engage child in making up rhymes • Ask questions that encourage child to use Some Strategies for Caregivers: vocabulary to express complex or abstract ideas (e.g., “What would this look like if...?”) • Model for child how to use and expand • Demonstrate, explain, and provide language (e.g., jokes, rhymes, songs) opportunities for child to understand how • Encourage child to repeat rhymes, short a word with the same sound can mean two poems, expressions of courtesy (e.g., “I like different things (e.g., here and hear) the dinner, thank you”), etc. • Describe and explain the benefits of • Model use of appropriate words to describe learning two or more languages and objects and events in the environment compare words and concepts between the • Interact with child by talking about books, languages with child laughing at his/her jokes • Engage child in conversations that use culture-specific language in play and learning activities (e.g., “smoking fish,” “regalia,” “umiak,” traditions from the home country, names, etc.) • Model vocabulary in context (e.g., when pointing to object instead of saying “thing,” name the object with specific words)

PAGE 171 . DOMAIN FIVE language: grammar and syntax CHildrEn dEMOnsTrATE PrOgrEssiOn gOAl 62 in grAMMAr And synTAX

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • uses single word speech (e.g., one word to • uses three- to four-word sentences communicate message, child says “up.” with noun and verb when wanting to be carried by adult) or • describes a self-made drawing beginning sign language and symbols (e.g., “More,” “nurse/bottle, “All done.”) • uses simple questions in speech, but may not use correct grammar • uses some pronouns (e.g., “Mine.”) • uses plural forms for nouns, sometimes • says short telegraphic sentences (e.g., “Me go,” or “There Mama.”) • uses negatives (e.g., “i don’t want it.”) in English or home language • uses adjectives in phrases (e.g., big bag, some strategies for Caregivers: green bear) • Communicate with family to learn words, • Begins to use complete sentences in gestures, “signs,” and “baby games” conversation with peers during play familiar to child that refl ect his/her personal experience some strategies for Caregivers: • Acknowledge child’s efforts when he/she uses words and/or beginning “baby sign” to • recognize and validate conversation styles communicate that may be different and rooted in child’s • speak in simple sentences using a culture or personal experience combination of words and “baby signs” • speak with child in complete sentences during play and daily routines when using correct grammar in home language communicating with child • Engage child in conversations that require • use language in daily routines, talk with more than a single word response child, associate words with actions (e.g., • read books from child’s home language “First, we wash our hands, and then we dry and in other languages, if possible them. next, we open the refrigerator, then we take out the milk. next, we pour • Make sure to wait long enough for child to it in a glass.”) answer, when asking a question, as some children need more time to understand • Make conversations enjoyable and fun questions and put words together for child • recognize that Ell may mix words from • Use fi nger plays, lullabies, and songs from different languages in the same sentence; child’s home and other languages repeat what child said using all words in the same language • Provide play opportunities that encourage children to engage in conversation with each other and to tell family stories • Facilitate and model conversation using complete sentences while sitting with child during meals or snacks • Engage child in a game using a small stuffed animal to demonstrate prepositions while saying, “The teddy bear is in the box.” PAgE 17 or “The teddy bear is next to the chair.” dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Talks in sentences with five to six words to • Demonstrates beginning skills in using describe people, places, and events sentences in a logical sequence • Uses more complex grammar and parts of • Uses sentences in home language that speech show an emergence of grammatical domain five • Describes a task, project, and/or event correctness with subject/verb agreement Commu- sequentially in three or more sentences • Begins to use verb-tense appropriately with • Asks questions for information/clarification regular verbs, usually nication, • Uses prepositions in everyday language, • Begins to notice when simple sentences Language, sometimes needing assistance (e.g., do not make sense, with assistance at, in, under) and Literacy Some Strategies for Caregivers: Some Strategies for Caregivers: • Use mealtimes as an occasion to encourage • Engage child in meaningful conversations child to talk about the events of the day and during daily routines things of interest • Ask child to tell his/her own story while • Model correct grammar in responses when reading a wordless picture book child experiments with grammar but do not correct their grammar • Set aside a regular time during daily routine to engage child in meaningful conversation • Encourage child to respond to questions in (if child is bilingual, in both languages complete sentences separately at different times of the day) • Provide opportunities for child to figure out • Let child know that you recognize and say correct phrase, through a game all languages as a valid means of like, “Which is correct?” (e.g., “Which is communication correct: the bird blue big flew the nest around or, the big blue bird flew around the • Point to words, sentences and paragraphs nest?”) to show text progression when reading to child. • Respond to child’s stories and descriptions of events • Encourage child to repeat phrases with prepositions in a story (e.g., “Over the • Show value for regional variations of mountains...” “Through the forest...” language; compare similarities and “Around the lake...” etc.) differences between languages, including academic school English • Ask open-ended questions (e.g., “Why do you think ….?” “What do you think will • Encourage child to use prepositional happen if...?” “What if…?” ) After child phrases in answer to questions. (e.g., answers, repeat the answer in a complete “Where are your shoes? They are under sentence or sentences the bed.”) • Engage child in motor activities in which they are demonstrating relationships to objects in the environment. Describe what they are doing (e.g., “crawl under the table, walk around the tree, crawl in the box, crawl out of the box, etc.)

PAGE 173 . DOMAIN FIVE language: Comprehension

CHildrEn dEMOnsTrATE COMPrEHEnsiOn gOAl 63 And MEAning in lAnguAgE

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Turns to look at familiar object when it is • Follows two-step directions with complex named sentence structures (noun + verb + adverb, • imitates adult actions that go along with e.g., “Put dishes away quickly.” “Put dishes simple songs, rhymes and traditional songs in the cupboard.”) (e.g., “row, row, row your boat,” “Pinpon,” • Answers simple questions “la Bo”) • Asks questions that demonstrate • Follows single-step directions (e.g., “Please knowledge of events or phenomena (e.g., bring me the ball.”) “Why did the boy run away?” “How did the water turn blue?”)

some strategies for Caregivers: some strategies for Caregivers: • Explain what daily routines are being done so words are linked with the actions as they • Provide opportunities for English language occur learner (to ask questions in his/her home • indicate to child that you comprehend language fi rst as that might be more closely what he/she is saying, gesturing, and/or linked to the development of understanding expressing • use a game or echo song where child • Engage in conversations with child about repeats what you say (e.g., “i Met a Bear” things seen or experienced in familiar and “down by the Bay” environments • read same story many times, including • repeat questions and instructions, if stories from diverse cultures and then necessary engage child in conversation about the story

PAgE 17 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Follows directions that involve a two- or • Follows two- and three-part directions three-step sequence of actions which may unfamiliar to the daily routine not be related (e.g., “Please pick up your • Uses and understands complex sentences toys and then get your shoes.”) in home language domain five • Responds to questions with verbal answers • Plays with language (e.g., jokes, riddles, Commu- or gestures words that sound fun together) • Extends/expands the thought or idea • Begins to represent a storyline through nication, expressed by another drawing, acting, or singing, with assistance Language, • Engages in conversation that develops a • Retells simple stories in sequence in home thought or idea (e.g., tells about a past language and Literacy event) Some Strategies for Caregivers: Some Strategies for Caregivers: • Demonstrate, explain, and provide • Play games with child that involve following opportunities for child to play word games directions in sequence (e.g., “Simon Says,” (e.g., making puns, asking riddles) “Follow the Leader,” “Hokey Pokey”) • Ask child to categorize by naming things • Provide opportunities for child to talk about that are alike or different, such as types a recent event by asking simple questions of clothing, holidays, things we use for • Provide opportunities for child to retell a transportation (e.g., bicycles, cars, four- story or event in his/her own words wheelers, trucks, buses, snow machines) • Model traditional activities and dances • Engage child in activities where they listen for child to copy to stories, allowing time for discussion and interaction with storyteller or person reading the book • Turn off a video after 5-10 minutes of viewing to discuss. Encourage child to respond with questions, opinions, or observations • Tell traditional and family stories and encourage child’s response and questions • Use a game or song in home language to help child learn to repeat multi-step directions by acting out the directions • Engage child in acting out or role play a story or legend to show comprehension; “interview” child afterward from his/her character’s perspective

PAGE 175 . DOMAIN FIVE language: Expressive/Oral language CHildrEn usE lAnguAgE FOr gOAl 64 A VAriETy OF PurPOsEs

6BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Vocalizes to get attention • recounts an event, with assistance • Uses a variety of infl ections and sounds • Begins to recall parts of a previously heard to express intent (e.g., coos to express story happiness) • requests to hear familiar stories, songs and • Enjoys listening to oral stories in home rhymes language • Begins to follow the sequence of events • says single words to express thoughts and in a narrated story ideas (e.g., when child sees the sun, he/she • uses a tape player or Cd player to listen to says “sun”) a recorded story, with assistance

some strategies for Caregivers: some strategies for Caregivers: • respond to child’s vocalizations • Tell child stories about his/her family, • Tell stories to child community and culture • describe events to child or comment about • incorporate songs, rhymes into stories you what is happening tell, so child can participate in storytelling • Provide opportunities for child to contribute • Ask fi ve “wh” and one “h” question (e.g., with single words as you why, who, what, where, when and how) to make up a story encourage child to describe an event or • Talk and interact with child throughout occurrence the day • set aside time daily to engage in • Ask “wh” questions (e.g., why, who, what, storytelling, singing, and talking with child where, when) • discuss and explain importance of child’s • immerse child in a language-rich home language environment

PAgE 176 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Recounts some details of a recent event • Describes the details of a recent event or • Tells a short make-believe story, with occurrence assistance • Tells stories with descriptions of characters and events domain five • Uses oral language to communicate a message • Uses oral language to express emotions Commu- • Participates in conversations about and thoughts a variety of topics • Enjoys listening to stories from diverse nication, • Mimics animal sounds cultures Language, • Uses terms like auntie, grandpa, or terms • Enjoys making up stories in home language when talking to or about • Tells jokes to elicit others’ laughter and Literacy family members • Creates made-up words

Some Strategies for Caregivers: Some Strategies for Caregivers: • Tell child stories from diverse cultures • Make time daily to engage child in different • Engage child in conversations that lend types of conversation (e.g., talking about themselves to expressing different ideas daily events, re-telling or constructing multi (e.g., explanatory talk, conversations about sequence stories) science) • Respond when child indicates interest when • Talk with child about daily events telling stories from different cultures • Create opportunities for child to act out or • Provide opportunities for child to observe tell make-believe stories and write them (or talk with person who facilitates) down as child tells the story out loud meetings or gatherings where translation • Provide opportunities for child to hear equipment is used stories from traditional storytellers • Provide child with opportunities to talk • Model conversations with other adults and about use of technology in daily life children • Encourage child to express feelings verbally • Ask open-ended questions (e.g., “Why do you think grandma needs it to be quiet when she is not feeling well?” “What do you think will happen if we do not brush our teeth?” “What if…?”)

PAGE 177 . DOMAIN FIVE literacy: reading CHildrEn dEMOnsTrATE gOAl 65 PHOnOlOgiCAl AWArEnEss

65BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows beginning sound awareness by • recites phrases from familiar rhymes reacting differently to different sounds • Completes a familiar rhyme by providing the • imitates vocalizations and sounds last word • Vocalizes familiar words when read to • Participates in rhyming games and songs • recites last word of familiar rhymes, with with other children assistance • imitates tempo and speed of sound (e.g., clapping hands fast and clapping hands slowly, speaking fast and speaking slowly) some strategies for Caregivers: • Engage in familiar sound play with child some strategies for Caregivers: (e.g., tap drums at different tempos) • Practice and play with words with child • Make up rhyming songs with varied tempos using familiar names • read books with rhymes, songs, and repetitive language with child • Talk during everyday activities about words and sounds (e.g., at the grocery store, • Clap, stomp, dance, or fi nger tap to songs identify fruits with the same beginning familiar to child as they are sung sound, peach and pear) • Provide play materials that include toys • use books that focus on sounds to interact and objects that make different sounds with child (e.g., bells, drums, pots and pans, wooden spoons, simple musical instruments) • read books with alliteration and rhyme (e.g., books with words that have many words beginning with the same letter such as Jamberry by Bruce degen)

PAgE 178 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Participates in and creates songs, rhymes, • Matches picture with articulated initial and games that play with sounds of letter sound (e.g., matches the picture of a language (e.g., claps out sounds or rhythms dog with the sound /d/) of language) • Begins to recognize vowel sounds, with domain five • Identifies initial sound of words, with assistance Commu- assistance (e.g., book begins with the • Begins to blend individual letter sounds /b/ sound) to make a new word, with assistance (e.g., nication, • Makes three or more letter-sound “/b/ /a/ /l/... what’s the word? Ball”) correspondences (e.g., identifies that • Recognizes which segment of a word is left Language, “David,” “day,” and “dog” all begin off when spoken aloud, with assistance, with “d”) (e.g., “picture,” and can recognize the /p/ is and Literacy • Finds objects in a picture with the same left off when “‘icture” is said) beginning sound, with assistance • Creates a familiar word when given a word • Differentiates between similar-sounding and a new beginning sound (e.g., “man” words (e.g., “three” and “tree”) and new beginning sound /f/ creates “fan”) • Divides words into syllables with assistance Some Strategies for Caregivers: • Begins to create and invent words by substituting one sound for another • While listening to rhyming songs, pick out (e.g., “Bandaid/dambaid”) the rhyming words • Make up silly songs and chants with child Some Strategies for Caregivers: • Play rhyming games, (e.g., “Berry, hairy, scary.” or “Rain, pain, lane.”) • Speak clearly to child • Sing word songs, leaving out parts as you • Demonstrate, explain, and provide sing along (e.g., a dog BINGO, and in each opportunities for child to pronounce words consecutive paragraph leave out a letter correctly, enunciating each part but mark the spot with silence or clap) of word clearly • When reading to child or children involve • Focus on parts of the word when presenting them in the storytelling (e.g., omit a word new words to child that they fill in, encourage them to make • Play listening games with child where he/ appropriate sounds and hand motions, ask she blends the onset (the first part of a them to answer open-ended questions) syllable) and the rime (the ending part) into one word (e.g., “r....an,” “m...an.” Then change it to “r...ice,” “r....oad.”)

PAGE 179 . DOMAIN FIVE literacy: reading (Alphabetic principle) CHildrEn dEMOnsTrATE gOAl 66 AWArEnEss OF lETTErs And syMBOls

66BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • shows increasing awareness of sounds of • uses symbols or pictures to represent spoken words by focusing on the speaker oral language • imitates sounds when looking at words • recites a song with the letters of the in a book alphabet, with assistance (e.g., an alphabet • Points to words in a book song or recitation) • Begins to understand that print represents words (e.g., pretends some strategies for Caregivers: to read text) • Write out child’s name sounding out each letter some strategies for Caregivers: • sing alphabet songs with child • Encourage child’s attempts to identify • Point to words while reading with child letters • read alphabet books with child • Engage child in pointing out letters and words in the environment (e.g., street names, billboards, signs, printed material in home or center) • sing a variety of alphabet songs together, providing opportunities for child to participate • Engage child in activities where he/she can manipulate and copy letters using different textures, tools, and mediums (e.g., let child play with large sponge letters) • Provide physical/motor activities to practice letter shapes (e.g., make letters with body parts, make letter on fl oor with yarn, chalk huge letters on pavement and walk around them)

PAgE 180 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Recites letters of the alphabet in home • Demonstrates understanding that language letters have a name and a sound • Knows that alphabet letters are a special • Makes many letter/sound matches category of symbols/pictures that can be domain five • Identifies a letter for a given letter individually named name, for most letters Commu- • Associates the names of letters with their shapes nication, • Correctly identifies ten or more letters Some Strategies for Caregivers: of the alphabet Language, • Play simple word games • Point out the letters in the environment and Literacy Some Strategies for Caregivers: and ask child to identify them during daily routines (e.g., trip to the grocery store) • Play letter games with child (e.g., start • Identify frequently used words in print and with the beginning letter in child’s name, have child point to words and repeat (e.g., their siblings, mom, dad, etc.; then point “to,” “I,” “me”) to objects in the environment that begin with the same letter as their name) • Fill a cookie tray or shallow box with ½ an inch of sand and help child draw letters in • Read alphabet books with child the sand while saying the letters out loud • Solve alphabet puzzles with child • Immerse child in age-appropriate songs that focus on letter-sound recognition

PAGE 181 . DOMAIN FIVE literacy: reading CHildrEn dEMOnsTrATE AWArEnEss gOAl 67 OF PrinT COnCEPTs

67BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Explores physical features of books (e.g., • knows the right side up of a book chews on cloth books) • Turns pages, usually a single page at a time • Pays attention to pictures in books • shows increasing ability to handle books, without assistance some strategies for Caregivers: • knows how to turn pages • incorporate looking at the cover, reading the • uses interactive books, with assistance title and author’s name, when reading with child • Attempts to position pictures in book right side up • Provide child with a variety of books from home culture and in home language • Run fi nger along text while reading with some strategies for Caregivers: child to demonstrate text progression, occasionally • read and tell stories with child daily • read big books at story time so child can • Model holding a book correctly and turning see the printed word on the page and pages encourage child to follow the • read with child one-on-one, so that child printed words on the page observes and handles books often • Encourage child to point to the • Engage child in playing with board books, title of a book cloth and plastic books that can be manipulated and explored with assistance • Explore a variety of printed materials with child (e.g., photo albums, magazines, song books) • Acknowledge when child is using printed matter appropriately

PAgE 18 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Knows first and last page of a book • Demonstrates how to follow text in proper • Identifies some individual letters in text order on a written page while reading or following along (e.g., for English, left to right • Shows understanding that letters make up and top to bottom) domain five words • Recognizes difference between letters and • Identifies words that look similar and numerals Commu- different, with assistance • Identifies letters in first name • Begins to understand that print progresses nication, from left to right (Exceptions are Arabic, • Points to title of book when asked Language, Chinese, and Japanese text, etc.) • Reads familiar sight words (e.g., names on • Recognizes some signs and symbols in cereal boxes) and Literacy environment (e.g., stop signs) • Reads own first name and those of some peers • Reads some environmental print (e.g., bus) Some Strategies for Caregivers: • Recognizes when something is written in • Create word games using familiar objects his/her home language, sometimes (e.g., I like to eat apples and bananas, I like fishing) • Provide opportunities for child to make Some Strategies for Caregivers: picture books • Demonstrate, explain, and provide • Assist child in creating books and other opportunities for child to use books, printed materials in home language introducing the parts of a book (e.g., title • Point to period when reading, tell the child page, front and back covers) that a period shows the end of the sentence • Use punctuation to create natural breaks • Keep a variety of fiction and non-fiction when reading with child (e.g., say to child, books, poetry, etc., where child can reach “Let me finish this sentence before I and look through them. Place books near answer your question.”) When sentence is couch, chairs, pillows and or bed completed, point to period to indicate the end of the sentence • Add books and print-rich material to all play areas (e.g., cookbooks and shopping lists in • Use child-made books to identify parts play kitchen, mechanic manuals with play of the book cars, etc.) • Acknowledge child when he/she uses printed matter appropriately (e.g., looks at picture on the cover page to find what book is about) • Provide a variety of printed materials including books in play areas (e.g., cookbooks, catalogues, junk mail, magazines, etc.) • Include clipboards with graph paper in the block area

PAGE 183 . DOMAIN FIVE literacy: reading CHildrEn dEMOnsTrATE COMPrEHEnsiOn gOAl 68 OF PrinTEd MATEriAl And OrAl sTOriEs

68BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Points or makes sounds when looking at • uses words for pictures picture books • uses pictures to describe actions (e.g., • Points to familiar pictures, characters, and picture of person running, child says “run”) objects in books • recites familiar words in a book when read • Identifi es familiar people and objects in to photographs • Recalls specifi c characters or actions from • Focuses attention on simple picture books familiar stories • Produces a multiple-word response to printed materials some strategies for Caregivers: • Anticipates what comes next in known • introduce books from diverse cultures stories, with assistance (e.g., anticipates the next animal in an animal concept book) • read books with a predictable story line and sequence of events with child • Point to pictures while reading and some strategies for Caregivers: encourage child to do so as well • Make books with pictures from child’s life, • Make a name block for child with cultural background, and home language his/her name on one side and child’s picture on the other • label environment in two or more languages differentiated by color (e.g., • use cards with pictures and corresponding labels in yup’ik or spanish are blue words in activities and in English are red) with child • Have child help decorate labels for objects in child’s environment (e.g., bookshelf, clothes closet, and shelf) • read books with child from child’s own and other cultural backgrounds

PAgE 18 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Uses pictures to predict a story • Knows that print conveys meaning • Matches pictures with spoken word in home • Compares stories with real life language • Uses pictures to infer or predict meaning in domain five • Recognizes own name when spelled out in text read aloud and/or shared with others letters • Uses strategies such as questioning or Commu- • Recites some words in familiar books from predicting to comprehend printed material memory • Recalls a story with some level of detail nication, • Fills in missing information in a familiar pertaining to characters and setting Language, story • Identifies major characters in story Some Strategies for Caregivers: and Literacy • Begins to understand the sequence of a story (e.g., beginning, middle, and end) • Read part of a story in a book and • Makes up an ending for a story ask child to predict how it will end • Pretends to read a familiar book • Use simple stories to help child understand cause and effect (e.g., “Why did Humpty- Dumpty break into pieces?”) Some Strategies for Caregivers: • Discuss the theme of a book or the “heart of the author’s message” • Show the cover of a book and ask child to predict what happens in the story • Allow time for child to discuss ideas, feelings, and opinions about a book • Provide opportunities after reading for child after reading to act out a story like a play • Try to read/look up answers to questions • Change roles when reading or telling stories (e.g., for question “What should you wear with child; have child become today?” read the weather forecast in a the storyteller and “read” to you printed form to find an answer) • Pause before an often repeated word • Read books that represent Alaskan and give child the opportunity to say cultures to children (e.g., Hungry Giant of the word when reading a favorite story the Tundra, Kitaq Goes Ice Fishing, Kumak’s • Have child draw his/her favorite part House, Berry Magic, Dance on a Sealskin, etc.) of a story • Engage child in retelling a recently read or listened to story • Assist child in illustrating verses from popular children’s songs • Engage child in looking at wordless picture books, tell the story in your own words, and then encourage child to tell his/her version of the story based on the pictures • Read books by Alaskan authors or that represent Alaskan cultures (e.g., Mama, Do You Love Me?, On Mother’s Lap, Alaskan ABC’s, Runaway Mittens, etc.)

PAGE 185 . DOMAIN FIVE literacy: reading CHildrEn dEMOnsTrATE AWArEnEss THAT WriTTEn gOAl 69 MATEriAls CAn BE usEd FOr A VAriETy OF PurPOsEs

69BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Enjoys books about daily routines (e.g., • Enjoys books about different things eating, toileting) (e.g., books about animals, occupations) • Purposefully uses pop-up and interactive • responds to emotional expressions books in a book (e.g., points to a happy face) • recognizes print in the neighborhood, community, and environment (e.g., some strategies for Caregivers: stop signs, store signs) • demonstrate and explain when using a variety of printed materials for everyday purposes (e.g., phone books, recipe books, some strategies for Caregivers: how-to manuals, fl yers from cultural events) • Expose child to different forms of printed • share pictures that might be of interest matter so he/she understands differing to child, when reading a magazine or functions of print (e.g., invitations, fl yers, newspaper bills, take-out menus) • read a variety of materials in child’s • Point out common signs to child when presence walking in neighborhood • incorporate print found in child’s everyday life into dramatic play and small-scale block play materials (e.g., murals with words on side of blocks)

PAgE 186 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Identifies a variety of printed materials (e.g., • Uses picture clues for information (e.g., books, newspapers, cereal boxes) attempts to predict weather by looking at • Imitates common reading activities picture of clouds and rain in newspaper or appropriately in play (e.g., pretends to use on television news) domain five directions while putting something together) • Recognizes function of common labels in Commu- • Uses signs in the environment for the environment (e.g., restroom sign) information (e.g., in a tall building, points to • Uses a simple cookbook, map, or similar nication, the elevator button) printed material, with assistance Language, and Literacy Some Strategies for Caregivers: Some Strategies for Caregivers: • Engage child in a project that involves • Engage child in writing letters and cards to following directions from a manual or friends or family cookbook • Talk about weather-related icons with child • Model using a variety of printed materials • Identify and talk about different cultures for more complex activities (e.g., cookbook and traditions represented in stories and while cooking, newspapers to find out about books from different regions of the world local events) • Follow a family recipe and cook a dish, • Share written instructions with child and demonstrating how written materials let him/her assist in putting something can be useful and fun together • Promote family participation in literacy- related activities in both English and child’s home language (e.g., ask parents to read their favorite book in their home language to child) • Refer to gardening books when planting seeds with child • Place auto repair manuals in car and truck play area

PAGE 187 . DOMAIN FIVE literacy: reading CHildrEn dEMOnsTrATE APPrECiATiOn gOAl 70 And EnJOyMEnT OF rEAding

70BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Enjoys being held and being read • Asks to be read to to by caregiver • requests favorite book to be read • Explores books (e.g., fi ngers through pages) repeatedly • Enjoys touching and carrying books • looks at books, magazines, and other • Brings book to adult to read printed matter without assistance • shows preference for certain books • looks through books and other printed matter as though reading • Focuses attention for short periods of time when looking at books • Memorizes phrases from favorite books • shows pleasure when read to (e.g., smiles, • Makes comments on book vocalizes) • uses books during play • selects books and magazines when asked to select favorite objects/toys some strategies for Caregivers: • read with child daily in a relaxed and fun manner (e.g., sitting on your lap) some strategies for Caregivers: • let child observe you reading daily • read with child informally (e.g., during child • display interesting books where child can initiated play) reach them • Read books that refl ect diversity and child’s • Provide a variety of multicultural books from own and other cultural backgrounds home culture and other cultures • Take child to library, bookstore, or places • Create a book about child’s daily life with where child will have exposure to books photos of his/her signifi cant people • select books that are connected to child’s life and help child make those connections (e.g., when reading a book about gifts for grandmother ask child what gift he/she would like to give his/her grandmother) • Model reading for pleasure

PAgE 188 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Expresses the title of a favorite book • Enjoys “how-to” books, non-fiction, and • Gives opinion on books in terms of sections reference books liked and enjoyed • Shares and talks about books with peers domain five • Enjoys a variety of genres (e.g., poetry, folk/ • Looks for books of interest fairy tales, concept books, magazines) • Shows interest in learning to read and Commu- makes attempts at ‘reading’ favorite books aloud Some Strategies for Caregivers: nication, • Sits through entire picture book read aloud Language, • Demonstrate that books provide without disrupting information (e.g., look at phone book before • Has a favorite author/illustrator or series of and Literacy dialing a phone) books by same author • Ask child his/her opinion of books, parts of • “Reads” books by repeating the story stories, and characters he/she has heard an adult tell or by • Use books to enhance other activities (e.g., “reading” the pictures if child is making a castle, find books about castles; find books about children doing a favorite activity such as fishing, sledding, or Some Strategies for Caregivers: bike riding) • Take child to the local library and ask him/ • Provide opportunities for child to have her to select books to check out “quiet time” daily to spend with books • Provide opportunities for child to listen to • Make attractive books available that books on tape (for bilingual children in both represent child’s lived experiences, cultural languages) background, and home language • Provide child with books that build upon • Facilitate the ability of English Language his/her interests Learner or other Second Language Learners to understand a book without translation • Demonstrate to child how to extend by acting it out, re-telling the story in action knowledge, learn more, and enjoy the sentences with movements, and using same information from a book that he/ props she obtains from a favorite educational television program • Talk about your favorite book with children and tell them why it is your favorite • Tell children about favorite stories • Tell child what is meaningful about a special story and why • Tell family and cultural stories at a special time (e.g., bedtime, during a certain season) • Encourage child to share his/her favorite books with younger siblings and playmates; encourage child to tell stories using the pictures

PAGE 189 . DOMAIN FIVE literacy: Writing CHildrEn dEMOnsTrATE knOWlEdgE OF gOAl 71 lETTErs And syMBOls (AlPHABET knOWlEdgE)

71BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Focuses on marks on paper • notices both words and pictures on a page • Makes marks on paper • labels pictures using scribble writing • Points to words in a book • uses symbols or pictures as representation • imitates other person’s words, drawings, or of oral language scribbles by making own marks or scribbles • demonstrates an understanding by pointing randomly to text while it is being read out loud that we hear and see words (e.g., a some strategies for Caregivers: spoken word is also represented in print) • Provide writing and drawing tools (e.g., crayons, chalk, fi nger paint) that can be some strategies for Caregivers: used both indoors and outdoors • Write child’s name saying each letter out • draw attention to signs and symbols in loud the environment, (e.g., stop sign, Chinese writing on a Chinese restaurant sign) • display pictures and posters with word labels in home language • Provide a variety of writing materials and time for child to experiment with them • Engage child in writing, scribbling, and drawing; acknowledge their work and • read a variety of alphabet books with child, comment without trying to interpret including books from different cultures • Engage child in manipulating and experimenting with crayons, paint, and markers to express him/herself • use magnetic letters and name the letters or use them to spell out simple words • Positively acknowledge child’s attempts at writing (e.g., display writing in visible locations) • Point to words and letters, especially when it is the fi rst letter of child’s name, when reading with child

PAgE 190 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Knows the difference between printed • Recognizes several upper case and lower letters and drawings case letters • Attempts to copy one or more letters of the • Prints some alphabet letters for given letter alphabet names domain five • Labels pictures using letter-like marks • Writes some upper case and lower case Commu- • Knows that alphabet letters are a special letters, without assistance category of graphics that can be individually • Writes first names of others or some simple nication, named words Language, • Identifies letters to match the said-aloud • Writes some simple words on paper after letter name adult segments words into individual and Literacy • Works at writing own name sounds out loud (e.g., /c/ /l/ /a/ /p/ = clap) • Shows awareness of the difference • Recognizes initial letters in their names and between own writing and conventional print titles of books • Shows awareness of two different writing systems (especially appropriate for English Some Strategies for Caregivers: Language Learner) • Model appropriate upper case and lower case letters while writing Some Strategies for Caregivers: • Adapt the game “I spy” to help child locate • Continue to provide a variety of writing upper case and lower case letters materials for child to experiment with • Provide opportunities for child to practice • Use the letters of the alphabet as they writing letters of the alphabet (e.g., ask come up in real-life situations child to help in making signs, or addressing an envelope) • Call attention to names of children that begin with the same alphabet letter • Write letters with child • Print an uppercase letter on one shape and • Help child make his/her own letter matching lowercase letter on another of the books with pictures same shape. Show child how to match the • Point to the initial letters of words when shapes, thereby matching the letters reading a book and make the corresponding • Guide child in writing his/her own name letter sound • Create games for child to pretend to be letters of the alphabet and call out alphabet names

PAGE 191 . DOMAIN FIVE literacy: Writing CHildrEn usE WriTing skills And dEMOnsTrATE gOAl 72 knOWlEdgE OF WriTing COnVEnTiOns

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Makes imprints on paper using fi nger paints • scribbles and makes marks on paper • Experiments with grasp when using purposefully a variety of writing tools (e.g., crayon, paint • names scribbles (e.g., tells others what brush) scribbles mean) • Grasps marker or crayon with his/her fi st • draws horizontal and vertical lines and makes marks on paper without regard • uses a variety of writing tools (e.g., pencil, to location marker, paint brush) • scribbles on paper spontaneously • Paints using whole arm to make strokes • Makes strokes on paper with paint brush • Adjusts body position to enable writing/ • Picks up small writing tools (e.g., thin drawing on paper crayons) using fi nger and thumb (pincer) • Pretends to write on paper without grasp but possibly without control or regard to location or direction pressure on paper

some strategies for Caregivers: some strategies for Caregivers: • Provide opportunities for child to draw, write • Provide opportunities for child to write down what child says he/she has drawn • Provide child with writing tools (e.g., thick • Write child’s comments at the bottom of crayons, paint brushes) and writing surfaces drawings, collages, or photos (e.g., large paper, easels) to experiment and imitate writing • Provide opportunities for child to draw and paint in a variety of positions (e.g., while standing, outdoors on a hard surface) • Engage child in writing in a variety of play settings

PAgE 19 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Writes some letters or numerals • Uses multiple writing tools (e.g., paint, • Prints or copies first name crayons, pencils, pens) to create a picture • Attempts to copy words from print • Adjusts grasp to size of writing tool domain five • Draws basic geometric shapes (e.g., • Shows beginning knowledge of punctuation circle, triangle) marks (e.g., period at the end of a sentence) Commu- • Uses pretend writing activities during • May use an initial letter to represent play to show print conventions in an entire word nication, home language Language, • Adjusts paper position when writing Some Strategies for Caregivers: and Literacy • Provide opportunities for child to develop Some Strategies for Caregivers: projects that involve writing (e.g., producing a newspaper, recording events on a family/ • Provide paper and writing tools (and/or field trip) if you choose to use one, access to a computer) for child to use for specific • Create an accessible writing area for child purposes (e.g., create greeting cards) with a smooth writing surface, writing tools, and paper • Praise child’s attempts to write. Create a safe place for child to test out his or her • Engage child in dictation projects so he/she own theories about how print works learns that spoken words can be written (e.g., child dictates a simple story and • Ask child to “sign” artwork, cards, and ‘scribe’ writes it down) letters • Hang up child’s writing in prominent places • Point out the shapes of individual letters to in the home or center, talk about writing help child learn letters and praise the child for his/her • Write down child’s dictations and read back good work exactly what he/she said (in both languages for English Language Learner) • Provide opportunities to talk about what child notices about two different writing systems (especially appropriate for ELL) • Provide a variety of writing materials in dramatic play areas, art area, with blocks, cars, etc. Engage child in using materials (e.g., take orders for pizza using a notepad in the play kitchen, make tickets to see the art museum, write speeding tickets when playing with cars, draw and label a block structure when child is finished building it) • Explain to child the reason we are writing something down (e.g., “We will write a list so that we know what to buy at the grocery store.” “Let’s write a thank you note to our friends for inviting us for tea and cookies.”)

PAGE 193 . DOMAIN FIVE literacy: Writing CHildrEn usE WriTing gOAl 73 FOr A VAriETy OF PurPOsEs

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • Makes marks on paper and shows • uses scribbles and pictures to make lists, to others letters, and stories • Makes marks with fi ngers (e.g., • recognizes some environmental print/ in food, dirt, or sand) symbols (e.g., stop sign) • Asks adult to label pictures that he/she has drawn some strategies for Caregivers: • Makes cards to give peers and signifi cant • draw and label pictures while talking with adults, with assistance child about an activity or idea • Model uses of writing to child (e.g., making grocery lists, writing letters) some strategies for Caregivers: • Provide different materials for child to • Create joint projects with child that involve explore sensory use of materials and writing (e.g., make a pretend grocery store development of motor skills and writing and label all of the products) (e.g., fi nger paints, shaving cream) • leave fun notes for child in his/her bed or • Make greeting cards with child’s handprints with his/her toys and when child fi nds the notes, read them out loud together • Provide opportunities for child to tell stories out loud, write down what child says and read it back with child • Provide opportunities for child to observe adult writing for meaningful purposes

PAgE 19 dOMAin FiVE 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Uses letter-like symbols to make lists, • Imitates common writing activities in play letters, and stories (e.g., letters, cards, newspaper) • Copies some environmental print/symbols • Writes simple expressions in greeting cards and letters (e.g., Hi, Hola, Waqaa) domain five • Uses letter-like symbols to express an idea • Talks out loud about creative ideas and • Demonstrates beginning of creative writing Commu- stories and asks adult to write them out by using inventive spelling and/or pictures to express an idea or story • Asks adult to write out rhymes to make a nication, simple poem Language, Some Strategies for Caregivers: and Literacy Some Strategies for Caregivers: • Provide opportunities for child to write letters and make greeting cards for relatives • Provide opportunities for child to draw a and friends story or idea and write out the dictation for that idea • Make a storybook with child that includes pictures and words • Model making lists for child (e.g., grocery list) • Assist child in making labels for different sets of objects (e.g., cooking utensils, • Describe the different items received when shoes) going through the mail (e.g., flyers, letters, bills, magazines)

PAGE 195 . DOMAIN FIVE English language learners: dual language Acquisition CHildrEn dEMOnsTrATE COMPETEnCy in HOME lAnguAgE gOAl 74 WHilE ACQuiring BEginning PrOFiCiEnCy in EnglisH

7BirTH TO 18 MOnTHs 18 TO 36 MOnTHs

some indicators for Children: some indicators for Children: • responds to familiar words in home • Follows simple verbal direction in home language (e.g., “clap”– the child claps) and language and attempts to make sense attends to sounds in English (e.g., “clap”– of direction given in English when looks towards speaker) accompanied by a non-verbal gesture (e.g., • uses eight to ten understandable words in signal for come here) home language and may not possess any • uses sounds from home language when words in English speaking in English (e.g., spanish “v” may • Communicates needs through single-word be pronounced like “b” so spanish speaking speech in home language and through child might say “bery” for “very”) facial expression, gestures, or actions (e.g., • Has a larger vocabulary in home language points to object desired) if attempting to and is beginning to acquire an English communicate in English vocabulary • recalls words from simple songs in home language and recognizes words from songs some strategies for Caregivers: in English • support child’s use of home language by • Asks simple questions in home language; talking to, reading, and singing in the home uses gestures or single words to ask language questions in English • Present child with English words • inserts words from home language while in groups (e.g., animal names), and speaking in English, sometimes within a context • Help child link English vocabulary to real-life experiences by using pictures, some strategies for Caregivers: objects, and events • read books with child in home language • Provide opportunities for parents to with supplemental reading in English continue to use home language with child to • Create a supportive environment for build a strong home language base learning home language while exposing • Play music from child’s home culture child to English and in home language • speak English in ways that help Ell students understand (e.g., simple sentences, repetition, use of gestures) • Provide an environment of acceptance that supports and respects the home language by bringing the home language to settings (other than home) where child may spend part of the day • Have print materials available in both the home language and English • substitute a couple of words into child’s home language when telling a story from a book or an oral story (e.g., use the Tagalog word for alligator, buwaya, when telling a PAgE folktale from the Philippines) 196 dOMAin FiVE • rephrase or expand child’s speech 36 to 60 months 60 months to Kindergarten Entry

Some Indicators for Children: Some Indicators for Children: • Demonstrates understanding that there • Follows multi-step directions in home are languages other than his/her home language and single-step directions in language (e.g., identifies sentence spoken English in home language in comparison to one domain five • Demonstrates understanding of words used spoken in English) in home language that are different from Commu- • Relies on non-verbal cues to communicate English in English, but does not rely on non-verbal • Makes consistent grammatical errors in nication, cues to communicate in home language English (e.g., mans for men) • Focuses on the meaning of words rather • Re-tells a simple story told in home Language, than grammar in acquiring spoken English language but may only be able to re-tell and Literacy language competency a few words from a story told in English • Follows linguistic rules of home language • Begins to understand that non-family and constructs own rules for English adults and peers may not understand home • Uses sentences in home language and language begins to use single word or telegraphic • Chooses language (home or English) speech in English to communicate and/or non-verbal gestures to communicate • Bilingual child adjusts language and according to audience, purpose, and setting communication form used according to person with whom he/she is speaking Some Strategies for Caregivers: Some Strategies for Caregivers: • Provide opportunities for child to acquire competency in home language and English • Help child develop reasoning skills through • Provide opportunities for child to practice use of home language communicating in English through natural • Devise strategies that build a home-school and meaningful conversation collaboration to reinforce home language • Use books that have a lot of repetition or competency and promote learning English that are predictable • Sing songs that incorporate words from two • Provide opportunities for child to share languages (e.g., Pollito-Chicken, Galina-Hen) words from home language with other • Identify and explain patterns in errors children of spoken English to help child acquire • Be supportive in situations of stress, language competency (Note: do not correct exhaustion, or emotional strain when child child but guide child by example) uses “interlanguage” (i.e., neither home • Model positive vocabulary learning language nor English but 3rd language strategies (e.g., reading cues from the system based on both languages) context) • Use home language alongside English in • Help English speaking children understand activities such as counting to ten, talking the second language learner’s speech and about the weather, reciting the alphabet, vocabulary and saying names of colors • Establish a consistent daily routine that • Develop a plan for child’s continued use of promotes sense of security home language and acquisition of English

PAGE * Notes: 1) This goal statement only applies to children whose home language is not English. 2) Language in this goal statement only refers to the “spoken word” or oral language and communication. It does not refer to the “written word”– reading, writing or other literacy abilities. 197 . DOMAIN FIVE References

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PAGE Alaska’s Early Learning Guidelines 199 PAGE 200 NOTES PAGE 201 . NOTES For copies of this publication, contact the department of Education and Early development

801 W. Tenth street, suite 200 • PO Box 110500 Juneau, Ak 99811-0500

907-465-2800

For more information on the topics covered in this publication, please contact the

Head start Collaboration director department of Education and Early development

801 West Tenth street, suite 200 • PO Box 11050500 Juneau, Ak 99811-0500

907-465-4862

This publication was released by the department of Education & Early development and the department of Health & social services. This publication was printed in Juneau, Alaska at a cost of $10.97 per copy. it was supported by a federal grant in order to provide a resource for those who guide the development and learning of young children. it is also available online at www.eed.state.ak.us/pubnstats.html and hss.state.ak.us/dpa/programs/ccare. Alaska statute 44.99.210