Montana Early Learning Standards 2014 they need to achieve success in learning to reach their full potential in life Acknowledgments The 2014 Montana Early Learning Standards reflects the passionate, engaged, and effective collaboration of early childhood experts and leaders from across the state representing a variety of interests, knowledge, and experience in the care and education of young children. Facilitation of this effort was conducted jointly by Cindy O’Dell and Libby Hancock. Major editing was completed by Sandra Morris. The Early Childhood Services Bureau of the Montana Department of Public Health and Human Services provided funding. Special thanks to Audra Landis of the Montana Department of Administration, Print and Mail Services for graphic design and layout. The following representatives provided key expertise as members of the Early Learning Standards Task Force. In addition to these state early childhood leaders, other key stakeholders and content specialists provided feedback. These contributions are incredibly valued and greatly appreciated. Montana Early Learning Standards Task Force Terri Barclay Susan Harper-Whalen Cindy O’Dell Montana Office of Public Instruction University of Montana Missoula Salish Kootenai College Collette Box Christy Hill Larson Kelly Rosenleaf Discovery Developmental Center Early Childhood Project Missoula Child Care Resource and Referral Montana State University Julie Bullard Mary Jane Standaert University of Montana Western Cathy Jackson Montana Head Start Association HRDC Head Start Bozeman Kristin Dahl-Horejsi Viola Wood Learning and Belonging Preschool Stevi Jackson Fort Belknap Head Start University of Montana Missoula HRDC Head Start Bozeman Renee Funk Ann Klaas Northwest Montana Head Start Early Childhood Project In addition to the ELS Task Force, the following Montana State University individuals provided key guidance and feedback: Jennifer Gilliard University of Montana Western Sandra Morris Merle Farrier Child Care plus+ Center for Salish Kootenai College Libby Hancock Inclusion in Early Childhood Lucy Hart-Paulson Early Childhood Project University of Montana Missoula Montana State University Bozeman University of Montana Missoula Lisa Murphy Justine Jam Montana Head Start Training Indian Education for All and Technical Assistance Montana Office of Public Instruction Table of Contents Acknowledgments Core Domain 1: Emotional and Social Introduction Culture, Family, and Community 2014 Montana Early Learning Standards Standard 1.1 - Culture ................................................................... 19 Children develop an awareness of and appreciation for similarities and Early Learning Principles differences between themselves and others. Alignment across Early Childhood Settings .......................................... 7 Assessment ................................................................................................. 7 Standard 1.2 - Family .................................................................... 20 Brain Development and Research ........................................................... 8 Children develop an awareness of the functions, contributions, and diverse characteristics of families. Child Development Expertise ................................................................. 8 Connections among Domains ................................................................. 8 Standard 1.3 - Community ........................................................... 21 Culture ........................................................................................................ 9 Children develop an understanding of the basic principles of how communities Curriculum................................................................................................. 9 function, including work roles and commerce. Developmentally Appropriate Practice .................................................. 9 Emotional Development Dual Language Learners ........................................................................... 9 Standard 1.4 - Self-Concept .......................................................... 23 Emotional and Social Development ....................................................... 9 Children develop an awareness and appreciation of themselves as unique, Environments........................................................................................... 10 competent, and capable individuals. Ethics and Professionalism .................................................................... 10 Standard 1.5 - Self-Efficacy ........................................................... 24 Family Engagement ................................................................................. 10 Children demonstrate a belief in their abilities. Health and Well-being ............................................................................ 10 Inclusion .................................................................................................. 11 Standard 1.6 - Self-Regulation ...................................................... 25 Children manage their internal states, feelings, and behavior and develop the Indian Education for All......................................................................... 11 ability to adapt to diverse situations and environments. Individuality ............................................................................................. 11 Lifelong Learning ................................................................................... 12 Standard 1.7 - Emotional Expression ............................................ 26 Modeling .................................................................................................. 12 Children express a wide and varied range of feelings through their facial Open-ended Materials and Open-ended Questions .......................... 12 expressions, gestures, behaviors, and words. Play ............................................................................................................ 12 Social Development Policy-making .......................................................................................... 13 Standard 1.8 Interactions with Adults .......................................... 27 Primary Caregiver ................................................................................... 13 Children show trust, develop emotional bonds, and interact comfortably with Quality ...................................................................................................... 13 adults. Relationships ........................................................................................... 13 Standard 1.9 Interactions with Peers ............................................ 28 Research and Best Practice .................................................................... 14 Children interact and build relationships with peers as they expand their world Responsive Routines ............................................................................... 14 beyond the family and develop skills in cooperation, negotiation, and showing School Readiness ..................................................................................... 15 empathy. Screen Time ............................................................................................. 15 Use of Technology ................................................................................... 15 i Core Domain 2: Physical Physical Development Standard 3.2 Expressive Communication Standard 2.1 Fine Motor Skills ...................................................... 31 (Speaking and Signing) ................................................................. 42 Children develop small muscle strength, coordination, and skills. Children develop skills in using sounds, facial expressions, gestures, and words for a variety of purposes, such as to help adults and others understand their Standard 2.2 Gross Motor Skills .................................................... 32 needs, ask questions, express feelings and ideas, and solve problems. Children develop large muscle strength, coordination, and skills. Standard 3.3 Social Communication ............................................ 43 Standard 2.3 Sensorimotor............................................................ 33 Children develop skills that help them interact and communicate with others in Children use all the senses to explore the environment and develop skills effective ways. through sight, smell, touch, taste, and sound. Standard 3.4 English Language Learners: Health, Safety, and Personal Care Dual Language Acquisition ........................................................... 44 Standard 2.4 Daily Living Skills .................................................... 35 Children develop competency in their home language while becoming proficient Children demonstrate personal health and hygiene skills as they develop and in English. practice self-care routines. Literacy Standard 2.5 Nutrition .................................................................. 36 Standard 3.5 Early Reading and Book Appreciation .................... 45 Children eat and enjoy a variety of nutritional foods and develop healthy Children develop an understanding, skills, and interest in the symbols, sounds, eating practices. and rhythms of written language as they also develop interest in reading, Standard 2.6 Physical Fitness ........................................................ 37 enjoyment from books, and awareness that the printed word can be