Arkansas Early Childhood Education Framework Benchmarks
|
|
- Amy Washington
- 8 years ago
- Views:
Transcription
1 Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc.
2 Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING STRAND 1, SOCIAL/ EMOTIONAL 1.1 Demonstrates ability to make choices G-1: General Social and Emotional Development 1.2 Demonstrates independence in personal care D-1: Feeding/Eating D-2: Undressing D-3: Dressing D-4: Unfastening D-5: Fastening D-6: Toileting D-7: Bathing D-8: Grooming D-1C: Feeding/Eating D-2C: Undressing D-3C: Dressing D-4C: Unfastening D-5C: Fastening D-6C: Toileting D-7C: Bathing 1.3 Demonstrates ability to play independently G-2: Play Skills and Behaviors 1.4 Shows curiosity and desire to learn H-6: Teacher/Observer s Rating Form for Academic Readiness 1.5 Enjoys experimenting and problem solving with ideas as G-3: Initiative and Engagement Skills and Behaviors well as with concrete materials 1.6 Demonstrates confidence in growing abilities G-1: General Social and Emotional Development G-3: Initiative and Engagement Skills and Behaviors H-6: Teacher/Observer s Rating Form for Academic Readiness 1.7 Demonstrates willingness to try new things G-2: Play Skills and Behaviors 1.9 Shows persistence in approaching tasks G-2: Play Skills and Behaviors CURRICULUM ASSOCIATES, Inc Fax
3 Arkansas Early Childhood Education Framework 1.10 Demonstrates trust in adults G-1: General Social and Emotional Development 1.11 Shows ability to separate from parents G-1: General Social and Emotional Development 1.12 Demonstrates interest and participates in classroom G-2: Play Skills and Behaviors activities 1.13 Participates in routine activities easily G-2: Play Skills and Behaviors 1.14 Seeks out adults and children G-2: Play Skills and Behaviors 1.18 Shares; respects the rights of others G-2: Play Skills and Behaviors 1.19 Works cooperatively with others on completing a task G-2: Play Skills and Behaviors 1.20 Uses compromise and discussion to resolve conflicts G-2: Play Skills and Behaviors CURRICULUM ASSOCIATES, Inc Fax
4 Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING STRAND 2, CREATIVE/AESTHETIC 2.1 Shows creativity and imagination in play with materials and G-2: Play Skills and Behaviors props 2.2 Participates in dramatic play themes that become more G-2: Play Skills and Behaviors involved and complex 2.3 Assumes various roles in dramatic play situations G-2: Play Skills and Behaviors 2.4 Participates freely in music activities G-1: General Social and Emotional Development 2.5 Enjoys singing games, dramatizing songs and moving to G-1: General Social and Emotional Development music 2.6 Expresses through movement what is felt and heard in G-1: General Social and Emotional Development various musical tempos and styles 2.10 Explores and manipulates art media C-1: General Eye/Finger/Hand Manipulative Skills 2.11 Creates drawings and paintings that gradually become more C-4: Draw a Person detailed and realistic CURRICULUM ASSOCIATES, Inc Fax
5 Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING STANDARD 3, COGNITIVE / INTELLECTUAL LEARNING 3.1 Shows enjoyment of books and stories and discussion of F-1: Response to and Experience with Books them 3.2 Tells a story in sequence, following the pictures in a book F-1: Response to and Experience with Books 3.3 Demonstrates knowledge of how to use a book F-1: Response to and Experience with Books 3.4 Demonstrates visual discrimination skills and visual H-1a: Visual Discrimination Forms and Uppercase Letters memory skills H-1b: Visual Discrimination Lowercase Letters and Words 3.5 Understands that print conveys a message F-1: Response to and Experience with Books 3.7 Identifies letters and signs in the environment H-1a: Visual Discrimination Forms and Uppercase Letters H-1b: Visual Discrimination Lowercase Letters and Words 3.8 Uses known letters or approximation of letters to represent written language J-1: Prints Personal Data J-2: Prints Uppercase Letters in Sequence J-3: Prints Lowercase Letters in Sequence J-4: Prints Uppercase Letters Dictated J-5: Prints Lowercase Letters Dictated J-6: Prints Simple Sentences J-7: Quality of Printing 3.9 Identifies some letters and makes some letter-sound matches I-7: Auditory Discrimination I-8: Matches Initial Consonants with Pictures 3.10 Classifies objects by physical features such as shape or color F-3: Colors F-4: Shape Concepts F-7: Classifying 3.11 Classifies objects conceptually (things that go together) F-7: Classifying 3.13 Demonstrates one-to-one correspondence K-2: Rote Counting 3.14 Demonstrates the ability to order and sequence K-5: Ordinal Position K-6: Numerals in Sequence K-7: Writes Following and Preceding Numerals K-1: Number Concepts K-2: Rote Counting K-3: Reads Numerals CURRICULUM ASSOCIATES, Inc Fax Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)
6 Arkansas Early Childhood Education Framework 3.16 Demonstrates an understanding of addition and subtraction, K-9: Addition Combinations using manipulatives K-10: Subtraction Combinations 3.18 Shows an awareness of time concepts K-12: Time 3.17 Shows understanding of different relationships of objects in F-6: Directional/Positional Concepts space (spatial relations) 3.29 Shows awareness of the roles people play in society F-10: Knows the Function of Community Helpers 3.30 Functions as a member of the classroom community D-10S: Classroom Chores 3.31 Shows awareness of safe behavior D-11S: Safety 3.32 Cares for the environment D-9S: Household Chores D-10S: Classroom Chores 4.1 Identifies body parts and understands their functions F-2b: Body Parts Expressive 4.2 Demonstrates health and personal care habits D-1: Feeding/Eating D-2: Undressing D-3: Dressing D-4: Unfastening D-5: Fastening D-6: Toileting D-7: Bathing D-8: Grooming D-1C: Feeding/Eating D-2C: Undressing D-3C: Dressing D-4C: Unfastening D-5C: Fastening D-6C: Toileting D-7C: Bathing CURRICULUM ASSOCIATES, Inc Fax
7 Arkansas Early Childhood Education Framework 4.6 Coordinates eye and hand movements to complete tasks C-1: General Eye/Finger/Hand Manipulative Skills C-2: Block Tower Building C-3: Prehandwriting C-4: Draw a Person C-5: Forms C-6: Cutting with Scissors C-1C: General Eye/Finger/Hand Manipulative Skills C-2C: Block Tower Building C-3C: Prehandwriting C-5C: Forms C-6C: Cutting with Scissors C-7S: Puzzles C-8S: Painting with Brush C-9S: Clay 4.7 Uses small muscles for self-help skills D-1: Feeding/Eating D-2: Undressing D-3: Dressing D-4: Unfastening D-5: Fastening D-6: Toileting D-7: Bathing D-8: Grooming D-1C: Feeding/Eating D-2C: Undressing D-3C: Dressing D-4C: Unfastening D-5C: Fastening D-6C: Toileting D-7C: Bathing CURRICULUM ASSOCIATES, Inc Fax
8 Arkansas Early Childhood Education Framework 4.8 Uses writing and drawing tools with control and intention C-1: General Eye/Finger/Hand Manipulative Skills C-3: Prehandwriting C-4: Draw a Person C-1C: General Eye/Finger/Hand Manipulative Skills C-3C: Prehandwriting 4.9 Freely participates in gross motor activities B-1: Standing B-2: Walking B-3: Stairs and Climbing B-4: Running B-5: Jumping B-6: Hopping B-7: Kicking B-8: Balance Beam B-9: Rolling and Throwing B-1C: Standing B-2C: Walking B-3C: Stairs and Climbing B-4C: Running B-5C: Jumping B-8C: Balance Beam B-10C: Rolling and Throwing B-11S: Ball Bouncing B-12S: Ball Striking Bats a Stationary Ball B-13S: Rhythm B-14S: Wheel Toys B-15S: Miscellaneous Gross-Motor Skills 4.10 Throws, kicks, bounces and catches B-7: Kicking B-9: Catching B-10: Rolling and Throwing B-10C: Rolling and Throwing CURRICULUM ASSOCIATES, Inc Fax
9 Arkansas Early Childhood Education Framework 4.11 Runs, jumps, hops and skips B-4: Running B-5: Jumping B-6: Hopping B-4C: Running B-5C: Jumping 4.12 Shows balance and coordination B-8: Balance Beam 4.13 Climbs up and down equipment B-3: Stairs and Climbing 5.5 Uses words to communicate ideas and feelings E-4: General Speech and Language Development E-6: Personal Data Response E-4C: General Speech and Language Development CURRICULUM ASSOCIATES, Inc Fax
10 Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING STRAND 5. LANGUAGE 5.6 Engages in two-way conversation with children and adults E-4: General Speech and Language Development E-4C: General Speech and Language Development 5.7 Participates in group discussion E-4: General Speech and Language Development E-4C: General Speech and Language Development 5.8 Uses language to problem solve E-4: General Speech and Language Development E-4C: General Speech and Language Development 5.9 Follows directions in sequence E-7: Verbal Directions E-7C: Verbal Directions CURRICULUM ASSOCIATES, Inc Fax
Preschool Development Assessment
Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.
More informationSing, Spell, Read & Write
Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,
More informationTeaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:
More informationInfant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation
COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows
More informationA Child s Developmental Milestones
A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates
More informationMISSOURI S Early Learning Standards
Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings
More informationCreative Curriculum Developmental Continuum Checklist
Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict
More informationInfant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation
COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows
More informationHighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)
HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage
More informationThe Creative Curriculum for Preschool: Objectives for Development & Learning
Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With
More informationAges and Stages 48-60 Months
The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. Four year olds are more even-tempered and cooperative with parents
More informationAligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area
Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early
More informationPortage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills
Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate
More information9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways
Alignment of the Florida Early Learning and Developmental Standards for Four-year-olds With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the
More informationFirst ring Concept: Snails Ages: 3 6 y Language discussion and Beginning knowledge Subjects, study areas, skills, content and integration
Theme: Garden visitors First ring Concept: Snails Ages: 3 6 y Participates in discussions and asks Listens and responds to simple Sings simple songs and does action rhymes Talks about pictures in posters,
More informationParachute Play. 1 week PE 1.1, 1.2, 1.3, 1.6. Objectives Methods Resources Assessment
1. demonstrate the proper grip-hold on the parachute. 2. execute proper form of the basic skills. 3. name and perform basic routines to music 4. perform directional changes and hands off moves. 5. use
More informationProgram of Studies. Preschool 2015-16
Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others
More informationAges: 3 6 y. Theme: Day and night Day 1
Theme: Day and night Day 1 First ring Concept: Day and night skies and sounds Ages: 3 6 y Talks about pictures in posters, theme charts, books etc Integration: Life Skills: Beginning knowledge Topic: Day
More informationGetting School Ready in Iowa
Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who
More informationhands-on Science & Art PRE-SCHOOL
Ages 4-6 years NOW ENROLLING for March 1 st, 2015 session hands-on Science & Art PRE-SCHOOL Enrichment Program 1(844) 265-9880 www.steamworksstudio.com STEAM Works Studio aims to deliver a balanced, STEAM
More informationQuestions to Consider in UDL Observations of Early Childhood Environments
Questions to Consider in UDL Observations of Early Childhood Environments Universally Designed Learning (UDL) environments provide considerations for the widest diversity of learners possible so that all
More informationOVERVIEW. Provide curriculum that builds upon what children already know and are able to do to enable them to connect new concepts and skills.
OVERVIEW Early childhood programs should be appropriate for the age, developmental level, and special needs of each child. The environment should be modified and adapted to promote the participation, engagement,
More informationTheme: Water animals Day 1
Theme: Water animals Day 1 First ring Concept: Fish Ages: 3 6 y Language discussion and Beginning knowledge Participates in discussions and asks questions Listens and responds to simple questions Talks
More informationCreative activities Concept: Elephants Ages: 3 6 y Main activity: Collage an elephant using torn egg boxes
Theme: Wild animals Day 1 First ring Concept: Elephants Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Sings simple songs and does action rhymes Talks
More informationTeaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:
More informationKnowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)
Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings
More informationEDUCATION SERVICES MONITORING. Completed By: Date: Site:
Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom
More informationThe head STarT Child development and early learning Framework
The head STarT Child development and early learning Framework Promoting Positive Outcomes in Early Childhood Programs Serving Children 3 5 Years Old U.S. Department of Health and Human Services Administration
More informationSimple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5...p.6
More informationCourse Overview Name of Course: Child Care I Name of Department: Family and Consumer Science
Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career
More information4.4 Early Detection Guidelines
4.4.2.2 Assessment for Identified Concerns 4.4.2.2.6 How Children Develop 9-10 Year Olds The following section outlines the major developmental milestones for nine to ten year old children. Six areas of
More informationTeaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Arizona State Early Learning Standards With Teaching Strategies
More informationInfants: (0-18 months)
Handout: Developmental Milestones Infants: (0-18 months) Developmental Milestones : 0-3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects
More informationAge Birth to Four Months Four to Eight Months
Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance
More informationContent Map For PHYSICAL EDUCATION
Content Strand: Health-Related Fitness Activities 3-PE-1 Perform, sit-ups, shuttle run, v-sit, pull ups/flexed arm hang, mile run/walk. 3-PE-2 Perform walking, jogging, aerobic dancing activities and fitness
More informationThe child becomes involved in physical, intellectual, creative, social emotional, and open-ended play. Ask open-ended questions:
Block Center The child becomes involved in physical, intellectual, creative, social emotional, and open-ended play.. Develop concepts on shape, size, balance, contrast, one-to-one correspondence, counting,
More informationAlignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition
Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards
More informationJump Around: Motor Development for Babies and Toddlers
Jump Around: Motor Development for Babies and Toddlers Danielle King: Branch Manager Lauren Mathur: Branch Librarian Debra Winslow: Youth Program Specialist Overview The Orange County Library System created
More informationKindergarten Physical Education Scope and Sequence
Kindergarten Physical Education Scope and Sequence Participate in daily activities that require physical exertion for short periods of time. Recognize physiological signs of moderate physical activity,
More informationTeaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the School Readiness Goals for Infants and in Head Start and Early Head
More informationConcept for the children s day-care facility Cologne Bumblebees e.v. International Bilingual Kindergarden
Concept for the children s day-care facility Cologne Bumblebees e.v. International Bilingual Kindergarden 1. An English/German children s day-care facility for Cologne Against the background of an increasing
More informationGrowing Up With Epilepsy
Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well
More informationAn Hour a Day to Play. Infant Activities
An Hour a Day to Play Infant Activities #Good4Growth good4growth.com Fun & Engaging Activities for Kids of All Ages Presented is a list to help kids of all ages through the following: Physical Well Being
More informationLearning Center System. Preschool Resource Guide. Muriel Wong
Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers
More informationFLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS: Birth to Five
FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS: Birth to Five The Florida Early Learning and Developmental Standards were created by using multiple resources, of which, one was the Alaska Guidelines.
More informationEarly Childhood Foundations to the Indiana Academic Standards
Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child
More informationfood intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet.
I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the preeminent responsibility of all caregivers. Safety must be
More informationEARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice
EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice SPACE AND FURNISHINGS 1. Indoor space Children need sufficient space that is well lit and has
More informationWhat Young Children Learn Through Play
FS-1430 BRIGHT BEGINNINGS #25 What Young Children Learn Through Play Sean Brotherson, Ph.D. Family Science Specialist NDSU Extension Service What do children learn from their play experiences? More than
More informationFlorida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS
Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS CHILD PERFORMANCE STANDARDS: AN OVERVIEW AND RECOMMENDATIONS HB
More informationNormal and Abnormal Development in the Infant and Pre-School Child
Normal and Abnormal Development in the Infant and Pre-School Child Steven Bachrach, M.D. Co-Director, Cerebral Palsy Program A.I. dupont Hospital for Children Development in the Infant and Child A newborn
More informationOCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
More information2012 VISUAL ART STANDARDS GRADES K-1-2
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will
More informationGoals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals
Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Interact appropriately in groups (taking turns talking or playing
More informationCase Study Child Development Kelsey Heisler May 6, 2009
Case Study Child Development Kelsey Heisler May 6, 2009 This case study is on a young girl named Hannah. She was observed in a classroom at the Early Learning Center. She is 4 years old. She is the only
More informationHopeful Lutheran Preschool 2 & 3 Year Old Daily Routine
Hopeful Lutheran Preschool 2 & 3 Year Old Daily Routine 9:00 9:25 Free Choice Children choose any activity he/she wishes. (art center, dramatic play center, science center, etc.) 9:25 9:40 Bible Time Pledge
More informationGalileo G3 Assessment Scales Alignment with Your State Standards North Carolina
Galileo G3 Assessment Scales Alignment North Carolina Assessment Technology, Incorporated 6700 E. Speedway Boulevard Tucson, Arizona 85710 Phone: 520.323.9033 Fax: 520.323.9139. Aligned using the Early
More informationPurpose: To develop physical and motor skills and promote health and well-being
Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant
More informationFIRST 5 MARIN KINDERGARTEN SCHOOL READINESS: TEACHER S FINDINGS AND OBSERVATIONS OF THE CLASS OF 08-09
FIRST 5 MARIN KINDERGARTEN SCHOOL READINESS: TEACHER S FINDINGS AND OBSERVATIONS OF THE CLASS OF 08-09 Prepared for: Amy Reisch, Executive Director First 5 Marin Children and Families Commission 1101 5th
More information0 3 Months Sensory Motor Checklist
0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited
More informationFIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information:
FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information: ~ In the area of gross motor/movement development, babies are, with support, walking
More informationThe Head Start Child Outcomes Framework DEPARTMENT OF HEALTH AND HUMAN SERVICES
THE HEAD START PATH TO POSITIVE CHILD OUTCOMES The Head Start Child Outcomes Framework DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATION FOR CHILDREN AND FAMILIES Administration on Children, Youth
More informationEARLY CHILDHOOD GUIDANCE CURRICULUM May 2008. *For EC2 and EC3: Cover competencies that are developmentally appropriate for 2 and 3 year olds.
EARLY CHILDHOOD GUIDANCE CURRICULUM May 2008 *For EC2 and EC3: Cover competencies that are developmentally appropriate for 2 and 3 year olds. 1. Standard-Academic Self-Management for Lifelong Learning
More informationThis Is. My Teen s Notebook
This Is My Teen s Notebook 1 I know it s here somewhere! 2 Practical Personal Portable 3 Recipe for a Simple System 5-6 Dividers 1 Notebook (3 ring binder) File Clipart goes here! I.E.P (Individual Education
More informationThe Creative Curriculum for Preschool
Curriculum Alignment of The Creative Curriculum for Preschool WITH Alignment of The Creative Curriculum for Preschool With Florida Early Learning and Development Standards for Four Year Olds This document
More informationMy Family FREE SAMPLE. This unit focuses on sequencing. These extension
Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children
More informationSummary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004)
Publisher Website for information Cost Age range Purpose Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Brookes Publishing www.brookespublishing.com
More informationTips for Early CarE and EduCaTion providers
Tips for Early CarE and EduCaTion providers Simple Concepts to Embed in Everyday Routines Some of the top researchers in the country offer helpful tips and concepts to help you work with young children
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More informationParents as Teachers Foundational Curriculum & PAT Approach. PA Early Learning Standards Infants- Toddlers
PA Early Learning Standards Infants- Toddlers Parents as Teachers Foundational Curriculum & PAT Approach Social and Emotional Development Goals for Infants and Toddlers General Developmental Information
More informationJanuary 2015. Dear Parents and Guardians,
January 2015 Dear Parents and Guardians, The kindergarten progress report handbook that is attached was written to acquaint parents with the design and purpose of the kindergarten progress report. In addition,
More informationKindergarten Elementary Physical Education Curriculum Moon Area School District. Month August/September
Month August/September Unit: Rules & Procedures/Safety/Low organized Games If we have a question what do we do? Classroom Rules and procedures for Where is our assigned seat? What is personal space? When
More informationPHYSICAL EDUCATION A. PROGRAM RATIONALE AND PHILOSOPHY
PHYSICAL EDUCATION A. PROGRAM RATIONALE AND PHILOSOPHY The aim of the Kindergarten to Grade 12 physical education program is to enable individuals to develop the knowledge, skills and attitudes necessary
More informationCHILD PSYCHOLOGY OBSERVATION REPORTS
CHILD PSYCHOLOGY OBSERVATION REPORTS SUBJECTS Begin immediately to secure children to observe in their home setting. Consider using children from your church or asking to use children of faculty or staff
More informationCHILDHOOD. MODULE - III Human Development OBJECTIVES. Childhood. Notes
Childhood MODULE - III 10 CHILDHOOD Childhood is a beautiful phase of life for most of us. It is a period associated with play, fantasy, and innocence. It is the crucial phase in life and involves important
More informationSAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student
SAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student Sex: F Grade: 9 ID number: 407 Code: 1 Birth Date: 1984 The following
More informationEnd of Reception Report: July 2013
End of Reception Report: July 2013 Name: Date: Communication and Language Listening and attention Understanding Speaking Child A is able to listen to instructions and follow them accurately, including
More informationLife Skills: Beginning knowledge Topic: South Africa Context: South African Symbols People Money Languages Symbols Provinces
Theme: South Africa our heritage Day 1 First ring Concept: South African symbols Participates in discussions and asks Listens and responds to simple Talks about pictures in posters, theme charts, books
More informationCHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE
CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE REGULATION 5 Reference: R5, Version: 1 [8 th March 2011] 1 This assessment guide is divided into four sections as follows: Section 1 Section 2: Section
More informationLife Skills: Beginning knowledge Topic: Pets Context: Caring for your dog Feeding Grooming Kinds Description
Theme: Pets Day 1 First ring Concept: Dogs Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Talks about pictures in posters, theme charts, books Subject:
More informationTowards Level 1 of the Victorian Essential Learning Standards
Towards Level 1 of the Victorian Essential Learning Standards Published by the Communications Division for Student Wellbeing Division Department of Education and Early Childhood Development Melbourne October
More informationContent Outline for MTTC Test Review
Content Outline for MTTC Test Review Concepts and Strategies of Physical Education Components of health-related physical fitness, the F.I.T.T. principle, and methods for applying these components. o What
More informationTeaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationEarly Child Development Kit: A Treasure Box of Activities
Early Child Development Kit: A Treasure Box of Activities Activity Guide UNICEF ECD Unit July 2009 Working Draft Acknowledgments This prototype document* was prepared by the ECD Unit with the help of Cassie
More informationCACHE Diploma in Caring for Children Level 1
Unit 1 : CFC 13: Sharing learning experiences with children Understanding of types of learning experiences, which could be shared with children, and the importance of these experiences to promote learning.
More informationFlorida Early Learning and Developmental Standards for Four Year Olds (2011)
Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities
More informationHOW CAN PHYSICAL EDUCATION SUPPORT THE NATIONAL LITERACY STRATEGY?
HOW CAN PHYSICAL EDUCATION SUPPORT THE NATIONAL LITERACY STRATEGY? All pupils have an entitlement to the whole curriculum and the key to this is the development of competent language and literacy skills.
More informationSimple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5
More informationEDEC 455 Creative Expression and Play in Early Childhood 1
EDEC 455 Creative Expression and Play in Early Childhood 1 EDEC 455 002 (3 credits) 11412 CREATIVE EXPRESSION AND PLAY IN EARLY CHILDHOOD Fall Semester 2009 Monday and Wednesday 8:30 9:45 am McKee 0253
More informationPRESCHOOL ART EDUCATION PROGRAM
PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certified
More informationThe Georgia Early Care and Education Professional Development Competencies
Page 1 The Georgia Early Care and Education Professional Development Competencies Early Care and Education Professional School-Age Care Professional Program Administrator Trainer Technical Assistance Provider
More informationPRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to
Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to
More informationGRADE ONE. End of 1st 9 Weeks. Initial Evaluation. Scoring: Not attempted 0 points Attempted 1 point Performs most 2 points Mastery 3 points
GRADE ONE Date 1. Demonstrate jumping and landing skills by using one- and two-foot take-off methods, balancing at varying levels on multiple body parts, and forming bridges using different body parts.
More informationOne Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education
PE3.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Description: Students demonstrate mature form in all locomotor and non-locomotor
More informationPlay helps children feel good about themselves
Play helps children feel good about themselves Contents Children develop their social and emotional skills through play How do young children play? Play helps children develop a positive sense of self
More informationCreate stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
More informationTAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)
TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives
More informationDevelop and maintain positive relationships with children and young people
Element PW1.1 Develop and maintain positive relationships with children and young people What you need to learn How to welcome children and young people to the setting. The communication skills you will
More information3. A variety of materials are available so that children of all skill levels have something to play with.
The Incredible Years BEST PRACTICES INVENTORY-R* DATE / / CLASSROOM ARRANGEMENT 1. The classroom has clearly defined and well-equipped learning centers. The number of children allowed in a center is limited
More information