New York State EARLY LEARNING GUIDELINES
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New York Works for Children is the state’s integrated, coordinated, cross-sector workforce development system. It has been built to serve public agencies and all professionals who work with and/or on behalf of children, and includes teachers, leaders, teacher educators and professional development providers, advocates and policy-makers, and any others engaged in the efforts to elevate the field.
Copyright ©2012 by the New York State Early Childhood Advisory Council and the New York State Council on Children and Families, 52 Washington Street, West Building, Suite 99, Rensselaer, New York, 12144. Permission to copy all or portions of this document is granted provided that: (1) the New York State Early Childhood Advisory Council and Council on Children and Families are acknowledged as the source in any reproduction, quotation or use; and (2) any charge for the document shall be no more than the reasonable cost to copy and distribute.
Early Childhood Advisory Council
Building Success for Children Ensuring Success for New York
Dear Colleagues,
It is our pleasure to bring this publication to you in support of your practice with or on behalf of New York’s young children and their families. The Early Childhood Advisory Council (ECAC) is committed to realizing the vision that all young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development.
We see the publication, dissemination, and implementation of the New York State Early Learning Guidelines as a critical step in moving closer to the ECAC’s vision. In order to do the work we each do for young children, we need to truly understand children. We need to know how they develop and we need to embrace all the strategies to support, encourage, and affirm their healthy development. We need to be adept at explaining child development to families and help them understand our role, as partners, in the growth and development of their children.
The best professionals are always learning and developing their skills. The Early Learning Guidelines are designed to be used as a daily reference and resource, to support the professional development of those responsible for the care and education of our youngest citizens. Over your years of using the Guidelines, as you deepen your understanding of how children develop, you will continue to learn how to respond to their readiness for new interactions, experiences, activities, and challenges and your teaching will mature. You will also develop the depth and capacity to teach others about the dynamics involved in the excellence of teaching.
The Guidelines were designed to complement and coordinate with the state’s Pre-Kindergarten Foundation for the Common Core, the Head Start Child Development and Learning Framework and the New York State Learning Standards, to reinforce the developmental continuum. These documents are companions to the NYS Core Body of Knowledge and the NYS Teaching Standards. We are fortunate to have a framework in New York State that acknowledges that learning begins at birth and continues throughout one’s lifetime!
Robert G. Frawley Sherry M. Cleary ECAC Co-chair ECAC Co-Chair
52 Washington Street, Suite 99 West Robert G. Frawley,Co-Chair Rensselaer, NY 12144 NYS Council on Children and Families
518.473.3652 Sherry M. Cleary, Co-Chair nysecac.org New York Early Childhood Professional Development Institute
The Teacher’s View NYS EARLY LEARNING GUIDELINES
Table of Contents Domain II 37 The Teacher’s View 1 Social and Emotional Development
How to Use the Early Learning A. Interactions with Adults 39 Guidelines Successfully B. In teractions with Adults: Children seek assistance from adults 40 • The Decisions You Make 2 C. Interaction with Peers 41 • How the Guidelines Can Support D. Interaction with Peers: Cooperation 42 Your Teaching Practice 6 E. Interaction with Peers: Negotiation 43 • How the Guidelines Can Support You 14 F. Adaptive Social Behavior 44 • Obstacles to Using the Guidelines 14 G. Adaptive Social Behavior: Group Activities 45 • Getting Started 15 H. Adaptive Social Behavior: Diverse Settings 46 An Introduction to the Guidelines 16 I. Adaptive Social Behavior: Empathy 47 J. Appreciating Diversity 48 Acknowledgments 21 K. Self-Concept 49 L. Self-Concept: Abilities and Preferences 50 Domain I 23 M. Self-Efficacy 51 Physical Well-Being, Health, N. Self-Control 52 and Motor Development O. Self-Control: Feelings and Impulses 53 P. Emotional Expression 54 A. Gross Motor Skills 26 B. Fine Motor Skills 27 Domain III 57 C. Sensorimotor Skills 28 D. Physical Fitness: Daily Activities 29 Approaches To Learning E. Physical Fitness: Variety and Well-Being 30 F. Daily Living Skills 31 A. Curiosity and Interest 59 G. Daily Living Skills: Hygiene 32 B. Initiative 60 H. Nutrition 33 C. Persistence and Attentiveness 61 I. Safe Practices 34 D. Creativity and Inventiveness 62 J. Rules and Self-Regulation 35 E. Reflection and Interpretation 63
Domain IV 65 Cognition and General Knowledge
A. C ausation: Children demonstrate awareness of cause and effect 68 B. Cr itical and Analytic Thinking: Children compare, contrast, examine, and evaluate experiences, tasks, and events 69
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C. Cr itical and Analytic Thinking: Children V. C ommunity: Children demonstrate awareness use past knowledge to build new knowledge 70 of their community, human interdependence, D. P roblem-Solving: Children find multiple solutions and social roles 89 to questions, tasks, problems, and challenges 71 W. C ommunity: Children demonstrate civic E. R epresentational Thought: Children use responsibility 90 symbols to represent objects 72 X. C ulture: Children demonstrate awareness and F. R epresentational Thought: Children appreciation of their own and others’ culture 91 distinguish between fantasy and reality 73 Y. E xpression and Representation: Children use G. N umber and Sense Operations: creative arts to express and represent what Children demonstrate knowledge of they know, think, believe, or feel 92 numbers and counting 74 Z. Unde rstanding and Appreciation: Children H. M easurement: Children demonstrate demonstrate understanding and appreciation knowledge of size, volume, height, of the creative arts 93 weight, and length 75 I. P roperties of Ordering: Children identify Domain V 95 and label shapes 76 J. P roperties of Ordering: Children sort, Language, Communication, and Literacy classify, and organize objects 77 K. S cientific Thinking: Children collect information A. Dual Language Acquisition 98 through observation and manipulation 78 B. Receptive Vocabulary 99 L. S cientific thinking: Children engage in C. Expressive Vocabulary 100 exploring the natural world by manipulating D. Grammar and Syntax 101 objects, asking questions, making predictions, and developing generalizations 79 E. Comprehension 102 M. S cientific Knowledge: Children observe and F. Expressive/Oral Language 103 describe characteristics of living things 80 G. Listening Skills 104 N. S cientific Knowledge: Children observe and H. Oral and Written Communication 105 describe characteristics of the earth 81 I. Conventions of Social Communication 106 O. H istory: Children demonstrate knowledge of past events and awareness of how they may J. Reading: Phonological Awareness 107 influence the present and future 82 K. Reading: Alphabetic Principle 108 P. Geo graphy: Children demonstrate awareness L. Reading: Print Concepts 109 of location and spatial relationships 83 M. Reading: Comprehension of Printed Material 110 Q. Geo graphy: Children demonstrate knowledge of the relationship between N. R eading: Awareness that Written Materials people, places, and regions 84 Can Be Used for a Variety of Purposes 111 R. E conomics: Children demonstrate knowledge O. Reading: Appreciation and Enjoyment 112 of various occupations related to trade P. Writing: Alphabet Knowledge 113 and currency 85 Q. Writing Conventions 114 S. E cology: Children demonstrate awareness R. Writing: Use Writing for a Variety of Purposes 115 of the relationship between humans and the environment 86 NYS Early Learning Alignment 117 T. T echnology: Children demonstrate understanding and use of technology in their surroundings 87 U. F amily: Children demonstration awareness and understanding of family 88
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The Teacher’s View: possible for you to become more culturally competent as you begin to more clearly see How to Use the Early Learning and understand the differences and similarities between you and your family and children and Guidelines Successfully their families. As a result, you will become an even more responsive and effective teacher. The NYS Early Learning Guidelines were written for you. As one teacher explains, “Knowing about development lets me slow down and Take a look. What’s your first impression? put aside my assumptions in order to see Here’s what some other teachers had to children as individuals and pay attention say: These Guidelines are long. They are to where they are developmentally rather intimidating. What can these Guidelines than where I think they “should” be. do for me and the children I teach? What you decide to say and do every day matters. Spend a little time looking at them and you will see Whether you think of yourself as a teacher, family they are simply a list of developmental milestones childcare provider, caregiver or child development that children attain between birth and 5 years of age. specialist, your work with young children is critically These Guidelines are a resource to refer to when important. For the sake of simplicity and with the you want to know about how children develop. deepest respect, we are going to refer to you Knowing about the complex process that is as a teacher because every day as you interact development will allow you to get to know and with children during daily routines, play time, appreciate children as the unique individuals and planned learning opportunities indoors and they are, each with their own interests, strengths, outside, you are teaching them about themselves, needs, and culture. This, in turn, can make it other people, and the world around them.
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Whether you teach in a day care center, nursery The New York State Early Learning Guidelines school, child development center, campus child will help you give children your best and a care center, Head Start or Early Head Start program, strong foundation for learning the rest of their family child care home, or school, you know that lives. They will also support you in becoming young children develop at their own pace but in a more knowledgeable, effective teacher. predictable ways. Only by knowing about how children develop can you develop relationships that help individual children feel safe and secure The NYS Early and support their learning as well as their sense of Learning Guidelines: A competence and confidence as learners. Resource For You Yet too often, resources like the Guidelines become dust collectors on teachers’ shelves or The Guidelines are: stay unopened on teachers’ computers. To help • A resource you can refer to for information ensure this doesn’t happen, this introduction is about how children develop and learn and filled with the voices of over 80 teachers and ideas of activities people who support teachers across New York State. These professionals have generously The Guidelines are not: shared their thoughts and experiences. (Please note: we have not used people’s real • Something to memorize – though the more names in any of the stories you will read.) you use them the more you will know about how young children develop and learn In these pages you will hear what these colleagues say about: • A curriculum – though you can use them to individualize curriculum for each child • How the Guidelines and your knowledge about how children develop and learn can • An assessment tool to determine a child’s shape the decisions you make every day needs or eligibility for special education services – though they may alert you to • W ays in which the Guidelines can help an issue about a child’s development that you support children and families needs to be examined further • W ays in which the Guidelines can support you as a professional • C hallenges to using the Guidelines The Decisions You Make • D oable, practical strategies and tips to We’ll say it again: The decisions you make getting started using the Guidelines about what you say and do every day with in your everyday practice young children make a difference. These are people who know the joys and Every day you make many decisions about what challenges of caring for and teaching young to say and do – small and big. As one teacher children day after day. Like you, they are busy explains: When am I not making decisions? What with many demands on their time and energy. to serve for snack, what do we read, what CD to Like you, they care about children and families. play, which child(ren) could use some one-on-one time with me, what interesting object should I put As one of these teachers said: Kids deserve out on the welcome table, how many seats should my best and they get it. So many people say I put at the painting table, what are important “they are so little …it doesn’t matter.” But it things to share with mom and dad today? does matter. I’m a teacher. I’m setting their foundation for learning the rest of their lives. Another teacher adds: Materials, placement of Knowing about development helps me do this. materials, resolving disputes between the kids, is the nap area comfortable, is the circle time long enough,
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short enough, are they interested in what we are • If you don’t know that toddlers often refuse learning, what book to read. EVERY decision I make to cooperate with adults as they attempt to in the day affects the environment, my interactions figure out who they are, you might spend your with children, and their interactions with each other. energy trying to make them do so. But if you know that this is a sign of healthy development, Knowing about how children develop will then you think of ways to structure things so that help assure the decisions you make meet toddlers can be powerful and make choices – all the needs of children and supports their of which you can agree with. If you really know ongoing development. For example: and understand toddlers, you may even find • Know ing that babies need to move freely to yourself appreciating their refusals to cooperate develop their muscles and bones, you will create as you see them developing their autonomy. safe places without tiny objects that can be Jackson (28 months) looks at Ms. Linda as he climbs swallowed and out of the path of new walkers up on the snack table. When she shakes her head and toddlers. Then give infants, like Lucia, lots “no,” he stops and then starts crawling along the of time to lie on the floor so they can stretch, empty table. “Do you remember our rule: no kick their legs and reach for a toy. climbing on the table? Let’s keep our feet on the Lucia (6 months) is lying on the floor on her floor.” she says, smiling to herself and thinking, “He blanket. Rolling over on her tummy, she spots sure is growing up.” As she takes a step towards a big bright red plastic ring nearby on the floor. the table he says, “Me get down” and does. She reaches for it, kicking her legs and stretching Later, knowing that Jackson is exploring his growing her arm out. Almost … and then she gets it. She sense of being powerful and in charge, Ms. Linda pulls the ring toward her babbling the whole asks, “Would you like to carry this big bag of balls time. She rolls onto her back, looks at the ring, outside?” “Me do,” he says proudly wrapping smiles broadly and brings it to her mouth. his arms around the bag. She thinks, “He sure Without this knowledge, you might instead looks proud. I have to give him lots of chances to keep infants in a swing or an infant seat that limit make choices and feel strong and competent.” movement and development. Lucia wouldn’t If she hadn’t known about child development, have had this experience that gave her the chance Ms. Linda might have become frustrated to develop physical skills, be successful and with Jackson instead of providing him with competent, and learn a little more about her world. additional opportunities to try to manage his own behavior and feel his growing autonomy. • Know ing that preschoolers typically recognize their names in print at age 4, you might incorporate nametags into your morning greeting time while being sure to never pressure or shame a child who can’t yet find their name. Chances are, you will find another child will be only too happy to help giving both children the opportunity to learn a lesson about friendship as well as name recognition. Corey (4 ½ ) bumps into the children sitting next to him at morning circle time as children spontaneously begin identifying the first letters of their names hanging on the Classroom Helper Board. “I wonder what’s going on?” Mr. Lewis asks himself. “Corey usually loves morning circle and is the first to want to contribute an idea or story. I wonder if it is
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because he has trouble identifying the letters in his name and feels left out and uncomfortable?” Bridge To Your Practice: He thinks, “I’m going to keep observing and in the meantime, play some letter games during Choose ½ hour in the next few days. circle time and be sure to focus on “C.” During that time be aware of the decisions you make. Without knowing about child development, Mr. Lewis might not have wondered about Corey’s letter • How many decisions did you make? and name recognition skills. Instead he might have assumed Corey was being a “trouble maker.” Instead
he was able to consider the reason behind Corey’s Ms. Ruiz Plans Making Fruit Salad with Toddlers behavior. This led him to plan activities to promote Corey’s learning in this area and to answer the Here are just a few of the decisions Ms. Ruiz made question, “What does Corey know about letters?” as she makes fruit salad for snack with a group of four toddlers ages 26 to 33 months. Notice Do you see yourself as a decision-maker? how knowing about child development for Many teachers don’t. It can be a challenge to be children ages 18 months to 3 years helps her: aware of your own thinking when you are busy • K eep children safe and healthy managing a group of children. Yet children depend on you to make decisions every day. For example, • S trengthen her relationship they trust you to decide how best to keep them with individual children safe and to decide upon interesting, engaging • P romote learning for individual children opportunities for them to make new discoveries. Once you shift into decision-maker mode it can help you become more purposeful and intentional. Your knowledge of development to shape your decisions to respond to individual children as you create a safe and engaging environment, strengthens your relationship and deepens their learning.
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Knowing that toddlers typically Ms. Ruiz keeps children safe/ (ages 18 months to 36 months): healthy when she decides to:
Wash and dry hands at appropriate times, Think of hand washing as part of the activity with minimal assistance (Domain I. Physical and spend time with children talking about Well-Being, Health, and Motor Development. what they are doing and that washing G. Daily Living Skills: Hygiene) hands helps keep them healthy.
Begin to avoid dangers (e.g., hot stoves, sharp Use butter knives so children can knives) but cannot be relied upon to keep safely cut bananas into slices. themselves safe (Domain I. Physical Well-Being, Health, and Motor Development. I. Safe Practices)
Approach tasks experimentally, adapting Remind Alysha (30 months) and Jorge (26 months) as the activity evolves (e.g., uses trial that the butter knives are for cutting the fruit. and error) (Domain III. Approaches to Explain they could hurt themselves or each other Learning. D. Creativity and Inventiveness) if they jab at the table, fruit, or each other.
Knowing that toddlers typically Ms. Ruiz strengthens her relationship (ages 18 months to 36 months): with children when she decides to:
Pour contents of one container into another Ask Alysha what fruit she would like to help slice, container then give her a small container to fill with peach (Domain I. Physical Well-Being, Health, and slices which she can then dump into the big bowl. Motor Development. A. Gross Motor Skills)
Begin to control impulses at times Sit down next to Kylee (33 months) who (Domain II. Social and Emotional Development. just threw a piece of fruit across the O. Self-Control: Feelings and Impulses) table and guide his attention and focus back to joining in the work at hand.
Use size words, such as “many,” “big,” and Move chairs and talk about making a space big “little,” appropriately (Domain IV. Cognition enough to fit Theresa’s wheelchair under the table and General Knowledge. H. Measurement) so Theresa (32 months) can easily reach and help with cutting the big cantaloupe and small grapes.
Knowing that toddlers typically Ms. Ruiz promotes learning (ages 18 months to 36 months): when she decides to:
Observe and imitate another child’s behavior Say “Lenny, in just a minute, it will be your or activities (Domain II. Social and Emotional turn to add more watermelon to our salad. Development. C. Interaction with Peers) Thank you for waiting so patiently.”
Notice and may show concern for other Acknowledge Rachita’s sad face launching a children who are happy or sad or upset conversation about different reasons people (Domain II. Social and Emotional Development. feel sad and ideas for helping them feel better. I. Adaptive Social Behavior: Empathy)
Uses new vocabulary in everyday experiences Talk with children about how the (Domain V. Language, Communication, and cantaloupe tastes using words like: delicious, Literacy. C. Expressive Vocabulary ) juicy, sweet, cool, and slippery.
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How The Early Learning Guidelines Can Bridge to Your Practice Support Your Teaching Practice How does knowing about development help We asked more than 50 teachers around the you promote children’s development and state, “How can the Early Learning Guidelines learning? support you in your critically important work of teaching young children?” The ideas below include their responses and the stories they shared. Think of a decision you made this last week to The Early Learning Guidelines can help you be • Keep a child safe/healthy an even more effective teacher by providing • Strengthen your relationship with a child information you need to make sound decisions about promoting the development and learning of • Promote a child’s learning young children and supporting their families. The What about the child’s development led you to Early Learning Guidelines do this by helping you: choose the steps you took? Remember and learn more about the Compare notes with a colleague. basics of how children develop Being able to talk about decisions you make Learning about child development is an ongoing based on a child’s development allows you to: process. There is always something new to learn about • Think and make decisions about what to say young children. Knowing about development gives you and do – in other words, to be intentional information you need for decision-making every day. • To explain what you do and why to family Two teachers explain how the Guidelines members help them learn about development: • To discuss decision-making with colleagues • The Guidelines are a helpful reference tool. and become an even more effective decision- They are a good lesson in development if you are maker and thus a more effective teacher a new teacher and a good refresher if you have been teaching for a long time since at times you tend to forget some of the basics. It is a relief to know you don’t have to know everything about how children develop and remember it all.
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• They help me see more as I observe • Does this space help me feel connected to children. Organizing my observing around members of my family and our home? Are an area of development helps me see my family members welcome to be here with me? more clearly. Reading about an area of Are there pictures of me? Of my family members development before observing for it reminds on the wall? Do photos, books, music, foods, and me of what I might see. It opens my eyes. activities reflect my family’s culture and traditions? Create a safe and engaging learning Get to know and appreciate each physical environment child as an individual Knowing what to expect about typical At the 2011 New York State Association for development of a certain age range is the Education of Young Children (NYSAEYC) information you need to create indoor and conference a group of teachers and program outdoor spaces that are safe and respond to leaders came together to talk about this Guide. individual children’s abilities and interests. As we talked about getting to know individual children, a member of the group said the following: One way to help evaluate your environment to see We think of a classroom as a Mystery Garden. what is working and what needs to be modified is to look at it through a child’s perspective. Here She went on to explain: We begin our year with are some questions in a child’s voice to ask yourself a mission of discovery so that we as teachers as you tour your indoor and outdoor spaces: can tend our garden well and make sure that all of our pots (children) flower and grow. Each • Am I safe here? Can I feel free to explore? Is is beautiful in their own way. It is our job to it safe for me to try out new large motor skills see the beauty and help each child blossom in such as standing, walking, climbing, jumping, and their own way and on their own schedule. hopping? Small motor skills such as filling and dumping, pouring, scribbling, cutting with child Build a trusting relationship with each child scissors? Can I try out new challenges like rolling Did you know? over on my blanket on the floor to get my rattle or climbing up to top of the ladder on the slide? Children’s healthy development depends on the quality and reliability of a young child’s relationships • Are there spaces for me to engage with the important people in his or her life, both with people and activities in different within and outside the family. Even the development ways? To be active? To play quietly of a child’s brain architecture depends on the alone, with other children, or with you? establishment of these relationships. (National • Do I feel competent here? Is it set up in Scientific Council on the Developing Child, 2004) a way that I can make choices about what I You are one of these important people. want to do? Can I take part successfully in daily routines such as hanging up my coat in The positive relationships you build with children my own space with a photo of me, washing create the foundation for their exploration and my hands, or setting the table for snack? learning. The relationships you create with children today make it more likely children will be • D oes this space offer me a wide variety engaged and achieve in school (Center for Social of interesting and fun opportunities to and Emotional Education n.d.; Howes & Ritchie 2002). explore, discover, and learn? Does this space reflect my personal interests, e.g., fire Knowing about a child’s developing skills and trucks, dinosaurs or diggers? Is it adapted abilities allows you to decide how to interact in to my physical abilities and skill level? ways that build trust between you. Here are some examples:
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Individualized Planning
When you know … You may decide to build trust and strengthen your relationship with a child when you:
Yasvita (5 months) reaches for toys, objects. Offer her safe, interesting objects to hold and her bottle with both hands and explore. Sit in the rocking chair with her, talking to her quietly as she enjoys holding (Domain I. Physical Well-Being, Health, and Motor Development. B. Fine Motor) on to her bottle during her after-nap snack
Julian (16 months) uses a bucket to carry Say, “That was good thinking to carry all those 4 blocks across the room where you are blocks all the way over here in a bucket.” sitting with a small group of children who are building with blocks (Domain IV. Cognition and General Knowledge. D. Problem-Solving)
Wave “bye-bye” and say, “I’ll see you when you Kaylee (22 months) enjoys opportunities for pretend come back” when she puts on a hat and waves play and creating things (Domain III. Approaches bye, then walks across the room. Show your to Learning. D. Creativity and Inventiveness) delight as you greet her when she returns.
Jeremy (31 months) uses the toilet with assistance Gently and respectfully remind him that he (Domain I. Physical Well-Being, Health, and Motor hasn’t gone to the toilet for a while and suggest Development. G. Daily Living Skills: Hygiene) you walk with him to the bathroom.
Souveyna (42 months) estimates size during Ask Souveyna to find something in the classroom a walk in the park when she says, “I’m as tall that is as tall as she is. Then invite her to make a as this bush” (Domain IV. Cognition and chart by drawing a picture of herself, then pictures General Knowledge. H. Measurement) of the two objects that are the same height.
the decisions you make about what learning Bridge to Your Practice opportunities to offer and when, will be based on who children are and where they are headed Think of a child. (You may want to choose in terms of their development. You will be able a child you’d like to have a stronger to plan and offer learning opportunities that relationship with.) build on children’s current knowledge and at Review an area of the Guidelines and see if the same time stretch their thinking and extend you recognize that child. what they know about themselves, relating to others, and the world around them. How might you use something you know about this child’s development to strengthen As this Head Start teacher explains: Guidelines your relationship? help me be grounded in the abilities of children. They helped me see that some of my students are functioning in some areas of a domain at Individualize to promote each child’s learning an 18 to 36 month old level and at a 36 to 60 The most effective teachers make a deliberate month level in another area. It was an eye- effort to craft experiences that will be meaningful opener. But now I can see children more clearly to individual children. Using these Guidelines, as individuals and plan for each accordingly.
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One way to think about individualizing or idea of pointing out environmental print like EXIT personalizing planning for children is that no matter and BLOCK AREA which might be good for him – what curricula you are using in your program, each and all the other children too. I’m going to try it and child needs you to develop a personalized plan see what happens. Then I can take it from there. to guide their learning. A plan that will change and adapt as a child develops and gains new knowledge and skills – one that takes into account Bridge to Your Practice: a child’s personality, interests, and strengths. Here’s a good question to ask yourself as Creating individual plans for each child’s learning you decide what learning opportunities to is an ongoing process that includes the following offer to individual children: steps: (Note: We broke this process into steps What about this child makes you select this so that you can see and think about each. activity? Chances are you do many of them already. Over time they begin to overlap and flow together CAUTION: If you don’t have an answer, it when you are promoting a child’s learning.) could be a sign you are not individualizing or personalizing learning opportunities for • OBSERVE the child and see where a child is on individual children. the Guidelines continuum of development • “LISTEN” to all the cues a child gives about his interests and strengths Have realistic expectations and guide children’s • REFLECT or take time to consider what you behavior in positive ways know about a child: the child’s personality, Knowing about children’s development helps learning style, family, and culture you have realistic expectations of children’s behavior. Here are three examples of typical • PLAN accordingly for the child behaviors taken from the Guidelines and the • CARRY OUT your plans ages in which they are typically expected. Each of these behaviors can be seen as a challenge • OBSERVE to see if what you planned is a fit in a group setting. Yet each is also a sign of a both in terms of the child’s interest and ability child’s ongoing development and learning. • REFLECT again As a preschool teacher explains: Developmental • MODIFY your plan as necessary knowledge helps us keep our cool, to be understanding and not take it personally. • CARRY OUT your modified plan A child’s behavior might still be challenging, • Continue to OBSERVE, REFLECT, PLAN, but at least we understand that it is age CARRY OUT, and MODIFY all day long appropriate (or not and then we need to seek additional supports for the child). This teacher found the sample strategies helpful in creating a personal curriculum or learning “Keeping your cool” in this teacher’s words plan for Jerome, age 4. As she explains: and seeing behavior as age appropriate can help you more clearly think of positive ways to The sample strategies are a good resource when guide (and prevent ) certain behaviors. It can you are stuck and looking for new ways to present be very helpful to ask yourself, “What is this information to an individual child. Jerome, age 4, child’s behavior telling me?” It reminds you that doesn’t know any letters even though we sing letter children’s behavior has meaning. Trying to figure songs, use name cards at our opening and ending out what that meaning is gives you the information day circle times, and have a wall of posted sight you need so you can respond in helpful ways. words. Looking through the Guidelines, I saw the
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Here are three examples – in a child’s words: Age Range: Birth to 18 months
When I…. I may be telling Ways you can support my development you… and learning include...
Protest when I do not I don’t have the Give me a warning: It’s going to be time to want to do something words to tell you go in your high chair in just a few minutes. (e.g., arches back when that I want to be Hold me securely so I don’t slip out of your arms. doesn’t want to sit in free to move on my high chair) (Domain II. own (to crawl, stand, Tell me you understand how I am Social and Emotional walk, play). I don’t feeling. Explain that after lunch I can get Development: L. want to be picked back down on the floor and play. Self-Concept: Abilities up and stuck in that and Preferences) high chair now.
Age Range: 18 to 36 months
When I… I am telling you… Ways you can support my learning include…
Challenge limits I am figuring out who Give me plenty of chances to be independent and strive for I am as a separate throughout the day. Invite me to help you set independence person and what I the table for snack. Arrange and label toys on (Domain II. Social can do. I want to shelves so I can choose what I want to play with. and Emotional do things my way Ask yourself what I am feeling and thinking. Development. M: to a certain point Self-Efficacy) – but I need you Give me genuine choices about to set some clear what to wear, eat, and do. limits for me to Remember you are on my “team” even help me feel safe. when my behavior feels challenging.
Age Range: 36 to 60 months
When I… I may be telling Ways you can support my development you … and learning include…
Wait for a turn during I am learning how Let me know I’m doing a good job when group activities to play and be with you see me waiting for a turn. sometimes other children. But Assure me that my turn is coming. (Domain II. Social sometimes I feel so and Emotional eager or excited that Figure out a way to make waiting easier for me (e.g., Development. O: it can be hard for set a timer, sit with me, tell me when I will be next). Self-Control: Feelings me to wait my turn. Step in if you see me getting frustrated and Impulses) I’ll need your help. with another child or the situation. Have duplicates of favorite toys and equipment and design activities so none of us have to wait too long.
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and use in conversations to show parents Bridge to Your Practice: the steps of learning to write. When they can see their child is on the path to writing it Look through the Guidelines focusing on the helps takes away their worry and tension. age of children you teach. Find a behavior To support your concern about a child’s that could be challenging in a group setting. development Add that behavior to the first column of the The Guidelines give you a picture of typical chart above. Then complete the remaining development. As you observe children, you two columns. can compare what you see a child do to the Compare notes with a colleague or descriptions of typical milestones for children of teaching partner. that age. Over time, this may lead you to ask, “Is there an issue with this child’s development in a Discuss the following: What is a child trying certain area?” If the answer seems to be “yes,” to tell me with his/her challenging behavior? continue observing. Record your observations. This will give you documentation to refer to when Strengthen your partnerships with families you talk with a family to learn more and/or raise Family members and you know and see different your concern with your supervisor or a specialist. things about a child. Family members know about As one teacher explains: When we go into meetings the specifics of their child’s life – his favorite for students with special needs to get their food, how to help him calm down, that he loves individualized plans, we can use the Guidelines bugs, that dad is going to be deployed in a few to help make the case for a student needing weeks. You know about how children of certain services. For example, I can say, “We’ve tried ages grow and learn. When you share what strategies from 18–36 months… and he is 4 ½.” you know you can each have a more complete picture of who a child is and work together (Note: While the Guidelines can alert you to a more effectively in a child’s best interest. developmental issue, they are not an assessment or screening tool and should never be used in this way.) As you ask questions and listen to learn about a child’s life at home, the Guidelines can help Early Help Makes a Difference you share information about how children Young children learn and develop differently, grow and learn with families. Below some and these differences are often just a reflection teachers share their thoughts about this: of a child’s individual progress in growth and development. For some children, though, these • R eferring to the Guidelines with families differences in development are early signs of shows them I am a professional and I problems that need intervention. A child who is care about their child. Seeing information developing in a typical way, but at a much slower about development in writing gives us a rate that other children of the same age might be shared picture about what we should look experiencing a developmental delay and may need for and expect. The information can help help to “catch up”. Some children have conditions, us think about a child’s next steps and give such as Down syndrome, autism spectrum disorders, us ideas to get us started thinking of ways or other developmental disabilities that impact on we can help a child learn and grow. their early learning and development. Sometimes, • Th e Guidelines help me explain a child may regress, or lose developmental skills development to families so they have he or she has already attained, which can be a sign realistic expectations and can appreciate of a serious problem in health or development. what their child can do. I’ve worked with parents who yell at their children because Teachers and caregivers might be the first to notice they don’t write yet and the other children these changes that raise a concern about a child’s do. I made a handout with a “writing development. This is an opportunity for an open continuum” that I hang in the writing center and supportive discussion with parents about their child’s development, and how early help
The Teacher’s View 11 NYS EARLY LEARNING GUIDELINES
can make a difference. The first step a teacher/ official in your area go to: http://www.health. caregiver can take is to discuss observations and state.ny.us/community/infants_children/early_ concerns about a child’s development with the intervention/county_eip.htm. Children who are parent. It is helpful to be as specific as possible referred to their Early Intervention Official with a when discussing concerns with parents. Sometimes, suspected developmental delay or disability are parents will be relieved that someone else has entitled to a free multidisciplinary evaluation, to noticed and recognized a concern that they are determine eligibility and service needs. To be also worried about. Other times, parents will not eligible for services, children must be less than 3 be ready to recognize a concern, may be very years of age and have a confirmed disability or upset, or may react negatively to the suggestion established developmental delay, as defined by that something is wrong with their child. the State, in one or more of the following areas of development: physical, cognitive, communication, Whatever the parent’s reaction to your concern, a social-emotional, and/or adaptive. Individualized helpful approach is to recommend that the parent family service plans (IFSPs) are developed for follow up on these concerns with their child’s children who are eligible for the program, to doctor or other primary health care provider. provide early intervention services to address Developmental surveillance and screening are child needs and assist families in enhancing and important parts of children’s health care, and a supporting their children’s development. All health assessment and possibly other medical early intervention services are provided at no evaluations may be needed when developmental cost to eligible children and their families. concerns arise. Doctors are in the best position to talk with parents about the next steps to take Under public health law and regulation, child in evaluating children’s health and development care providers and child health care providers when concerns about development are identified. are primary referral sources for the Early Intervention Program. As primary referral It is also important for teachers/caregivers to know sources, child care providers are responsible about resources that are available to help young for talking to parents when they are concerned children who are experiencing developmental about a child’s development; informing parents delays or disabilities. There are two important that early intervention services are available New York State programs for young children and how these services may help; informing with disabilities, under the federal Individuals parents about how to make a referral for early with Disabilities Education Act (IDEA). intervention services, and assisting the parent in Early Intervention making a referral, if they request help. Referrals to the Early Intervention Program cannot be New York State Early Intervention Program made over the objection of the child’s parents. (NYSEIP): The NYSEIP is a statewide program for infants and toddlers ages birth to three years of Remember, often the best action to take is age with developmental delays or disabilities and to recommend that parents talk with their their families. The Early Intervention Program is child’s doctor first when concerns about a administered by the New York State Department child’s development emerge, to decide on of Health at the State level, and by New York City next steps to take in early intervention. and the fifty-seven counties locally. All counties For more information about the New York State and New York City have an Early Intervention Early Intervention Program, including how to order Official responsible for ensuring that infants free brochures and other informational resources and toddlers who may need early intervention on the program, visit the NYSEIP website at services are identified and evaluated. To get http://www.health.state.ny.us/community/infants_ contact information for the early intervention children/early_intervention/county_eip.htm.
12 The Teacher’s View NYS EARLY LEARNING GUIDELINES
Preschool Special Education Tests and assessments, given as part of an valuation, must be in the child’s language and Children three to five years would be referred provided by qualified people who are trained to the local Committee on Preschool Special and knowledgeable. The tests must be fair Education. Every school district has a Committee and not discriminate racially or culturally. on Preschool Special Education (CPSE) that is responsible for arranging an evaluation of An initial evaluation to determine a children suspected of having a disability and preschool child’s needs must include: recommending preschool special education • a physical examination programs for eligible children found to have a disability for mental, physical, or emotional • a psychological evaluation reasons that affect the children’s learning. Parents • a social history are members of the Committee for their child. • observation of the child in an age- Evaluations must be comprehensive and provide appropriate environment information about each child’s unique abilities and needs. The individual evaluation must include a • other tests or assessments that are variety of assessment tools and strategies, such as appropriate for the child (such as a information from the parent, to gather functional, speech and language assessment or a developmental, and academic information about functional behavioral assessment) the child that may assist in determining whether Information about publications on Preschool the child is a preschool child with a disability Special Education is available on the State and the content of the child’s individualized Education Department website for Special education program (IEP). An evaluation will provide Education at http://www.p12.nysed.gov/ information that will tell what the child needs to specialed/publications/topiclist.htm#p. participate in and progress in appropriate activities.
The Teacher’s View 13 NYS EARLY LEARNING GUIDELINES
How the Guidelines Can Support You I did. This is where this child ended up. In this way the Guidelines can help me see if I am being Teachers around the state shared the following effective and at the same time give me information ideas of ways the Guidelines could support and ideas that can help me be even more effective. them. The Guidelines can help you to: To reshape ideas learned in professional Work together with colleagues/teaching development so they are useful. The trainings partners to see and move children’s and conferences I’ve been going to lately have development and learning forward. been pushing literacy, math, and science. That’s • The Guidelines give us a common great. Our society needs people who are language when we meet as a team in skilled in these areas. But sometimes we forget our preschool. We each plan differently the basics of where kids are. The Guidelines and implement differently. But thanks to can help us adapt the ideas we get to fit the the Guidelines we can be clear when we kids we teach who are all at different levels. talk with each other, for example, about Last but not least, as one teacher said, “These how do we teach children about geography Guidelines can be an energizer.” When you try or differences between people. to come up with your ideas every day you get stuck • The Guidelines give me and my teaching in your own way of doing things. This can be an partner a common focus for observing energizer—give you ideas/open your eyes to who in my family child care home. This children are and help you see what you do matters. week we are focusing on how children use writing for a variety of purposes. Then we’ll Obstacles to Using The Guidelines (or compare notes and plan ways to support each child’s developing abilities in this area. why guidelines too often end up as dust collectors) • W e can see children are actively learning. You can see where children It is so long. We already have so much reading are today and where they might be 3 and paperwork. I can’t see anyone sitting months from now as they develop. down and reading this huge document on their own. (Remember this: The Guidelines are a To be accountable for what you do with resource for you to refer to about specific areas children. As this pre-K teacher explains, This tool of children’s development. Often you can find helps you say this is where kids started. This is what out what you need to know in a glance.)
14 The Teacher’s View NYS EARLY LEARNING GUIDELINES
We already have so many different rules and “Focus on the ages of children you teach. Then requirements from the state and our own you can move forward or backward as needed program to learn. I can’t do any more. To to cover individual abilities. As a pre-K teacher, be honest, a toddler teacher explains, A lot of I didn’t need to focus on birth to 18 months.” teachers I know would think “I can’t be bothered.” “Use the Guidelines to help you see how (Consider this: The Guidelines are your resource. much the children you teach have grown and They are not a requirement though chances learned before entering your program. The are good they may be helpful as you complete Guidelines can help me see where children in required recordkeeping and documenting.) my group are coming from. They remind me We are using Standards already. Why do we that developing is an ongoing process.” need Early Learning Guidelines too? (Consider “Keep the Guidelines in a place where this: The Prekindergarten Standards: Foundations you can find them easily. You’ll never use for the Common Core, created for NYS Universal them if you have to go searching for them.” Prekindergarten are more skill-based. They show what children should know and be able “Work with someone who has experience using to do at the end of year 4. The Early Learning this tool. A new teacher might be put off/ scared/ Guidelines help teachers see the continuum hesitant to use it. But once you know what you of development across all domains for all ages looking at, you see this is a valuable resource.“ birth to 5. They are a resource for all teachers “Get together with other teachers to including UPK teachers. In fact, they can help a brainstorm how to use it in a meaningful teacher to meet the Prekindergarten Standards.) way. Ask colleagues how they use the Guidelines. I don’t have enough time. It would be wonderful Share your ideas for using it with them. Every if we could plan every day for every child. The day what you say and do makes a difference in reality is we teach 2 small groups of children the lives of young children. The Guidelines can each day and each is at a different level. You help assure you are making a positive difference can plan all you want but with only 2 ½ hours in children’s development and learning.” with children and then to document it all and feel good about it is overwhelming. (Consider References this: As this teacher shares: I thought I didn’t Howes, C., & S. Ritchie. 2002. A matter of trust: have time. But when you read the Guidelines for Connecting teachers and learners in the early what you need, one section at a time, it works.) childhood classroom. New York: Teachers College Teachers don’t want to admit they don’t Press. Center for Social and Emotional Education know child development. I know I have n.d.. School climate research summary. http:// forgotten lots that I learned in school. (Consider www.schoolclimate.org/climate/documents/ this: No one knows it all when it comes to child schoolClimate-researchSummary.pdf development. There is always something National Scientific Council on the Developing new to learn. The Guidelines can help.) Child. (2004). Young children develop in an environment of relationships. Working Paper No. Getting Started 1. Retrieved from http://www.developingchild.net Here are some tips from other teachers: “Use it as a reference tool. Take it a little at a time. Focus on indicators of kids in your age range… It’s quick to thumb through to a specific domain. Over time it will become part of your knowledge set.”
The Teacher’s View 15 NYS EARLY LEARNING GUIDELINES
16 The Teacher’s View NYS EARLY LEARNING GUIDELINES
An Introduction to the Guidelines
Teaching young children means knowing young children. Teaching young children means always being open to learning more about them.
The Teacher’s View 17 NYS EARLY LEARNING GUIDELINES
Knowing about the complex process that is child development will allow you to get to know and appreciate children as the unique individuals they are. In turn, this will support you in making informed decisions about how best to support and promote their development and learning. You will have information you need to be able to decide how to: • Create a welcoming environment that reflects children’s families, interests, cultures, and differing abilities • Build a warm, and trusting relationship with each child and family • Plan and offer learning opportunities that build on children’s current knowledge and at the same time stretch their thinking and center, campus child care center, family child extend what they know about themselves, care home, or school; and whether the children relating to others and the world around them you care for and teach are infants, toddlers, or preschoolers, these Guidelines are for you. This document was created to convey what children, in general, are like. As you get to know Domains individual children you can use this information The milestones cover the generally accepted as a guide to help you see the path of each child’s areas that encompass development of development – a path that is influenced by a the whole child and are divided into five child’s culture, abilities, and temperament. domains. These five domains are: At first glance, it may seem intimidating. But as Domain I – Physical Well-Being, Health, you look through it, you will see that it is simply and Motor Development – referring to a list of developmental milestones that children the overall bodily condition of the child typically attain between birth and 5 years of and how the child moves his body age. Whether you teach children in a child Domain II – Social and Emotional care center, nursery school, child development Development – referring to the child’s ability to express and regulate his feelings and his ability to develop relationships with others Domain III – Approaches to Learning – referring to the child’s intrinsic qualities and how those affect his learning and acquisition of knowledge Domain IV – Cognition and General Knowledge – referring to the child’s ability to acquire knowledge by thinking about, understanding, and interacting with the world Domain V – Language, Communication, and Literacy – referring to the child’s ability to convey feeling or thought by speaking, gesturing, or writing so that the child is clearly understood and also able to interpret what others are communicating verbally, with gestures, or in writing
18 Introduction NYS EARLY LEARNING GUIDELINES
Age Groupings strong emotions), all the while exploring and making amazing discoveries about the world around him. These 5 domains have been His communication skills are developing. Busy as divided into 3 age groups: he is, he picks up clues about who he is and how • Infancy (Birth to 18 months) he should behave from the way people respond to him. It is a fascinating and at times challenging • Toddlerhood (18 months to 3 years) stage of life – for a toddler and the adults around • Preschool Age (3 to 5 years) him. He will need your support to help assure he comes through these times feeling competent, These age grouping have deliberately been kept confident, and appreciated. We define toddlerhood broad. Why? Each child’s timetable of development as being between 18 months to 3 years. is driven by the child’s own genetic makeup and influenced by his1 environment – specifically The preschool years, ages 3 to 5, are a time to his unique parenting experience within his own refine many of the basic skills already learned and culture, which will determine what he is exposed to focus particularly on social skills. These are to, and when and how he is exposed to it. All of the years when a child begins to learn that other these things influence the rate of development. people’s points of view may not match his own Keeping the age ranges broad allows a child and he may need to compromise or negotiate. He time to develop at his own rate in his own way. Children learn a great deal in the first five years of life. Never again will they grow and develop at such a rapid rate. It takes time for children to master the skills they will acquire in those first years. If we start saying, “By 6 months, a child should do so and so” we run the risk of labeling an infant who is not doing a certain behavior at 6 months as delayed, flawed or, worse yet, deficient. However, if we list the skills in the usual order in which they are acquired, and deliberately leave off the narrowly defined “normal age attained,” we can give children time to develop on their own personal schedule and save their adults from unnecessarily jumping in to worry, “what is wrong?” During infancy, the child is completely dependent on the adults who care for him. He will need to develop a strong bond with at least one person so that he feels safe and is free to do all of the work of infancy. He will learn to eat, gain control will learn that his way is not the only way and that of his body, begin to learn to communicate, the group’s needs take precedence over his own. and explore the world with all of his senses. He will develop true friendships with his peers This usually happens by about 18 months. and widen the circle of those with whom he has relationships. He will learn by playing – alone, with As a toddler, a child is learning about who he is as his friends, indoors and outside. With support a separate individual. His sense of self will develop from caring, trusting adults, by the time the child as he strives to be independent and begins to gain reaches his fifth birthday, he will have developed control (of his bodily functions, his impulses, and his skills for getting along with others, basic knowledge about the world around him, and a sense of himself as a competent, effective learner – each 1 The male pronoun will generally be used for the child; the female pronoun will generally be used for teachers. part of the foundation for school and life success.
Introduction 19 NYS EARLY LEARNING GUIDELINES
Development Can Not Be Rushed Use these examples to ground your practice in knowledge of how children develop and Reaching the age of 5 is a milestone that should learn. This will help assure that you keep your not and cannot be rushed. Rather, those first eye always on how children develop and do five years are a time to luxuriate in all that a child not become distracted by “fads” and “current accomplishes. This is not a time to push academics trends” of early childhood that could cause you or try to “get a child ready” for kindergarten. to focus solely on literacy or math learning. While Making a 4-year-old do kindergarten work so these are certainly important areas to consider that they will be ready for kindergarten is as and cover in your program, it is sometimes easy absurd a concept as having a 2-month-old baby to lose focus on the child and get caught up practice standing so he will be ready to walk at in the latest popular technique or activity. 14 months! With these Guidelines, we encourage you to see birth to 5 years as a treasured time – a These strategies also will help you assess your skills, time when children are allowed to be children. strengths, and areas that need improvement. There Strategies to Move Development may be areas of development that you know very and Learning Forward well and as a result have a solid and strong collection of proven, research-based strategies to promote Throughout the Guidelines, we have included those areas. Chances are there are also areas in examples of strategies you can use to foster which you are less familiar and unsure about possible the development of the milestones. These are learning opportunities you can provide for children. examples only to help you determine if you are on track and to get you thinking – on your own and with colleagues – about other possibilities.
20 Introduction NYS EARLY LEARNING GUIDELINES
Acknowledgments The New York State Early Learning Guidelines would not be complete without the contributions of the many individuals who donated their time, energy, and intellect to the creation of this document.
Frances Alvino Nancy T. Cupolo Marjorie Goldsmith Cynthia Lashley Carol Rasowsky Pat Amanna Desalyn De-Souza Tiffany Gonsalves Mary Lavin Joan Rochetta Bailey Amuso Denise Dowell Shari Gruber Clare Maloney Tina Rose-Turriglio Mary Ellen Bardsky Marsha Dumka Lynnette M. Haley Wendy McLeish Sage Ruckterstuhl April Barrett Tammy Dunn Ashmay Haywood Angela Moran Sandy Rybaltowski Liz Belsito Evelyn Efinger Barbara Hogan Liege Motta Sherone Sanchez Maria Benejan Lori Fallon Jessica Howe Leigh Mountain Marcia Scheer Carmelita Bota Colleen Faragon Nancy Hughes Mary Louise Musler D. Schulmann Yvonne Martinez Colleen Farrell Joyce James Hana Myjer Debbie Silver Brathwaite Lily Fernandex- Jackie Jones Barbara Nilsen Nancy Simko Jane Brown Goodman Kristen Kerr Donna Noyes Kaylan Sobel Kathy Burton Ann M. Fraser Jennifer Kinard Lynnette Pannucci Karen Sperb Claudine Campanelli Bob Frawley Eleace King Teresa Perez Hamish Strong Regina Canuso Doris Fromberg Deborah King Susan Perkins Gambi White Tenant Rebecca Chauvin Nancy Gabriel Abbe Kovacik Patricia Persell Rebecca Valenchis Hsuan- Mei Chien Dianne Galante Sue Kowaleski Isadora Polanco Esperanza Velasquez Terry Chylinski Cinthia Gil Belinda Kwan Melanie Pores Michele Washington Sherry Cleary Debbie Giroux Nicole LaBar Jackie Radell Lynda Weismantel Nancy Collins Cecile Gleason Candace Larue Sanjiv Rao Elise N. Weiss Pedro Cordero Colleen Goddard
We express our gratitude to Pat Kemp for her contribution to the section introductions, and to Amy Laura Dombro for working with teachers across the state to capture their voices as she wrote “The Teachers’ View: How to Use the Early Learning Guidelines Successfully.”
Agri-Business Child Development and Warren County Head Start thank you for sharing photographs of your children in action. Photos on pages 40, 41, 46, 111, 115 were taken by Todd Boressoff in 2007. Photos on pages 16 and 78 were taken by C. Stein.
Introduction 21 NYS EARLY LEARNING GUIDELINES
22 Introduction NYS EARLY LEARNING GUIDELINES
Domain I
Physical Well-Being, Health, and Motor Development
A. Gross Motor Skills
B. Fine Motor Skills
C. Sensorimotor Skills
D. Physical Fitness: Daily Activities
E. Physical Fitness: Variety and Well-Being
F. Daily Living Skills
G. Daily Living Skills: Hygiene
H. Nutrition
I. Safe Practices
J. Rules and Self-Regulation
Introduction 23 NYS EARLY LEARNING GUIDELINES
Domain I There are three principles generally thought to govern motor development: Physical Well-Being, Health, Cephalocaudal – Refers to the development of and Motor Development the muscles from the head down. As you have observed, a baby controls his head using neck Physical well-being, health, and motor muscles before he can stand using his leg muscles. development shape if and how children are able Proximodistal – Refers to the development of the to take full advantage of learning opportunities. muscles from those closest to the center of the This domain includes four categories: Motor body outward. You see this when you observe Development, Physical Fitness, Daily Living that a baby reaches towards something using his Skills, Nutrition, and Safe Practices. shoulder and arm muscles before he can pick it up, Motor development is the child’s ability to move which requires using his hand and finger muscles. and control various parts of his body. Motor Sensory integration – Refers to using information development is often divided into three areas: gained from one or more senses and making 1. Gross Motor – The ability to move appropriate movements. A good example and control the large muscles of the is one that is familiar to all of us: seeing an body – the neck, trunk, and limbs appetizing food and trying to eat it. 2. Fine Motor – The ability to move and The area of Physical Fitness is included to call control the small muscles of the body – the attention to the fact that the early years are when fingers, wrists, and to a lesser extent, toes children acquire attitudes and habits that will determine if they grow up to have active, healthy 3. Sensorimotor – The use of the lifestyles, especially important given the high rates senses – sight, hearing, touch, smell, of obesity and related health concerns in our and taste – to guide motions country today. By giving children a “fit” start to life, it increases the chances they will have the energy,
24 Domain I NYS EARLY LEARNING GUIDELINES
stamina, and ability to participate in and benefit Domain I. Physical Well-Being, Health, from the learning and fun of physical activities and and Motor Development will continue to do so for the rest of their lives. A. Gross Motor Skills Growing competence in Daily Living Skills such as healthy sleep patterns, dressing, and dental B. Fine Motor Skills hygiene will help assure children’s physical health and promote lifelong healthy habits. C. Sensorimotor Skills Nutrition is key to good health and healthy D. Physical Fitness: Daily Activities development today and in the future. In this section we look at children’s growing ability to recognize E. Physical Fitness: Variety and Well-Being healthy foods and providing support for them to try new and healthy foods at snack and meal times. F. Daily Living Skills Young children’s awareness of safe practices is a first G. Daily Living Skills: Hygiene step on a life-long path to maintain physical well- being. Children will one day be able to apply the H. Nutrition lessons learned about avoiding dangerous objects, I. Safe Practices situations, and substances in the early childhood setting to their everyday lives at home, school, and J. Rules and Self-Regulation in the community. The ability to follow rules and to know when and how to ask for help are other key skills young children will learn with practice.
Physical Well-being, Health, and Motor Development 25 NYS EARLY LEARNING GUIDELINES
A. Gross Motor Skills
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Lif ts head and chest 1. C arries toys or objects 1. W alks and runs and navigates while on tummy while walking obstacles and corners 2. Suppor ts upper body with 2. W alks and runs with 2. C rawls through a play tunnel arms while lying on tummy skill, changing both or under tables 3. G ains control of arm speed and direction 3. Climbs on play equipment and leg movements 3. Walks backwards 4. T hrows ball overhand 4. R olls over (front to 4. Climbs both in and out of bed with some accuracy back, back to front) or onto a steady adult chair 5. C atches large balls 5. P ounds on things with hands 5. P ounds object with intent with two hands and kicks legs and precision (e.g., hammers 6. Kicks ball forward peg with accuracy) 6. Sits with support 7. Hops forward on one foot 7. R ocks back and forth on hands 6. Jumps in place without losing balance and knees and, later, crawls 7. Has a basic ability to kick 8. Jumps on two feet and 8. Sits without support and throw a ball over small objects with 9. P ulls self up to stand, holding 8. Balances on one foot briefly balance and control onto something or someone 9. Bends over easily without falling 9. G allops with skill 10. Stands independently 10. Walks in a straight line 10. Pedals consistently when riding 11. Walks holding onto furniture 11. Walks downstairs placing tricycle and navigates obstacles and corners 12. Walks both feet on each step; walks upstairs alternating feet with 11. Walks up and down 13. Stoops or squats to explore support/holding handrail stairs, using alternating things on the ground 12. Uses feet to push forward and feet, without support 14. Tries to climb stairs, backwards while riding a toy 12. Walks backwards and with assistance 13. Runs fairly well and negotiate runs with enough control stairs with alternating feet for sudden stops 14. Pedals appropriate sized tricycle
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide opportunities • Provide opportunities for child • Provide safe equipment and for child to move freely to run, throw, jump, and climb. environments that vary in during waking hours, • Provide physical activities that skill levels (e.g., tricycles, tires, including time on tummy. promote balance (e.g., rocking, hoops, balls, balance beam, • Provide a variety of objects to swinging, rolling, spinning). climbing equipment). be pulled, pushed, and held. • Modify activities to ensure • Teach child new skills (e.g., • Play interactive games and participation of child with skip, throw overhand, jump sing songs from child’s cultural special needs (e.g., provide rope, hula hoop, swim). background that involve ramps or low steps to ensure • Provide opportunities for child’s hands and feet. access to climbing equipment). dance and other movement activities that use both sides of the body (e.g., bending, twisting, stretching, balancing).
26 Domain I NYS EARLY LEARNING GUIDELINES
B. Fine Motor Skills
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Grasps caregivers’ fingers 1. T urns book pages one page 1. Ea ts with utensils 2. P lays with own feet/toes at a time, most of the time 2. U ses various drawing and and discovers hands 2. S cribbles with crayons art materials (e.g., crayons, 3. C onsistently reaches for and begins to imitate brushes, finger paint) toys, objects, and bottles marks (e.g., a circle) 3. C opies shapes and with both hands 3. F olds blanket, cloth diaper, geometric designs 4. M imics hand clapping or paper, with assistance 4. Opens and closes blunt or a good-bye wave 4. P ours contents of scissors with one hand 5. Hand-to-mouth movements one container into 5. C utting skills progress from show increasing coordination another container inaccurate cutting to proper grasp with self-feeding if 5. Opens doors, with with some degree of accuracy culturally appropriate assistance, by turning 6. M anipulates small objects 6. T ransfers small objects and pulling doorknobs with ease (e.g., strings beads, from hand to hand 6. U ses some eating utensils fits small objects into holes) 7. P uts objects in and empties if culturally appropriate 7. Dr esses and undresses self- objects out from containers 7. W orks simple “insert” puzzles managing buttons and/or zippers 8. P icks up object with (e.g., completes simple puzzle, 8. U ses stapler or paper punch uses shape sorter box) thumb and forefinger 9. Completes increasingly 9. T urns pages of large books, 8. Unscr ews small lids complex puzzles (e.g., 3-piece often turning multiple 9. B egins to dress and to 10-piece puzzles) pages at the same time undress oneself 10. Writes some recognizable 10. Makes marks on paper 10. Stacks, sorts, and strings items letters or numbers with whole arm movement while writing/using drawing implements (e.g., thick pencil, crayon, marker)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide opportunities for • Provide experiences that • Provide activities that child to reach for objects support the use of hands in strengthen hand grasp (e.g., • Provide opportunities for many different positions (e.g., molding play dough, using child to grasp and hold painting at an upright easel). a hand-held hole punch). a variety of objects • Engage child in activities • Provide opportunities for child • Give child appropriate that promote moving to use pincer grasp of thumb/ finger foods to eat (e.g., dry fingers individually (e.g., forefinger (e.g., gluing small cereal, cooked vegetables) finger plays, typing on a toy pieces of paper, peeling/ keyboard, making music). sticking stickers, picking up • Demonstrate clear and small objects with fingers). consistent boundaries • Modify activities to ensure about harmful objects and participation of child with situations (e.g., always put special needs (e.g., attach rubber child in car safety seat when grips to pencils and pens). traveling in a vehicle).
Physical Well-being, Health, and Motor Development 27 NYS EARLY LEARNING GUIDELINES
C. Sensorimotor Skills
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sucks smoothly from 1. P erforms basic creative 1. P hysically reacts appropriately nipple (breast or bottle) movements, with adult to the environment (e.g., bends 2. R esponds by turning guidance or alone (e.g., knees to soften landing, moves toward sound and touch dances to music or rhythm) quickly to avoid obstacles) 3. F ocuses eyes on near 2. Ea ts foods that require 2. Demonstrates concepts and far objects more chewing through movement (e.g., imitates an animal through 4. Explor es the environment 3. Demonstrates awareness movement, sounds, dress, with mouth and hands of own body in space (e.g., walks around table and dramatization) 5. M oves objects from one without bumping into it) 3. I mproves eye-hand coordination hand to the other 4. Exhibits eye-hand coordination (e.g., catches a bounced ball) 6. C oordinates eye and hand (e.g., builds with blocks, 4. Enjo ys pushing objects, movements (e.g., puts objects completes simple puzzles, climbing short ladders, swinging into large container) or strings large beads) on a swing, and sliding 7. Explor es and responds to 5. Enjo ys climbing, walking up different surface textures (e.g., inclines, sliding, and swinging hard tables, soft cushions) 6. P lays with materials of 8. Begins to eat table food different textures (e.g., sand, water, leaves)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Monitor child’s environment for • Provide physical experiences • Play word games and sing noise level (e.g., do not place that integrate child’s songs that use the body electronic toys in crib, keep loud movements with all of (e.g., Follow the Leader; noises away from infant’s ears). the senses (e.g., shadow Che Che Cole; or Heads, • Provide time daily for child play, painting with feet, Shoulders, Knees, and Toes). to move freely on the floor playground equipment). • Set up an obstacle course in a safe environment. • Model movements and invite of chairs, sticks, boxes and • Talk with child about the child to participate (e.g., give directions (e.g., “Go over colors, sounds, temperatures, dance or drum together). the box, under the chair, tastes, and smells of things • Provide objects for catching and beside the stick”). during daily activities. and throwing (e.g., large, • Provide opportunities for soft balls; beanbags). child to run up and down hills and winding pathways.
28 Domain I NYS EARLY LEARNING GUIDELINES
D. Physical Fitness: Daily Activities
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sho ws alertness during 1. P articipates actively in 1. C arries light objects or waking periods games, outdoor play, and backpack for a short distance 2. Sustains structured physical other forms of exercise 2. Repetitively practices new skills activity for at least three to 2. Runs spontaneously 3. Engages in at least 60 minutes, five minutes at a time across the room or yard and up to several hours, daily of 3. I nitiates active play, 3. Engages in unstructured unstructured physical activity exploring and interacting physical activities for at least 4. Engages in organized physical with environment 60 minutes (cumulatively), and activities for a total of at up to several hours each day least 60 minutes each day, 4. Sustains moderate to vigorous sustaining physical activity for physical activity for at least at least 15 minutes at a time 10 minutes at a time, for at 5. S tays awake except least 30 minutes each day during nap time 5. Sleeps well, awaking rested and ready for daily activities
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with several • Provide child with a • Provide a variety of daily hours of unstructured minimum of 60 minutes of opportunities for child to movement every day, physical activity each day. engage in physical activities. including time on tummy. • Provide common objects for • Provide child with a minimum • Model daily physical activities structured physical activity (e.g., of 60 minutes of organized (e.g., walking, running, lifting). child-size equipment, musical physical activities each day. • Provide child with regular instruments, active follow-along • Make physical activity nap and bedtime routines. songs and basic rhythms). fun (e.g., set up a simple • Limit child’s screen time and safe obstacle course (watching TV and videos, outside or inside where playing computer games) to child climbs over, under, and no more than half an hour of through things; incorporate quality children’s programming movement to music). each day (children over 2 years).
Physical Well-being, Health, and Motor Development 29 NYS EARLY LEARNING GUIDELINES
E. Physical Fitness: Variety and Well-Being
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. A ttempts new gross and 1. A ttempts new activities that 1. P articipates in different fine motor activities, require physical movement, physical activities (e.g., often with assistance without adult assistance walking, climbing, throwing, 2. Child explores 2. P articipates actively in games, dancing) with enthusiasm environment with body dance, outdoor play, and 2. I ncorporates various physical 3. Child exhibits comfort other forms of exercise activities while transitioning in the outdoors 3. T akes appropriate risk from one place to another (e.g., marches between the 4. Child responds to with body in space kitchen and the bathroom) environmental cues 4. S elects active activity to relax and rest over passive activity a 3. P articipates in group activities portion of the time involving physical activity (e.g., makes a large letter with 5. Helps with appropriate a thick rope on the floor) physical chores (e.g., clearing own space at meals, cleaning up toys, washing dramatic play dishes periodically)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Show enthusiasm and • Provide support as child • Engage child in group exercise encouragement when child attempts an activity times/activities (e.g., bike tries new motor activities. that is challenging. rides, neighborhood walks). • Provide time daily for child to • Play a variety of activity-based • Engage child in different play both inside and outside. games with child (e.g., run to kinds of physical activities • Discourage television for child the letter A, B, etc., or a simple (e.g., throwing balls, climbing younger than 2 years old. and safe obstacle course). playground equipment, dancing • Move to music or sing songs and helping with chores). with child that involve • Provide child the opportunity physical movement. to play in different settings (e.g., neighborhood parks, outdoor play equipment).
30 Domain I NYS EARLY LEARNING GUIDELINES
F. Daily Living Skills
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. I ndicates anticipation of feeding 1. F eeds self with appropriate 1. F eeds self with proper on seeing breast, bottle, or food utensil (e.g., spoon, chopsticks), utensils, without assistance 2. A ssists caregiver with holding without assistance 2. G ets drink of water from bottle, later grasps a cup, then 2. P articipates in putting tap, without assistance eats with fingers on shoes and socks 3. Dr esses and undresses, 3. Demonstrates increasing 3. Dr esses and undresses with minimal help ability to self-soothe completely, with assistance 4. Chooses own clothes to 4. R emoves loose clothing 4. U ses personal care objects wear, when asked (e.g., socks, hats, mittens) correctly and regularly, 5. P uts shoes on, without 5. A ssists with undressing, sometimes with assistance assistance (e.g., drinks from open cup, dressing, and diapering 6. D ecides, with few prompts, brushes hair, brushes teeth) 6. A ssists with hand washing when to carry out self-help and tooth brushing as soon 5. P articipates in sleeping routines tasks (e.g., to wash hands as first tooth appears such as getting and arranging when dirty and before meals) his/her naptime comfort items 7. Participates increasingly 7. P articipates in helping others in sleeping routines such with personal care routines as gathering blanket and removing shoes
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Respond positively and • Provide opportunities for • Offer plenty of guidance promptly when child indicates child to participate daily in and opportunities for child need (e.g., need for food, personal care (e.g., choose to take care of self (e.g., put diaper change, blanket). clothes to wear, get dressed). on own coat, clean up after • Model basic personal • Provide opportunities for spills and messy projects). care routines. child to be responsible for • Help child recognize • Provide opportunities for personal belongings (e.g., personal signs of fatigue older child to select safe hanging up own jacket). and need for rest. foods and feed self. • Read with child and • Demonstrate clear and practice other calming consistent boundaries routines at bedtime. about harmful objects and situations (e.g., always put child in car safety seat when traveling in a vehicle).
Physical Well-being, Health, and Motor Development 31 NYS EARLY LEARNING GUIDELINES
G. Daily Living Skills: Hygiene
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R esponds to vocalizations 1. U ses tissue to wipe 1. U ses tissue to wipe own nose and during diaper nose, with assistance throws tissue in wastebasket changing routines 2. I ndicates wet or soiled 2. T akes care of own toileting 2. W ashes and dries hands, diaper by pointing, needs and asks for with assistance vocalizing, or pulling at assistance when needed 3. B egins to brush gums and diaper when prompted 3. W ashes and dries hands teeth with assistance 3. Sho ws interest in toilet training before eating and after 4. D emonstrates a beginning and may use toilet regularly toileting, without assistance understanding of basic with assistance 4. C ooperates and assists hygiene steps when prompted 4. W ashes and dries hands caregiver with tooth brushing by caregiver (crawling at appropriate times, with 5. Iden tifies health products (e.g., to the changing table, minimal assistance (e.g., after shampoo, toothpaste, soap) bringing a new diaper) diapering/ toileting, before 6. Covers mouth when coughing meals, after blowing nose) 7. R ecognizes and communicates 5. C ommunicates with caregiver when experiencing when not feeling well symptoms of illness 6. C ooperates and assists 8. Understands the need for caregiver with tooth brushing and participates in care for acute and chronic illness
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Establish ongoing and regular • Show child how to clean up • Provide opportunities for child medical and dental homes for after self, acknowledging child to select personal hygiene items child and ensure child receives when he/she does clean up. for self and others (e.g., select routine preventive care. • Talk with child about health own toothbrush, washcloth). • Talk with child about rules (e.g., cover mouth when • Make a place for child’s what you’re doing when coughing; throw away soiled personal grooming items. bathing, diapering, tissues in wastebasket). • Provide child with enough time dressing, and cleaning. • Model words to describe to take care of personal hygiene. • Make bath time enjoyable symptoms of illness (e.g., “I (e.g., provide safe bath toys, feel hot,” “My tummy hurts.”). sing songs, tell stories).
32 Domain I NYS EARLY LEARNING GUIDELINES
H. Nutrition
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Demonstrates hunger clearly 1. B egins to recognize and eat 1. P articipates in preparing 2. R egulates the speed a variety of nutritious foods nutritious meals and intensity with 2. Distinguishes between 2. Chooses to eat foods that which he/she eats food and non-food items are better for the body than 3. C onsumes a variety of 3. P articipates in preparing others, with assistance nutritious foods from nutritious snacks 3. P asses food at the table all food groups and takes appropriate sized 4. Explores food with fingers portions, or other culturally- specific family serving style 5. Tries new foods when offered
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Plan feeding times and • Establish regular meal and • Engage child in shopping practices around the snack times in daily schedule. for nutritious food (e.g., have individual cultural and • Prepare and provide a variety child help pick out fruit). feeding needs of child of nutritious snacks and meals • Involve child in planting, (e.g., if breastfeeding, use from child’s own cultural growing, and harvesting of breast milk or if bottle background and other cultures. a vegetable garden. feeding, use of formula). • Talk with child about how food • Provide opportunities • Follow child’s cues for when and water help us to be healthy. for child to help prepare he/she is full or hungry. nutritious meals and snacks. • Provide child with nutritious foods and snacks, including foods from various cultures.
Physical Well-being, Health, and Motor Development 33 NYS EARLY LEARNING GUIDELINES
I. Safe Practices
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R esponds to cues 1. B egins to avoid dangers 1. C ommunicates to peers and from caregivers about (e.g., hot stoves, sharp adults when sees dangerous warnings of danger knives) but cannot be relied behaviors (e.g., throwing 2. Sho ws recognition of the upon to keep self safe rocks on the playground) difference between primary 2. K nows to hold caregiver’s 2. Carries scissors and pencils with caregivers and strangers hand when walking in public points down to avoid accidents 3. R eacts when caregiver says places but may resist doing so 3. L ooks both ways before “no” but may need assistance 3. T ells adult when someone crossing street or road, to stop unsafe behavior hurts him/her or makes and knows to cross with him/her feel bad adult assistance 4. R ecognizes danger and poison symbols and avoids those objects or areas 5. D oes not touch or take medicine without adult assistance but knows that medicine can improve health when used properly 6. Understands the difference between “safe touch” and “unsafe touch”
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Put infant to sleep • Use poison symbols in • Participate in discussions on his/her back. classroom and at home and with firefighters about fires • Demonstrate clear and teach child what they mean. and safety precautions. consistent boundaries • Introduce child to safety • Read stories in which about harmful objects and personnel and places (e.g., children face harmful situations (e.g., always put firefighters and fire stations; situations and discuss how child in car safety seat when doctors and hospitals). they deal with them. traveling in a vehicle). • Demonstrate clear and • Provide puppets, role-play • Explain when things consistent boundaries materials and songs/ rhymes are hot and too hot to about harmful objects and that help child focus on who touch safely; cold and too situations (e.g., always put and what can be trusted. cold to touch safely. child in car safety seat when traveling in a vehicle).
34 Domain I NYS EARLY LEARNING GUIDELINES
J. Rules and Self-Regulation
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. C an be distracted from 1. Displa ys recognition of 1. Understands and anticipates unsafe behavior with words, the rules, though may not the consequences of physical prompts, or signal always follow them not following rules from adult but requires 2. M ay pay attention to safety 2. Iden tifies safety signs constant supervision and instructions, with assistance, but posted around the guidance (e.g., stops unsafe may choose not to cooperate. classroom and home activity when told “stop”) 3. F ollows emergency drill 2. F ollows some consistently instruction (e.g., fire, tornado, set rules and routines earthquake, tsunami, bomb) 4. F ollows basic safety rules, with assistance (e.g., bus, bicycle, playground, crossing street, stranger awareness) 5. I nitiates getting buckled into age- and weight-appropriate car safety seat in vehicles 6. P uts on or asks for helmet before riding a bicycle or other wheeled toy
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide a safe “child-proof” • Comment positively when • Discuss safety rules with child environment (e.g., cover child behaves safely. (e.g., holding hands in crowds, electrical outlets, keep • Demonstrate, explain, and wearing a bike helmet). poisons and chokable items provide opportunities for • Provide opportunities for out of child’s reach). child to practice safety child to practice appropriate • Ensure that child uses age- and around bodies of water emergency drills (e.g., weight appropriate car safety (e.g., lakes, oceans, rivers). fire, tornado, bomb). seat when riding in vehicles. • Provide frequent reminders • Provide opportunities for • Model appropriate use of about safety rules (e.g., “You child to learn and practice safety equipment (e.g., always should always hold my hand pedestrian and water safety. wear a seatbelt, bike helmet). when we walk in a parking lot.”).
Physical Well-being, Health, and Motor Development 35 NYS EARLY LEARNING GUIDELINES
36 Introduction NYS EARLY LEARNING GUIDELINES
Domain II
Social and Emotional Development
A. Interactions with Adults
B. In teractions with Adults: Seek assistance from adults
C. Interaction with Peers
D. Interaction with Peers: Cooperation
E. Interaction with peers: Negotiation
F. Adaptive Social Behavior
G. Adaptive Social Behavior: Group Activities
H. Adaptive Social Behavior: Diverse Settings
I. Adaptive Social Behavior: Empathy
J. Appreciating Diversity
K. Self-Concept
L. Self-Concept: Abilities and Preferences
M. Self-Efficacy
N. Self-Control
O. Self-Control: Feelings and Impulses
P. Emotional Expression
Introduction 37 NYS EARLY LEARNING GUIDELINES
Domain II This domain focuses on: Social and Emotional Domain II. Social and Emotional Development Development A. Interactions with Adults B. In teractions with Adults: Seek Healthy social and emotional development begins assistance from adults with attachment to another human being(s), typically a parent(s) or other adult family member. C. Interaction with Peers Through this trusting relationship children are D. Interaction with Peers: Cooperation able to gradually expand and explore friendships with adults and children and branch out into the E. Interaction with peers: Negotiation larger world. The child feels loved, important, and worthy (valued). Because of that bond, F. Adaptive Social Behavior the child trusts that the world is a good place. G. Ad aptive Social Behavior: Group Activities These early relationships form the basis for all other relationships and interactions with others. H. Ad aptive Social Behavior: Diverse Settings Healthy developments in these areas are key to development in all domains and all other learning. I. Adaptive Social Behavior: Empathy Social Development refers to a young child’s J. Appreciating Diversity ability to create and sustain social relationships with adults and other children. As children K. Self-Concept grow older, their relationships with peers take L. Self-Concept: Abilities and Preferences on greater importance. Children who socialize well are generally well liked and have plenty of M. Self-Efficacy opportunities to learn skills such as cooperation, negotiation, appreciation for other children’s needs N. Self-Control and rights, and the ability to sometimes put aside O. Self-Control: Feelings and Impulses their own needs and wants to meet those of others. Emotional Development refers to a child’s P. Emotional Expression ability to recognize, express, and manage their feelings and to understand and respond to the feeling of others. A child needs to be able to express a full range of emotions – from joy to sadness to frustration and anger, in healthy and appropriate ways. This self-regulation is gradually attained throughout the early years. How a child feels about himself – whether he likes himself and thinks he can succeed at what he tries – is another import aspect of emotional development.
38 Domain II NYS EARLY LEARNING GUIDELINES
A. Interactions with Adults
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Q uiets when comforted, 1. Establishes an attachment or 1. S eparates with assistance especially by familiar bond with a consistent adult from significant adults and adult, most of the time other than the primary caregiver transitions to program 2. Sho ws preference for 2. D emonstrates feeling safe with 2. Expr esses affection for regular care provider significant adults by seeking significant adults 3. I nitiates and maintains them when uncomfortable 3. A pproaches adults for interactions with caregivers or when sick, tired, or in assistance and offers (e.g., smiles, gestures, verbal) a dangerous situation to assist adults 4. I mitates familiar adults’ 3. I mitates adult activities (e.g., 4. C arries out actions to gestures and sounds pretends to cook, “reads” next please adults at times to adult who is reading) 5. Sho ws affection for 5. Expr esses feelings about adults through facial 4. Initiates interactions adults (e.g., “I love Auntie”) expressions and gestures and play with adults 6. Explores environment 5. R esponds to adults’ with guidance verbal greetings 7. Distinguishes between 6. C ommunicates with adults familiar and unfamiliar about recent activities adults (e.g., prefers comfort 7. Labels feelings from familiar adult) 8. Sho ws awareness of 8. Exhibits separation anxiety others’ feelings by clinging to caregiver in 9. M ay show extreme discomfort the presence of strangers with separation or new situations when familiar caregiver is not present – by protesting loudly (crying) or by withdrawing completely (refusing to participate) 10. May need to have a special blanket, stuffed animal or toy for comfort
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Talk with and sing to child • Show empathy and • Establish one-on-one time frequently, especially during understanding to child. when child can confide in feeding and diaper changes. • Listen carefully and with caregiver on a daily basis (e.g., • Read and look at books with interest to what child says and at naptime or at meal times). child in ways that foster expand on the message. • Use positive behavior feelings of trust and security. • Help child manage and words when • Give child sense of security feelings of distress. separating from child. when around unfamiliar adults. • Only make promises to • Meet child’s needs promptly. child that you can keep.
Social and Emotional Development 39 NYS EARLY LEARNING GUIDELINES
B. Interactions with Adults: Children Seek Assistance from Adults
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. C ries, makes sounds, or uses 1. S eeks adult assistance with 1. R ecognizes that adults body movements to signal challenges but may become have more experience caregiver for assistance, angry when the help is given and, therefore, can attention, or need for comfort 2. B egins to make sense of their provide assistance 2. L ooks for caregivers’ response ability and understanding 2. A sks questions of in uncertain situations of their environment adults frequently to 3. T ests caregiver responses to by experimenting obtain information own behavior (e.g., reaches for 3. P eriodically checks with 3. F ollows caregivers’ guidelines a forbidden object and looks at caregiver for help or for appropriate behavior in caregiver to check response) reassurance when playing different environments 4. L ooks to adult for indication by self or with peers 4. Br ings simple problem of appropriate and 4. R esponds to guidance situations to adults’ attention inappropriate behavior most of the time 5. C ontinues to need adult 5. S eeks out familiar adult 5. S tarts activity after a caregiver comfort and reassurance when uncomfortable makes suggestions, sometimes but may be less open in (e.g., uses adult’s suggestions to seeking and accepting it find missing pieces to a toy or items needed for an art activity) 6. M ay begin to follow basic safety guidelines and requirements but may not consistently do so (e.g., “Hot – don’t touch.”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Nurture child with kind • Set appropriate and • Communicate guidelines words, hugs, and cuddles. consistent limits. and expectations clearly. • Respond to child’s needs • Follow child’s cues and offer • Show respect for child’s and reinforce small guidance when appropriate. choices and attempts at accomplishments. • Acknowledge and describe solving problems (e.g., • Recognize that responses child’s appropriate behavior trade with child). to child’s calls for assistance (e.g., “You remembered to • Answer child’s are important opportunities hang up your coat.”). questions directly. to develop trust.
40 Domain II NYS EARLY LEARNING GUIDELINES
C. Interaction with Peers
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Smiles spontaneously 1. P lays side-by-side with 1. Sho ws enjoyment in playing at other children another child, at times with other children 2. Sho ws enjoyment in 2. Obser ves and imitates another 2. M ay elect to entertain oneself interactions with other children, child’s behavior or activity for sustained periods of time as expressed in gestures, facial 3. I nitiates social interaction 3. I nitiates an activity expressions, and vocalizations with peers with another child 3. Sho ws interest in other 4. Sho ws enthusiasm about the 4. S eparates willingly from children by watching them company of other children adults to play with friends, and tracking their behavior 5. Spontaneously shows most of the time preference for familiar 5. M akes and maintains a playmates friendship with at least one other child
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Respectfully imitate • Provide opportunities for child • Provide opportunities for child child while playing. to play with other children to engage in a variety of play • Name child’s feelings. from own and other cultural activities with other children backgrounds regularly so (e.g., dramatic play, art projects, • Provide opportunities for that the child is familiar free play outside, dance class). child to play and interact with one or more peers. with other children. • Help child join ongoing play. • Provide toys that can be • Support child’s play with played with by two or more peers by staying nearby, children at one time. offering props, and assisting • Support child if he/she with conflict resolution. plays with or discusses imaginary friends.
Social and Emotional Development 41 NYS EARLY LEARNING GUIDELINES
D. Interaction with Peers: Cooperation
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Obser ves other children 1. T akes turns during 1. P lays with other children and imitates their sounds, play with peers, with without prompting, at times actions, and motions considerable assistance 2. C ooperates with other 2. Sho ws enjoyment in interaction 2. R ecognizes there is a conflict children, with assistance with other children, as and requests adult assistance 3. M anages the use of expressed in gestures, facial materials and toys during expressions, and vocalizations play, with assistance 3. A ble to sustain play 4. Negotia tes with peers with caregiver (rolling (takes turns, plans play) a ball, peek-a-boo) 5. M akes decisions with other children, with adult prompts as needed
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Model cooperation and • Notice child’s interests and • Acknowledge cooperation sharing with others in daily engage child in play by when child plays with tasks (e.g., preparing a meal following child’s lead. other children. with other family members). • Provide toys that can be • Read stories or invent puppet • Provide opportunities for played with by two or plays in which characters share, child to play and interact more children at one time take turns, and cooperate. with other children. to promote sharing. • Demonstrate and explain • Play turn-taking games with • Provide child with ample time how to be inclusive child (e.g., peek-a-boo). to play with toys until finished. based on gender, culture, language, and abilities.
42 Domain II NYS EARLY LEARNING GUIDELINES
E. Interaction with Peers: Negotiation
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Elicits attention of adults 1. U ses adult help to take turns, 1. Understands concept of 2. C ommunicates needs with including giving up and “mine” and “his/hers” vocalizations and gestures keeping toys and other objects 2. Approaches other 3. R eaches out to touch other 2. Asserts ownership children positively children or grabs their toys by saying “mine” 3. U ses different turn- 4. A ccepts adult intervention to 3. Communicates with taking strategies (e.g., negotiate disputes over toys other children to settle bartering, trading, and arguments, with assistance beginning to share) 4. I ndicates preferences and 4. U ses simple strategies to solve intentions by answering yes/no problems, either individually questions (e.g., “Are you done or in a group (e.g., seeks with that? Are you still using assistance from an adult) it? Can Javier use it now?”) 5. Negotia tes with other children to solve a problem, with assistance 6. S tates a position with reasons (e.g., “I do not want to play right now because I am tired”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Respond to child’s • Talk with child about rules, • Provide activities that allow vocalizations and gestures. limits, and options and explain child to negotiate social • Model appropriate negotiation how they help people get along. conflicts (e.g., dramatic and conflict management • Provide child with opportunities play, blocks, multicultural behaviors with others. to make some choices. dress-up clothes). • Provide opportunities for • Teach child to avoid aggressive • Give child ample time child to play and interact behaviors (e.g., biting, to solve own problems with other children. hitting, name calling). before intervening. • Read stories or invent puppet plays in which characters solve conflicts constructively.
Social and Emotional Development 43 NYS EARLY LEARNING GUIDELINES
F. Adaptive Social Behavior
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R epeats actions many times 1. Exper iments with effects of own 1. T akes turns and shares with to cause a desired effect actions on objects and people peers, with assistance (e.g., smiles because it make 2. Learns consequences 2. A sks “why” questions to show caregivers smile and laugh) of a specific behavior, effort at understanding effects 2. R ecognizes that certain adult begins to demonstrate of behavior (e.g., “If I do this, actions are associated with appropriate responses to why does that happen?”) expected behavior (e.g., “When situations and behavior 3. Demonstrates understanding caregiver puts me in crib, I am 3. R ecognizes that inappropriate of the consequences of supposed to go to sleep”) behavior will elicit negative own actions on others (e.g., 3. Sho ws understanding that reaction from adults “I gave Anna the toy and so characters from books are 4. B egins to show empathy when she is playing with it now”) associated with certain actions someone is hurt or upset 4. D escribes other children’s or behaviors (e.g., animal positive, thoughtful, book and animal sounds) kind behaviors 4. R ecognizes that inappropriate 5. Sho ws empathy for physically behavior will elicit hurt or emotionally upset child reaction from adults 5. D emonstrates interest in physically hurt or emotionally upset child or adult
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Respond consistently to • Read books with child that • Discuss the consequences child’s behaviors with similar demonstrate how characters of behavior (e.g., “When the actions, tone, and words. react to one another. baby’s tired, she cries.” “When • Be aware of your responses • Play games with child that Auntie is happy, she smiles.”). to child’s behavior; reinforce demonstrate how behavior • Have child create “if-then” positive behavior and and actions cause effects scenarios (e.g., “If I pick up toys, redirect negative behavior. (e.g., dump and fill games, then we will go for a walk.”). • Play turn-taking games with Follow the Leader). • When there is a conflict child (e.g., peek-a-boo). • Demonstrate and explain between two children, adaptive behavior in own demonstrate empathy interactions (e.g., waiting your and understanding turn in grocery check-out line). for both children.
44 Domain II NYS EARLY LEARNING GUIDELINES
G. Adaptive Social Behavior: Group Activities
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Smiles at other children 1. Sho ws increasing enthusiasm 1. S eeks out other children and adults about the company of others to play with 2. R eaches out to touch other 2. B egins to share and take 2. Notic es and comments on who children or grabs their toys turns, with assistance is absent from routine group 3. Expr esses contentment or joy 3. P articipates in loosely settings (e.g., play groups) when with other children or structured group games 3. Iden tifies self as member of a when a familiar adult is present (e.g., chase, dramatic play) group (e.g., refers to our family, 4. B egins to participate 4. F ollows familiar routines our school, our team, our culture) in simple parallel play (e.g., meal time behavior) 4. U ses pretend play to with other children explore, practice, and understand social roles 5. Joins a group of other children playing, with adult prompts as needed 6. M ay assign roles to other children during cooperative play
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Play with child near • Identify with child the • Provide times when child other children (e.g., groups of which he/she can participate in group on a playground). is a member (e.g., family, activities (e.g., family style • Provide opportunities for school, community, meals, short circle time). child to be a part of groups cultural communities). • Promote a sense of community (e.g., play groups). • Encourage child to participate and interdependence • Begins to follow family in classroom duties and within groups (e.g., clean or classroom routines household chores. up or meal preparation). (e.g., meal time). • Begins to participate in short • Provide opportunities group times (story or singing). for dramatic play that promote group work and an understanding of social roles.
Social and Emotional Development 45 NYS EARLY LEARNING GUIDELINES
H. Adaptive Social Behavior: Diverse Settings
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Actively observes surroundings 1. S eparates from primary 1. Explor es objects and materials, 2. D emonstrates recognition of caregiver in familiar and interacts with others in a new setting by changing settings outside the a variety of group settings behavior (e.g., looks to home environment 2. Suc cessfully transitions from parent for guidance) 2. Explor es and plays in a one activity/ setting to the next 3. Explor es new settings with range of familiar settings during the day, with guidance guidance from caregiver 3. A sks questions or acts in other 3. A djusts behavior to different 4. Is at ease in familiar settings uncertain ways in unfamiliar settings (e.g., home, (e.g., classroom, motor settings and environments library, playground) room, playground) 4. Displa ys ease and comfort in a variety of places with familiar adults (e.g., home, store, car, playground)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Establish family rituals, • Introduce child to a variety • Provide child with routines, and activities. of settings, including diverse reminders when changes • Provide child with consistent cultural settings (e.g., libraries, in schedule are planned. objects and routines to help general stores, post office). • Involve child in signaling adapt to changes in settings. • Talk with child about how transitions (e.g., ringing bell, • Provide adequate transition one setting is different singing particular song). time and talk with child from another setting. • Demonstrate and explain to about upcoming changes • Create a care giving child how to stand up for self to schedule or setting. environment that reflects and others in the face of bias. child’s home culture.
46 Domain II NYS EARLY LEARNING GUIDELINES
I. Adaptive Social Behavior: Empathy
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. W atches and observes 1. Notic es and may show concern 1. Notic es and shows concern adults and children for other children who are for peers’ feelings 2. Smiles when sees happy or sad or upset 2. C omforts peers when a smiling face 2. D emonstrates awareness of they are hurt or upset, 3. R eacts when someone feelings during pretend play with adult assistance is crying or upset (e.g., soothes a crying doll) 3. A dopts a variety of roles and 4. Explores environment 3. Names emotions of self and feelings during pretend play with multiple senses others (e.g., happy, sad) 4. Iden tifies and responds to 4. Expr esses interest and the feelings and experiences excitement about animals of the characters in stories and other living things 5. Expr esses how another child might feel (e.g., “I think Tanya is sad because she is crying.”) 6. C ares for plants, flowers, and other living things, with guidance 7. Sho ws concern about fairness within peer group
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide mirrors and • Provide opportunities to • Name and discuss feelings opportunities for child to identify emotions by the use of (e.g., “You’re sad because...”). see faces and emotions. pictures, posters, and mirrors. • Imagine aloud together how • Name emotions (e.g., • Provide opportunities for animals and plants might feel. happy, sad). dramatic play with simple • Provide opportunities for child • Provide opportunities for themes and props, including to play with friendly and gentle child to observe animals plays, themes, and props from animals, with close supervision. in a safe environment. 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).
Social and Emotional Development 47 NYS EARLY LEARNING GUIDELINES
J. Appreciating Diversity
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Obser ves body parts 1. P lays in the presence 1. C ompares similarities or and self in mirror of other children differences of others (e.g., 2. Focuses attention on others 2. A sks simple questions height, hair color) in his/ her circle of contact 3. Notic es others’ physical about other children (e.g., characteristics (e.g., “Where’s Tommy?”) 2. Develops awareness, pats others’ hair) 3. Notices differences, knowledge, and appreciation of own gender and 4. Distinguishes primary may ask why (e.g., in cultural identity. caregivers from others wheelchair, has glasses) 3. Iden tifies gender and other 5. M ay initially react to and /or basic similarities and differences interact differently with others between self and others who are of different ethnic and cultural backgrounds, 4. Demonstrates understanding of a different gender, who that different individuals speak other languages, have different abilities or have special needs and information 5. I ncludes other children in own activities who are of a different gender, ethnic background, who speak other languages, or who have special needs, with guidance 6. A sks questions about others’ families, ethnicity, language, cultural heritage, and differences in physical characteristics
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Share and explore own • Provide opportunities • Provide opportunities for culture with child (e.g., for child to interact with child to describe own cultural attend cultural events). children of diverse abilities, and physical characteristics. • Read books to child that cultures, and ethnicities. • Demonstrate and explain that explores people with diverse • Provide child with a variety one person may play different abilities and cultures. of dramatic play materials roles (e.g., father and employee). • Introduce child to a second reflecting cultures of • Accept each child’s unique language if you are bilingual. families in community. expression of gender. • Encourage child to develop a sense of fairness for self and for others.
48 Domain II NYS EARLY LEARNING GUIDELINES
K. Self-Concept
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sig nals caregivers for 1. T ests limits and strives 1. D escribes self by gender, assistance, attention, for independence role, and abilities or need for comfort 2. R ecognizes and calls attention 2. R efers to self by first and last 2. Explor es own body to self when looking in the name and uses appropriate (e.g., observes hands, mirror or at photographs pronouns (I, me) rather than reaches for toes) 3. Iden tifies self and uses own referring to self in third person 3. Explor es the face and name when asked (e.g., “I am 3. Chooses individual activities other body parts of others a boy” “My name is Christina”) (e.g., doing puzzles, painting) (e.g., touches caregivers’ 4. Sho ws awareness of 4. Expr esses self in different ears, hair, hands) being seen by others (e.g., roles during pretend play 4. R esponds with gestures exaggerates or repeats 5. M ay talk to self and/or or vocalizations when behavior when notices engage in conversation with name is spoken someone is watching) imaginary playmates 5. Sho ws awareness of self in 5. Engages in individual 6. D escribes family members and voice, mirror image, and body activities/play for brief periods begins to understand their 6. A ttempts to complete of time (e.g., 10 to 15 minutes) relationship to one another basic daily living tasks (e.g., 6. Iden tifies objects as eating, getting dressed) belonging to him or her 7. Sho ws pride in achievements/ accomplishments
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Cuddle, physically nurture, • Give child appropriate • Encourage child to experiment and be responsive to child to and varied choices. with growing competence foster trust and attachment. • Be aware and respectful and individuality by providing • Use child’s name of cultural differences in child opportunities to make during interactions. valuing independence. choices or decisions. • Help child learn to calm self • Expect child to protest as he/ • Help child distinguish people (e.g., model calming behavior, she expresses individuality. and relationships (e.g., offer soothing objects). brother, aunt, cousin). • Assist child in making collages or an “All about Me” book with pictures and captions.
Social and Emotional Development 49 NYS EARLY LEARNING GUIDELINES
L. Self-Concept: Abilities and Preferences
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Shows preference for 1. Points to and names some 1. Describes own basic primary caregivers of own body parts physical characteristics 2. Identifies familiar objects 2. Makes choices (e.g., what 2. Exerts will and preferences (e.g., bottle, blanket) clothes to wear) with actions and increasingly 3. Smiles at self in mirror 3. Shows preference for favorite with language 4. Notices and explores hands, books, toys, and activities 3. Experiments with own eventually becoming aware 4. Indicates preferences and abilities by trying new that they are attached intentions by answering yes/ activities and testing limits and that they can be no questions (e.g., “Are you 4. Identifies feelings, likes, and controlled to do things done with that?” “Are you still dislikes, and begins to be able 5. Points or moves toward using it?” “Can Joe use it now?”) to explain why he/she has them desired people or objects 6. Plays with one object more often than others 7. Repeats a motion or noise to replicate a result 8. Makes choices about what toys to play with 9. Protests when does not want to do something (e.g., arches back when doesn’t want to sit in high chair) 10. Responds to requests for action (e.g., claps for the song) 11. Points to and may name at least two body parts when asked
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Involve child in family • Provide opportunities for • Provide child with a variety traditions, rituals, and activities. child to make appropriate of materials and experiences • Follow child’s lead during and varied choices. that help child to discover play and exploration. • Share your enthusiasm and preferences and abilities. • Talk with child about body describe child’s abilities and • Support child’s developing parts and body functions (e.g., preferences (e.g., “You really understanding of own “We use our teeth to chew”). like to draw with those crayons, characteristics and culture don’t you?” “You are walking (e.g., “You have freckles just carefully over tree roots.”). like your Grandma.”). • Invite others to share • Provide dress-up and pretend their culture and play materials from child’s daily traditions with child. life and cultural background.
50 Domain II NYS EARLY LEARNING GUIDELINES
M. Self-Efficacy
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Repeats a sound or gesture 1. Wants to do things 1. Expresses delight with mastery that creates an effect by him/her self of a skill (e.g., “I did it myself.”) (e.g., repeatedly shakes 2. Recognizes own 2. Asks others to view own a rattle after discovering accomplishments creations (e.g., “Look that it makes a sound) 3. Shows completed projects at my picture.”) 2. Recognizes that adults (e.g., drawing, pile of 3. Demonstrates confidence in respond to cues blocks) to caregiver own abilities (e.g., “I can climb 3. Explores environment, at first 4. Acts as though is capable of to the top of the big slide!”) in close contact with caregiver doing new tasks and activities 4. Expresses own ideas and then farther away from (e.g., copies use of adult tools, and opinions caregiver as child grows tries to sweep the floor with 5. Enjoys process of creating (e.g., 4. Looks to caregiver when an adult-sized broom) drawing, painting, building) accomplishing new tasks 5. Seeks help after trying (e.g., standing or walking) something new or challenging 5. Gives objects or toys to others (e.g., picks up rock then reaches to give it to caregiver) 6. Smiles when succeeding in a task/activity
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Stay near child to give • Provide opportunities for • M odel how to do something encouragement as needed. child to engage in new tasks. and provide opportunities • Provide a safe environment • Provide materials so child for child to try to do it. for child to explore can experience success. • P rovide plenty of time and many activities. • Monitor child as he/she opportunities for child to • Describe and acknowledge pushes self to try new things play, explore, experiment, child’s actions and (e.g., keeps going higher and accomplish tasks. accomplishments (e.g., by when asked to stop). • Invite child to share smiling and saying “You thoughts and feelings when took off your socks.”). accomplishing a new task.
Social and Emotional Development 51 NYS EARLY LEARNING GUIDELINES
N. Self-Control
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Develops increasing 1. Challenges limits and strives 1. P articipates in routine consistency in sleeping, for independence activities (e.g., meal time, waking, and eating patterns 2. A nticipates and follows simple snack time, naptime) 2. Engages in some regular routines, with reminders 2. F ollows simple rules behaviors (e.g., sings or and assistance (e.g., washes without reminders (e.g., babbles self to sleep, goes to hands and helps set table handles toys with care) high chair when hungry) at snack time, helps to pick 3. D emonstrates increasing ability 3. P articipates in routine up and put away blocks to use materials purposefully, interactions (e.g., quiets at clean-up time) safely, and respectfully body when picked up; 3. A nticipates and follows simple 4. A dapts to changes in cooperates in dressing) rules, with reminders (e.g., daily schedule expects to be buckled up 4. A nticipates routine interactions 5. P redicts what comes next when getting into car seat) (e.g., lifts arms toward in the day, when there caregiver to be picked up) 4. Anticipates consequences is an established and 5. F ollows some consistently set for not following rules; but consistent schedule rules and routines (e.g., chooses may not be able to overcome book after lunch for quiet time) the impulse to exert own desire to not follow them 6. B egins to assert self by resisting familiar caregiver requests with regard to rules
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• B e emotionally available • Establish routines while being • P repare child for changes in and sensitive to child. flexible to meet child’s needs. daily schedule by providing • Establish routines for eating, • S et simple rules and respond advance warning, talking sleeping, diapering, and other consistently to child’s behavior. with, and listening to child. regular activities while taking • O ffer child two real choices • Keep list (pictures) of rules into account family’s care that are both okay from the positive and short; include rules practices and child’s schedule. adults’ point of view (e.g., addressing bias and prejudice • B e consistent in your “Do you want to wear a that are understood by child. interactions with child. red or blue sweater?”). • Engage child in setting appropriate rules.
52 Domain II NYS EARLY LEARNING GUIDELINES
O. Self-Control: Feelings and Impulses
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sig nals needs with sounds 1. Names some emotions 1. Expr esses strong emotions or motions (e.g., turns head (e.g., happy, excited, sad, in appropriate ways, at and roots or cries when mad, tired, scared) times with assistance hungry or reaches for 2. I ncreasingly seeks caregiver 2. Expr esses ownership of wanted object of comfort) support and attention when feelings and desire to control 2. R elaxes or stops crying when feeling strong emotions self, with assistance comforted , especially by 3. B egins to control impulses 3. C alms self after having strong familiar adult (e.g., when at times (e.g., says “No” when emotions, with guidance swaddled or spoken to softly) reaching for forbidden object; (e.g., goes to quiet area or 3. C omforts self by clutching, restrains self from stepping requests favorite book to sucking, or stroking when on a book on the floor) be read when upset) tired or stressed (e.g., 4. W aits for turn during group calms while stroking or activities, sometimes holding soft blanket ) 5. S ticks with difficult tasks and 4. C ommunicates need for demonstrates increasing support or help from adults ability to deal with frustration (e.g., holds out arms when tired)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Snuggle , cuddle, and • R ecognize and name child’s • Engage with child to physically nurture child. feelings and behaviors (e.g., provide support when he/ • P rovide child with “You seem happy today.”). she is having difficulty. calming materials (e.g., • I ntervene sensitively when • A cknowledge child for soft blanket or toy). child is having difficulty expressing and regulating • Name own emotions when regulating impulses. intense feelings. interacting with child. • R ead books with child that • Discuss upsets when they are focus on emotions and over and child has become calm. emotional regulation.
Social and Emotional Development 53 NYS EARLY LEARNING GUIDELINES
P. Emotional Expression
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. C ries, uses other vocalizations, 1. R ecognizes and expresses 1. Names and talks about facial expressions, or body emotions towards familiar own emotions language to express emotions persons, pets, or possessions 2. U ses pretend play and to get needs met with appropriate facial to understand and 2. R esponds to emotional cues expressions, words, gestures, respond to emotions signs, or other means and social situations (e.g., 3. A ssociates emotions with crying when other babies cry) 2. Names some emotions words and facial expressions (e.g., happy, excited, sad, 3. Smiles , waves, or laughs 4. U ses humor to entertain mad, tired, scared) in response to positive and make others laugh adult interaction 3. B egins to use play to 4. F rowns in response to express/act out emotions discomfort or inability to do something
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• C omfort a child quickly • U se words to teach child • M odel appropriate expression when he/she cries; this to associate feelings with of emotions and talk about makes him/her feel safe. their proper names. how you feel (e.g., singing • M odel facial expressions • M odel a range of when you are happy, sighing to express emotions. appropriate ways to express when you are frustrated). • R espond to child’s displays different feelings. • A void stereotyping children’s of pleasure by matching • R ecognize that some children expression of emotion (e.g., child’s emotions with facial may not express emotions validate boys when they cry, expressions, tone, and words. verbally (e.g., invite child to girls when they get angry). draw pictures, use signs or • I ncorporate books on feelings gestures, or go for a walk reflective of the language and to express emotions). cultural background of child.
54 Domain II NYS EARLY LEARNING GUIDELINES
Social and Emotional Development 55 NYS EARLY LEARNING GUIDELINES
56 Introduction NYS EARLY LEARNING GUIDELINES
Domain III
Approaches to Learning
A. Curiosity and Interest
B. Initiative
C. Persistence and Attentiveness
D. Creativity and Inventiveness
E. Reflection and Interpretation
Introduction 57 NYS EARLY LEARNING GUIDELINES
Domain III In this domain we focus on a child’s: A. C uriosity and Interest, including the child’s Approaches to Learning interest in and desire to learn new information. This domain refers to a child’s intrinsic, in-born B. Initiative , including the child’s willingness to qualities and how those affect his learning and take on tasks, volunteer to participate during acquisition of knowledge. Children learn and learning opportunities, and take reasonable risks express themselves in various ways, and there is while exploring and learning new information. much individual variation in how children orient C. P ersistence and Attentiveness, including the themselves to learn. Factors that influence how child’s ability to remain focused and engaged a child learns include such traits as the child’s even in the face of distraction and/or frustration. temperament and personality. Is the child easy going or slow to warm up? Is he outgoing or D. Cr eativity and Inventiveness, including shy? Is he active or sedentary? The child’s birth the child’s ability to move beyond order, family values, and cultural practices all current knowledge and to go beyond influence who the child is and how he takes on the here-and-now to explore and play the task of attaining information. Is he a first- using abstract ideas and images. born or the baby in the family? Is he an only E. R eflection and Interpretation, including child or one of four? Does the family have strong the child’s ability to think about, understand, connections with a local extended family or is and apply knowledge and information the family isolated? Is independence valued in to future actions and learning. the culture or interdependence? Additionally, how persistent the child is, how well he attends to tasks, and how he reflects upon and interprets his world will all affect how he acquires knowledge.
58 Domain III NYS EARLY LEARNING GUIDELINES
A. Curiosity and Interest
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sho ws interest in people 1. Explor es the immediate 1. A sks others for information by changing behavior environment to find out (e.g., “What is that?” “Why 2. R eacts to new voices or what is there (e.g., asks is the moon round?”) sounds by turning in the about a new object he/ 2. I nvestigates and experiments direction of sound, becoming she finds, actively searches with materials through collection of toys) more quiet or active, or 3. Sho ws interest in how and changing facial expressions 2. Sho ws interest in new why others do things and others’ activities 3. Sho ws interest by exploring, 4. U ses “Why” to get information manipulating, or staring at new 3. A sks simple “wh” questions about how his/her world works objects in the environment (e.g., why, what, where) 5. D evelops personal interests 4. U ses all senses to explore 4. A sks about people in (e.g., trains, farm animals) the environment (e.g., own environment reaching out to touch rain)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide support for child • Interact with child by • Provide opportunities and who is hesitant about new asking simple questions time for child to explore objects and experiences. and responding to his/ a variety of activities and • Play with child using objects her questions. materials, including those in with different textures, • Wonder aloud with child the larger community and sounds, and shapes. about why things happen. those from diverse cultures. • Describe new places and • When on walks with • Assist child to find answers to what people are doing when child, talk about what own questions by exploring out in the community. you see around you. together (e.g., “I wonder... How could that work...Any ideas?”). • Play question-and- answer games that inspire child’s curiosity.
Approaches to Learning 59 NYS EARLY LEARNING GUIDELINES
B. Initiative
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Engages in and actively 1. T ries new ways of doing things 1. Asks others to join in play explores new surroundings and begins to take some risks 2. Joins a play activity already 2. Engages familiar adults 2. Initiates play with others in progress, with assistance and children in interactions 3. Chooses one activity over 3. S elects new activities during (e.g., smiling, approaching, another and pursues it for play time (e.g., selects not withdrawing) a brief period of time characters for dress-up) 3. Sho ws interest in wanting 4. P roposes an idea for 4. O ffers to help with chores (e.g., to perform self-help skills how to spend time sweeping sand from the floor, 4. S elects a book, toy, or item 5. Sho ws interest in wanting to helping clean up spilled juice) from several options take care of self (e.g., dressing) 5. F inds and uses materials to 5. Sho ws likes and dislikes 6. I nitiates activities at follow through on an idea (e.g., for activities, experiences, caregivers’ suggestions blocks for building a tower) and interactions 7. S eeks and takes pleasure in 6. M akes decisions about what new skills and experiences activity or materials to work with from selection offered
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide opportunities for • Provide child with many • Encourage child to pursue child to choose toys to play opportunities to play by self favorite activities. with and books to read. and with other children. • Provide non-threatening • Provide opportunities for • Try new tasks with child environments that create child to take reasonable and and describe them. opportunities for child safe risks (e.g., to stretch for • Help child feel safe and to initiate activities. an object beyond reach). capable of trying something • Recognize that child may not • Provide many opportunities for new or taking reasonable demonstrate and express active exploration; discourage risks in a variety of settings. initiative in the same way in watching television or videos. all settings (e.g., may take initiative with peers but not in presence of elders).
60 Domain III NYS EARLY LEARNING GUIDELINES
C. Persistence and Attentiveness
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Holds attention of caregiver 1. W ants to do favorite activities 1. F ocuses on tasks of (e.g., smiles, babbles, over and over again interest to him/her sustains eye-contact) 2. C ompletes simple projects 2. R emains engaged in an 2. Dir ects attention towards (e.g., 3- to 5-piece puzzle) activity for at least 5 to objects by reaching, grasping, 3. C ontinues to try a difficult task 10 minutes, at times or staring at them of interest for a brief period 3. C ompletes favorite tasks 3. Examines a toy, rattle, or face of time (e.g., builds a block over and over again for a brief period of time structure for 3 to 5 minutes) 4. P ersists in trying to complete 4. R epeats simple motions 4. I nsists on some choices a task after previous attempts or activities (e.g., swats (e.g., what to wear, have failed (e.g., complete at mobile, consistently completing a project) a puzzle, build a tower) reaches for objects) 5. S eeks assistance when 5. U ses at least two different 5. R emembers where favorite encountering a problem strategies to solve a problem items are stored 6. List ens and participates 6. P articipates in meal time 6. F ocuses on reader or story in story time (e.g., turning with few distractions teller for brief periods of time pages of book) 7. T ries different ways of doing things
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide space and times • Provide time for child to • Comment positively on child’s where child can play or work engage in sustained activities, persistence and concentration. at tasks without interruptions. be on “toddler time.” • Try child’s suggested • Provide child with • Limit environmental interventions when problems opportunities to explore distractions to help child are encountered; talk with different characteristics of sustain attention to activities child about what worked an object (e.g., the toy has (e.g., turn television off while and did not work. several parts; a face has eyes, child plays in the room). • Help child focus attention (e.g., ears, nose, and mouth). • Talk with child about his/her “Look at this.” “I want you to • Observe child to learn activities using open-ended pay attention to the story.”). which activities increase or questions (e.g., “How did you sustain his/her interest. do that? Tell me more.”).
Approaches to Learning 61 NYS EARLY LEARNING GUIDELINES
D. Creativity and Inventiveness
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. I nspects own hands and 1. I nvents new uses for 1. Invents new activities or games feet (e.g., by mouthing) everyday materials (e.g., 2. C reates acceptable rules 2. M ouths, shakes, bangs, bangs on pots and pans) for group activities drops, or throws objects 2. Approaches tasks 3. M akes up words, 3. I mitates action observed in experimentally, adapting songs, or stories as the activity evolves (e.g., another situation (e.g., tries 4. Expr esses ideas through uses trial and error) to stack blocks after watching art, construction, another child stack blocks, 3. Displa ys understanding of movement, or music bangs on surface after watching how objects work together 5. Engages in extensive drumming at a cultural event) (e.g., gets the dustpan when pretend play (e.g., plays adult is sweeping the floor) 4. U ses items differently and “house” or “explorers”) creatively (e.g., a bucket is 4. Enjoys opportunities turned upside down to build a for pretend play and tower base or to be a pedestal) creating things 5. P retends and uses imagination during play
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide toys and experiences • Use open-ended questions • Provide tasks where the with a variety of colors, textures, and descriptive language goal is trying different sounds, shapes, and smells. when interacting with child. strategies rather than • Provide child time and • Ensure child has props right or wrong answers. opportunities to be from own culture to • Ask child how a story may spontaneous, silly, and messy. support pretend play. have ended differently • Play with child in creative • Encourage child to pretend, (e.g., “What if...”). ways (e.g., using soft toys to make-believe, and use • Provide child with access create a puppet show). his/her imagination. to artists and artwork from own and other cultures.
62 Domain III NYS EARLY LEARNING GUIDELINES
E. Reflection and Interpretation
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. T racks people and objects by 1. Substitut es similar objects 1. T ells others about events moving head as they move (e.g., stacks boxes like blocks) that happened in the past 2. B ehaves in consistent ways 2. R ealizes that behaviors 2. R epresents things in to elicit desired response can precede events (e.g., environment with available (e.g., kicks a mobile) “If mom puts the pot on materials, moving from simple 3. P lays games with primary the stove, she is going to to complex representations (e.g., caregiver that involve cook something to eat.”) recreates picture of a house, repetition (e.g., peek-a-boo) 3. A lters behavior based on a past bridge, road with blocks) 4. Exper iments to see if similar event and builds on it (e.g., 3. T hinks out loud and talks objects will cause similar “I did this and it didn’t work, through a situation responses (e.g., shakes stuffed so I will do this instead.”) 4. W orks out problems animal in the same way as 4. R elates an experience today mentally rather than a rattle to hear noise) to one that happened in through trial and error 5. Displa ys recognition and the past (e.g., washing excitement about game or hands before meal time) toys from previous day 6. A pplies knowledge to new situations (e.g., bangs on bucket instead of drum)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Interact with child in consistent • Think “out loud” and talk about • Talk with child about what he/ and predictable ways. ideas with child using descriptive she has seen, heard, or done. • Provide child with toys language (e.g., “You remembered • Provide child with time to process and objects that react where the puzzle piece fits.”). experiences and information. to specific actions. • Provide materials that are similar • Help child remember • Provide opportunities for child but produce different results experiences with photographs, to try same action on different (e.g., crayons, markers, paint). mementos, and souvenirs. objects (e.g., shake a rattle, shake • D emonstrate, explain, and a stuffed animal, shake a ball). provide opportunities for child to think about and avoid negative or dangerous behavior (e.g., “The stove and iron are hot.”).
Approaches to Learning 63 NYS EARLY LEARNING GUIDELINES
64 Domain IV Domain IV NYS EARLY LEARNING GUIDELINES
Cognition and General Knowledge
A. C ausation: Children demonstrate N. S cientific Knowledge: Children observe awareness of cause and effect and describe characteristics of the earth B. Cr itical and Analytic Thinking: Children O. H istory: Children demonstrate knowledge compare, contrast, examine, and evaluate of past events and awareness of how they experiences, tasks, and events may influence the present and future C. Cr itical and Analytic Thinking: Children use P. Geo graphy: Children demonstrate awareness past knowledge to build new knowledge of location and spatial relationships D. P roblem-Solving: Children find Q. Geo graphy: Children demonstrate multiple solutions to questions, knowledge of the relationship between tasks, problems, and challenges people, places, and regions E. R epresentational Thought: Children R. E conomics: Children demonstrate use symbols to represent objects knowledge of various occupations F. R epresentational Thought: Children related to trade and currency distinguish between fantasy and reality S. E cology: Children demonstrate G. N umber and Sense Operations: awareness of the relationship between Children demonstrate knowledge humans and the environment of numbers and counting T. T echnology: Children demonstrate H. M easurement: Children demonstrate knowledge understanding and use of technology of size, volume, height, weight, and length in their surroundings I. P roperties of Ordering: Children U. F amily: Children demonstration awareness identify and label shapes and understanding of family J. P roperties of Ordering: Children sort, V. C ommunity: Children demonstrate classify, and organize objects awareness of their community, human interdependence, and social roles K. S cientific Thinking: Children collect information through observation and manipulation W. Community: Children demonstrate civic responsibility L. S cientific thinking: Children engage in exploring the natural world by manipulating X. C ulture: Children demonstrate awareness and objects, asking questions, making predictions, appreciation of their own and others’ culture and developing generalizations Y. E xpression and Representation: Children M. S cientific Knowledge: Children observe and use creative arts to express and represent describe characteristics of living things what they know, think, believe, or feel Z. Unde rstanding and Appreciation: Children demonstrate understanding and appreciation of the creative arts
Cognition and General Knowledge 65 NYS EARLY LEARNING GUIDELINES
Domain IV of knowledge about public transportation and elevators. If what the child has been exposed Cognition and General to –learned knowledge – is valued, he is deemed “smart.” However, a child who may not have Knowledge been exposed to all of the things that have been determined to be “common knowledge” may be This domain encompasses both how wrongly labeled as “deprived” or “disadvantaged.” children think and what children know. It is important that teachers of young children Cognitive development refers to the process realize how what the child learns from birth through which children develop their abilities to to age 5 becomes the foundation of general think, assimilate, and use information – in other knowledge that will be needed in later years. It is words, how children think. This process changes the job of the teacher to expose all children to the over time. Initially, infants learn by using all of their “right stuff” so that every child has the potential senses – sight, hearing, touch, taste, and smell – to be “smart” when they later go to school. combined with their ever-increasing motor skills This domain focuses on: to explore their environment. They seem to be driven to look at, listen to, handle, and chew on A. C ausation: Children demonstrate everything within their sight and reach – in other awareness of cause and effect words, they play. At some point, roughly halfway B. Cr itical and Analytic Thinking: Children through the first year, a huge leap in thinking skills compare, contrast, examine, and evaluate occurs: infants develop object permanence – the experiences, tasks, and events ability to remember an object even when it is gone from their sight. This new cognitive skill will affect C. Cr itical and Analytic Thinking: Children use everything they do as they observe that things and past knowledge to build new knowledge people appear, disappear, and reappear constantly D. P roblem-Solving: Children find in their lives. Their play changes accordingly. multiple solutions to questions, Sometime during toddlerhood, the use of symbols tasks, problems, and challenges becomes integrated into the child’s thinking E. R epresentational Thought: Children skills. This fuels the child’s ability to learn to speak use symbols to represent objects his native language(s) and also changes his play. He will begin to use a block, for example, as a F. R epresentational Thought: Children pretend car, or feed a doll a pretend bottle. For distinguish between fantasy and reality the rest of his preschool years, his play – the way G. N umber and Sense Operations: he spontaneously interacts with his environment Children demonstrate knowledge and his peers – will be the principal way in which of numbers and counting he learns. Through his play, he will discover knowledge. Providing time and materials for that H. M easurement: Children demonstrate play will be a primary task of his teachers. Knowing knowledge of size, volume, when, how, and how much to extend that play height, weight, and length will be an important task for his teachers as well. I. P roperties of Ordering: Children What children know depends in large part on identify and label shapes what they have been exposed to in their lives. J. P roperties of Ordering: Children sort, A child who lives on a dairy farm may acquire classify, and organize objects quite a bit of knowledge about cows, milking, grain, and hay. Likewise, a child who lives in a K. S cientific Thinking: Children collect information high-rise apartment in a city may acquire a lot through observation and manipulation
66 Domain IV NYS EARLY LEARNING GUIDELINES
L. S cientific thinking: Children engage in T. T echnology: Children demonstrate exploring the natural world by manipulating understanding and use of technology objects, asking questions, making predictions, in their surroundings and developing generalizations U. F amily: Children demonstration awareness M. S cientific Knowledge: Children observe and and understanding of family describe characteristics of living things V. C ommunity: Children demonstrate N. S cientific Knowledge: Children observe awareness of their community, human and describe characteristics of the earth interdependence, and social roles O. H istory: Children demonstrate knowledge W. Community: Children demonstrate of past events and awareness of how they civic responsibility may influence the present and future X. C ulture: Children demonstrate awareness and P. Geo graphy: Children demonstrate awareness appreciation of their own and others’ culture of location and spatial relationships Y. E xpression and Representation: Children Q. Geo graphy: Children demonstrate use creative arts to express and represent knowledge of the relationship between what they know, think, believe, or feel people, places, and regions Z. Unde rstanding and Appreciation: R. E conomics: Children demonstrate Children demonstrate understanding knowledge of various occupations and appreciation of the creative arts related to trade and currency S. E cology: Children demonstrate awareness of the relationship between humans and the environment
Cognition and General Knowledge 67 NYS EARLY LEARNING GUIDELINES
A. Causation: Children demonstrate awareness of cause and effect
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. L ooks for or orients toward 1. Exper iments with effect of 1. Iden tifies objects that influence a dropped object own actions on objects and or affect other objects 2. U ses sounds, gestures, and people (e.g., building a tower (e.g., “The food coloring movements to impact the and knocking it down) makes the water blue.”) environment and interactions 2. Obser ves others’ actions to 2. A sks “why” questions to 3. A cts on an object to make see the effect they will have show effort at understanding a pleasing sight, sound, or on objects and people causation (e.g., “If I do this, motion (e.g., kicks or swats 3. K nows playing with certain why does that happen?”) mobile, continues to bat at desirable or forbidden objects 3. Explains the effects that object to repeat sound) will get adults’ attention simple actions may have on 4. B egins to demonstrate 4. Expresses beginning objects (e.g., “It will be dark understanding of causality, understanding of cause and when you turn off the light.”) repeats actions many times effect (e.g., “It’s quiet because 4. R ecognizes which element of an to cause desired effect you turned off the radio.”) object causes the effect in simple relationships (e.g., the beads inside the box make the noise)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Play turn-taking games with • Provide explicit explanations • Engage child in activities that child (e.g., peek-a- boo). for cause and effect (e.g., when demonstrate cause and effect • Demonstrate and explain the child touches something (e.g., cooking projects, planting relationships between things hot, say “You can’t touch seeds to watch them grow). (e.g., “If you throw your toy out that burner because it is • Demonstrate, explain, and of the crib, you can’t reach it.”). hot and it will hurt you.”). provide opportunities for • Provide child with experiences • Play with and manipulate child to explore cause and and materials that demonstrate different materials so child effect (e.g., explore what it cause and effect relationships can see changes (e.g., mixing takes to make flowers grow). (e.g., place object on blanket, flour and water make dough). • Provide opportunities for child demonstrate to child how • Describe how objects change to engage in efforts to address to pull blanket toward when acted upon (e.g., the the effects of local issues self to get the object). batter turns into cake; the (e.g., pollution, littering). water turns into ice).
68 Domain IV NYS EARLY LEARNING GUIDELINES
B. Critical and Analytic Thinking: Children compare, contrast, examine, and evaluate experiences, tasks, and events
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. I mitates others’ actions, 1. I mitates behavior seen in 1. Sho ws understanding of gestures, and sounds another place and time concepts of same and different 2. Explor es objects in many 2. Notic es and describes 2. R ecognizes and labels aspects different ways (e.g., mouthing, how items are the same or of an event (e.g., long, fun) shaking, banging, throwing) different (e.g., “This ball is 3. C ompares experiences, with 3. Obser ves others’ activities bigger than that one.” “My adult assistance (e.g., recalls and may attempt to imitate shirt is the same as Jane’s.”) and compares play times (e.g., wind arm on jack-in- 3. M akes choices when with different children) box to make it open) given options (e.g., which 4. Explains simple benefits and/ 4. W hen looking at picture of toy to play with) or drawbacks of choosing one object (e.g., in book), may course of action, with assistance acknowledge same real 5. Or ganizes objects by more than object in environment one pre-selected characteristic (e.g., crayons and markers by color and type of implement) 6. U ses comparative words (e.g., “Now the music is faster.”) 7. U ses actions or words to justify choices
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with different • Demonstrate, explain, and • Provide child with opportunities toys and objects from a engage child in comparing to notice similarities and variety of cultures to examine, objects’ size, shape, and other differences in the environment compare, and contrast. characteristics (e.g., explore how (e.g., different types of • Describe comparisons a plant is different from a tree). vehicles on the road). during playful interactions. • Demonstrate, explain, and • Provide opportunities for • Provide opportunities for engage child in discussing child to role play and assume child to examine his/her what he/she likes and does others’ perspectives. environment (e.g., point not like about experiences. • Read stories to child and then out different colors in the talk about the characters’ room, shake a variety of similarities and differences. containers and toys).
Cognition and General Knowledge 69 NYS EARLY LEARNING GUIDELINES
C. Critical and Analytic Thinking: Children use past knowledge to build new knowledge
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Shakes stuffed animal 1. G eneralizes ideas based 1. A pplies new information or or object in same way as on past experiences (e.g., vocabulary to an activity rattle to hear noise watches caregiver blow 2. U ses information gained 2. Demonstrates object on hot food before eating, through one modality and permanence, understanding then blows on food – hot applies it to new context via that at people or things or cold – at next meal) another modality (e.g., tries exist even when out of 2. C onnects objects and ideas to build a tower of blocks view (e.g., continues to (e.g., broom for sweeping; like the one seen in a book) reach for toy that has been swimsuit for swimming) 3. G enerates a strategy based hidden under a blanket) 3. S earches in several locations on one learning event 3. U ses objects as intended (e.g., for a toy or object and extends it to a new pushes buttons on plastic learning opportunity (e.g., phone, drinks from cup) learns that mixing red and 4. Understands how familiar yellow paint makes orange, objects are used in later tries coloring yellow combination (e.g., spoon crayon over red crayon) in bowl, socks on feet) 4. Labels that a person’s apparel is based on the weather outside (e.g., “Wearing a sweater means it is cold outside.”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide toys and objects • Use child’s home language, • Provide child with time of different textures that experience, and culture and opportunities to respond to actions of child to make connections to make connections by (e.g., rattles, squeeze toys, new experiences. recalling past learnings cloth toys, soft balls). • Engage child in routine and events (e.g., engage • Demonstrate, explain, and activities, explaining the child in “remember when...” engage child in activities that why’s (e.g., “We vacuum the games and discussions). show how different experiences floor to clean up the dirt.”). • Demonstrate, explain, and relate to one another (e.g., • Help child make generalizations engage child in activities “Your shirt goes on over your (e.g., “If it is sunny here it will that recall past events head just like your sweater probably be sunny at school.”). and relate what he/she goes on over your head.”). learned from them. • Use photos and objects to talk • Provide opportunities for about child’s past experiences child to generalize by asking (e.g., photos or toy animal open-ended questions after an outing to the park). (e.g., “Where else would this work? What if...?”).
70 Domain IV NYS EARLY LEARNING GUIDELINES
D. Problem-Solving: Children find multiple solutions to questions, tasks, problems, and challenges
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R eaches for a toy or object 1. U ses active exploration 1. Explor es various ways to solve a that has rolled away and trial and error to solve problem and selects one option 2. S eeks assistance from problems (e.g., tries puzzle 2. S eeks assistance from caregiver to solve a problem piece in several spots until another child or an adult by using vocalizations, facial finds correct place) to solve problems expressions, or gestures 2. T ries several methods to 3. M odifies actions based 3. U ses objects as a means to solve a problem before on new information and an end (e.g., uses a bucket asking for assistance experiences (e.g., changes to transport blocks from 3. Communicates to block structure when the one room to another, uses request assistance tower continues to fall) spoon to reach for food)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide different materials • Provide opportunities for • Demonstrate several alternatives to engage child. child to work out problems to solving a problem. • Demonstrate, explain, and with and without assistance. • Guide child through the engage child in trying things in • Play games that have problem-solving process. different ways (e.g., stack blocks many solutions. • Apply problem-solving of different shapes and sizes, • Sequentially work through process to social problems trying different combinations a problem with child at child’s level (e.g., “Enrique – square blocks on bottom, to find the solution. and you both want to paint then round blocks on bottom). at the easel. What needs to • Positively acknowledge when happen for you to share the child tries new things. easel and paint together?”).
Cognition and General Knowledge 71 NYS EARLY LEARNING GUIDELINES
E. Representational Thought: Children use symbols to represent objects
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Engages in sustained gazing 1. F inds objects after they 1. P rovides more complex or tracking of object with eyes have been hidden nearby description of a person or 2. Recognizes people, 2. Dr aws or scribbles and object that is not present (e.g., animals, or objects in explains what the drawing is child describes that the dog is black, soft, and runs around; pictures or photographs 3. Exper iments with new child gestures to show how big) uses for familiar objects 2. U ses symbols or pictures 4. P rovides a simple description as representation for of a person or object that oral language is not present (e.g., child barks when asked what 3. U ses objects to represent real noise the dog makes) items in make-believe play 5. R eacts to mental images 4. R ecognizes objects, places, of objects or events (e.g., and ideas by symbols (e.g., claps hands when told aunt/ recognizes which is the uncle is coming to visit) men’s room and which is the women’s room by looking at 6. Iden tifies pictures of familiar the stick figure symbols) objects correctly (e.g., chooses favorite book by cover)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Play games with child • Provide opportunities for • Provide opportunities for child that encourage object child to explore, supporting to engage in symbolic play (e.g., permanence (e.g., peek- imaginative play. act happy, imitate a sad puppy). a-boo, hide and seek). • Demonstrate, explain, and • Provide opportunities for child • Model symbolic use of objects engage child in activities to draw pictures of feelings, (e.g., “drink” from a toy cup). that show how objects people, animals, and objects. • Ensure that pictures and not seen still exist. • Identify and point out books in child’s environment symbols during daily activities, have children that look like demonstrating and explaining child as well as children from what symbols refer to. other cultural groups.
72 Domain IV NYS EARLY LEARNING GUIDELINES
F. Representational Thought: Children distinguish between fantasy and reality
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Makes animal sounds 1. P lays make-believe with props 1. T akes on pretend roles and 2. B egins make-believe play (e.g., (e.g., dolls, animals, and people) situations, using the appropriate rocks or feeds a baby doll) 2. May have an imaginary friend language, tone, and movements (e.g., pretends to be a baby, 3. R eacts to people in costume crawling on the floor and as if they are the characters making baby sounds) they portray; some children may react in a fearful way 2. Engages in complex make- believe play (e.g., theme-oriented 4. R eacts to puppets as if they play that involves multiple are real and not extensions characters and settings) of an adult or another child 3. M akes connections between characters in books or movies, with people in real-life 4. Q uestions if characters in books and movies are real or not
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Expose child to make- • Participate in child’s sense • Provide opportunities for believe stories and songs of imagination by engaging child to develop fantasy that describe fantasy. in make-believe play. characters while helping • Demonstrate and engage • Discuss child’s dreams, ideas, them differentiate between child in making a variety and imagination with him/her. make-believe and reality. of animal sounds. • Read fiction and nonfiction • Help child distinguish books with child and discuss between cartoons, puppets, how they are different. characters in books and movies, and real people.
Cognition and General Knowledge 73 NYS EARLY LEARNING GUIDELINES
G. Number and Sense Operations: Children demonstrate knowledge of numbers and counting
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Understands the concept 1. C ounts to at least five 1. Names some numerals of “more” in reference from memory (e.g., recites, 2. R ecognizes that a single object to food or play “one, two, three...”) is “one” regardless of size, 2. Uses gestures to request “more” 2. I mitates counting rhymes shape, or other attributes 3. I mitates rote counting using or songs (e.g., “Three 3. Understands that numbers some names of numbers Little Monkeys”) represent quantity (e.g., gets 3. Recognizes some three apples out of the box) quantities (e.g., sees 2 4. A pplies numbers and counting blocks and says “two”) concepts to daily life (e.g., 4. B egins to quantify and make counts number of children comparisons of quantity (e.g., who have raised their hand) all, some, none, more, less) 5. Differentiates some letters from numerals 6. R ecognizes, names, and writes some numerals 7. C ounts to at least 20 from memory 8. C ounts at least five objects in one-to-one correspondence, without assistance (e.g., places one plate at each chair when setting table) 9. Increasing understanding of duration of time (e.g., “all the time,” “all day”) 10. Begins to recognize and identify coins to count money (e.g., penny, nickel, dime, quarter) 11. Uses numbers to predict and make realistic guesses (e.g., “I think there are about 20 marbles in that jar.”) 12. Tells what number comes before or after a given number up to ten
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Count “out loud” objects • Use numerical concepts in • Talk aloud while doing in child’s environment. everyday routines (e.g., ask simple math computations • Demonstrate, explain, and child if he/she would like (e.g., number of snacks for engage child in activities that “One more or two more the number of children). show “more” versus “less.” pieces of something.”). • Provide opportunities • Sing songs and read books • Pair objects during daily for child to count objects with numbers and counting. activities (e.g., “One child during daily routines. gets one snack.”). • Demonstrate to child that • Provide child with math- numbers have meaning (e.g., related toys and objects speed limits, temperature). from own and other cultural backgrounds. 74 Domain IV NYS EARLY LEARNING GUIDELINES
H. Measurement: Children demonstrate knowledge of size, volume, height, weight, and length
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. P lays with toys and objects 1. U ses size words, such as “many,” 1. U ses activities that explore with different sizes and shapes “big,” and “little,” appropriately and develop vocabulary 2. Nests smaller object 2. F ills and empties containers for length and weight inside larger one (e.g., (e.g., with sand or water) 2. U ses measuring tools in play puts block in cup) 3. C ompares the size of various activities (e.g., measuring 3. Or ders a few objects by everyday objects (e.g., puts tape, measuring cups) size, with assistance different people’s shoes side by 3. Estima tes size (e.g., “I’m as tall side to see which is longest) as the yellow bookshelf.”) 4. Iden tifies things that are big 4. Labels objects using size words or small, heavy or light, and tall or short, with assistance 5. L ooks at two objects and identifies which one is bigger or smaller 6. Explor es measuring tools (e.g., measuring cup, ruler) 7. Nests up to five cups
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide opportunities to • Provide sand and • Engage child in measuring develop an understanding of water play, giving child tasks (e.g., measuring volume (e.g., filling, emptying). opportunities to pour, fill, ingredients, weighing a pet). • Describe the size, volume, scoop, weigh, and dump. • Model use of conventional weight, and length of • Provide opportunities for child measuring tools and methods people, toys, and objects. to measure (e.g., during cooking, in everyday situations. • Provide child with toys that art projects, grocery shopping). • Demonstrate, explain, and have incremental sizes (e.g., • Help child to arrange blocks, engage child in activities that nesting cups, stackable toys, or objects from smallest to use nonstandard measurement rings) from own and other largest or longest to shortest. (e.g., using handfuls to cultural backgrounds. measure rice; using footsteps to measure distance).
Cognition and General Knowledge 75 NYS EARLY LEARNING GUIDELINES
I. Properties of Ordering: Children identify and label shapes
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. P lays with shape toys, 1. M atches simple two- 1. Iden tifies and labels different though often does not match dimensional shapes in form kinds of two-dimensional shapes correctly (e.g., the round boards and puzzles (e.g., (e.g., circle, rectangle, triangle) beanbag goes in the round circles, squares, triangles) 2. C ompares shape and hole; the square beanbag 2. Iden tifies two geometric size of objects goes in the square hole) shapes (e.g., circle, square) 3. Creates, builds, or draws shapes 3. C reates and copies simple 4. Recognizes non-geometrical shapes made by others shapes in nature (e.g., clouds or other things that are not circles, squares, triangles) 5. Or ders shapes from smallest to largest (e.g., orders various circle sizes)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with toys • Use shape words in daily • Provide opportunities for that involve shapes (e.g., life (e.g., “Let’s cut the child to recognize shapes blocks and play dough). cornbread into squares.”). in the environment (e.g., • Sing songs and read books • Identify the features of shapes octagonal stop sign). with child about shapes. when child plays with them. • Provide materials that can • Identify different shapes • Provide opportunities for be connected and combined in child’s environment. child to look for shapes to create new shapes. during daily activities (e.g., • Take child to observe murals “Where do you see circles?”). or other community artwork, exploring together the variety of shapes used.
76 Domain IV NYS EARLY LEARNING GUIDELINES
J. Properties of ordering: Children sort, classify, and organize objects
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Gr oups a few objects by color, 1. C ollects items that have 1. Or ders several objects on shape, or size, with assistance common characteristics (e.g., the basis of one or more 2. Helps clean up environment red blocks, shells, leaves) characteristics through by putting materials away 2. A rranges objects in lines (e.g., trial and error (e.g., puts 4 (e.g., puts books in basket, makes a row of blocks) blocks of same color in a row from smallest to largest) blanket in cubby) 3. S orts objects by one characteristic (e.g., color) 2. C reates own patterns with a variety of materials 4. Recognizes objects arranged in series (e.g., 3. Classifies everyday objects that small, medium, large) go together (e.g., shoe/sock, pencil/paper, comb/brush) 5. Iden tifies categories of objects (e.g., dogs, cats, and cows are 4. P laces objects in specific all animals), with assistance position (e.g., first, second, third)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Sing songs and read books that • Provide different materials and • Demonstrate and explain name colors or identify shapes objects of the same shape and examples of patterns for child and objects with similarities. color (e.g., blocks, crayons). to create and recreate. • Demonstrate, explain, and • Provide opportunities for • Provide opportunities for child provide opportunities for child to notice patterns in to look for patterns in the child to sort and classify nature (e.g., types of leaves). house, classroom, or nature. (e.g., “Pick up all of the • Play matching games with • Play classification games with toys that are animals.”). child, incorporating familiar child (e.g., gather a group of • Provide child with objects patterns from child’s cultural items that include pairs of in a variety of shapes, background, neighborhood, objects that go together – colors, and sizes (e.g., plastic and community (e.g., artwork, shoe/sock, flower/ vase – find containers, jar lids). murals, clothing, utensils). the items that go together).
Cognition and General Knowledge 77 NYS EARLY LEARNING GUIDELINES
K. Scientific Thinking: Children collect information through observation and manipulation
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. T urns head toward 1. U ses all five senses to 1. Iden tifies and distinguishes sounds or voices examine different objects between senses (e.g., 2. G athers information through with attention to detail tastes, sounds, textures) the senses (e.g., mouthing, 2. Obser ves and manipulates 2. U ses nonstandard tools grasping, reaching) objects to identify (e.g., blocks, paper tubes) to 3. U ses more than one sense similarities or differences explore the environment at one time (e.g., uses sight, 3. Obser ves and examines 3. U ses standard tools (e.g., touch, taste, and hearing by natural phenomena magnets, magnifying glass) examining and shaking a toy) through senses (e.g., notices to explore the environment 4. Obser ves objects in different types of insects) 4. P articipates in experiments the environment for a provided by adults and describes brief period of time observations (e.g., mixing 5. U ses another object or person ingredients to bake a cake) as a tool (e.g., expresses the desire to be picked up to reach something, uses block to push buttons on a toy)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Show child self in the mirror. • Provide opportunities for • Provide opportunities for • Demonstrate and explain how child to explore natural child to learn through all of things can be manipulated objects and events. the senses (e.g., provide active to make them different • Explore the environment with and large motor strategies to and/or more useful. child and show interest in support scientific thinking). • Provide objects that invite objects found and observed. • Provide opportunities for exploration with multiple • Provide opportunities for child child to share observations senses (e.g., rattle with bright to examine things in detail by through pictures and words. colors and different textures). asking open-ended questions. • Help child represent his/ her observations using charts and graphs.
78 Domain IV NYS EARLY LEARNING GUIDELINES
L. Scientific Thinking: Children engage in exploring the natural world by manipulating objects, asking questions, making predictions, and developing generalizations
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. A ctively uses one or 1. A sks simple questions about 1. A sks questions and finds answers more sense to explore the natural world (e.g., “Where through active exploration environment (e.g., touch, did the rainbow go?”) 2. Records information sight, taste, smell, hearing) 2. Obser ves and/or manipulates from an experience (e.g., 2. Expr esses a sense of wonder objects and events to drawing, storytelling, about the natural world answer simple questions writing, photographing) 3. I nvestigates new phenomena about the natural world 3. M akes predictions and (e.g., reaches out to touch rain) 3. D emonstrates ability to think develops generalizations 4. T ries new activities, before engaging in an activity based on past experiences motions, experiences 4. M akes guesses about 4. U ses vocabulary that shows 5. P rogresses from trial and error what might happen based recognition of scientific to solving problems more on past experience principles to explain why things systematically, with assistance happen (e.g., uses words such as sink, float, melt, freeze)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with • Provide opportunities for • Demonstrate, explain, and opportunities to play and child to ask questions about engage child in activities that explore the natural world. the environment and provide make predictions about natural • Explore objects and descriptive answers. events (e.g., growing seeds, caring the environment • Provide opportunities for for animals, charting weather). together with child. child to think ahead by • Invent and conduct simple asking “what if ” questions experiments with child about the natural world. (e.g., which object will sink • Provide opportunities for and which will float). child to note patterns in • Engage child in simple and behaviors and to discuss nutritious cooking projects what comes next (e.g., “After from own and other cultural we read a bedtime story, backgrounds, demonstrating we turn out the lights.”). simple scientific principles (e.g., freeze, melt, liquid, solid).
Cognition and General Knowledge 79 NYS EARLY LEARNING GUIDELINES
M. Scientific Knowledge: Children observe and describe characteristics of living things
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Notic es plants, animals, 1. Explor es and investigates 1. Iden tifies things as living and other people in physical properties of living or non-living based on the environment and non-living things their characteristics (e.g., 2. Explor es characteristics of 2. C omments on what it takes breathes, moves, grows) certain living things (e.g., to make things grow (e.g., 2. D escribes characteristics of picks up an earthworm, “That plant needs water.”) plants, animals, and people (e.g., tries to catch ants) “That tree grew really tall!”) 3. Notices similarities, differences, and categories of plants and animals 4. Demonstrates understanding of changes in the appearance, behavior, and habitats of living things (e.g., plants, spider webs) 5. A sks questions about growth and change in plants and animals 6. D emonstrates understanding of how things grow and change
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Sing songs and read books • Help child safely observe • Provide opportunities for from a variety of cultural animals and insects around child to use all five senses backgrounds with child the home and neighborhood. to learn about the outdoor that describe plants and • Provide opportunities environment (e.g., listen for animals and how they for child to observe and sounds of nature, watch small grow and change. interact with live animals insects, smell freshly mowed • Take child on field trips to and plants (e.g., field trips grass, touch rough pine cones). places where he/she can to farm, zoo, veterinarian’s • Explain and engage child in observe and explore living office, science museum, activities that explore plants things (e.g., zoo, farm, park). aquarium, plant nursery). and animals, including those • Read or act out stories found in diverse cultures. and legends about plants • Provide opportunities for child and animals from child’s to take care of living things (e.g., cultural background. non-toxic houseplants, pets).
80 Domain IV NYS EARLY LEARNING GUIDELINES
N. Scientific Knowledge: Children observe and describe characteristics of the earth
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Observes sun and clouds 1. Asks questions about the earth 1. I nvestigates properties of 2. Enjo ys playing with 2. Iden tifies weather (e.g., rocks, dirt, and water water, sand, and mud sun, rain, snow) 2. R ecognizes and provides simple 3. Iden tifies or labels earth’s descriptions of the states of materials (e.g., water, matter (e.g., Water is wet.”) rocks, dirt, leaves) 3. M akes simple observations of the 4. D emonstrates curiosity about characteristics and movement the natural environment by of sun, moon, stars, and clouds asking “why” questions (e.g., 4. Discusses changes in the weather “Why is the grass green?”) and seasons, using common weather-related vocabulary (e.g., rainy, sunny, windy)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Take child on walks, • Introduce child to pictures of • Provide opportunities for child to describing what you see. natural phenomena (e.g., sea, share observations of the earth. • Read nonfiction books caves, waterfalls, forests). • Help child develop a nature and sing songs with • Provide opportunities for collection (e.g., leaves, shells). child that describes the child to explore his/her • If possible, go to museums properties of the earth. natural environment. or community events that • Provide safe opportunities • Demonstrate, explain, and focus on the natural world for child to explore dirt, provide activities for child to (e.g., planetarium, aquarium, sand, and water. take care of the environment. earth day event).
Cognition and General Knowledge 81 NYS EARLY LEARNING GUIDELINES
O. History: Children demonstrate knowledge of past events and awareness of how they may influence the present and future
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sho ws anticipation for regularly 1. A nticipates recurring events 1. R etells a simple story or event scheduled daily activities in typical routines (“After I eat in roughly sequential order 2. R ecognizes the beginning lunch, I will hear a story.”) 2. U ses time-related words and and end of an event (e.g., 2. C onnects new experiences concepts (e.g., first/last, morning/ claps at the end of a song) to past experiences night, yesterday/today), though 3. R ecalls information about the 3. Exper iments with general not always accurately immediate past (e.g., after terms related to the elements 3. Giv es simple accounts of eating, says “All done!”) of time (e.g., “Today we are what happened that day going to Grandma’s.”) 4. Establishes causal patterns 4. M akes predictions about between past, present, and what may occur future events, with assistance 5. U ses phrases that suggest awareness of the past (e.g., “When I was a baby...”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Demonstrate, explain, and give • Tell stories from the past, • Provide child with opportunities child routines, talking about indicating awareness to play with time keeping what happens before and after. of time by beginning, materials (e.g., clocks, • Label events and routines “A long time ago... .” watches, timers, calendars). (e.g., use time words • Talk with child to • Demonstrate, explain, and such as today, tomorrow, recall what happened provide activities for child next, later, long ago). yesterday or last night. about what will happen in the • Look at photo album or • Spend time with future and what has happened family videos with child. elderly relatives. in the past (“What did you have for lunch today?”). • Provide opportunities for child to interact with family members about family and community history.
82 Domain IV NYS EARLY LEARNING GUIDELINES
P. Geography: Children demonstrate awareness of location and spatial relationships
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Explor es environment in 1. Distinguishes between 1. U ses words to indicate the presence of caregiver near and far direction, position, and size, 2. Explor es spatial relationships 2. Exper iments with physical not always accurately (e.g., attempts to fit own relationships (e.g., on/ 2. C reates representations of body in boxes or tunnels) under, inside/outside) locations and space during 3. D evelops awareness of 3. Sho ws interest in investigating play (e.g., builds steep own body and how much geography tools (e.g., mountain road in sandbox) space it takes up map, compass, globe) 3. Names street, neighborhood, city or town where he/she lives 4. Understands physical relationships (e.g., on/ under, inside/outside)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide many opportunities • Use position words in a • Play games with child that for child to explore conscious way (e.g., suggest incorporate using and the environment. child puts magazine under responding to position words • Explain what child sees and the book that is on the table). (e.g., left, right, first, last, finds in the environment. • Play with child, creating big, little, top, bottom). • Provide child opportunities situations related to travel • When traveling, use directional to experience different (e.g., take “trips” on a bus terms (e.g., “We will turn physical positions (e.g., or plane, use road maps left at the next street.”). floor time, carrying time). and pictures of different • Take walking trips around places he/she has been). the neighborhood, making note of geographic features and landmarks.
Cognition and General Knowledge 83 NYS EARLY LEARNING GUIDELINES
Q. Geography: Children demonstrate knowledge of the relationship between people, places, and regions
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R ecognizes some familiar 1. Distinguishes different 1. M atches objects to their usual places (e.g., home, store, environments by the people geographic locations (e.g., grandparent’s house) or signs that are a part of stove in the kitchen, bed in the 2. K nows where favorite toys or that environment (e.g., see bedroom, tree in the park) foods are stored in own home pictures of fish and says, 2. D evelops awareness of “They live in water.”) some characteristics of own 2. R ecognizes own house geographic region (e.g., “It when approaching rains/snows here a lot.”) 3. R ecognizes familiar buildings 3. R ecognizes where he/she (e.g., school, restaurant, library) is while traveling in familiar areas, most of the time 4. R ecognizes that roads have signs or names and houses and apartments have numbers to help identify locations
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Give child many opportunities • Read aloud books about • Explain and provide to explore the environment. children living in different activities about where child • Narrate what child sees and climates and discuss how has been on trips or other finds in the environment. their food, clothing, and places he/she has lived. houses are different. • Demonstrate and explain • Take child to geographical the use of maps and globes locations that may be in the presence of child. unfamiliar (e.g., parks, mountains, ocean, new neighborhoods). • Take child for walks around the neighborhood and point out signs and landmarks that indicate locations.
84 Domain IV NYS EARLY LEARNING GUIDELINES
R. Economics: Children demonstrate knowledge of various occupations related to trade and currency
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. D epends on others to provide 1. Recognizes relationship 1. Demonstrates awareness for wants and needs between supply and demand of money being needed to (e.g., understands that he/she purchase goods and services cannot have another cracker 2. P lays store or restaurant with because they are all gone) play or real money, receipts, 2. R ecognizes and uses objects credit cards, telephones for barter or trade during 3. Demonstrates understanding play, with assistance that coins of different sizes and colors have different names 4. T alks about what wants to be when he/she grows up 5. D emonstrates understanding of sharing and interdependence
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Read aloud books about • Provide child with play • Provide play opportunities different types of occupations. materials that have for child to purchase things in • Explain people’s different economic uses (e.g., cash dramatic play (e.g., grocery store, jobs in context (e.g., “I’m registers, wallets, purses, bank, post office, shoe store). going to work now.”). checkbooks, credit cards, • Demonstrate, explain, and receipts) for dramatic play. provide activities about • Use the names of coins and how all people need food, currency, demonstrating shelter, and clothing. and explaining both their • Demonstrate, explain, and real and relative value. provide activities about how • Provide opportunities for child things can be used as a substitute to make choices and discuss for money (e.g., checks, consequences of choices. coupons, credit/debit cards).
Cognition and General Knowledge 85 NYS EARLY LEARNING GUIDELINES
S. Ecology: Children demonstrate awareness of the relationship between humans and the environment
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Expr esses interest in nature 1. Helps with home and class 1. Sho ws awareness of (e.g., flowers, a breeze, snow) routines that keep the environment by noticing 2. R ecognizes trash as trash house/classroom clean features of own home and other familiar places (e.g., recounts 3. K nows where the trash 2. Discar ds trash in how water flowed over the receptacle and recycle appropriate receptacle road on the way to store) bin, if available, are in own 3. R ecognizes and responds home or learning setting to characteristics of the 2. R ecognizes things that environment (e.g., exclaims do not belong in the out loud when sees bird environment (e.g., litter) or a very tall tree) 3. P articipates in protecting 4. U ses natural objects for equipment and materials play (e.g., makes mud pies, from weather or other makes a house out of sticks, natural phenomena uses leaves for a pillow) 4. Helps to sort cans, bottles, and paper into the proper recycling containers, where available
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with • Demonstrate, explain, and • Explain and provide regular opportunities engage child in activities activities about where child to play outdoors. about the environment has been on trips or other • Model environmentally and what people can places he/she has lived. responsible behavior (e.g., do to protect it. • Demonstrate and explain not littering; picking up trash • Make taking care of the the use of maps and globes on a walk; discarding trash indoor and outdoor in the presence of child. in appropriate receptacle). environment a normal part of the daily routine. • Carry a plastic bag on walks with child so you can safely pick up litter.
86 Domain IV NYS EARLY LEARNING GUIDELINES
T. Technology: Children demonstrate understanding and use of technology in their surroundings
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Enjo ys listening to music 1. P lays with battery-operated 1. C ommunicates with family from a CD player or radio toys and learning objects, members or other familiar 2. Sho ws interest in technology with assistance people using telephone (e.g., turns toward 2. Oper ates a simple tape or CD or other communicative ringing telephone) player to listen to a recorded device, with assistance 3. Enjo ys using play technology story, with assistance 2. D escribes stories, images, objects (e.g., wind-up toy) 3. M akes mechanical toys or sounds experienced with technology (e.g., music on CD 4. Turns a light switch on and off work, if labeled safe for children under 3 years old player, program on television, story heard on tape) 3. U ses accurate vocabulary to identify technology (e.g., camera, computer, printer, television)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide a safe “child-proof • Limit child’s television/ • Invent and construct simple ” environment (e.g., cover video/computer time objects or structures that can electrical outlets, keep to no more than half an be used to assist in a task, using electronic appliances safely hour per day of quality common tools and materials out of child’s reach). children’s programming. in a safe manner (e.g., a stick of • Discourage use of television, • Ensure that all technology- wood with play dough on the videotapes, and computers. based resources child is tip to use to pick up pieces of paper without stooping over). • Provide child with experiences exposed to (e.g., television and materials that programming, computer • Actively participate with child demonstrate how objects software) reflect and affirm when watching television can assist in accomplishing diverse cultures, languages, or using the computer. a task (e.g., place object on and ethnic heritages. • Monitor and limit the blanket, demonstrate to child • Eliminate all technology-based quantity and quality of how to pull blanket toward resources (e.g., television child’s computer use. self to get the object). programming, computer software) that contain violence and adult humor.
Cognition and General Knowledge 87 NYS EARLY LEARNING GUIDELINES
U. Family: Children demonstration awareness and understanding of family
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. K icks legs and squeals when 1. C an state own first and last 1. D escribes family members and familiar adult appears name begins to understand simple 2. Initiates contact 2. R ecognizes roles within relationships to one another with caregivers own home (e.g., “Daddy (e.g., “Marika is my sister.”) 3. Sho ws affection (e.g., hugs cooks supper and mommy 2. T alks about grandparents or other and kisses) to familiar adults washes the dishes.”) family members and discusses how they look the same and/ 4. D evelops and maintains 3. P retends to nurture a doll or different from children trusting relationships by feeding and talking to it with primary caregiver 4. Giv es names to toys and 3. Iden tifies self as a member of a specific family and cultural group 5. A ddresses at least two dolls that reflect family family members by name and circle of friends 4. A dopts the roles of different family members 6. R ecognizes immediate family 5. Identifies boys and girls during dramatic play members in photographs 5. Enjo ys being told stories about family routines and stories with family members as the “characters” 6. Draws a family portrait
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Involve child in family • Provide opportunities for • Assist child in creating an traditions, rituals, family members to talk All About Me book with and activities. with child about family pictures and captions. • Help child identify and name history and culture. • Read stories about families family members and their • Provide props and dress- and talk about child’s own relationships and roles. up clothes for child to and others’ families. • Create a baby-proof family play different family roles • Help child distinguish people album that child can explore. (both male and female). and relationships (e.g., • Display photos of child brother, aunt, cousin). and his/her family at • Provide opportunities for child to child’s eye level. spend time with elderly relatives.
88 Domain IV NYS EARLY LEARNING GUIDELINES
V. Community: Children demonstrate awareness of their community, human interdependence, and social roles
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Begins to watch other children 1. Iden tifies the possessions 1. Iden tifies people by 2. R eaches out to touch other of other children characteristics other than children or grabs their toys 2. Sho ws interest in peers name, when asked 3. R ecognizes the names by including them in play, 2. Names a parent’s job (e.g., of other children referring to them by name nurse, plumber, farmer), but may not know what parent 4. Sho ws recognition of 3. R ecognizes that different actually does at the job the family members people have different roles of other children and jobs in the community 3. R ecognizes some community workers and increases 5. B egins to participates 4. F unctions as a member of awareness of their jobs in simple parallel play various communities (e.g., with other children classroom, neighborhood, 4. P retends to be different faith-based community) community workers during 5. Sho ws interest in community play (e.g., grocery store workers (e.g., garbage clerk, construction worker, collector, mail carrier, doctor) doctor, shoe salesperson) 6. Participates in family routines 5. R ecognizes that people have different communities (e.g., family, neighborhood, school, faith-based community, job)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Demonstrate, explain, and • Take field trips in the • Take child on field trips to provide opportunities community to increase observe community workers. for child to interact with awareness of roles people • Use group time (e.g., family other children and adults play (e.g., library for story dinner, circle time) to discuss who are in the room. hour, nursery where the idea of community • Provide opportunities for child can pot plants). and interdependence. child to play in diverse • Encourage child to participate • Provide opportunities for child to environments with other in classroom duties and express knowledge of social roles children (e.g., play group, household chores. through creative art and drama. park, friend’s home). • Display pictures and read • Read aloud books about aloud books that portray families in other communities, a variety of workers and cultures, or countries. community helpers reflective of women and people from child’s own and other cultural backgrounds.
Cognition and General Knowledge 89 NYS EARLY LEARNING GUIDELINES
W. Community: Children demonstrate civic responsibility
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Follows simple directions 1. T ries out roles and relationships 1. Shows awareness of group 2. T ries out roles and through pretend play (e.g., rules (e.g., waits before painting relationships through play doctor, house) because the easels are full) imitation (e.g., smiles at self 2. R ecognizes that there may 2. Helps to make rules for free in mirror, plays peek-a-boo) be different rules in different choice play (e.g., “Only 4 3. Requests assistance places (e.g., school rules may people at the sand table.”) when needed be different from those at 3. Follows rules while playing home) and follows appropriate 4. L ooks to caregivers for games and reminds set of rules, with assistance assistance and guidance others of the rules 3. P articipates actively as a 4. R esponds to another member of the family or child’s needs by sometimes classroom community (e.g., giving and sharing helping during clean-up time) 5. Notic es if another child is 4. Helps adult with simple chores missing an essential article to participate in the group (e.g., other child does not have crayons to draw with) 6. Invites other children to join groups or other activities
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Be responsive and • Discuss how each person, • Include child in the nurturing to child. including adults, can share development of rules to • State rules in a manner that in classroom responsibilities promote interdependence and promotes positive thinking (e.g., cleaning up play understanding of the rules. rather than negative thinking areas together). • Establish rules that address (e.g., “We use walking feet” • Give child options rather bias and prejudice that are instead of “No running”). than commands. understood by child (e.g., • Offer child easy-to-follow • Provide opportunities for “We call other children directions, one at a time. child to make choices. names that make them feel good about themselves.”). • Take child with you when you go to vote during elections. • Demonstrate and discuss public manners (e.g., asking permission to touch things, saying thank you and goodbye). • Create opportunities for cooperation (e.g., ask two children to do a task together).
90 Domain IV NYS EARLY LEARNING GUIDELINES
X. Culture: Children demonstrate awareness and appreciation of their own and others’ culture
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R ecognizes simple differences 1. Enjo ys poems, stories, and 1. A sks questions about other between people (e.g., shows songs about a variety of children’s appearance curiosity about someone people and cultures and behavior who wears glasses or has 2. Displa ys knowledge of basic 2. A sks questions about skin color other than own) concepts of own heritage similarities and differences in 2. I nteracts with other children and background (e.g., shows other people (e.g., language, who are of different ethnic pictures or objects from home) hair styles, clothing) and cultural backgrounds, 3. A sks simple questions about 3. Sho ws respect for similarities of a different gender, who other children and adults and differences (e.g., does speak other languages, (e.g., “Where is Simon?”) not laugh at somebody or have special needs who is different) 4. B egins to develop awareness, knowledge, and appreciation of own culture 5. R ecognizes and celebrates similarities and differences between people of different cultures in his/ her circle of contact
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Share stories, songs, and • Provide opportunities • Introduce and talk with child poems about child’s own for child to interact with about other cultures within and other cultures. children of other cultures. his/her community (e.g., visit • Model caring and kindness • Display images reflective of ethnic restaurants or grocery for all people and treat others child’s own cultural heritage stores, cultural festivals). with respect and fairness. and physical appearance. • Teach child words in other • Clarify with child’s family • Provide food, music, art languages (e.g., “Hello” in what is the child’s cultural materials, books, photos, and Spanish is “hola,” and in membership and immerse dramatic play props that reflect Chinese it is “ni hao.”). child in his/her own culture. child’s own family and culture. • Choose books, music, activities, and children’s shows that celebrate diverse cultures.
Cognition and General Knowledge 91 NYS EARLY LEARNING GUIDELINES
Y. Expression and Representation: Children use creative arts to express and represent what they know, think, believe, or feel
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. G azes at pictures, 1. U ses a variety of materials 1. P articipates in music photographs, and for tactile experience and experiences (e.g., singing, mirror images exploration (e.g., paint, glue, finger plays, chants, 2. Enjoys repetition 3-dimensional materials, musical instruments) musical instruments) 3. Exper iments with a 2. R emembers the words variety of sound sources 2. Engages in the artistic to a song that is sung (e.g., rattles, bells) process with enthusiasm often in the classroom 4. Exhibits an increased variety 3. Explor es various ways of 3. Asks to sing a particular song of movements to express self moving with or without music 4. P articipates freely in dramatic using different body parts 4. Explor es simple songs using play activities (e.g., pantomimes 5. I mitates sounds, facial voice and/or instruments movement of familiar things, expressions, and gestures 5. Engages in pretend play acts out stories, re-enacts of another person events from his/her own life) 6. I mitates sounds or actions 5. T ries one type of art many of an animal or object times (e.g., painting at easel several days in a row, using 7. Exper iments with a variety different colors, or covering of art materials (e.g., paint, the whole paper with paint) markers, crayons, pencils) 6. P erforms simple elements 8. Shows preferences of drama (e.g., audience, for certain colors actors, stage) 7. P retends to be on stage and use a microphone
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Actively describe to • Express a sense of awe and • Point out various types of child what you see. appreciation of artwork – art and materials found • Provide opportunities for those that child creates and in books, photographs, child to experiment with those that others create. and on the computer. safe art materials and • Provide child with simple • Provide daily creative art create simple art projects. musical instruments opportunities using a variety • Sing songs to and with (e.g., rhythm sticks, of materials (e.g., watercolors, child (e.g., while working drums, tambourine). collage materials, paints, paper, around the house or • Expose child to a variety of scissors, glue, crayons). waiting for the bus). live and recorded music. • Involve child in diverse musical activities (e.g., song, dance, rhythm, playing musical instruments) from his/her own and other cultural backgrounds.
92 Domain IV NYS EARLY LEARNING GUIDELINES
Z. Understanding and Appreciation: Children demonstrate understanding and appreciation of the creative arts
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sho ws interest in sounds, tones, 1. Obser ves and responds to 1. W atches other children voices, music, colors, and shapes artwork produced by other dance, then tries to mimic 2. Enjo ys rhythms and songs individuals and/or cultures the dance steps 3. P refers repetition of familiar 2. I mitates movement after 2. List ens attentively at a children’s songs and rhythmic patterns participating in or watching concert, play, or puppet show others perform games or songs 4. I nteracts with others through 3. Hums or moves to the touch and motion 3. Exhibits interest when rhythm of recorded music watching musical, dance, 5. Enjo ys looking at children’s 4. Shar es various forms of art or theater performances books of dance, music, found in own environment by other individuals theater, and visual arts 5. W onders about or asks 4. Identifies favorite questions about works storybook characters of art, paintings, songs, dance, and theatre
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Expose child to a range of • Provide daily musical • Attend and view live musical voice sounds (e.g., singing, activities, games, instruments, performances with child. speaking, humming). singing, and books. • Provide various forms of • Expose child to music from a • Display the work of artists dramatic expression (e.g., variety of cultures and styles through prints, posters, puppetry, storytelling, dance, (e.g., jazz, rock, ethnic, classical). paintings, and books from plays, pantomime, theater). • Show an enjoyment of child’s own and other • Involve child in musical music and participate in cultural backgrounds. experiences that reflect musical activities around • Provide multiple opportunities diverse cultures (e.g., singing, child (e.g., sing aloud). for child to listen to music dancing, listening, acting). of all cultures and styles.
Cognition and General Knowledge 93 NYS EARLY LEARNING GUIDELINES
94 Domain V NYS EARLY LEARNING GUIDELINES
Domain V
Language, Communication, and Literacy
A. Dual Language Acquisition
B. Receptive Vocabulary
C. Expressive Vocabulary
D. Grammar and Syntax
E. Comprehension
F. Expressive/ Oral Language
G. Listening Skills
H. Oral and Written Communication
I. Conventions of Social Communication
J. Reading: Phonological Awareness
K. Reading: Alphabetic Principle
L. Reading: Print Concepts
M. Reading: Comprehension of Printed Materials
N. R eading: Awareness that Written Materials Can Be Used for a Variety of Purposes
O. Reading: Appreciation and Enjoyment
P. Writing: Alphabet Knowledge
Q. Writing Conventions
R. Writing: Use Writing for a Variety of Purposes
Language, Communication, and Literacy 95 NYS EARLY LEARNING GUIDELINES
Domain V pain, discomfort, fatigue, boredom, and tension discharge. Parents and teachers must respond to Language, Communication, these cries for they are the infant’s first “language.” Infants also communicate nonverbally: averted and Literacy eyes can mean “that’s too much;” turning the face away means “I’m done;” a tense body can mean “I don’t like that;” while a relaxed body or a steady This domain encompasses the child’s ability to gaze means “I like this” or “keep doing what you communicate, i.e., his ability to convey feelings or are doing.” When a young infant communicates a thoughts so that he is clearly understood as well need that is responded to, interpreted correctly, as his ability to accurately interpret the thoughts and met, the infant, over time, learns that “If I and feelings of others. Communicating effectively feel this way and do this (cry), that person will with others requires use of oral language, a appear and do things that make me feel better.” unique system of vocal and verbal sounds with In time, the infant will add coos, babbles, and smiles vocabulary, syntax, grammar, and its own set of to his repertoire and find that they yield even more conventions that children are born programmed responsive results than his cries or first gestures did. to learn. It also requires interpreting and using Now other people can more accurately interpret the nonverbal language of facial expressions, and meet his needs. Adding actual words during body posture, and gestures. In addition, toddlerhood takes his ability to be understood children later learn to read and write (literacy). to new heights, and soon he is even able to Young infants communicate their needs through communicate quite effectively using such words crying. There are many different cries that a as “NO, MINE!” He becomes more proficient parent of a newborn learns to discern – hunger, and intelligible and finally breaks the linguistic
96 Domain V NYS EARLY LEARNING GUIDELINES
code of his primary language. He will continue to This domain focuses on how a child develops: build vocabulary and increase the complexity of A. Dual Language Acquisition his speech throughout the rest of his early years. B. Receptive Vocabulary The young child will also notice symbols in his environment. A unique set of symbols is on every C. Expressive Vocabulary grocery store that he goes to with mom or dad. D. Grammar and Syntax The bus stop has different symbols on the top of each shelter. His cubby and his toothbrush E. Comprehension at day care have yet another set of symbols. In F. Expressive/ Oral Language addition, as his fine motor skills develop, he will want to learn how to make some of these symbols G. Listening Skills on his own – usually starting with the one that H. Oral and Written Communication begins his name. He will ultimately master the task of understanding what these symbols mean I. Conventions of Social Communication (reading) and deciding which ones to use to convey J. Reading: Phonological Awareness what he thinks, and be able to make them legible (writing) during his primary grade school years. K. Reading: Alphabetic Principle How well parents and teachers respond to the L. Reading: Print Concepts young child’s attempts to communicate will M. Reading: Comprehension of Printed Materials greatly influence how well that child ultimately communicates. The child who is spoken N. R eading: Awareness that Written Materials WITH, not TO, as he is cared for will learn that Can Be Used for a Variety of Purposes communication is a give and take process and O. Reading: Appreciation and Enjoyment that being able to communicate well is the key to understanding others and to being understood. P. Writing: Alphabet Knowledge Early childhood education plays an essential role Q. Writing Conventions in preparing young English language learners R. Writing: Use Writing for a Variety of Purposes (ELL) for later success in school. The youngest children seem born with an aptitude to learn multiple languages simultaneously, and research shows that young native speakers learn English as a second language in rich classroom settings with relative ease, provided that the teacher creates opportunities and experiences to support this. Also during this time, a child’s young peers are highly effective teachers, modeling language and providing a safe climate for new English speakers to experiment with their new language in nonthreatening ways especially during free-play opportunities. In the beginning, supportive and nurturing teachers learn a few important words and phrases in the child’s native/home language to help create an environment that is safe and trusting. Phrases about using the bathroom, parents, and food are most helpful. Children who have a rich and supportive language environment in the classroom are likely to build proficiency in the second language more easily and quickly.
Language, Communication, and Literacy 97 NYS EARLY LEARNING GUIDELINES
A. Dual Language Acquisition
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R esponds to familiar words in 1. F ollows simple verbal direction 1. Demonstrates understanding home language (e.g., “clap” – in home language and that there are languages other the child claps) and attends to attempts to make sense of than the home language (e.g., sounds in English (e.g., “clap” a direction given in English identifies sentence spoken in – looks towards speaker) when accompanied by a home language in comparison 2. U ses eight to 10 nonverbal gesture (e.g., to one spoken in English) understandable words in signal for come here) 2. R elies on nonverbal cues to home language and may 2. O ften uses sounds from home communicate in English, but not possess any words in language when speaking does not rely on nonverbal the English vocabulary in English (e.g., Spanish “v cues to communicate 3. Communicates needs “may be pronounced like “b” in home language through single-word speech so Spanish speaking child 3. F ocuses on the meaning of in home language and might say “bery” for “very”) words rather than grammar through facial expression or 3. Has a larger vocabulary in acquiring spoken English actions (e.g., points to object in home language and language competency desired) if attempting to is beginning to acquire 4. F ollows linguistic rules of communicate in English an English vocabulary home language and constructs 4. R ecalls words from simple own rules for English songs in home language 5. U ses sentences in home and recognizes words language and begins from songs in English to use single word or 5. A sks simple questions telegraphic speech in in home language; uses English to communicate gestures or single words to 6. I f bilingual, adjusts language ask questions in English and communication form 6. I nserts words from home used according to person with language while speaking whom he/she is speaking in English, sometimes
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Support child’s use of • Read books with child in home • Help child develop home language by talking language with supplemental reasoning skills through to, reading, and singing reading in English. use of home language. in the home language. • Create a supportive • Devise strategies that build • When presenting child with environment for learning the a home-school collaboration words in English, present home language while also to reinforce home language them in groups (e.g., animal exposing child to English. competency and promote names) and within a context. • Speak English in ways that learning English. • Help child link English help ELL child understand • Identify and explain patterns vocabulary to real-life (e.g., simple sentences, in errors of spoken English to experiences by using pictures, repetition, use of gestures). help child acquire language objects, and events. competency (Note: do not correct child but guide child by example).
98 Domain V NYS EARLY LEARNING GUIDELINES
B. Receptive Vocabulary
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R esponds to sounds in 1. Demonstrates understanding 1. Responds appropriately the environment (e.g., of simple directions by to a request (e.g., “Bring startles or cries if there is responding appropriately (e.g., me the green towel.”) an unexpected sound) “Give daddy the cup, please.”) 2. Has a receptive vocabulary 2. R ecognizes familiar voice by 2. Iden tifies at least three body of several hundred words turning towards speaker parts, when requested in home language 3. Responds to own name 3. Iden tifies some people, 4. Calms to familiar voices objects, and actions by appropriate gestures or 5. Responds to “no” speech when named 6. R esponds appropriately to 4. R esponds to directions simple requests that include verbs (e.g., such as “wave bye-bye” run, jump, reach, open) 7. P oints to familiar person/s when requested (e.g., “Where is mommy?”) 8. P oints to objects when named (e.g., “Where is your blanket?”) 9. Has a receptive vocabulary of over 50 words in home language
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Describe everyday objects • Use as diverse range of • Use increasingly complex found in the home a vocabulary as possible words, in context, and using correct vocabulary when talking with child. explain their meaning (e.g., bed, door). • When in a new environment when talking with child. • Provide opportunities for make up games like “What • Provide opportunities for child to point to familiar do you see?” and label aloud child to listen for new words objects and actions for which what you see around you (e.g., in the environment and he/she knows the names. animals in the environment, identify them when heard. • Play labeling games with child name them aloud). • Play “placing games” with (e.g., “Where is your nose?”). • Read daily with child and child to show understanding explain new vocabulary. of prepositions (e.g., “Put the ball under/on top of/ beside the table.”).
Language, Communication, and Literacy 99 NYS EARLY LEARNING GUIDELINES
C. Expressive Vocabulary
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. M akes sounds or gestures that 1. U ses new vocabulary in 1. U ses new vocabulary in let others know that he/she is everyday experiences spontaneous speech experiencing pain, pleasure, or 2. D emonstrates use of an 2. A sks the meaning of discomfort or to express needs expressive vocabulary unfamiliar words and then (e.g., cries when upset, coos of more than 100 words, experiments with using them and squeals when content) in home language 3. U ses words to further describe 2. I mitates non-speech sounds 3. U ses mostly two- and some actions or adjectives (e.g., (e.g., cough, click of tongue) three- syllable words “running fast” or “playing well”) 3. Babbles using many 4. A sks others to label 4. U ses multiple words to explain sounds (e.g., two-lip unfamiliar objects ideas (e.g., when talking about sounds: “p,” “b,” and, “m”) 5. U ses adjectives in speech primary caregiver says “mother/ 4. Babbles in sentence-like (e.g., “red ball”) father” and/or “parent”) sequences; puts words 6. I mitates simple two- 5. U ses words to express emotions and sounds together in word phrase/sentence (e.g., happy, sad, tired, scared) speech-like patterns 7. Uses some plurals 6. R ecites songs, finger plays, 5. U ses consistent sound and rhymes; tells stories combinations to indicate 8. Expr esses negative statements 7. V ocabulary of 1500 specific object or person by adding on a “no” in the words or more (e.g., “da-da” for daddy) sentence (e.g., “no milk”) 8. P roduces sentences with 6. C ombines words and 9. Speech is 50–75% intelligible five to seven words gestures (e.g., waves when saying goodbye) 9. Speech is entirely intelligible 7. U ses eight to 10 understandable words (e.g., “daddy,” “bottle,” “up”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Recognize and appreciate • Provide opportunities for • Provide opportunities for child child’s efforts to use child to experiment with new to use and expand language new words. words by providing a sentence (e.g., jokes, rhymes, songs). • Expand upon child’s attempts starter and asking child to • Interact with child by to use words (e.g., Child complete the sentence. talking about books, says “baba,” and you say, • Explain meanings of words to laughing at his/her jokes. “yes, here is the bottle” or child during conversations. • Support ELL child (or any “your bottle is empty.”). • Provide opportunities for second language learner) in • Expose child to language child to distinguish between acquiring a second language by talking and reading real and nonsense words by avoiding translating with him/her. in home language. everything for child and by using props, gestures, role- plays, physical movements, and demonstrations.
100 Domain V NYS EARLY LEARNING GUIDELINES
D. Grammar and Syntax
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. U ses single word speech (e.g., 1. U ses three- to four-word 1. T alks in sentences with five one word to communicate sentences with noun and verb to seven words to describe message; child says “up” when 2. Describes a self-made drawing people, places, events wanting to be carried by adult) 3. U ses simple questions 2. U ses more complex grammar 2. U ses some pronouns in speech, but may not and parts of speech (e.g., mine) use correct grammar 3. D escribes a task, project, 3. U ses short telegraphic 4. U ses plural forms for and/or event sequentially in sentences (e.g., “Me go.” nouns, sometimes three or more sentences or “There mama.”) 5. U ses negatives (e.g., 4. A sks questions for “I don’t want it.”) information/clarification 6. U ses adjectives in phrases 5. U ses prepositions in everyday (e.g., big bag, green bear) language, sometimes needing assistance (e.g., at, in, under) 6. U ses possessions consistently (e.g., his, hers, their) 7. U ses past tense of irregular verbs consistently (e.g., went, caught) 8. U ses past tense for regular verbs consistently (e.g., jumped, washed) 9. M ay generalize grammar rules (e.g., plurals – says “deers” and “mouses”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Speak in simple sentences • Engage child in conversations • Using a picture book, ask child when communicating that require more than a to tell his/her own story. with child. single word response. • Set aside a regular time during • Use language in daily routines, • When asking child questions, daily routine to engage child talk with child, associate make sure to wait long in meaningful conversation words with actions (e.g., enough for child to answer, (if child is bilingual, in both “First, we wash our hands; as some children need more languages separately at then we dry them; next, we time to understand questions different times of the day). open the refrigerator; then and put together words. • When reading with we take out the milk; next, • Recognize that English child, point out how text we pour it in a glass.”). language learners may mix progresses from word to • Use finger plays, lullabies, words from different languages sentence to paragraphs. and songs from child’s home in the same sentence; repeat and other languages. what child said using all the words in the same language.
Language, Communication, and Literacy 101 NYS EARLY LEARNING GUIDELINES
E. Comprehension
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. T urns to look at familiar 1. F ollows two-step directions 1. F ollows directions that involve object when it is named with complex sentence a two- or three-step sequence 2. I mitates adult actions that go structures (noun + verb of actions, which may not be along with simple songs and + adverb; e.g., “Put dishes related (e.g., “Please pick up your rhymes (e.g., “Row, row, row away quickly.” “Put dishes toys and then get your shoes.”) your boat,” “Pinpon,” “La Bo”) in the cupboard.”) 2. R esponds to questions with 3. Follows single-step 2. Answers simple questions verbal answers or gestures directions (e.g., “Please 3. A sks questions that 3. Ex tends/expands the thought bring me the ball.”) demonstrate knowledge of or idea expressed by another events or phenomena (e.g., 4. Engages in conversation that “Why did the boy run away?” develops a thought or idea “How did the water turn blue?”) (e.g., tells about a past event)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Demonstrate and explain • Provide opportunities for ELL • Play games with child to child while carrying out child to ask questions in his/ that involve following daily routines, so words her home language first as directions in sequence (e.g., are linked with actions. that might be more closely Simon Says, Follow the • Indicate to child that you linked to the development Leader, Hokey Pokey). comprehend what he/ of understanding. • Provide opportunities for child she is saying, gesturing, • Use a game or echo song to talk about a recent event and expressing. where child repeats what you by asking simple questions. • Engage in conversations say (e.g., “I met a bear” song). • Provide opportunities for with child about things • Read a story often, including child to retell a story or seen or experienced in stories from diverse cultures, event in own words. familiar environments. and then engage child in conversation about it.
102 Domain V NYS EARLY LEARNING GUIDELINES
F. Expressive/Oral Language
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. V ocalizes to get 1. R ecounts an event, 1. R ecounts some details attention with assistance of a recent event 2. U ses a variety of inflections and 2. B egins to recall parts of a 2. T ells a short make-believe sounds to express intent (e.g., previously heard story story, with assistance coos to express happiness) 3. Requests to hear familiar stories 3. U ses oral language to 3. Enjoys listening to oral stories 4. B egins to follow the communicate a message 4. A ttempts to repeat sequence of events in an 4. P articipates in conversations animal sounds (e.g., “moo” orally narrated story about a variety of topics and “woof, woof”) 5. U ses single words to express thoughts and ideas (e.g., when child sees the sun, he/she says “sun”)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Describe events to child • Incorporate songs, rhymes • Engage child in conversations or comment about into stories you tell, so child that lend themselves to what is happening. can participate in storytelling. expressing different ideas • Provide opportunities for • Set aside time daily to engage (e.g., explanatory talk, child to contribute with single in storytelling, singing, conversations about science). words as you make up a story. and talking with child. • Provide opportunities for child • Ask “wh” questions (e.g., • Discuss and explain the to create make-believe stories why, what, where). importance of child’s and write them down as child home language. tells the story out loud. • Provide opportunities for child to hear stories from traditional storytellers.
Language, Communication, and Literacy 103 NYS EARLY LEARNING GUIDELINES
G. Listening Skills
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. T urns to locate source 1. R esponds to action words 1. S elects specific details in a of a sound by performing the action story and repeats them 2. Sho ws preference for human 2. R esponds by looking when 2. List ens to others in a group voices to other sounds directed toward a certain object discussion for a short period (e.g., animal sounds) and 3. A ttempts to locate objects when 3. R esponds to questions with for familiar adult voices they are discussed by others appropriate answers over unfamiliar ones 4. List ens to short and simple 4. Gains information 3. Or ients to speaker in response stories while walking, through listening to speaker’s words standing, or sitting 4. P ays attention to what the speaker is looking at or pointing to 5. V ocalizes or gestures in response to another person’s voice or gesture 6. Enjoys finger plays
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Tell child stories, sing songs, • Use puppets and/or other • Provide child with pictures or and repeat rhymes from child’s props when reading other materials to stimulate own culture and language. or telling stories. talking and discussion. • Talk and interact with • Provide opportunities for • Increase the length and child during routine times child to listen to recorded complexity of books you read (e.g., diaper changing, stories and nursery rhymes. and stories you tell child. bath, meals, dressing). • Assist child to speak on the • Play games with child • Read stories and nursery telephone and encourage that require listening and rhymes with child. child to listen to the person understanding (e.g., Simon on the other end. Says, Red light Green light).
104 Domain V NYS EARLY LEARNING GUIDELINES
H. Oral and Written Communication
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. C ries and later vocalizes/ 1. Changes intonation and tone 1. Speaks clearly enough to be uses words and gestures to communicate meaning understood by most listeners to solicit attention 2. U ses nonverbal gestures and 2. S tates point of view, likes/ 2. Communicates needs body language to express dislikes, and opinions using through facial expression, needs and feelings (e.g., words, signs or picture boards words, or actions (e.g., gives spontaneous hug) 3. U ses multiple word sentence/s points to desired object) 3. Addresses listener to communicate needs, ideas, 3. Changes volume and pitch appropriately to get attention actions, and/or feelings to convey meaning (e.g., when speaking to another 4. R elays a simple message (e.g., 4. I mitates words (e.g., child, uses child’s name) from grandparent to parent) simple greetings) 4. U ses jargon with regular 5. R epeats words or ideas to be sure 5. M akes and imitates sounds words in conversation information is communicated in a back and forth turn- 5. U ses descriptors to describe 6. U ses pre-writing in play taking “conversation” a thing or event (e.g., with other children when “big toy,” “fun ride”) pretending to communicate 6. Uses sound effects in play 7. B egins to draw 7. D emonstrates an awareness representational figures of back and forth turn-taking 8. Dic tates a story for during conversation exchanges adult to write out 9. Dr aws simple pictures or scribbles word-like marks to communicate a message or an idea
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Interpret and give meaning • Model effective • Ask open-ended questions that to what child says (e.g., communication skills, such can be answered by child in “You are saying ‘baba.’ Do as speaking clearly. own way, thereby eliminating you want some water?”). • Respond with the correct right or wrong answers. • Use different types of pronunciation when child • Invent creative games like voice with child. mispronounces a word. “message relay,” where child • “Tune in” to the different • Provide opportunities for retells a message in a group. ways child attempts to child to communicate • Play mime games that use communicate by responding. with other children. the body to tell a story or express an idea.
Language, Communication, and Literacy 105 NYS EARLY LEARNING GUIDELINES
I. Conventions of Social Communication
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. R esponds to speaker when 1. P ays attention to speaker 1. P ays attention to speaker name is called, sometimes for at least a portion during conversation 2. U ses nonverbal gestures of a conversation 2. T akes turns during for social conventions of 2. B egins to demonstrate group conversations/ greeting (e.g., waves “bye”) turn-taking in conversation discussions, usually 3. P articipates in a one-on-one 3. M akes a related comment (e.g., 3. R ecognizes rising and falling conversation by making sounds adult says, “Here is your water,” intonations and what they mean or using words, sometimes child says “Cup” or “Water cup”) (e.g., difference between a “wh” 4. M akes eye contact when 4. M akes a formal request question and a statement) vocalizing/is spoken to, as or response (e.g., “May I,” 4. B egins to demonstrate appropriate to cultural context “Please,” “Thank you”) understanding of nonverbal 5. F ollows nonverbal directions cues (e.g., facial expressions (e.g., signal for come here) for pride, displeasure, encouragement) 6. W hispers with initiation from adult 5. Bilingual child adjusts his/her language and communication form according to person with whom he/she is speaking 6. W hispers due to awareness of the rules of a quiet environment or to draw attention to the change in volume in room
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Use everyday routines, such as • Talk and interact with child • Use props and role play to meal times, to role-play social throughout the day. encourage child to participate language conventions (e.g., not • Take time daily to have in group conversations. interrupting the other speaker). conversations with child • Make special time to sit down • Demonstrate, explain, and that are fun and engaging. for leisurely conversations provide opportunities • Demonstrate, explain, and of interest to child. for child to use a play or provide opportunities for • Provide opportunities for make-believe telephone. child to practice culturally and interaction within child’s • Take turns talking with socially appropriate courtesies. own social conventions child, even before he/ and also other languages she uses real words. and cultural groups.
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J. Reading: Phonological Awareness
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Shows beginning 1. R ecites phrases from 1. P articipates in and creates sound awareness by familiar rhymes songs, rhymes, and games that reacting differentially 2. C ompletes a familiar rhyme play with sounds of language to different sounds by providing the last word (e.g., claps out sounds or rhythms of language) 2. Imitates vocalizations 3. P articipates in rhyming games and sounds and songs with other children 2. Iden tifies initial sound of words, with assistance (e.g., book 3. V ocalizes familiar words 4. I mitates tempo and speed begins with the /b/ sound) when read to of sound (e.g., clapping 4. R ecites last word of familiar hands fast and clapping 3. M akes three or more letter- rhymes, with assistance hands slowly, speaking fast sound correspondences (e.g., and speaking slowly) identifies that “David,” “day,” and “dog” all begin with “d”) 4. F inds objects in a picture with the same beginning sound, with assistance 5. Differentiates between similar-sounding words (e.g., three and tree)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Engage in sound play • Make up rhyming songs • While listening to rhyming songs, with child (e.g., tap drums using child’s and other pick out the rhyming words. at different tempos). familiar people’s names. • Make up own silly • Read books with rhymes, • During everyday activities talk songs and chants. songs, and repetitive about words and sounds (e.g., • Sing word songs, leaving out language with child. at the grocery store, identify parts as you sing along (e.g., • Clap, stomp, dance, or finger fruits with the same beginning a dog BINGO, and in each tap to songs as they are sung. sound, peach and pear). consecutive paragraph leave • Read books to child that out a letter but mark the focus on sounds. spot with silence or clap).
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K. Reading: Alphabetic Principle
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Sho ws increasing awareness 1. B egins to identify letters in own 1. Recites all letters of the alphabet of sounds of spoken words name, especially initial letter 2. K nows that alphabet letters by focusing on the speaker 2. R ecites a song with the are a special category of 2. I mitates sounds when letters of the alphabet, with symbols/pictures that can looking at words in a book assistance (e.g., an alphabet be individually named 3. Points to words in a book song or recitation) 3. A ssociates the names of 3. B egins to understand that letters with their shapes print represents words (e.g., 4. C orrectly identifies 10 or pretends to read text) more letters of the alphabet 5. Asks “what does this say” 6. R ecognizes the first letter of own name
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Write out child’s name • Provide opportunities for child • Play letter games with child sounding out each letter. to point out letters and words (e.g., point to objects in the • Sing alphabet songs in the environment (e.g., street environment that begin with child. names or on billboards). with the same letter). • Point to words while • Sing a variety of alphabet • Read alphabet books with child. reading with child. songs together, providing • Solve alphabet puzzles opportunities for child with child. to participate.
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L. Reading: Print Concepts
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. P ays attention to 1. K nows the right side 1. K nows first and last pictures in books up of a book page of a book 2. Shows increasing 2. T urns pages of board books, 2. Iden tifies some individual ability to handle books, increasingly one page at a time letters in text without assistance 3. R ecognizes first name 3. Sho ws understanding that 3. Knows how to turn pages when printed letters make up words 4. U ses interactive books, 4. Chooses and identifies 4. Iden tifies words that look similar with assistance a book, with accuracy, and different, with assistance 5. A ttempts to position pictures according to the front cover 5. B egins to understand that print in book right side up progresses from left to right (for exceptions, e.g., see Arabic text) 6. R ecognizes some signs and symbols in the environment (e.g., “STOP”) 7. Recognizes own printed name
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Read with child one-on- • When reading with child, • Create word games using one, so that child observes incorporate looking at the familiar objects (e.g., BINGO). and handles books often. cover, reading the title • Provide opportunities for • Provide child with board, and author’s name. child to make picture books. cloth, and plastic books that • Occasionally run finger • When reading with child, use can be manipulated and along text while reading punctuation to create natural explored with assistance. with child to demonstrate breaks (e.g., Say to child “Let • Explore a variety of text progression. me finish this sentence before printed materials with • Demonstrate top to bottom I answer your question.”) and child (e.g., photo albums, progression by using paint or when sentence is completed, magazines, song books). markers to draw lines from point to period to indicate top to bottom on newsprint. the end of the sentence.
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M. Reading: Comprehension of Printed Material
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. P oints or makes sounds when 1. Uses words for pictures 1. Uses pictures to predict a story looking at picture books 2. U ses pictures to describe 2. R ecognizes own name when 2. P oints to familiar pictures, actions (e.g., picture of person spelled out in letters characters, and objects in books running, child says “run”) 3. R ecites some words in familiar 3. Iden tifies familiar people and 3. R ecites familiar words in books from memory objects in photographs a book when read to 4. F ills in the blanks/missing 4. F ocuses attention on 4. R ecalls specific characters or information in a familiar story simple picture books actions from familiar stories 5. Identifies major 5. P roduces a multiple-word characters in story response to printed materials 6. B egins to understand the 6. A nticipates what comes sequence of a story (e.g., next in known stories, with beginning, middle, end) assistance (e.g., anticipates 7. Makes up an ending for a story the next animal in an 8. Pretends to read a familiar book animal concept book)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Introduce books from • Make a name block for • Show the cover of a book diverse cultures. child with the name and ask child to predict what • Read books with a predictable on one side and child’s happens in the story. story line and sequence picture on the other. • When reading with child, of events with child. • Use cards with pictures change roles; have child • Point to pictures as you and corresponding words become the storyteller read and encourage in activities with child. and “read” to you. child to do so as well. • Have child help decorate • After child listens to story labels for objects in child’s have him/her draw his/her environment (e.g., bookshelf, favorite part of the story. clothes closet, shelf).
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N. Reading: Awareness that Written Materials Can Be Used for a Variety of Purposes
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Enjo ys books about daily 1. Enjo ys books about different 1. Iden tifies a variety of printed routines (e.g., eating, toileting) things (e.g., books about materials (e.g., books, 2. P urposefully uses pop-up animals, occupations) newspapers, cereal boxes) and interactive books 2. R esponds to emotional 2. I mitates common reading expressions in a book (e.g., activities appropriately in points to a happy face) play (e.g., pretends to use 3. R ecognizes print in the directions while putting neighborhood, community, something together) and environment (e.g., 3. U ses signs in the environment stop-signs, store signs) for information (e.g., in a tall building, points to the elevator button)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Demonstrate and explain • Expose child to different • Model using a variety of when using a variety of forms of printed matter printed materials for more printed materials for everyday so he/she understands complex activities (e.g., purposes (e.g., phone books, the different functions of cookbook while cooking). recipe books, how-to manuals, print (e.g., invitation, flyers, • Provide opportunities for flyers from cultural events). bills, take-out menus). child to help put something • Share pictures that might be of • When walking in the together based upon printed interest to child, when reading neighborhood point out directions (for bilingual a magazine or newspaper. common signs to child. children, in both languages). • Read a variety of materials • Incorporate print found in • Share with child written in child’s presence. child’s everyday life into directions for assembling toys. dramatic play and small- scale block play materials (e.g., murals with words on side of blocks).
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O. Reading: Appreciation and Enjoyment
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Explor es books (e.g., turns 1. Asks to be read to 1. Expr esses the title of pages several at a time) 2. R equests favorite book a favorite book 2. Enjo ys touching and to be read repeatedly 2. Giv es opinion on books in terms carrying books 3. L ooks at books, magazines, of sections liked and enjoyed 3. Brings book to adult to read and other printed matter, 3. Enjo ys a variety of genres 4. Sho ws preference for without assistance (e.g., poetry, folk/ fairy tales, certain books 4. L ooks through books concept books, magazines) 5. F ocuses attention for and other printed matter short periods of time as though reading when looking at books 5. Memorizes phrases 6. Sho ws pleasure when read from favorite books to (e.g., smiles, vocalizes) 6. Makes comments on book 7. Uses books during play 8. S elects books and magazines when asked to select favorite objects/toys
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Read with child daily in a • Read with child informally (e.g., • Ask child his/her opinion relaxed and fun manner during child initiated play). of books, parts of stories, (e.g., sitting on your lap). • Take child to library, bookstore, and characters. • Provide a variety of or places where child will • Use books to enhance multicultural books in have exposure to books. other activities (e.g., if child child’s environments. • Select books that are is making a castle, find • Create a book about child’s connected to child’s life books about castles). daily life with photos of his/ and help child make those • Provide child with opportunities her significant people. connections (e.g., when to have “quiet time” daily reading a book about gifts to spend with books. for grandmother ask child what gift he/she would like to give his/her grandmother).
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P. Writing: Alphabet Knowledge
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. Focuses on marks on paper 1. Notic es both words and 1. K nows the difference between 2. Makes marks on paper pictures on a page printed letters and drawings 3. Points to words in a book 2. Labels pictures using 2. A ttempts to copy one or scribble writing more letters of the alphabet 4. I mitates other person’s words, drawings, or scribbles by 3. U ses symbols or pictures as 3. Labels pictures using making own marks or scribbles representation of oral language letter-like marks 4. Demonstrates an 4. K nows that alphabet letters are understanding that we hear and a special category of graphics see words by pointing randomly that can be individually named to text while it is being read 5. Iden tifies letters to match out loud (e.g., a spoken word the said-aloud letter name is also represented in print) 6. Works at writing own name 7. Sho ws awareness of the difference between own writing and conventional print 8. Sho ws awareness of two different writing systems (especially appropriate for ELL child)
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide writing and drawing • Draw attention to signs and • Use the letters of the tools (e.g., crayons, chalk, symbols in the environment, alphabet as they come up finger paint) that can be used (e.g., stop sign, Chinese writing in real life situations. both indoors and outdoors. on a Chinese restaurant sign). • Call attention to names of • Write out child’s name • Provide alphabet puzzles children that begin with calling out each letter. for child to manipulate the same alphabet letter. • Display pictures and and play with. • Print an uppercase letter on posters with word labels. • Provide opportunities for child one shape and matching to manipulate magnetic letters, lowercase letter on another of naming the letters or using the same shape. Show child them to spell out simple words. how to match the shapes, thereby matching the letters.
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Q. Writing Conventions
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. M akes imprints on paper 1. S cribbles and makes marks 1. Writes some letters or numerals using art materials presented on paper purposefully 2. Prints or copies first name (finger paint, tempera) 2. Names scribbles (e.g., tells 3. A ttempts to copy 2. Exper iments with grasp when others what scribbles mean) words from print using a variety of writing tools 3. Dr aws horizontal and 4. Dr aws basic geometric (e.g., crayon, paint brush) vertical lines shapes (e.g., circle, triangle) 3. Gr asps marker or crayon 4. U ses a variety of writing 5. U ses pretend writing activities with his/her fist and makes tools (e.g., pencil, during play to show print marks on paper without marker, paint brush) conventions in home language regard to location 5. P aints using whole arm 6. A djusts paper position 4. S cribbles on a page to make strokes when writing spontaneously 6. A djusts body position to enable 5. M akes strokes on paper writing/ drawing on paper with paint brush 7. P retends to write on 6. P icks up small writing tools paper, without regard to (e.g., thin crayons) using location or direction finger and thumb (pincer) grasp but possibly without control or pressure on paper
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Provide child with • Provide opportunities for child • Provide paper and writing opportunities to write. to draw; and write down what tools (and/or if you choose • Provide child with writing child says he/she has drawn. to use one, access to a tools (e.g., thick crayons, • Write child’s comments at computer) for child to use paint brushes) and writing the bottom of drawings, for specific purposes (e.g., surfaces (e.g., large paper, collages, or photos. create greeting cards). easel) to experiment • Provide opportunities for • Ask child to “sign” artwork, and imitate writing. child to draw and paint in cards, and letters. a variety of positions (e.g., • Point out the shapes of while standing, outdoors individual letters to help on a hard surface). child learn letters.
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R. Writing: Use Writing for a Variety of Purposes
Birth to 18 months 18 to 36 months 36 to 60 months
Some Indicators for Children: Some Indicators for Children: Some Indicators for Children:
1. M akes marks on paper 1. U ses scribbles and pictures 1. U ses letter-like symbols to and shows to others to make lists, letters make lists, letters, and stories 2. M akes marks with fingers (e.g., 2. Recognizes some 2. C opies some environmental in finger paint, mud, sand) environmental print/ print/symbols symbols (e.g., a stop sign) 3. U ses letter-like symbols 3. A sks adult to label pictures to express an idea that he/she has drawn 4. T alks aloud about creative ideas and stories and asks adult to write them out 5. A sks adult to write out rhymes to make a simple poem 6. M akes cards to give peers and significant adults, with assistance
Sample Strategies to Promote Sample Strategies to Promote Sample Strategies to Promote Development and Learning: Development and Learning: Development and Learning:
• Draw and label pictures • Create joint projects with child • Provide opportunities for child while talking with child that involves writing (e.g., to draw a story or idea and write about an activity or idea. make a pretend grocery store out the dictation for that idea. • Model uses of writing to and label all of the products). • Model making lists for child (e.g., making grocery • Leave fun notes for child in his/ child (e.g., grocery list). lists, writing letters). her bed or with his/her toys • When going through the • Make greeting cards with and when child finds the notes, mail describe the different child’s hand prints. read them aloud together. items received (e.g., flyers, • Provide opportunities for letters, bills, magazines). child to tell stories out loud, write down what child says and read it back with child.
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116 NYS Early Learning Alignment NYS EARLY LEARNING GUIDELINES New York State Early Learning Alignment
New York State Early Learning Guidelines New York State Education Department Prekindergarten Foundation For The Common Core Head Start Child Development and Early Learning Framework
RK WO ME RA F RT TA S D A E H
EARLY LEARNING GUID ERGARTEN ELINE KIND S PRE SED NY
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T his is an exciting time for early care and education in New York State! The Early Childhood Advisory Council, with a full complement of partners, is working on several initiatives to increase the quality of early learning programs in New York State. The purpose of aligning the state’s developmental guidelines and standards is to help ensure that all children who attend any early care and education setting in the state will experience responsive and knowledgeable teachers in stimulating learning environments that support and build upon each child’s development.
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While these are three separate and unique developmentally appropriate practices. documents, they are commonly linked and all This chart illustrates the similarities in domains are designed to foster high quality learning for each of the three documents. environments for children in New York State, regardless of what program the child attends. All are research based and support
New York State New York State Education Department Head Start Child Early Learning Prekindergarten Development & Early Guidelines Foundation For Learning Framework (Birth to 5 Years) The Common Core (3 to 5 Years) (4 Years)
Approaches Approaches Approaches to Learning to Learning to Learning
Communication, Language, Language, and Literacy Language Development Communication & Literacy Approaches to Communication Literacy Knowledge & Skills English Language Arts and Literacy
Social & Emotional Social and Emotional Social & Emotional Development Development Development
Cognition and Knowledge of the World Mathematics Knowledge & Skills Mathematics Science Knowledge & Skills Cognition & General Science Creative Arts Expression Knowledge Social Studies Logic & Reasoning The Arts Social Studies Knowledge & Skills Technology
Physical Well-Being, Health Physical Development Physical Development and Motor Development and Health & Health
English Language Learning English Language embedded throughout all domains Development
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Our understanding of how young children learn has increased exponentially over the past The NYS Early Learning Guidelines depict a developmental progression of decade. It is with this new knowledge that we typical child development, they are not update existing and develop new and innovative a set of standards. The Early Learning opportunities for the children of New York State Guidelines outline how children typically to thrive and excel. We now know that a baby’s develop through each domain from birth environment, particularly their relationships to 5 years, and help to inform an emergent and interactions with adults, shape the brain’s curriculum and effective teaching. architecture. Positive and nurturing early ______The New York State Education relationships strongly influence the development Department Foundation for the of a healthy well-functioning brain that guides Common Core identifies a set of skills for children as learners. Establishing and supporting children to know and be able to do by the early care and education programs that are end of their preschool experience. nurturing and stimulating enable children to ______become active learners and ultimately productive The Head Start Child Development and Early Learning Framework provides citizens. a description of the building blocks Three sets of standards/ guidelines have been for children ages 3 to 5 that Head Start researchers determined as most important developed to assist early learning programs and for a child’s school and long-term success. families to support the development of children. They include:
Early Learning Guidelines — The new NYS Early this can help adults support children’s play and Learning Guidelines have been developed to interactions at each stage of development. provide comprehensive information for parents, The more adults know about what children are teachers, and others about how children grow capable of achieving and how to encourage and what adults can do to make the most of their development, the greater the likelihood each child’s intrinsic drive to learn. They are each child will be empowered to grow and learn. designed to support educators and families Teachers will use the Early Learning Guidelines alike in understanding the developmental to help them understand where children are progression children make from birth through developmentally, and to plan meaningful 5 years. The Early Learning Guidelines illustrate activities while establishing trust and affirming each step along the developmental continuum; the joy of learning.
New York State Education Department Prekindergarten Foundation for the Common Core — The NYS Education Department released standards (January 2011) for all Universal Prekindergarten classrooms. These standards establish expectations for instruction and will help to ensure consistency for children who attend prekindergarten in community based settings and school based prekindergarten classrooms. The Prekindergarten Learning Standards are designed to help ensure that children leave the
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classroom prepared and well-equipped to take Start Outcomes Framework. Based on additional on the next stage of their learning. The Common research and information in the Head Start Act, Core standards (English Language Arts and Math) the new Framework addresses all domains of were developed on a national level. The state development and supports children’s learning. of New York adapted and adopted them as the Each Head Start program will align their curricula Prekindergarten through grade 12 standards. and child assessment tools to these expectations The newly released Prekindergarten Foundation for all enrolled 3-5 year old children. For The Common Core include all areas of child These three valuable resources have many development and support a teacher’s effort common threads and together, they provide a to provide a well-balanced developmentally wonderful outline for excellent early childhood appropriate prekindergarten experience. practices. The documents have been aligned Head Start Child Development and Early to enable teachers and others (parents, Learning Framework — The Head Start Child teacher educators, etc.) to make sure that they Development and Early Learning Framework are providing children with highly effective has been updated (2010) and replaces the Head opportunities to learn and grow.
A Look at the Three Early Learning Documents
Total The Number of Children Number Age Impacted by the of Range Standards/ Guidelines Elements
All children in New York Early Learning Birth to 5 years 75 State birth to 5 years old Guidelines old 1.25 million children
NYS Prekindergarten Foundation for 112 4 year olds 99,000 children the Commom Core
Head Start 3 and 4 37 55,000 children Framework year olds
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Domain Element/ needs are met as early as possible. Classroom Domain Example/ Indicator Benchmark teachers will work closely with special educators, Physical Well- Walks and runs and Early Learning Being, Health Gross navigates obstacles health providers, family support professionals Guidelines & Motor Motor Skills and corners. Development and parents to help ensure the child’s IFSP
NYS Education Gross Motor: (Individualized Family Service Plan) or IEP Department Children Child runs, jumps, Physical ekindergarten demonstrate walks in a straight (Individualized Education Program) goals are Development Foundation for coordination and line, and hops and Health the Common control of large on one foot. clearly addressed in daily planning. Core muscles. The NY State Early Childhood Advisory Develops motor control and balance Council vision is as follows: All young children are for a range of physical activities, such as Physical healthy, learning, and thriving in families that are Head Start Gross walking, propelling Development Framework Motor Skills a wheelchair or supported by a full complement of services and & Health mobility device, skipping, running, resources essential for successful development. climbing, and hopping. Using the guidelines and standards families and professionals working in the field of Please note these documents are designed early childhood education can increase with the expectation that all children will make the effectiveness of their support of each progress in all domains over time. Some children child in achieving all developmental might need more individualized or intensive milestones and prepare them for instruction in order to make progress. Early lifelong learning. screening is imperative to ensure children’s
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Key initiatives currently underway to provide Each of these efforts will continue to support guidance, support, and technical assistance and enhance the New York State Early Childhood include: Advisory Council’s position that all young children deserve high quality, developmentally appropriate Implementing Early Learning Guidelines for learning environments, with well-trained and children birth to five years of age. educated adults and that all children should enter Suppor ting professional development kindergarten physically and emotionally healthy, opportunities in early care and education ready and able to learn. settings. For an element level comparison of the three Implementing QUALITYstarsNY (a quality rating documents please go to: and improvement system for early care www.earlychildhood.org. and education programs).
The NYS Core Body of Knowledge outlines what teachers and caregivers of young children should know and be able to do.
For more information please go to:
Head Start Child Development and Early Learning Framework http://eclkc.ohs.acf.hhs.gov/hslc/ ecdh/eecd/Assessment/Child%20 Outcomes/HS_Revised_Child_ Outcomes_Framework.pdf The New York State Early Childhood Advisory Council QUALITYstarsNY http://www.ccf.ny.gov/Initiatives/ http://www.qualitystarsny.org ECACHome.htm Patricia E. Persell, NYS Head Start New York State Education Department Collaboration Office, Council on Prekindergarten Foundation For Children and Families The Common Core In collaboration with the http://www.p12.nysed.gov/ciai/ Early Childhood Advisory Council, common_core_standards/pdfdocs/ Early Learning Workforce nyslsprek.pdf Development Work Group, December 2011 The NYS Council on Children and [email protected] Families www.ccf.ny.gov
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To find more information choice. QUALITYstarsNY is a quality rating and please go to the improvement system that is designed to increase quality in early learning settings - centers, schools, following websites and child care homes - throughout the state. Council on Children and Families New York State Association www.ccf.ny.gov for the Education of Young Children The Council on Children and Families is authorized www.nysaeyc.org to coordinate the state health, education and The New York State Association for the Education of human services systems as a means to provide more Young Children’s (NYSAEYC) mission is to promote effective systems of care for children and families. excellence in early care and education services New York Works for Children for NYS children and families, through education, www.nyworksforchildren.org advocacy and the support of the profession. New York Works for Children is the state’s integrated, New York State Prekindergarten coordinated, cross-sector workforce development Foundation for the Common Core system. It has been built to serve public agencies http://www.p12.nysed.gov/ciai/common_ and all professionals who work with and/or on core_standards/pdfdocs/nyslsprek.pdf behalf of children, and includes teachers, leaders, In an effort to provide a clear, comprehensive, teacher educators and professional development and consolidated resource for early providers, advocates and policy-makers, and any childhood professionals, the New York State others engaged in the efforts to elevate the field. Prekindergarten Learning Standards have The New York State Office been revised to fully encompass the New York of Children & Family Services State P-12 Common Core Learning Standards www.ocfs.ny.gov/main/childcare/default.asp for English Language Arts and Literacy, and Mathematics at the Prekindergarten level. The New York State Office of Children & Family Services provides a range of resources to help New York City Early Childhood parents with their child care needs, people who Professional Development Institute (PDI) want to start or are currently running child care www.earlychildhoodnyc.org programs located outside of New York City. The PDI is a public/private partnership that brings New York City Department together a range of city and state agencies, a of Health and Mental Hygiene consortium of private funders and the nation’s www.nyc.gov/html/doh/html/dc/dc.shtml largest urban public university to build a comprehensive system of professional development New York City Department of Health and Mental for individuals who work with young children in Hygiene provides child care information for New York. Children need to spend their most parents and providers in New York City. critical years with dedicated, educated, trained, QUALITYstarsNY and well-compensated individuals in order to thrive. Recruitment of a talented workforce, www.qualitystarsny.org competency-based teacher education programs The Early Childhood Advisory Council is developing and training opportunities, innovative models of QUALITYstarsNY to support the efforts of early technical assistance, effective public policy, and care and learning programs to improve the adequate funding are integral components of quality of their services and to give parents the a system that will ensure positive outcomes. information they need to make a more informed
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