D2211_2005 Cedders Guidelines 11/22/05 9:57 PM Page C1 Guam Early Learning Guidelines For Young Children Ages Three To Five Prepared by the Early Childhood Care & Education Committee Published by the The Guam Department of Public Health & Social Services Division of Public Welfare Child Care & Development Fund Program (DPHSS/DPW/CCDF) Facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS) Mangilao, Guam 2005 D2211_2005 Cedders Guidelines 11/22/05 9:57 PM Page C2 D2211_2005 Cedders Guidelines 11/22/05 9:57 PM Page C3 TABLE OF CONTENTS Section Page(s) Acknowledgements ……………………………………………………… 1 Introduction ……………………………………………………………… 5 Overview…………………………………………………………………… 5 How This Document Should Be Used……………………………………… 6 Organization of Document………………………………………………… 6 Sample Format……………………………………………………………… 7 Guiding Principles ………………………………………………………… 7 Early Learning Guidelines ………………………………………………… 9 I. Physical Development and Health & Safety …………… 9 II. Self-Concept and Social-Emotional Development ………… 15 III. Cognitive Development ……………………………………… 21 IV. Communication, Language Development, and Literacy …… 41 V. Creative Development ………………………………………… 49 Appendices Adaptations, Modifications, and Accommodations ………………………… 55 Assessments ……………………………………………………………… 56 References ………………………………………………………………… 64 Alignment of GELG with Creative Curriculum® for Preschool………………. 65 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:57 PM Page C4 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 1 ACKNOWLEDGEMENTS The Guam Early Learning Guidelines for Ages Three to Five Years was developed and reviewed by an established committee known as the Early Childhood Care and Education Committee (ECCEC) comprised of public and private stakeholders including center and home-based child care providers, teachers, social workers, coordinators, and administrators. The Guam Learning Guidelines Subcommittee, facilitated by the University of Guam, Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS), was formed in December 2003 and met on a monthly basis to develop the guidelines. Personnel from many disciplines related to the care and education of young children birth to five years contributed to the development of these guidelines by sharing their experiences and expertise in various areas. A special thank you is extended to the following developers who were members of the Guam Early Learning Guidelines Subcommittee: Magdalena Huffer Michelle Cruz Nichol Napoleon Co-Chairperson Teacher Teacher M.G. Huffer Adventures in Preschool Program Preschool Program Learning Child Development Guam Public School System Guam Public School System Center Veronica Garrido Marsha Postrozny Lysa Mesa Program Director Assistant Professor Co-Chairperson Guam Head Start Guam Community College Lee’s Playschool Guam Public School System (Family Home Provider) Eloise Sanchez Mary Kidd Associate Superintendent Elizabeth Borja Training Associate Curriculum and Instruction Subcommittee Facilitator University of Guam Guam Public School System University of Guam CEDDERS CEDDERS Cathy Schroeder Doris Leon Guerrero Health and Disabilities Sr. Zenaida Ancheta Family and Community Services Manager O.P. Director Partnership Manager Guam Head Start Dominican Child Guam Head Start Guam Public School System Development Center Guam Public School System Tricia Shimizu-Portin Judy Bordallo Sarah Leon Guerrero ES Supervisor CCDF Assistant Director Associate Professor Department of Public Health Infant of Prague Nursery and Guam Community College and Social Services Kindergarten Sr. Josefina Manago Cathy Tydingco Terese Crisostomo O.P. Director Program Coordinator Program Coordinator Dominican Child Guam Early Intervention Preschool Program Development Center System Guam Public School System Guam Public School System Guam Early Learning Guidelines for Young Children Ages Three to Five 1 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 2 A very special "Si Yu’os Ma’ase" to Ms.Abby Cohen,Region IX Technical Assistance Specialist from the National Child Care Information Center for her dedicated assistance in the development of the Guidelines. We also wish to specially acknowledge and thank the authors of the Hawai’i Preschool Content Standards: Curriculum Guidelines for Programs for Four-Year- Olds, developed by the Hawai’i Good Beginnings Interdepartmental Council in 2003. These guidelines served as the foundation of the GELG. Additional thanks go to the ECCEC reviewers of the Guam Early Learning Guidelines for Children Three to Five Years: Early Childhood Care and Education Committee (ECCEC) Members Agnes O. Blas Federal Examiner II Child Nutrition and Food Distribution Guam Public School System Cleofe Blumer Director Treasures of the Heart Early Childhood Center LLC Pedro Borja Treasurer Guam Caregivers Association Sr. Katherine Bromwell Director Maria Artero Catholic Preschool and Kindergarten Sr. Seville Cabuhat Director Mercy Heights Nursery and Kindergarten Diana Calvo Chief Human Services Administrator Department of Public Health and Social Services Leticia Cartaciano Social Worker III Department of Public Health and Social Services Julie Celeste Management Analyst IV Department of Public Health and Social Services Dolores Cepeda Outreach Coordinator Professional Development and Lifelong Learning Center University of Guam Ben Cruz Management Analyst III Department of Public Health and Social Services Jocelyn Cruz Social Worker III Department of Public Health and Social Services Joseph Diaz Social Services Supervisor II Department of Public Health and Social Services Senator Carmen Fernandez Committee on Education and Housing 27th Guam Legislature Elaine Eclavea Health,Wellness and Prevention Initiative Coordinator University of Guam CEDDERS Rita Edwards Interim Administrator Professional Development and Lifelong Learning Center University of Guam Estela Gapas Director PNG Child Care and Learning Center Chet Holloway Public Health Inspector III Department of Public Health and Social Services Susan Hokanson Elementary Special Education Teacher CDR William McCool Elementary and Middle School Domestic Dependent Elementary and Secondary Schools Gerard Huffer Director M.G. Huffer Adventures in Learning Child Development Center Bienvenido Portin Public Health Inspector II Department of Public Health and Social Services Guam Early Learning Guidelines for Young Children Ages Three to Five 2 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 3 Marie Libria Debbie Quinata Lagrimas Underwood Program Coordinator I Legislative Assistant Director Department of Public Health Office of Senator Carmen Honey Bear Kids Center and Social Services Fernandez 27th Guam Legislature Sr. Barbara Ungacta Patrick Luces Director Program Coordinator III Rosanna Rabago Infant of Prague Nursery & Department of Public Health Environmental Health Kindergarten and Social Services Specialist Supervisor Department of Public Health Office of Governor Felix Venesia R. Luzanta and Social Services Camacho Federal Examiner II Child Nutrition and Food Lea Santos Office of Speaker Vicente Distribution Superintendent Pangelinan Guam Public School System Catholic Schools Committee on Utilities and Archdiocese of Agana Land M.Thomas Nadeau 27th Guam Legislature Administrator Joseph Siongco Division of Environmental Federal Examiner II Office of Senator Lourdes Leon Health Child Nutrition and Food Guerrero Department of Public Health Distribution Committee on Rules and and Social Services Guam Public School System Health 27th Guam Legislature Rita Oliva Grace Taitano CDC Coordinator Social Services Supervisor II Department of Public Health Department of Youth Affairs and Social Services Thank you to the following "Model Child Care Centers" for allowing us to take photographs of the children engaged in various activities while at their centers: Blessed Seed Christian Academy and Day Care Center; First Step Early Childhood Educational Center; and M.G. Huffer Adventures In Learning Child Development Center. We acknowledge the editing work of Elizabeth Borja, Marsha Postrozny, Elaine Eclavea, Margaret Johnson, June DeLeon, Mary Kidd, and Terrie Fejarang.We also wish to thank Carlene Cooper- Nurse and David Castro for their artistic talents and patience in producing the final design of this document. Lastly, a very special acknowledgement is extended to Teaching Strategies, Inc., which granted permission to include in this document sample forms from The Creative Curriculum® Developmental Continuum Assessment Toolkit for Ages 3–5.These forms are designed to use to track the progress of the children and to plan activities to support their continued development. Because they are copyrighted materials, they are included here as examples only and cannot be further reproduced. Guam Early Learning Guidelines for Young Children Ages Three to Five 3 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 5 INTRODUCTION In an effort to improve the quality of care and education provided to our youngest children on Guam, and in response to President Bush’s Good Start, Grow Smart Early Childhood Initiative, the Department of Public Health & Social Services (DPHSS) sought the assistance from local stakeholders including institutions of higher learning, teachers, center and family- based child care providers, lawmakers, and other appropriate public and private agencies in the development of guidelines for young children ages three to five. The Guam Early Learning Guidelines (GELG) for Young Children Ages Three to Five was developed through funding from the Child Care & Development Fund (CCDF) Program awarded to the DPHSS, Division of Public Welfare and serve as a tool for ensuring that ALL Children, regardless of their socio-economic status, cultural background, and abilities will Enter School Ready to Learn.These guidelines address various domains of development and include strategies that enhance the overall development of all young children, including those with special needs. OVERVIEW The GELG for children three to five years old was adapted from the Hawai’i Preschool Content Standards: Curriculm Guidelines for Programs for Four-Year-Olds. GELG provides guidance to families, caregivers, teachers, and administrators on what children should know and be able to do as they prepare for entrance into kindergarten. The GELG is appropriate and applicable for public or private preschool programs and settings that serve children ages three to five. In addition, in the development of the guidelines, it was recognized and understood that children develop at different times or rates and in different ways. Therefore, the guidelines are to be used as a "general" way to "guide or assist" care providers and families in understanding what children ages three to five should know and be able to do. It is not meant to be an assessment tool for determining the level of abilities of children in cognitive, physical, or other areas of developmental domains. Guam Early Learning Guidelines for Young Children Ages Three to Five 5 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 6 HOW THIS DOCUMENT SHOULD BE USED GELG should be used to: • Inform families about the development and capabilities of children who are preparing for kindergarten; • Serve as a guide to inform educators about the development of early childhood curriculum and educational strategies; • Provide a framework for administrators to oversee early childhood curricula practices and advocate for resources; and • Guide the selection of assessment tools that are appropriate for learners from a variety of backgrounds with differing abilities. GELG should NOT be used to: • Assess the competence of young children; • Mandate specific teaching practices, materials, or curricula; • Prohibit children from entering kindergarten if certain standards are not yet accomplished; or • Exclude groups of children because of socio-economic status, language, cultural background, abilities, or disabilities. The GELG is divided into five broad developmental domains: Each domain contains general areas of learning and may be further divided into the following ORGANIZATION OF DOCUMENT separate subject areas. I. Physical Development and Health & Safety II. Self-Concept and Social-Emotional Development III. Cognitive Development – Math (Numeracy), Science, & Social Studies IV. Communication, Language Development, and Literacy V. Creative Development Organization of GELG: The GELG is organized in a three-column structure under each domain: 1st Column: Content Standards This column contains benchmarks for the knowledge, skills, and attitudes children should have or be doing in a particular subject matter organized as domains. The benchmarks provide for a balanced educational experience so that children will be prepared to succeed in a developmentally appropriate kindergarten program or setting. 2nd Column: Performance Indicators This column contains examples of knowledge, skills, and attitudes that children should know and be able to do in relation to the content standards. The performance indicators list observable behaviors that would demonstrate meeting the content standards. Guam Early Learning Guidelines for Young Children Ages Three to Five 6 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 7 3rd Column: Guam Public School System (GPSS) Kindergarten Standards This column contains the Kindergarten Standards that the GELG is required to be aligned with, as required under the Good Start, Grow Smart Early Childhood Initiative.The Kindergarten Standards chosen are those that best correspond with each of the Content Standards in the GELG. Since the majority of Guam’s children will attend public school Kindergarten settings, these will help teachers, caregivers, and families understand what is expected of children when they enter Kindergarten in a public school. SAMPLE FORMAT I: PHYSICAL DEVELOPMENT AND HEALTH & SAFETY CONTENT STANDARDS PERFORMANCE INDICATORS GPSS CONTENT STANDARDS Preschool programs provide Some things a child does to (4 to 5 year olds) children with opportunities to: demonstrate competency: GUIDING PRINCIPLES The Guiding Principles developed for the Guam Early Childhood Care and Education Committee are as follows: All children deserve equal opportunity and access to high quality early care and education in a healthy and safe environment. These programs will ensure a positive foundation for academic success and lifelong learning by: • nurturing their overall developmental needs; • respecting individual characteristics and cultures; • strengthening partnerships between parents, teachers, providers, and administrators; and • preparing them to enter school, ready to learn, and be successful individuals in life as contributing members and citizens of their community. Guam Early Learning Guidelines for Young Children Ages Three to Five 7 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 8 The following guiding principles integrate what is understood about how young children learn. Early childhood educators and families are encouraged to use the GELG in order to: understand how children grow and learn; provide an environment with experiences that foster learning found in play activities; and understand the values and cultures of the communities and children they teach. 1. Families are the primary caregivers and educators and should be respected and supported as partners in the care and education of their children. Teachers, caregivers and administrators should work collaboratively with families to ensure that children are provided optimal learning experiences and provide them with adequate information needed to support their children’s learning. 2. All children will be respected as competent and unique individuals who differ in learning styles home environments, and needs. Teachers, caregivers, and administrators will respect children’s uniqueness by being responsive to individual needs, interests, and learning styles. This helps children develop their sense of "self," understand their world and promotes development as responsible citizens with an ongoing desire for lifelong learning. 3. Programs should be designed to support the development of the "whole child" by providing experiences that are fun, healthy, and safe. Programs must ensure children are given the opportunity to enhance their overall development by addressing the social, emotional, cognitive, and physical domains. Teachers, caregivers, and administrators will ensure they provide a developmentally appropriate program that includes well-designed indoor and outdoor learning environments which are readily accessible for children to actively engage in as they acquire new skills and knowledge. Guam Early Learning Guidelines for Young Children Ages Three to Five 8 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 10 PHYSICAL DEVELOPMENT AND HEALTH & SAFETY CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 1: Develop health awareness and skills. 10 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: Positive Health and Safety Practices 1.Washes hands when appropriate and necessary (such as before eating and after using the toilet). 2. Uses toilet independently. 3. Covers mouth when coughing and sneezing; uses tissue for colds followed by hand-washing. 4. Brushes teeth, combs hair, takes a daily bath, dresses in clean clothes. 5. Practices Hygiene – cleans work and play area, takes care of personal belongings. 6. Demonstrates awareness that some foods (5 basic food groups) help their bodies to grow and be healthy (I am drinking all of my milk because it makes my bones strong). 7. Indicates awareness that his/her body needs exercise (indoor & outdoor) and rest. 8. Chooses challenging new physical activities. GPSS CONTENT STANDARDS (4 to 5 year olds) HEALTH EDUCATION Disease Prevention and Control 4.K.2 – Describe ways germs are spread. 4.K.3 – Explain how proper hand washing techniques prevents the spread of germs. 4.K.4 – Explain how cleanliness contributes to health and wellness 4.K.5 – Demonstrate proper hand washing techniques. Personal Health Development 5.K.1 – Tell what “personal hygiene” means. 5.K.2 – Describe the importance of keeping your body clean. 5.K.12 – Define “Exercise”. 5.K.13 – Identify different kinds of exercise. 5.K.14 – Explain the importance of rest and sleep. Nutrition 6.K.1 – List reasons why people need food. 6.K.2 – List healthy and unhealthy foods. 6.K.3 – Identify foods and their proper names. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 9 PHYSICAL DEVELOPMENT AND HEALTH & SAFETY PHYSICAL DEVELOPMENT Children use their senses and bodies to explore the world around them. They investigate their environment and practice motions that develop their small and large muscles such as holding a crayon or pencil (small muscles) and walking or jumping (large muscles). Children need encouragement so they can appreciate and learn how to enhance their strength, balance, muscle control, and coordination. HEALTH & SAFETY According to “Maslow’s Hierarchy of Needs,” safety is the second most important need of all human beings. Children need to be nourished in a healthy and safe environment where they can grow and develop. Guam Early Learning Guidelines for Young Children Ages Three to Five 9 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 14 14 Guam Early Learning Guidelines for Young Children Ages Three to Five 81 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 81 80 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 80 79 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 79 78 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 78 77 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 77 76 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 76 75 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 75 74 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 74 73 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 73 72 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 72 71 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 71 70 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 70 69 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 69 68 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 68 67 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 67 66 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 66 65 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 65 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 64 REFERENCES Allen, K. E. & Marotz, L.R. (2003). Developmental Profiles Pre-Birth Through Twelve (4th ed.). Clifton Park, NY: Delmar Learning. Cohen,A.J. (2004). Region IX, State TA Specialist. Oakland, CA: National Child Care Information Center. Dodge, D.T., Colker, L.J., & Heroman, C. (2001). A Teacher’s Guide to Using The Creative Curriculum® Developmental Continuum Assessment System.Washington,D.C.:Teaching Strategies,Inc. Dodge, D.T., Colker, L.J., & Heroman, C. (2002). The Creative Curriculum for Preschool (4th ed.). Washington, D.C: Teaching Strategies, Inc. Dodge, D.T., Colker, L.J., & Heroman, C. (2001). The Creative Curriculum for Preschool, Developmental Continuum Assessment Toolkit for Ages 3-5. Washington, D.C: Teaching Strategies, Inc. Early Childhood Head Start Task Force. (2002). Teaching Our Youngest: A Guide for Preschool Teachers and Child Care and Family Providers. Washington, D.C.: U.S. Department of Education and U.S. Department of Health and Human Services. Hawai’i Good Beginnings Interdepartmental Council. (2003). Hawai’i Preschool Content Standards Curriculum Guidelines for Programs for Four-Year Olds. HI: Author. National Association for the Education of Young Children. (n.d.). [On-line]. Available: http://www.naeyc.org. National Association for Family Child Care. (n.d.). [On-line].Available: http://www.nafcc.org. National Child Care Information Center. (n.d.). [On-line]. Available: http://www.nccic.org Rhode Island Department of Elementary & Secondary Education. (2003). Rhode Island Early Learning Standards. Department of Human Services. Vermont Early Childhood Work Group. (2003). Vermont Early Learning Standards. Standards, Monitoring, & Technical Assistance Sub-Committee. 64 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 63 The Creative Curriculum¤ Child Progress and Planning Report From Child Progress and Planning Report,by Teaching Strategies,Inc.,2001,Washington,DC:Author. Copyright 2001 by Teaching Strategies, Inc. Reprinted with permission. Guam Early Learning Guidelines for Young Children Ages Three to Five 63 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 62 From Class Summary Worksheet (p. 1), by Teaching Strategies, Inc., 2001, Washington, DC: Author. Copyright 2001 byTeaching Strategies,Inc.Adapted with permission. 62 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 61 From Individual Child Profile (p. 2), by Teaching Strategies, Inc., 2001, Washington, DC: Author. Copyright 2001 by Teaching Strategies, Inc. Reprinted with permission. Guam Early Learning Guidelines for Young Children Ages Three to Five 61 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 60 From A Teacher's Guide to Using The Creative Curriculum® Developmental Continuum Assessment System (p. ix), by D.T. Dodge, L. J. Colker, and C. Heroman, 2001,Washington, DC:Teaching Strategies, Inc. Copyright 2001 by Teaching Strategies, Inc. Reprinted with permission. 60 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 59 SAMPLE FORMS Reprinted and adapted from The Creative Curriculum® Developmental Continuum Assessment Toolkit for Ages 3-5 Guam Early Learning Guidelines for Young Children Ages Three to Five 59 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 58 58 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 57 3rd step:ANALYZE AND EVALUATE FACTS 1. Sort your observation notes for each child by developmental area. 2. Using the goals and objectives of The Creative Curriculum, decide which objectives apply to each observation, and jot down the numbers. 3. Evaluate the child’s work. Review the notes and portfolio. Decide what developmental step each child has reached on all 50 objectives. 4. Record each child’s progress on the Individual Child Profile at 3 specified checkpoints each year. Use the Class Summary Worksheet to track new information between checkpoints. 4th step: PLAN FOR EACH CHILD AND THE GROUP 1. Plan for each child. • Summarize each child’s progress by completing the Child Progress and Planning Report for each child. • Meet with families, share the information from the Child Progress and Planning Report and ask families to assist with the "Next Steps." • Implement the "Next Steps" and continue to observe, record your observations and collect new portfolio samples. 2. Plan for the group. • Take time to reflect on the group’s progress. Refer to the Class Summary Worksheet for a quick group overview. • Think about where and when to teach skills in the interest areas and during large- and small-group activities. • Incorporate your ideas into the Weekly Planning Form. • Make accommodations for children who have different or special needs. • Implement the planned activities and observe how the children respond. Record your observations. 5th step: REPORT ON CHILDREN’S PROGRESS 1. Maintain a record of each child’s progress using forms purchased by your program. (Sample forms from The Creative Curriculum Developmental Continuum Assessment System are attached.) 2. Use the information on the forms to plan new learning activities. CONTINUE STEPS 2–5 THROUGHOUT THE YEAR. REFERENCES 1. From The Creative Curriculum® for Preschool, 4th ed, by D. T. Dodge, L. J. Colker, and C. Heroman, (pp. 167–168, 200–208), 2002,Washington, DC:Teaching Strategies, Inc. Copyright 2002 byTeaching Strategies,Inc.Adapted with permission. 2. From A Teacher’s Guide to Using The Creative Curriculum® Developmental Continuum Assessment System, by D.T. Dodge, L. J. Colker, and C. Heroman, (pp. ix, 24–28, 30–38), 2001, Washington,DC:Teaching Strategies,Inc.Copyright 2001 byTeaching Strategies,Inc.Adapted with permission. Guam Early Learning Guidelines for Young Children Ages Three to Five 57 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 56 ASSESSMENTS The Guam Early Learning Guidelines (GELG) provide guidance for child caregivers to understand the development of young children so that appropriate strategies are planned and implemented to help them play, learn, and grow.The GELG, however, is NOT an assessment tool. Then, how do child care providers know that learning is taking place at the right time and pace? Information is needed to continue planning and providing activities that are just right for the interest, age, abilities, diverse and special needs of young children so that learning continues.This section on ASSESSMENT addresses keeping track of how children are growing and learning.The following discussion is adapted from The Creative Curriculum® for Preschool, 4th edition1, and A Teacher’s Guide to Using The Creative Curriculum® Developmental Continuum Assessment System2. Guam Head Start is currently using this assessment system to document progress of children who are three to five-years-old. GELG recommends that programs throughout Guam use the same assessment system so teachers can record children’s development and plan for individual children and the group. 1st Step: PLAN FOR ASSESSMENT 1. Be familiar with the five Developmental Domains in the "Guam Early Learning Guidelines (GELG) for Children Three to Five Years" and with The Creative Curriculum Developmental Continuum for Ages 3–5. 2. Set up a way to observe, record, and organize notes about how children are learning. 3. Plan and prepare portfolios for each child so that each one has a record of samples showing growth. 2nd step: COLLECT FACTS 1.Keep the goals and objectives of The Creative Curriculum in mind while you are observing children. 2.Write what you see and hear.Be objective.Avoid words like shy,sloppy,or smart that tell what we think and not what may be true or correct.The following are examples of being objective and subjective. Subjective (with judgment): James was really naughty. He spilled water on purpose and then started laughing. He looked at the other children, said sorry and kept on spilling water. Objective (no judgment): James was playing with cups at the water table. He filled up an empty cup with water and began to pour it into another cup. James was giggling as he was pouring. Some water fell on the other children’s shoes. James looked at the other children, said "sorry" and slowed down as he continued pouring water. 3. Collect children’s work. Choose or let the child choose a variety of work samples. Collect similar items over time so that you can see child progress.You can collect samples of any of the following: • An art or writing sample, • A photo of a completed piece of work like a block structure, or a clay model • A photo of interaction with other children • A recording of a song or finger play Record the date on each sample.Write an objective comment about the child’s work or ask the child to tell something about the work. 56 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 55 ADAPTATIONS, MODIFICATIONS & ACCOMMODATIONS All children need a natural environment that continues to invite them to explore and keep learning.These natural environments are the home, child care center and other places open to all children with or without disabilities. For children who have special needs, the environment may need to be changed so that it is easy to join the activities. Changes, called adaptations, accommodations, and modifications,may need to be made to playrooms,materials,people,activities, and other elements that affect the learning environment. Accommodations are different ways for children to receive information and communicate their understanding back to us in a way that is easy and comfortable for them to do. For example, a child who is hearing impaired could use simple sign language, while a child who has low vision will need sensory items to touch and explore. Modifications are adjustments made to an activity to make things easier for a child to understand and be able to do an activity. An example could be providing a quieter environment with soft lighting for a young child who takes longer to focus and play because of bright lights and many activities going on at the same time. Before any changes are made, it is important to be aware of the specific needs of each child. Every child is different.This means that even if two children have the same disability, interests and needs may not be identical. For young children, birth to three years, who are eligible for early intervention services, an Individualized Family Services Plan (IFSP) is developed by a team of professionals and the family. Appropriate interventions are determined, based on the IFSP which includes goals, timelines, strategies and resources to help young children with disabilities meet the same expectations as children without disabilities. Families and caregivers will need to refer to a child’s IFSP to help direct their routines, daily schedule and special events to maintain that natural curiosity and desire to learn. Guam Early Learning Guidelines for Young Children Ages Three to Five 55 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 54 CREATIVE DEVELOPMENT CONTENT STANDARDS PERFORMANCE INDICATORS GPSS CONTENT Preschool programs provide Some things a child does to STANDARDS children with opportunities demonstrate competency: (4 to 5 year olds) to: AESTHETIC 1. Demonstrates appreciation VISUAL AND PERFORMING APPRECIATION for the beauty in cultural ARTS artifacts and communication Standard 6: Develop appreciation for natural and cultural beauty. (either spoken or unspoken), (latte stones, shells, carvings, woven baskets, etc.). Multi-culture-Cultural Art and Art History 1.D.K.1 – Explore various cultures and their art. 1.D.K.2 – Create art influences by various cultures. Standard 7: 1. Looks at and responds to VISUAL AND PERFORMING Develop appreciation for works of visual art (talks about ARTS visual and performing arts. a painting). Reflection and Assessment of Art 2. Listens and responds to different kinds of music. 1.E.K.1 – Talk and tell a story about own artwork. 1.E.K.2 – Discuss peers’ artwork. 3. Shows an aesthetic response to music through movement/dance. Identify and Demonstrate Movement Elements and Skills in Performing Dance 3.A.K.1 – Demonstrate 4. Shows a developing movements such as bend, twist, appreciation for visual and stretch, swing. performing arts (asks to hear a 3.A.K.2- Demonstrate eight basic favorite song replayed. movements; walk run, hop, jump, leap, gallop, slide and skip, traveling forward, backward, side-ward, diagonally, and turning. Understanding Dance as a Way to Create and Communicate Meaning 3.C.K.1 – Take an active role in class discussion about interpretations of and reactions to a dance. 3.C.K.2 – Present own dances to peers and discuss their meanings with competence and confidence. 54 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 53 CREATIVE DEVELOPMENT Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: CREATIVE MOVEMENT AND DRAMA Standard 5: Begin to learn the basics about movement. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Responds to music through rhythmic body movements (clapping, stomping, etc.). 2. Participates in guided movement activities such as moving at different positions with different amounts of force (stomping, tiptoeing; squatting, standing, stretching, reaching, etc.) at different speeds (fast or slow). GPSS CONTENT STANDARDS (4 to 5 year olds) VISUAL AND PERFORMING ARTS Identify and Demonstrate Movement Elements and Skills in Performing Dance 3.A.K.1- Demonstrate movements such as bend, twist, stretch, swing. 3.A.K.2 – Demonstrate eight basic movements; walk, run, hop, jump, leap, gallop, slide and skip, traveling forward, backward, side-ward, diagonally, and turning. 3.A.K.3 – Demonstrate moving to a musical beat and responding to changes in tempo. 3.B.K.1 – Improve, create and perform dances based on own ideas and concepts from other sources. 3.B.K.2 – Use improvisation to discover and invent movement and to solve movement problems. Understanding Choreographic Principles, Process, and Structures 3.B.K.4 – Demonstrate the following partner skills: mirroring, leading and following. 53 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 52 CREATIVE DEVELOPMENT CONTENT STANDARDS Preschool programs provide children with opportunities to: MUSIC Standard 4: Create and express themselves through a variety of musical experiences. 52 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Expresses emotions through music using body motions and props (scarves, ribbons, hats, bells, etc.). 2. Explores and plays a variety of rhythm instruments including those used in different cultures (bamboo sticks, coconut shells). GPSS CONTENT STANDARDS (4 to 5 year olds) VISUAL AND PERFORMING ARTS Singing Along with Others, a Varied Repertoire of Music 2.A.K.1 – Attempt singing on pitch, in rhythm, and maintain a steady tempo. 2.A.K.2 – Sing fast and slow tempos, maintaining singing softly or loudly to express feeling or ideas. Performing on Instruments,Alone and With Others, a Varied Repertoire 2.B.K.1 – Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. 2.B.K.2 – Perform easy rhythmic and melodic patterns accurately and independently. 2.B.K.3 – Perform expressively a varied repertoire. 2.B.K.4 – Echo short rhythms and melodic patterns. 2.B.K.5 – Create appropriate rhythm patterns and ostinatos to accompany simple melodies. Understanding the Relationship Between Music, History, and Culture 2.I.K.1 – Identify various uses of music in daily experience and describe the characteristics that make certain music suitable for each use. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 51 CREATIVE DEVELOPMENT CONTENT STANDARDS PERFORMANCE INDICATORS GPSS CONTENT Preschool programs provide Some things a child does to STANDARDS children with opportunities demonstrate competency: (4 to 5 year olds) to: VISUAL ART 1. Uses art elements (line, VISUAL AND PERFORMING form, value, texture, design, and ARTS Standard 2: Begin to learn the basics about art. pattern). 2. Identifies a variety of colors and shapes. (My crayon is brown. The windows are square;The clock is a circle.) Media Techniques and Process 1.A.K.1 – Experience the discovery of various media. 1.A.K.2 – Create images using a variety of media. 1.A.K.3 – Identify and explore primary colors. 3.Talks about art work (This is Elements and Principles of Art blue because it’s the water; I 1.B.K.1 – Identify natural and man- made lots of circles like a made shapes. typhoon). Subject Matter, Symbols and Ideas 1.C.K.1 – Create art work that expresses various needs, emotions, ideas, and values through the use of visual images. 1.C.K.2 – Use imagination, create something unique and original. Reflection and Assessment of Art 1.E.K.1 – Talk and tell a story about own artwork. 1.E.K.2 – Discuss peers’ artwork. MUSIC Standard 3: Begin to learn the basics about music. 1. Participates in musical experiences that may include singing, games, and using musical instruments. VISUAL AND PERFORMING ARTS Singing Along with Others, a Varied Repertoire of Music 2.A.K.1 – Attempt singing on pitch, 2. Sings songs, makes, or listens in rhythm, and maintain a steady to music on his/her own. tempo. 2.A.K.2 – Sing fast and slow 3. Shows awareness of musical tempos, maintaining singing softly elements such as tempo, rhythm, pitch, and dynamics or loudly to express feeling or ideas. (sings softly, plays rhythm sticks quickly, claps hands to beat.). Guam Early Learning Guidelines for Young Children Ages Three to Five 51 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 50 CREATIVE DEVELOPMENT CONTENT STANDARDS Preschool programs provide children with opportunities to: VISUAL ART Standard 1: Create and express themselves through a variety of art experiences. 50 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Explores and experiments with a variety of materials (paint, chalk, crayon, pencils, clay, collage, wood, etc.) 2. Begins to select different art materials to express thoughts and ideas. 3. Uses art materials to explore and express moods and feelings (Paints a picture of a beloved pet or family member). 4. Uses art materials to explore and expand topics being studied in the classroom (draws something that was seen on a field trip). GPSS CONTENT STANDARDS (4 to 5 year olds) VISUAL AND PERFORMING ARTS Media Techniques and Process 1.A.K.1 – Experience the discovery of various media. 1.A.K.2 – Create images using a variety of media. 1.A.K.3 – Identify and explore primary colors. Elements and Principles of Art 1.B.K.1 – Identify natural and man- made shapes. Subject Matter, Symbols and Ideas 1.C.K.1 – Create art work that expresses various needs, emotions, ideas, and values through the use of visual images. 1.C.K.2 – Use imagination, create something unique and original. Multi-Culture-Cultural Art and Art History 1.D.K.1 – Explore various cultures and their art. 1.D.K.2 – Create art influences by various cultures. Reflection and Assessment of Art 1.E.K.1 – Talk and tell a story about own artwork. 1.E.K.2 – Discuss peers’ artwork. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 49 CREATIVE DEVELOPMENT CREATIVE DEVELOPMENT Children should be given the opportunity to express their creativity through a variety of ways such as art or expressive movement. Appreciating the arts and the creativity of children is essential to child development. The arts provide children with another way to organize and express their ideas and feelings. Music, movement, drama, and visual arts stimulate children to use words, manipulate tools and media and solve problems in ways that communicate meaning and are pleasing (Rhode Island Early Learning Standards, 2003). Children communicate in ways that are unique to them through the usage of words, sounds, colors, forms, and movement, which may reflect their learning styles. According to the Rhode Island Early Learning Standards,in an environment that fosters the arts, children learn to appreciate the contributions of other children and the works of others that reflect different experiences, cultures, and views. Guam Early Learning Guidelines for Young Children Ages Three to Five 49 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 48 48 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 47 COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: Standard 8: Acquire emergent literacy skills (pre-reading and pre-writing skills) while exploring print in books and the environment. 1. Begins to read familiar, meaningful print in the environment such as labels and personal names [safety signs (stop, exit), girls and boys bathroom signs, street signs where their house is]. 2. Pretends to read familiar books. 3. Begins to hear and discriminates rhyming sounds, beginning consonant sounds, and syllables. 4. Matches some letters with their sounds. 5. Holds a book correctly (turns pages from right to left, and reads from front to back, top to bottom, left to right). LANGUAGE ARTS Reading 1.A.K.1 – Identify the front cover, back cover, and title page of a book. 1.A.K.2- Follow words from left- to-right and top-to-bottom on the printed page. 1.A.K.3 – Explain that printed materials provide information. PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five 47 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 46 COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY CONTENT STANDARDS Preschool programs provide children with opportunities to: Some things a child does to demonstrate competency: PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Standard 6: Show interest in writing. 1. Draws, scribbles, and pretends to write (Traces letters, words, and pictures). 2.Asks how to write a word or a letter (Can you write my name?). LANGUAGE ARTS Writing 2.A.K.3 – Write by moving from left-to-right and top-to-bottom. 3.Asks adult to write what he/she says (Teacher, can you write a story about my picture?). Standard 7: Understand that print has meaning. 1. Begins to demonstrate understanding of the concept of a letter (makes up a word), a word (several letters separated by white space), a sentence (several words put together make a sentence). LANGUAGE ARTS Reading 1.B.K.2 – Use pictures and context to make predictions about story content. 2. Uses symbols, scribbles, and letter-like forms to express ideas or words. 46 Guam Early Learning Guidelines for Young Children Ages Three to Five 45 CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: Standard 4: Recognize and use symbols. Standard 5: Enjoy and understand books. 1. Uses toys as symbols in play (pretend block is a telephone, makes a sandwich out of leaves). 2. Identifies picture symbols in the environment (labels on the chairs, cubby holes, doors). 3. Identifies symbols in the environment (recognizes the “M” for McDonald’s or “K” for K-Mart). 1. Demonstrates interest in books and stories read aloud. 2. Chooses to look at books and pretends to read a book. 3. Participates in book reading (repeats phrase or gestures when appropriate). 4. Responds and makes connections to story events and characters by relating personal feelings and experiences (I have a dog like Clifford…). 5. Shows awareness and appreciation of the different parts of literature (plot, story, character, language). LANGUAGE ARTS 1.A.K.17 – Identify and sort common words from within basic categories. 1.A.K.18 – Describe common objects and events in both general and specific language. 1.B.K.2 – Use pictures and context to make predictions about story content. 1.B.K.3 – Connect to life experiences the information and events in texts. 1.B.K.4 – Retell familiar stories. 1.B.K.5 – Ask and answer questions about essential elements of text. LANGUAGE ARTS 1.A.K.1 – Identify the front cover, back cover, and title page of a book. 1.A.K.2 – Follow words from leftto- right and top-to-bottom on the printed page. COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 45 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 44 COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY 44 CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: Standard 3: Gradually produces more vocabulary and correct sentence structure. 1. Uses a variety of nouns, verbs, and descriptive phrases in meaningful contexts (vocabulary – the big ball, the soft bear, the cheese pizza). 2. Uses a variety of sentence structures from simple to more complex in meaningful contexts (sentence structure) (The ball is big and red; I want to eat my pizza now; I want to ride the blue bike). Simple More Complex Off the light. Turn off the light. Up! Can you pick me up? Come! Come and play with me. Eat, eat! I want to eat. LANGUAGE ARTS Written and Oral English Language Conventions 3.K.1 – Recognize and use complete, coherent sentences when speaking. PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five 43 CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: Standard 2: Listen and understand different ways people speak and communicate. 1.Tells what happened in a story that was told or read aloud. 2. Shows that they are actively listening (nodding head, says ‘okay’, uses eye contact, smiles). 3. Explains things that happened in the past (The typhoon came last year and blew all the trees down). 4. Uses gestures/movements and facial expressions (waving arm to come, folding arms and frowns, grabs another child by the hand to play, pushes another child away because child wants to be alone). 5. Follows simple directions. 6. Shares information and ideas using words and actions. LANGUAGE ARTS Listening and Speaking 4.A.K.1 – Understand and follow one and two-step oral directions. 4.A.K.2 – Share information and ideas, speaking audibly in complete, coherent sentences. COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 43 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 42 COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 1: Use language in a variety of ways. 42 PERFORMANCE INDICATORS Some things a child does to demonstrate competency: Uses spoken language to: 1.Tell a story or relate an experience (I went to the party last night and….;We went to the beach last weekend…;We went to the movies…). 2.Talk about thoughts, feelings, and opinions (I’m sad because my mom didn’t want me to bring my video; Jose’ was crying because he fell; I don’t like that book, can we read this one?). 3.Ask questions (Why do we have to do this? Why is Mary wearing glasses? Why is Johnny’s hair yellow? How come you look like that?). 4. Communicate in an clear and understandable manner. GPSS CONTENT STANDARDS (4 to 5 year olds) LANGUAGE ARTS Listening and Speaking 4.A.K.1 – Understand and follow one and two-step oral directions. 4.A.K.2 – Share information and ideas, speaking audibly in complete, coherent sentences. Comprehension and Analysis 1.B.K.3 – Connect to life experiences the information and events in texts. 1.B.K.4 – Retell familiar stories. 1.B.K.5 – Ask and answer questions about essential elements of text. Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 41 COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY COMMUNICATION, LANGUAGE DEVELOPMENT & LITERACY Children will interact and grow in an environment that is rich in language and that allows them to enhance their communication skills. It is important for children to learn language and practice communication skills so they can express themselves in different ways in various settings for different purposes. Children increase their language and communication skills by engaging in meaningful experiences where they are free to express their ideas, feelings, and thoughts effectively.They should be allowed to communicate both verbally and non-verbally. Teachers, providers, and caregivers should respect and incorporate the rich diversity of children who may come from different cultural backgrounds and who may speak languages other than English, while ensuring they get a good foundation of the English language.This is important so children can communicate effectively with others in their home community and preschool setting. Children should be provided a foundation rich in literacy to ensure they are prepared for Kindergarten. Preschool settings should utilize the abundance of materials, activities, and resources available for nourishing literacy in young children. Guam Early Learning Guidelines for Young Children Ages Three to Five 41 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 40 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 18: Develop awareness of the natural environment and how it can be protected. 40 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Demonstrates respect for the place we live in (throws trash in the trash bag, picks up trash, saves paper, cans, and bottles to be recycled). 2. Uses blocks, clay or other materials to make things (models) in the environment (builds a house, tree, mall, Chamoru village). 3.Talks about how people can take care of, or harm the environment (talks about not throwing things in the ocean because it might harm the reef, fish, and sea creatures/animals; does not pick up shells on the beach; does not throw trash on the side of the road). GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE Forces that Shape the Earth 8.K.3 – Describe the difference between fresh water and the ocean. 8.K.4 – Discuss the importance of water. 8.K.5 – Demonstrate knowledge of natural habitats and ecosystems. Ecology 9.K.1 – Investigate and demonstrate knowledge of the habitats of local plants and animals. 9.K.3 – Discuss conservation, preservation, and recycling. 9.K.4 – Describe the purpose of recycling. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 39 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 17: Develop awareness of where they live and location of places or things. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1.Tells the distance of objects and how they are related to one another (The blocks are next to the puzzles; the playground is outside next to the trees). 2. Describes and/or draws different things in the environment (draws and talks about the trees, beach, flowers, McDonald’s). 3. Uses blocks, clay or other materials to make things (models) in the environment (build a house, tree, mall, Chamoru village). 4. Creates a simple map of the home, classroom, school or neighborhood. GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES Geography 3.B.K.2 – Identify the physical characteristics of places. 3.B.K.3 – Use terms to describe relative locations. 3.B.K.4 – Locate places on the school campus and describe their relative locations. 3.C.K.1 – Locate important places within their own village. 39 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 38 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 16: Understand what people need to do to work and live together in a community. 38 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Demonstrates awareness that everyone deserves to learn, be safe, respected and listened to (waits for his/her turn, protects other children, tells a trusted adult when someone is hurt or treated inappropriately). 2. Participates in creating/ following rules to ensure that everyone is safe, respected, and listened to. 3. Identifies the role of authority (leaders) and what leaders do. 4. Participates in group decision making (voting for the name of the class rabbit or turtle). GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES Culture 1.A.K.4 – Show respect for self and each family member and his/her property. 1.B.K.1 – Identify school staff directly related to student: teacher, principal, vice-principal, counselor, etc. 1.B.K.2 – State the roles of the school staff. 1.B.K.3 – Repeat, recite, and obey classroom and school rules. 1.B.K.4 – Participate in school activities. 1.B.K.5 – Show respect for self, teacher, and classmates, and their property. 1.C.K.3 – Repeat, recite, and obey community rules. 1.C.K.5 – Show respect for self and others and property. Government 4.A.K.1 – Recognize people in authority at home. 4.A.K.2 – Explain the purpose of rules in the home. 4.A.K.3 – Explain how rules are enforced at home. 4.B.K.1 – Recognize people in authority at school. 4.B.K.2 – Explain the purpose of rules at school. 4.B.K.3 – Explain how classroom and school rules are enforced. 4.C.K.1 – Recognize people in authority in the community. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 37 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 15: Find out why people need things (goods) and how they depend on each other for help (services). PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Identifies jobs at school and home (Today’s my day to be the light switcher; clean the table; stack the chairs, put the crayons away. I water the plants at home and feed my pet). 2.Talks about things that everyone needs (food, water, shelter, protection, and clothing). 3. Shows awareness that people’s jobs are important for our needs (pretends to be a teacher, doctor, policeman, or fire fighter in dramatic play or in drawings). 4.Talks about ways that people get the things they need (buys things with money, plants food, makes clothes). 5. Demonstrates awareness of money and how it is used (plays store and uses slips of paper to pretend to buy things, talks about needing money to buy something). GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES Family 4.A.K.1 – Recognize people in authority at home. 4.A.K.2 – Explain the purpose of rules in the home. 4.A.K.3 – Explain how rules are enforced at home. School 4.B.K.1 – Recognize people in authority at school. 4.B.K.2 – Explain the purpose of rules at school. 4.B.K.3 – Explain how classroom and school rules are enforced. Community 4.C.K.1 – Recognize people in authority in the community. 4.C.K.2 – Explain the purpose of laws in the community. 4.C.K.3 – Explain how laws are enforced. MATHEMATICS Number Sense and Operations 1.K.4 – Explain number meaning through real world experiences and manipulatives. 37 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 36 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 14: Know how things, people and places change over time. 36 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Explains the growth process, how they are similar or different (I used to drink from my mommy’s susu (breastfed) but now I use a cup; I used to wear pampers but now I wear panties); (He’s a grandpa,‘cause he has white hair). 2.Talks about events that happened or will happen yesterday, today, and tomorrow (We are having a birthday party at lunch time today;Yesterday we went walking;Today is Friday, there’s no school tomorrow.) 3. Discusses how events yesterday or today might affect tomorrow’s activities. (There’s no water today, so we have to go home early;The typhoon broke all the playground toys so we cannot play with them when we go outside.) GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES History 2.A.K.2 – Recognize in chronological order birthdays with family member by months and years. 2.A.K.3 – Place events in chronological order. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 35 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 13: Know and accept their own culture and others. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Discusses family practices and traditions related to culture. (Respect your elders – "mangenge’"- bringing elder’s hand to a younger person’s nose or forehead; I call my grandma "nana" and you call yours "lola.") 2. Shares stories from different cultures (discusses the story of Sirena from Guam). 3.Tells how different practices identify with a family’s culture [kelaguen (spicy chopped chicken) for Guam; lumpia (Chinese spring rolls) for Philippines; fafa (soft sweet taro) for Kosrae]. GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES Culture 1.A.K.1 – Identify family members. 1.A.K.2 – State the role of each family member. 1.A.K.3 – Participate in family activities. 1.A.K.4 – Show respect for self and each family member and his/her property. 1.A.K.5 – Identify family customs and traditions and explain their importance. 1.B.K.1 – Identify school staff directly related to student: teacher, principal, vice-principal, counselor, etc. 1.B.K.5 – Show respect for self, teacher, and classmates, and their property. History 2.A.K.1 – Tell own age. 2.A.K.2 – Recognize in chronological order birthdays with family members by months and years. 2.A.K.3 – Place events in chronological order. 35 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 34 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SOCIAL STUDIES Standard 12: Learn about self and others. 34 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1.Tells what is the same and different among people, such as height, hair color, eye color, skin color, language, etc. 2. Uses dramatic play to understand different roles. (I’m the mom.You’re the dad.) 3. Uses art to express different characteristics of self and others. (Biggest one is mom with the long hair; Dad is medium sized and no hair; the smallest one is the baby.) 4. Discusses how families are the same or different from their classmates (I have two dads; I don’t have a dad but I have a papa). GPSS CONTENT STANDARDS (4 to 5 year olds) SOCIAL STUDIES Culture 1.A.K.1 – Identify family members. 1.A.K.2 – State the role of each family member. 1.A.K.3 – Participate in family activities. 1.A.K.4 – Show respect for self and each family member and his/her property. 1.A.K.5 – Identify family customs and traditions and explain their importance. 1.B.K.1 – Identify school staff directly related to student: teacher, principal, vice-principal, counselor, etc. 1.B.K.5 – Show respect for self, teacher, and classmates, and their property. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 33 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: SCIENCE Standard 11: Have a variety of educational experiences that involve technology. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Pretends to use everyday technology in play (pretends to use a computer, uses a block as a cell phone, bakes play dough in a toy oven; pretends to drive). 2. Uses real technology with guidance (help child with wheelchair/communication board, computer, tape player, telephone, Easy-Bake Oven). GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE The Nature of Technology 11.K.1 – Build items using simple tools and materials. 11.K.2 – Discuss problems in the design of objects made and suggest how to make it better. 11.K.3 – Discuss and predict how the design flows and solutions can affect others. SOCIAL STUDIES Technology 6.A.K.1 – Identify examples of technology used in the home. 6.A.K.4 – List ways in which technology meets the needs of the family. 6.B.K.1 – Identify examples of technology used in the school. 6.B.K.2 – Describe how technology helps accomplish specific tasks at school. 6.B.K.3 – Describe how school might be different without modern technology. 6.B.K.4 – List ways in which technology assists education at school. 6.C.K.1 – Identify examples of technology used in the community. 6.C.K.2 – Describe how technology helps accomplish specific tasks on Guam. 6.C.K.3 – Describe how the community might be different without modern technology. 6.C.K.4 – List ways in which technology meets people’s needs. 33 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 32 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SCIENCE Standard 10: Learn about the earth and sky. 32 PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Investigates the properties of rocks, dirt, sand, shells, and water. 2.Talks about and/or draws observations of the characteristics and movement of shadows and the sun, moon, stars, and clouds; movement of a pandanus tree. 3. Observes and discusses changes in the environment including weather – hot, rainy, windy, typhoon. 4. Describes environmental changes such as waterfalls gushing or drying up, erosion, high and low tides, volcanic eruptions, tropical storms, "typhooning", and earthquakes. GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE Science as Inquiry 1.K.1 – Describe characteristics of objects. Matter and its Interactions 4.K.2 – Describe the changes in matter caused by changes in temperature. Forces that Shape the Earth 8.K.2 – Describe the weather. 8.K.5 – Demonstrate knowledge of natural habitats and ecosystems. Space/Astronomy 10.K.2 – Observe and record natural cycles, such as day/night, sunrise/sunset, rainy/dry season, etc. and relate them to activities in one’s life. Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 31 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: SCIENCE Standard 9: Explore characteristics of living things. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Introduces and explores natural things found in the environment (bugs, caterpillars, toads/tadpoles in puddles; sleeping grass, tangantangan in pods /coconut seeds sprouting, roots, flowers in fruit trees) 2. Identifies similarities, differences, and categories of plants and animals, as well as appearances, behaviors, and habitats (acts out the behaviors of different animals in dramatic play). 3.Asks questions about growth and change in plants and animals (changes in the garden, life cycle of classroom pets, caterpillar changing into a butterfly). GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE Living Organisms 3.K.1 – Describe characteristics of animals. 3.K.2 – Describe similarities and differences of animals. 3.K.3 – Describe characteristics of plants. 3.K.4 – Describe similarities and differences of plants. 3.K.7 – Describe how babies and young are like their parents. 31 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 30 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: SCIENCE Standard 8: Explore physical properties of the world. 30 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Describes, compares and sorts objects based on how they look, feel, smell, sound, taste. (These rocks have sparkles and these rocks don’t.This leaf is smooth, shiny and smells like a lemon and this one is rough and has lines….) 2. Explores and begins to identify changes that occur in natural and man-made materials over time. (What happened to the puddle? The coconut leaves turned brown. Look at the banana change – turning brown/black, getting softer, smells spoiled over time). 3. Experiments with the effect of his/her own actions on the objects (See if it’s easier to pull the wagon when it’s not full; Drop toys into water to see if they float. How many blocks can you stack before they fall?). GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE Science as Inquiry 1.K.1 – Describe characteristics of objects. 1.K.2 – Describe similarities and differences of objects. 1.K.3 – Describe sounds. 1.K.4 – Describe different tastes. 1.K.5 – Describe how different things feel (texture). 1.K.6 – Describe different odors. Habits of Mind 2.K.6 – sort tastes according to sourness, sweetness, bitterness, saltiness. 2.K.7 – Sort objects according to hardness, softness, roughness, smoothness, prickliness. 2.K.10 – Recognize cause and effect relationships. Matter and its Interaction 4.K.2 – Describe the changes in matter caused by changes in temperature. Forces of Nature 5.K.1 – Demonstrate that things fall toward the ground and relate that to gravity. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 29 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 7: Engage in scientific inquiry. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Shows curiosity and asks questions in play when exploring objects and materials (rolling a toy car down a ramp made out of blocks, mixing all the colors of the paint together). 2.Asks scientific questions (Where did the rainbow go? Why do we have typhoons / earthquakes? Where do babies come from?). 3. Uses observations in making predictions and formulating theories about how things work (Did the power go out because of the brown tree snake?). 4. Uses tools including equipment like magnifying glasses, binoculars, scales, and toys to solve problems and explore environment. Be able to draw, write, explain, build, role play or construct what happened or what was learned. GPSS CONTENT STANDARDS (4 to 5 year olds) SCIENCE Habits of Mind 2.K.8 - Make a list of things they "wonder" about. 2.K.10 – Recognize cause and effect relationships. 2.K.11 – Organize facts by sequence. 2.K.12 – Summarize what happens in experiments. 29 28 CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: SCIENCE Standard 6: Increase sensory awareness. 1. Explores and experiments using various sensory media in play (tissue paper, water, sand, paint, dough, pudding, rice, small rocks, shells). 2. Uses different senses to explore (tastes, sounds, textures, etc.). SCIENCE Science as Inquiry 1.K.3 – Describe sounds. 1.K.4 – Describe different tastes. 1.K.5 – Describe how different things feel. 1.K 6 – Describe different odors. 2.K.5 – Sort sound according to loudness/softness, same/different. 2.K.6 – Sort tastes according to sourness, sweetness, bitterness, saltiness. 2.K.7 – Sort objects according to hardness, softness, roughness, smoothness, prickliness. COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 28 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 27 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: MATHEMATICS Standard 5: Represent and interpret data. 1. Gathers information about self and surroundings (number of brothers and sisters, kinds and number of pets at home; favorite ice cream flavors). 2. Contributes data for simple graphs (family size -5 in our family; 3 in our family, plants observed in the playground). 3. Looks at organization of data on a graph he/she helped create and discusses what was observed. (Who has more pockets or buttons on their clothes? The most? How many more pockets does Maria have than Juan?) MATHEMATICS Probability and Statistics 4.K.1 – Collect data and discuss ways to organize the data. PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five 27 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 26 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: MATHEMATICS Standard 4: Develop and use measurement concepts. 26 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Demonstrates awareness of measurement attributes (length, volume, weight, area, time – Height chart; How many footsteps will it take to reach the door? Which is heavier the feather or the book? What comes next after outdoor play time?). 2. Compares attributes such as length (shorter-longer), size (bigger-smaller), weight (heavier-lighter), and age (older-younger) in a meaningful context. 3. Measures using standard and non-standard units (puts 3 cups of flour to make play dough, compares who is taller, measures with a length of string the size of his/her foot; wants only half a cup of juice). GPSS CONTENT STANDARDS (4 to 5 year olds) MATHEMATICS Number Sense and Operations 1.K.3 – Identify, describe, sort, classify, determine sequence and compare objects by attribute. 1.K.4 – Explain number meanings through real world experiences and manipulatives. Measurement and Geometry 2.K.2 – Sort, compare and classify objects by common attributes. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 25 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Some things a child does to demonstrate competency: Preschool programs provide children with opportunities to: MATHEMATICS Standard 3: Develop concepts of shape and space. 1. Identifies, names, creates, and compares some 2-D and 3-D shapes (can recognize a shape and where it fits in the puzzle). 2. Uses 2-D and 3-D shapes to measure and make predictions of things in the environment (How many blocks does it take from the front door to the back door?) 3. Demonstrates spatial understanding in play (in an obstacle course, climb over the box, jump through the hula hoop; run around the tree….). 4. Describes, names, and interprets the relative positions of objects in a meaningful context (over, under, etc. – “Where is your dog, – is it in front of the box or behind the box?”). 5. Creates art using geometric shapes and symmetry (uses shapes to make a house, a boat, a tree). 6. Identifies geometric shapes in books, artwork, and the environment (clocks,TV, trashcan, tables, windows, doors, etc.). MATHEMATICS Measurement and Geometry 2.K.1 – Identify and describe verbally, and draw common geometric objects. Language Arts 1.A.K.17 Identify and sort common words from within basic categories. PERFORMANCE INDICATORS GPSS CONTENT STANDARDS (4 to 5 year olds) Guam Early Learning Guidelines for Young Children Ages Three to Five 25 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 24 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: MATHEMATICS Standard 2: Recognize and create patterns and become aware of relationships. (cont’d.) 24 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 3. Explains why and how objects are organized (dinosaurs may all be different but they have been separated by child based on their long tails, short tails, ones I like, ones I don’t like.Teacher may need to ask child to explain the arrangement of their items. This gives children opportunities to build on logical thinking and language, i.e. nouns, adjectives, etc. ) 4. Recognizes, describes, and extends patterns [(notices patterns in the environment (shapes, sizes, forms; tells what comes next "boy-girl-boy_____ .)] 5.Anticipates the pattern in a repetitive book, poem, or song ("The wheels on the bus go round and round; round and round; round and _______...). 6. Creates patterns in self- directed activities (in play with manipulatives, such as making collages, building with blocks). GPSS CONTENT STANDARDS (4 to 5 year olds) MATHEMATICS Measurement and Geometry 2.K.2 – Sort, compare and classify objects by common attributes. 2.K.5 – Recognize and describe patterns in the environment. 2.K.6 – Recognize and create repeating or increasing patterns. Algebra 3.K.1 – Identify and sort objects that belong to particular groupings. Probability and Statistics 4.K.1 – Collect data and discuss ways to organize the data. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 23 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 2: Recognize and create patterns and become aware of relationships. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Sorts and classifies objects by size, number and other properties in a meaningful context: by color (all red ones); by function (all that float); by color and material (red and made of plastic). 2. Places objects by order of properties/patterns (from small to large, lightest to darkest). GPSS CONTENT STANDARDS (4 to 5 year olds) MATHEMATICS Measurement and Geometry 2.K.2 – Sort, compare and classify objects by common attributes. 2.K.5 – Recognize and describe patterns in the environment. 2.K.6 – Recognize and create repeating or increasing patterns. Algebra 3.K.1 – Identify and sort objects that belong to particular groupings. Probability and Statistics 4.K.1 – Collect data and discuss ways to organize the data. 23 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 22 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE, SOCIAL STUDIES CONTENT STANDARDS Preschool programs provide children with opportunities to: MATHEMATICS Standard 1: Learn about numbers, numerical representation, and simple numerical operations. 22 PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Uses counting and numbers as part of play (counts beads when stringing; passes one cup for each child when serving drinks). 2. Identifies and names some number symbols (has play money – 5 dollar bill and is able to recognize the number 5; able to count 10 fruits into a basket, out of 20 fruits; picks up number block and is able to recognize and name the number). 3. Counts up to 10 objects (understanding number concepts) in meaningful context with emerging one-toone correspondence (placing one cup next to one plate). 4. Demonstrates the idea of adding and subtracting using fingers or objects in meaningful context (adds or removes objects to demonstrate more or less of a given set; does not mean use of the plus (+) or minus (-) symbols). GPSS CONTENT STANDARDS (4 to 5 year olds) MATHEMATICS Number Sense and Operations 1.K.1 – Count, write, recognize, represent using manipulatives, name and differentiate numbers from 0-30. 1.K.4 – Explain number meaning through real world experiences and manipulatives. 1.K.11 – Use manipulatives to illustrate addition and subtraction of 1-digit numerals. Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 21 COGNITIVE DEVELOPMENT MATH (NUMERACY), SCIENCE & SOCIAL STUDIES COGNITIVE DEVELOPMENT Children constantly receive new information every day. Cognitive development is an on-going process of interaction between the child and the way he or she views objects or events in the environment (Allen and Marotz, 2003). It involves the development of the brain and the way a child learns through recognizing, processing, and organizing information, including how information is used. According to Allen and Marotz, the cognitive process includes mental activities such as discovering, interpreting, sorting, classifying, and remembering. All the interactions that children experience during their daily activities contribute to their cognitive development. Guam Early Learning Guidelines for Young Children Ages Three to Five 21 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 20 SELF-CONCEPT AND SOCIALEMOTIONAL DEVELOPMENT CONTENT STANDARDS PERFORMANCE INDICATORS GPSS CONTENT Preschool programs provide Some things a child does to STANDARDS children with opportunities demonstrate competency: (4 to 5 year olds) to: DRAMATIC/ 1.Assumes a role and uses the VISUAL AND PERFORMING SYMBOLIC PLAY tone and vocabulary ARTS Standard 6: Represent fantasy and real-life experiences appropriate to that person or animal (imitates a baby by crawling and making baby sounds.) Art 1.C.K.2 – Use imagination, create something unique and original. through pretend play. Theater 2. Participates in pretend play and interacts with another 4.B.K.1 – Imagine and clearly describe characters, their child who is also in a pretend relationships, and our role (plays the patient who is environments. sick when another child is the doctor, imitates role of immediate family members such as siblings, nanas, etc.) Standard 7: 1. Constructs play scenarios PHYSICAL EDUCATION Engage in sustained with other children in which symbolic play with other children. roles and symbols are communicated and mutually Social Development 6.K.2 – Taking turns using a piece agreed upon (imitating care of equipment. provider, waiter/waitress, 6.K.4 – Choosing playmates cashier, etc.; using materials without regard to personal toys/props to enhance play). differences. 20 Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 19 SELF-CONCEPT AND SOCIALEMOTIONAL DEVELOPMENT Guam Early Learning Guidelines for Young Children Ages Three to Five CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 5: Take initiative and responsibility for own actions. PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Shows increasing self- direction in the use of materials. 2. Participates willingly in school activities. 3.Tries more than one way to solve a problem. 4. Persists in solving a problem or completing a task. 5. Seeks help and assistance when needed. 6. Chooses new as well as familiar activities. 7. Is willing to follow logical consequences of inappropriate behavior (i.e. pushes a child who does not want to share his drink, causing a spill; proceeds to get towel/napkin to clean up after being directed to and tries to resolve a regretted action with adult guidance). Shows signs of empathy or remorse (apologizes sincerely). GPSS CONTENT STANDARDS (4 to 5 year olds) PHYSICAL EDUCATION Self-Image and Personal Development 4.K.2 – Try new movement activities and skills. 4.K.3 – Identify feelings that result from participation in physical activities. SOCIAL STUDIES Culture 1.B.K.1 - Identify school staff directly related to student: teacher, principal, etc. 1.B.K.2 – State the roles of the school staff. 1.B.K.3 – Repeat, recite, and obey classroom and school rules. 1.B.K.4 – Participate in school activities. 1.B.K.5 – Show respect for self, teacher, and classmates, and their property. 19 D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 18 SELF-CONCEPT AND SOCIALEMOTIONAL DEVELOPMENT CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 4: Ability to interact, develop, and maintain appropriate relationships with others. 18 Guam Early Learning Guidelines for Young Children Ages Three to Five PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Begins to show self-control in handling frustration and disappointment with others. 2. Participates in small and large-group activities. 3. Uses simple negotiation skills to solve conflicts (You can have a turn after me.) 4. Plays cooperatively with others. 5. Develops friendships. 6. Interacts with ease with familiar adults and peers. 7. Uses turn-taking in conversation and in play. GPSS CONTENT STANDARDS (4 to 5 year olds) PHYSICAL EDUCATION Self-Image and Personal Development 5.K.1 – Follow adult-delivered rules. Social Development 6.K.1 – Work in a group setting without interfering with others. 6.K.2 – Take turns using a piece of equipment. 6.K.4 – Choose playmates without regard to personal differences. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 17 SELF-CONCEPT AND SOCIALEMOTIONAL DEVELOPMENT CONTENT STANDARDS PERFORMANCE INDICATORS GPSS CONTENT Preschool programs provide Some things a child does to STANDARDS children with opportunities demonstrate competency: (4 to 5 year olds) to: Standard 2: 1. Shows satisfaction in SOCIAL STUDIES Continue to develop a accomplishments. Culture sense of self. 1.A.K.1 – Identify family members. 2. Identifies characteristics such 1.A.K.2 – State the role of each as name, gender, age, physical traits and family roles (I am a son/daughter, brother/sister etc.) family member. 1.A.K.3 – Participate in family activities. 1.A.K.4 – Show respect for self 3. Identifies self in the family, structure, and roles & and each family member and his/her property. 1.A.K.5 – Identify family customs responsibilities. and traditions and explain their importance. Standard 3: Acquire behaviors and skills expected in different environments. 1. Participates in positive ways with peers and adults of different cultures community settings (uses appropriate utensils at meal time [i.e. fingers, chop sticks, fork, spoon, SOCIAL STUDIES Culture 1.A.K.1 – Identify family members. 1.A.K.2 – State the role of each family member. 1.A.K.3 – Participate in family activities. etc.]) and school activities. 1.A.K.4 – Show respect for self and each family member and 2. Follows rules of conduct his/her property. established by the caregiver or 1.A.K.5 – Identify family customs teacher. and traditions and explain their importance. 3.With a few reminders, uses classroom materials appropriately (puts toys away, handles books gently). 1.B.K.5 – Show respect for self, teacher, and classmates, and their property. 1.B.K.6 – Identify commonalities and differences among cultures. 4. Follows schedule and typical 1.C.K.3 – Repeat, recite, and obey community rules. classroom routines and transitions (sits quietly at circle time, participates in clean up). Guam Early Learning Guidelines for Young Children Ages Three to Five 17 CONTENT STANDARDS Preschool programs provide children with opportunities to: Standard 1: Understand and express feelings appropriately. D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 16 SELF-CONCEPT AND SOCIALEMOTIONAL DEVELOPMENT 16 PERFORMANCE INDICATORS Some things a child does to demonstrate competency: 1. Uses, expresses, and recognizes feelings with actions and words appropriately. 2. Understands personal characteristics (self-image). 3. Expresses emotions through appropriate actions and words. 4. Recognizes and describes own feelings. 5. Begins to show self-control in handling frustration and disappointment with self or others. GPSS CONTENT STANDARDS (4 to 5 year olds) VISUAL AND PERFORMING ARTS Reflection and Assessment of Art 1.C.K.1 – Create art work that expresses various needs, emotions, ideas, and values through the use of visual images. HEALTH EDUCATION Personal Health Development 5.K.8 – Give examples of ways to make yourself feel good about yourself. 5.K.9 – Name people around you who make you feel good about yourself. 5.K.10 – Identify different kinds of emotions. 5.K.11 – Give examples of situations that may illicit different kinds of emotions. Guam Early Learning Guidelines for Young Children Ages Three to Five D2211_2005 Cedders Guidelines 11/22/05 9:55 PM Page 15 SELF-CONCEPT AND SOCIAL EMOTIONAL DEVELOPMENT SELF-CONCEPT AND SOCIAL-EMOTIONAL DEVELOPMENT Children depend upon their interactions with peers and adults to build a “sense of self” and to see themselves as learners. They need consistent nurturing from their parents, teachers, caregivers, and families. Children are naturally curious about other people and this helps them develop a strong sense of identity. Children should be provided many opportunities to interact with their home, community, and preschool settings where their social-emotional development will continue to be enhanced. Children who engage in meaningful daily activities with their families, community, and preschool settings gain opportunities to respect other people’s interests, preferences, differences, and cultural backgrounds.These activities help develop positive attitudes about themselves and others. Guam Early Learning Guidelines for Young Children Ages Three to Five 15 D2211_2005 Cedders Guidelines 11/22/05 9:56 PM Page 82 Alignment © 2005 Teaching Strategies, Inc., www.Teaching Strategies.com, 800-637-3652 82 Guam Early Learning Guidelines for Young Children Ages Three to Five