<p> Northwest Michigan Community Action Agency Early Head Start SCHOOL READINESS ALIGNMENT DOCUMENT</p><p>DOMAIN: PHYSICAL DEVELOPMENT (Gross Motor)</p><p>EHS School Readiness Goal</p><p>Children will demonstrate growth and development of their gross motor skills through participation in structured and unstructured activities.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children will demonstrate traveling skills Goal 2: Children will demonstrate balancing skills Goal 3: Demonstrate gross-motor manipulative skills</p><p>Early Learning Framework</p><p>The control of large muscles for movement, navigation and balance</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted. a) Increase awareness, understanding, and appreciation of their bodies and how they function</p><p>Strand C/ Goal 2: Infants and Toddlers experience environments where they gain self confidence and greater control of their bodies. a) Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance DOMAIN: PHYSICAL DEVELPOMENT (Fine Motor)</p><p>EHS School Readiness Goal</p><p>Children will demonstrate growth and development of their fine motor skills through participation in structured and unstructured activities.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children will demonstrate fine-motor strength and coordination.</p><p>Early Learning Framework</p><p>The control of small muscles for such purposes as using utensils, self-care, building and exploring</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted.</p><p> a) Increased coordination (eye-hand movements)</p><p>Strand C/ Goal 2: Infants and Toddlers experience environments where they gain self confidence and greater control of their bodies.</p><p> a) Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance</p><p>Strand D/ Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.</p><p> e) An interest in exploring and using mathematical, reading, and writing materials</p><p>2 DOMAIN: SOCIAL EMOTIONAL</p><p>EHS School Readiness Goal</p><p>Children will be able to recognize and manage their emotions and be able to show kindness and empathy to others.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children can regulate own emotions and behaviors Goal 2: Establishes and sustain positive relationships Goal 3: Participates cooperatively and constructively</p><p>Early Learning Framework</p><p>The understanding of healthy and safe habits and practicing healthy habits</p><p>The healthy relationship and interactions with adults and peers</p><p>The perception that one is capable of successfully making decisions, accomplishing tasks and meeting goals</p><p>The ability to recognize and regulate emotions, attention, impulses, and behavior</p><p>The healthy range of emotional expression and learning positive alternatives to aggressive or isolating behaviors</p><p>An interest and engagement in group experiences</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand A/ Goal 1: Infant and Toddlers experience environments where their physical health is promoted.</p><p> a) Emerging self-help and self-care skills for eating, drinking, toileting, resting, sleeping, washing and dressing. b) Positive attitudes towards eating, sleeping, toileting, and active movement.</p><p>Strand A/ Goal 2: Infants and Toddlers experience environments where their social and emotional well-being is nurtured.</p><p> a) Emerging skill in self-regulation</p><p>3 b) A growing capacity to tolerate and enjoy a moderate degree of change, surprises, uncertainty, and potentially puzzling events d) An increasing ability to identify their own emotional responses and those of others f) Confidence and ability to express emotional responses and those of others g) Trust that their social-emotional needs without fear h) A trusting relationship with nurturing and responsive caregivers i) The ability to respond and engage in reciprocal interaction j) Emerging capacities for caring and cooperation</p><p>Strand A/ Goal 3: Infants and Toddlers experience environments where they are kept safe from harm.</p><p> c) Increasing confidence that they can participate and take risks with fear of harm d) Comfort in expressing their fears openly and trust that their fears will be taken seriously e) Ability to respond to caregiver instructions related to safety</p><p>Strand B/ Goal 1: Infants and Toddlers experience environments where they know they belong and have a place.</p><p> a) An increasing ability to play an active part in the day to day activities of the program b) Skills in caring for the environment c) Confidence in and an ability to express their ideas f) A comfort level in taking on different roles in their environment g) An attachment to their primary caregivers and primary care group</p><p>Strand B/ Goal 2: Infants and Toddlers experience environments where they are comfortable with routines, schedules, and activities. a) An understanding of the routines, family customs, and regular events of the program c) An understanding that they and others can be a part of a group d) Capacities to predict routines and regular events that make up the day of the session e) A growing capacity to cope with change f) Enjoyment of and interest in a moderate degree of change g) Increasing mastery of self-help skills to assist with daily personal routines h) An increasing sense of independence and competence during daily routines and activities</p><p>Strand B/ Goal 3: Infants and Toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior.</p><p> a) An increasing capacity to successfully communicate their feelings, needs, and wants b) A recognition that the setting has reasonable boundaries and expectations for behavior c) The beginning of an understanding of the reasons for boundaries and expectations d) Expectations that the setting is predictable, fair, and consistently caring e) An increasing awareness of the impact and consequences of their actions f) An increasing ability to self-regulate their behavior g) The ability to express disagreement with peers and caregivers in developmentally appropriate ways</p><p>4 Strand B/ Goal 4: Infants and Toddlers experience environments where positive connections among their families, the program, and the children are affirmed</p><p> c) The ability to interact with an increasing number of significant people in their lives, beyond their families and primary caregivers</p><p>Strand C/ Goal 2: Infants and Toddlers experience environments where they gain confidence in and greater control of their bodies c) Confidence with moving space, moving to rhythm, and playing near and with others</p><p>Strand C/ Goal 4: Infants and toddlers experience environments where they develop a growing sense of social relationships, the natural environment, and the physical world</p><p> e) Social relationships and social concepts</p><p>Strand E/ Goal 1: Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, ethnicity or background.</p><p> a) Empathy, understanding, and awareness of others’ feelings, and making comforting and accepting gestures to peers and others in distress b) Emerging concern for other children who may be excluded from activities because they are different d) The ability to carry out or follow through on simple tasks that help or benefit themselves or others f) The ability to respond and engage in developmentally reciprocal interactions g) Emerging skills in caring and cooperation</p><p>Strand E/ Goal 3: Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others.</p><p> a) An increasing ability to take another’s point of view and to empathize with others c) An increasing sense of competence and confidence in growing abilities d) Acceptable ways to assert their independence e) ‘Friendship’ skills where they can play harmoniously with their peers through cooperation and participate in the give and take of ideas f) An increasing ability to share by showing interest in and awareness of the feelings of others</p><p>5 DOMAIN: LANGUAGE</p><p>EHS School Readiness Goal</p><p>Children will be able to communicate thoughts and needs and display an expanding ability to engage in conversations with peers and/or adults.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children listen to and understand increasingly complex language Goal 2: Uses language to express thoughts and needs Goal 3: Uses appropriate conversational and other communication skills</p><p>Early Learning Framework</p><p>The ability to comprehend or understand language</p><p>The ability to use language</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand D/Goal 1: Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others</p><p> a) The ability to express their feelings and emotions in a range of appropriate ways b) Confidence that their first languages are values, supported and understood c) Responsive and reciprocal communication skills e) Increasing skill with and understanding of non-verbal messages, including the ability to attend to and make non-verbal requests f) The inclination and ability to communicate, pay attention, and respond appropriately to others g) Increasing knowledge and skill in syntax, meaning, vocabulary in at least one language h) Language skills in real, play, and problem-solving contexts as well as in more structured language contexts i) Communication skills for increasingly complex purposes</p><p>Strand D: Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.</p><p> a) An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs</p><p>6 DOMAIN: LITERACY </p><p>EHS School Readiness Goal</p><p>Children will demonstrate knowledge of print by using and appreciating books.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Demonstrates phonological awareness Goal 2: Demonstrates knowledge of print and its uses Goal 3: Demonstrates knowledge of the alphabet Goal 4: Comprehends and responds to books and other texts Goal 5: Demonstrates emergent writing skills</p><p>Early Learning Framework</p><p>The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts</p><p>An awareness that language can be broken into words, syllables, and smaller pieces of sound</p><p>The names and sounds associated with letters</p><p>The concepts about print and early decoding</p><p>The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters</p><p>Understanding and responding to books, storytelling and songs presented in English</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand D: Goal 1: Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others.</p><p> e) A playful interest in repetitive sounds and words, and aspects of language h) Language skills in real, play, and problem-solving contexts as well as in more structured language contexts</p><p>Strand D: Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.</p><p>7 b) Familiarity with an appropriate selection of the stories and literature values by the cultures in their community f) An interest in exploring and using mathematical, reading, and writing materials</p><p>DOMAIN: APPROACHES TO LEARNING</p><p>EHS School Readiness Goal</p><p>Children will demonstrate positive approaches to learning by focusing on a given task and persisting even if there are problems or distractions.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children will demonstrate positive approaches to learning through behaviors that illustrate engagement, persistence, curiosity and flexibility. </p><p>Early Learning Framework</p><p>An interest in varied topics and activities, desire to learn, creativeness and independence in learning</p><p>The ability to begin and finish activities with persistence and attention</p><p>The ability to recognize, understand and analyze a problem and draw on knowledge or experience to seek solutions to a problem</p><p>The use of voice and instruments to create sounds</p><p>The use of the body to move to music and express oneself</p><p>The use of a range of media and materials to create drawings, pictures or other objects</p><p>The portrayal of events, characters or stories through acting and using props and language</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand A/ Goal 2: Infants and Toddlers experience environments where their social and emotional well-being is nurtured.</p><p> b) An increasing capacity to pay attention, focus, concentrate, and be involved</p><p>Strand C/ Goal 1: Infants and Toddlers experience environments where the importance of spontaneous play is recognized and play is values as meaningful learning</p><p>8 a) Strategies for exploring and satisfying their curiosity c) Creativity and spontaneity in their play i) The ability to make decisions and choose their own materials j) An emerging sense that not knowing and being uncertain are a part of learning k) An emerging sense of intentionality in their play and relationships </p><p>Strand C/ Goal 2: Infants and Toddlers experience environments where they gain confidence in and greater control of their bodies</p><p> b) Strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all the sense, and the use of tools, materials, and equipment to extend skills</p><p>Strand C/Goal 3: Infants and toddlers experience environments where they learn strategies for active exploration, thinking and reasoning.</p><p> a) The confidence to explore and make sense of their world through simple problem solving, recognizing patterns, learning from trial and error, asking questions, listening to others, simple planning, observing, and listening to stories b) The confidence to choose and experiment with materials, to explore actively with all The Senses, and to use what they learn to generalize their learning to other experiences d) The ability to learn new things from the materials and people around them</p><p>Strand C/Goal 5: Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills</p><p> a) Progressively more complex skills b) The ability to pursue interests independently c) The understanding that they have a significant role in initiating exploration, play and learning</p><p>9 DOMAIN: COGNITION AND GENERAL KNOWLEDGE</p><p>EHS School Readiness Goal</p><p>Children will begin to use math concepts, remember and connect experiences and use symbols to represent objects not present.</p><p>Teaching Strategies GOLD</p><p>Goal 1: Children will remember and connect experiences Goal 2: Children will use classification skills Goal 3: Children will use symbols and images to represent something not present</p><p>Early Learning Framework</p><p>The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list)</p><p>The use of numbers to describe relationships and solve problems</p><p>The understanding of shapes, their properties, and how objets are related to one another</p><p>The recognition of patterns, sequencing, and criticial thinking skills necessary to predict and classify objects in a pattern</p><p>The understanding of attributes and relative properties of objects as related to size, capacity and area</p><p>Early Standards of Quality for Infants and Toddlers</p><p>Strand B/ Goal 2: Infants and Toddlers experience environments where they are comfortable with routines, schedules, and activities.</p><p> c) An understanding that these routines, customs, and regular events can be different in other settings</p><p>Strand B/ Goal 4: Infants and Toddlers experience environments where positive connections among their families, the program, and the children are affirmed</p><p> a) An understanding of the links between the early childhood education and care setting and their homes through people, images, objects, languages, sounds, smells, and tastes</p><p>10 b) Interest and pleasure in discovering new environments where the people, images, objects, languages, sounds, smells, and tastes are sometimes different than those at home</p><p>Strand C/ Goal 1: Infants and Toddlers experience environments where the importance of spontaneous play is recognized and play is values as meaningful learning</p><p> e) Symbolic, pretend, and dramatic play</p><p>Strand D/ Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs and stories.</p><p> a) An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs</p><p> c) Familiarity with symbols/pictures and their uses (including print) by exploring and observing them in activities that have meaning and purpose and are developmentally appropriate for infants and toddlers</p><p>11 P: HeadStart/EHS/School Readiness EHS/ alignment</p><p>12</p>