ACTIVITY PLANS
North Carolina Foundations for Early Learning and Development
North Carolina Foundations Task Force
North Carolina Foundations for Early Learning and Development North Carolina Foundations Task Force
North Carolina Foundations for
Early Learning and Development
© 2013. North Carolina Foundations
Task Force.
Writers
Catherine Scott-Little Human Development and Family Studies Department
UNG-Greensboro
Glyn Brown SERVE Center
UNG-Greensboro
Edna Collins Division of Child Development and Early Education
NC Department of Health and Human Services
Editors
Lindsey Alexander Lindsey Alexander Editorial
Katie Hume Frank Porter Graham Child Development Institute
UNG-Chapel Hill
Designer
Gina Harrison Frank Porter Graham Child Development Institute
UNG-Chapel Hill
Photography
Pages: 60 and 143 courtesy of
UNG-Greensboro, Child Care Education Program.
36, 54, 135, 136, front cover (group shot), and
back cover (infant) courtesy of
NC Department of Health and Human Services,
Division of Child Development and Early Education.
All others: Don Trull, John Cotter
Frank Porter Graham Child Development Institute
UNG-Chapel Hill
The North Carolina Foundations for Early
Learning and Development may be freely
reproduced without permission for non-profit,
educational purposes.
Electronic versions of this report are available
from the following websites:
http://ncchildcare.dhhs.state.nc.us
http://www.ncpublicschools.org/earlylearning
Suggested citation: North Carolina
Foundations Task Force. (2013). North
Carolina foundations for early learning and
development. Raleigh: Author.
Funding for this document was provided by
the North Carolina Early Childhood Advisory
Council using funds received from a federal
State Advisory Council grant from the
Administration for Children and Families, U.S.
Department of Health and Human Services.
ii North Carolina Foundations for Early Learning and Development
Table of Contents
Acknowledgements ......................................v
Introduction ............................................. 1 Purpose of Foundations.................................................................... 2 Organization of This Document ............................................................3 How to Use Foundations ...................................................................6 Domains, Subdomains, and Goals Overview .................................................. 8 Guiding Principles....................................................................... 13 Effective Use of Foundations with All Children .. .............................................15 Foundations and Children's Success in School................................................ 17 Helping Children Make Progress on Foundations Goals: It Takes Everyone Working Together ....................................................... 20 Frequently Asked Questions .............................................................. 22
Approaches to Play and Learning (APL) ...................26 Curiosity, Information-Seeking, and Eagerness ............................................. . 30 Play and Imagination.....................................................................34 Risk-Taking, Problem-Solving, and Flexibility ................................................. 38 Attentiveness, Effort, and Persistence..................................................... . 42
Emotional and Social Development (ESD) .................47 Developing a Sense of Self................................................................51 Developing a Sense of Self With Others ....................................................55 Learning About Feelings.... ..............................................................60
iii North Carolina Foundations for Early Learning and Development
Health and Physical Development (HPD).................64 Physical Health and Growth.............................................................. .68 Motor Development..................................................................... 73 Self-Ca re...............................................................................78 Safety Awareness....................................................................... 82
Language Development and Communication (LDC)....... 85 Learning to Communicate................................................................ 90 Foundations for Reading................................................................. 101 Foundations for Writing................................................................. 111
Cognitive Development (CD) ........................... 113 Construction of Knowledge: Thinking and Reasoning ........................................ 118 Creative Expression........................................... .......................... 124 Social Connections...................................................................... 128 Mathematical Thinking and Expression .................................................... 134 Scientific Exploration and Knowledge ..................................................... 141
Supporting Dual Language Learners (DLL) ..............145 Defining Dual Language Learners........................................................146 The Dual Language Learning Process..................................................... 146 D L L and Culture ....................................................................... 147 The Importance of Families.............................................................. 149 D L L and Standards.....................................................................150 Conclusion............................................................................151
Glossary...............................................152
Selected Sources .......................................160
iv North Carolina Foundations for Early Learning and Development
Acknowledgments
In 2011, the North Carolina Early Childhood
Advisory Council (ECAC) launched and funded the
important project of revising the Infant-Toddler
Foundations and Preschool Foundations to
create the North Carolina Foundations for Early
Learning and Development-a single document
that describes children's development and
learning from birth to age five. Leaders from the
Division of Child Development and Early
Education as well as the Office of Early Learning in
the Department of Public Instruction provided
critical advice, oversight, and vision on the
Foundations and its implementation. As listed
below, many individuals from across the state
devoted their time and expertise to this task force.
We are grateful to everyone's work on this
important resource for our state.
This publication is dedicated to North Carolina's
early childhood professionals, teachers, and
caregivers who nurture and support the
development of many young children while their
families work or are in school.
Expert Reviewers Laura Berk
Professor Emeritus, Psychology Department Illinois State University
Sharon Glover Cultural Competence Consultant Glover and Associates
Melissa Johnson Pediatric Psychologist WakeMed Health and Hospitals
Patsy Pierce Speech Language Pathologist Legislative Analyst NC General Assembly Research Division
NC Foundations Task Force
Inter-Agency Leadership Team Division of Child Development and Early Education NC Department of Health and Human Services
Deb Cassidy Anna Carter Edna Collins Jani Kozlowski Lorie Pugh
Office of Early Learning NC Department of Public Instruction
John Pruette Jody Koon
Human Development and Family Studies Department UNG-Greensboro
Catherine Scott-Little, Co-Facilitator Sheresa Boone Blanchard
Frank Porter Graham Child Development Institute UNG-Chapel Hill
Kelly Maxwell, Co-Facilitator
V North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont.) Foundations Revisions Expert
Work group
Norm Allard Pre-K Exceptional Children Consultant Office of Early Learning NC Department of Public Instruction
Joe Appleton Kindergarten Teacher Sandy Ridge Elementary School
Cindy Bagwell Co-Chair of Cognitive Development Work group Early Childhood Education Consultant Office of Early Learning NC Department of Public Instruction
Harriette Bailey Assistant Professor Birth-Kindergarten Program Coordinator Department of Education, Shaw University
Sheila Bazemore Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services
Bonnie Beam Director Office of School Readiness, Cleveland County Schools
Gwen Brown Regulatory Supervisor Division of Child Development and Early Education NC Department of Health and Human Services
Paula Cancro Preschool Director Our Lady of Mercy Catholic School
Deborah Carroll Branch Head Early Intervention, Division of Public Health NC Department of Health and Human Services
Kathryn Clark Professor, Child Development Program Coordinator Child Development, Meredith College
Renee Cockrell Pediatrician Rocky Mount Children's Developmental Services Agency
Lanier DeGrella Infant Toddler Enhancement Project Manager Child Care Services Association
Sherry Franklin Quality Improvement Unit Manager Division of Public Health NC Department of Health and Human Services
Kate Gallagher Child Care Program Director Frank Porter Graham Child Development Institute UNG-Chapel Hill
Khari Garvin Director, Head Start State Collaboration Office Office of Early Learning NC Department of Public Instruction
Cristina Gillanders Scientist Frank Porter Graham Child Development Institute UNG-Chapel Hill
Pamela Hauser Child Care Licensing Consultant Division of Child Development and Early Education NC Department of Health and Human Services
Ronda Hawkins Chair of Emotional and Social Development Work group Early Childhood Program Coordinator Sandhills Community College
Patricia Hearron Chair of Approaches to Learning Work group Professor, Family and Consumer Sciences Appalachian State University
Staci Herman-Drauss Infant Toddler Education Specialist Child Care Services Association
Vivian James 619 Coordinator Pre-K Exceptional Children, Office of Early Learning North Carolina Department of Public Instruction
LaTonya Kennedy Teacher Mountain Area Child and Family Center
Dore LaForett Investigator Frank Porter Graham Child Development Institute UNG-Chapel Hill
Beth Leiro Physical Therapist Beth Leiro Pediatric Physical Therapy
Gerri Mattson Pediatric Medical Consultant Division of Public Health NC Department of Health and Human Services
Janet McGinnis Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services
vi North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont.) Margaret Mobley
Manager, Promoting Healthy Social Behavior in
Child Care Settings
Child Care Resources, Inc.
Judy Neimeyer Professor Emerita
Specialized Education Services
UNG-Greensboro
Eva Phillips Instructor, Birth-Kindergarten Education
Winston-Salem State University
Jackie Quirk Chair of Health and Physical Development Work group Project Coordinator
NC Child Care Health and Safety Resource Center
UNG Gillings School of Global Public Health
Amy Scrinzi Co-Chair of Cognitive Development Work group Early Mathematics Consultant
Curriculum and Instruction Division
NC Department of Public Instruction
Janet Singerman President
Child Care Resources, Inc.
Diane Strangis Assistant Professor
Child Development, Meredith College
Dan Tetreault Chair of Language and Communication Work group K-2 English Language Arts Consultant
Curriculum and Instruction Division
NC Department of Public Instruction
Brenda Williamson Assistant Professor, Birth-Kindergarten Teacher Education
Program Coordinator
NC Central University
Gale Wilson Regional Specialist
NC Partnership for Children
Catherine Woodall Education Consultant
Division of Child Development and Early Education
NC Department of Health and Human Services
Doyle Woodall Preschool Teacher
Johnston County Schools
Dual Language Learners Advisory Team
Catherine Scott-Little, Chair Associate Professor, Human Development and Family Studies
UNG-Greensboro
Tanya Dennis Telamon Corporation
Shari Funkhouser Pre-K Lead Teacher
Asheboro City Schools
Cristina Gillanders Scientist
Frank Porter Graham Child Development Institute
UNG-Chapel Hill
Belinda J. Hardin Associate Professor, Specialized Education Services
UNG-Greensboro
Norma A. Hinderliter Special Education Expert
Adriana Martinez Director
Spanish for Fun Academy
Tasha Owens-Green Child Care and Development Fund Coordinator
Division of Child Development and Early Education
NC Department of Health and Human Services
Gexenia E. Pardilla Latino Outreach Specialist
Child Care Resources Inc.
Jeanne Wakefield Executive Director
The University Child Care Center
Strategies Work group Sheresa Boone Blanchard, Chair
Child Development and Family Studies
UNG-Greensboro
Patsy Brown Exceptional Children Preschool Coordinator
Yadkin County Schools
Kristine Earl Assistant Director
Exceptional Children's Department
Iredell-Statesville Schools
Cristina Gillanders Scientist
Frank Porter Graham Child Development Institute
UNG-Chapel Hill
Wendy H-G Gray Exceptional Children Preschool Coordinator
Pitt County School System
vii North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont.) Patricia Hearron
Professor, Family and Consumer Sciences
Appalachian State University
Staci Herman-Drauss Infant Toddler Education Specialist
Child Care Services Association
Tami Holtzmann Preschool Coordinator
Thomasville City Schools
Renee Johnson Preschool Coordinator
Edgecombe County Public School
Jenny Kurzer Exceptional Children Preschool Coordinator
Burke County Public Schools
Brenda Little Preschool Coordinator
Stokes County Schools
Karen J. Long Infant Toddler Specialist
Child Care Resources, Inc
Jackie Quirk Project Coordinator
NC Child Care Health and Safety Resource Center
UNG Gillings School of Global Public Health
Brenda Sigmon Preschool Coordinator
Catawba County/Newton Conover Preschool Program
Teresa Smith Preschool Coordinator
Beaufort County Schools
Susan Travers Exceptional Children Curriculum Manager and
Preschool Coordinator
Buncombe County Schools
Rhonda Wiggins Exceptional Children Preschool Coordinator
Wayne County Public Schools
viii North Carolina Foundations for Early Learning and Development
Introduction
Children's experiences before they enter school
matter-research shows that children who
experience high-quality care and education, and
who enter school well prepared, are more
successful in school and later in their lives.
Recognizing the importance of the early
childhood period, North Carolina has been a
national leader in the effort to provide high
quality care and education for young children.
Programs and services such as Smart Start, NC
Pre-K, early literacy initiatives, Nurse Family
Partnerships and other home visiting programs,
and numerous other initiatives promote children's
learning and development. Quality improvement
initiatives such as our Star Rated License, Child
Care Resource and Referral ( CCR&R) agencies,
T.E.A.C.H. Early Childhood® Scholarship Project,
and the Child Care W.A.G.E.S.® Project are
designed to improve the quality of programs and services and, in turn, benefit children. Although
the approaches are different, these programs and
initiatives share a similar goal-to promote better
outcomes for North Carolina's young children.
This document, North Carolina Foundations for
Early Learning and Development (referred to as
Foundations), serves as a shared vision for what
we want for our state's children and answers the
question "What should we be helping children
learn before kindergarten?" By providing a
common set of Goals and Developmental
Indicators for children from birth through
kindergarten entry, our hope is that parents,
educators, administrators, and policy makers can
together do the best job possible to provide
experiences that help children be well prepared
for success in school and life.
This Introduction provides important
information that adults need in order to use Foundations effectively. We discuss the
purpose of the document, how it should be
used, and what's included. We've also tried
to answer questions that you might have, all
in an effort to help readers understand and use Foundations as a guide for what we want
children to learn during their earliest years.
Foundations can be used to:
• Improve teachers' knowledge of child development;
• Guide teachers' plans for implementing curricula;
• Establish goals for children's development and learning that are shared across programs and services; and
• Inform parents and other family members on age-appropriate expectations for children's development and learning.
1 North Carolina Foundations for Early Learning and Development
A Note About Terminology
Foundations is designed to be useful to a broad range of professionals who work with children. In this document we refer to "teachers and caregivers." This terminology includes anyone who works with children-teachers, caregivers, early educators, early interventionists, home visitors, etc. The document also refers to "children" generically, which is intended to include infants, toddlers, and preschool children.
Purpose of Foundations North Carolina's Early Childhood Advisory
Committee, Division of Child Development and
Early Education, and Department of Public
Instruction Office of Early Learning worked
together to develop Foundations to provide
a resource for all programs in the state.
Foundations describes Goals for all children's
development and learning, no matter what
program they may be served in, what language
they speak, what disabilities they may have,
or what family circumstances they are
growing up in. Teachers and caregivers can
turn to Foundations to learn about child
development because the document provides
age-appropriate Goals and Developmental
Indicators for each age level-infant, toddler,
and preschooler. Foundations is also intended
to be a guide for teaching-not a curriculum
or checklist that is used to assess children's
development and learning, but a resource
to define the skills and abilities we want
to support in the learning experiences we
provide for children. The Goals for children
can be used by teachers, caregivers, early
interventionists, home visitors, and other
professionals who support and promote
children's development and learning. It is,
however, important to remember that while
Foundations can help you determine what
is "typical" for children in an age group, the
Developmental Indicators may not always
describe a particular child's development.
When a child's development and learning
does not seem to fit what is included in the
continuum under his/her age level, look at the
Developmental Indicators for younger or older
age groups to see if they are a better fit for the
child. Your goal is to learn what developmental
steps the child is taking now, and to meet the
individual needs of that child on a daily basis.
Foundations can also be used as a resource
for parents and other family members. All
parents wonder if their child is learning what's
needed in order to be successful in school.
Parents will find it helpful to review the Goals
and Developmental Indicators to learn what
most early educators in North Carolina feel are
appropriate goals for young children.
Finally, Foundations is a useful document
for individuals who do not work directly
with children, but who support teachers
and caregivers in their work. It is important to take stock to see if a program's learning
environment, teaching materials, learning
activities, and interactions are supporting
children's development in the areas described
2 North Carolina Foundations for Early Learning and Development
in Foundations. Administrators can use
Foundations as a guide to evaluate the types
of learning experiences provided in their
program. Foundations can also be a resource
to identify areas where teachers and caregivers need to improve their practices and as a
basis for professional development. Training
and technical assistance providers should
evaluate the support they provide to teachers
and caregivers to ensure that the professional
development is consistent with the Goals and
Developmental Indicators. Furthermore,
Foundations can be used as a textbook in
higher education courses and a training manual
for in-service professional development. In
summary, Foundations is designed to be a
resource for teachers, caregivers, parents,
administrators, and professional development
providers as we work together to support the
learning and development of North Carolina's
youngest children.
O rga n i zati o n of Th i s D oc u m e nt This document begins with this Introduction,
which provides background information
on the use of Foundations. Following the
Introduction, you will find the Goals and
Developmental Indicators, which describe
expectations for what children will learn prior
to kindergarten, starting with infancy and
covering all ages through kindergarten entry.
A glossary with definitions of key terms that
are used throughout Foundations is included
at the end of the document.
The Goals and Developmental Indicators are
divided into five domains: • Approaches to Play and Learning (APL) • Emotional and Social Development (ESD) • Health and Physical Development (HPD) • Language Development and
Communication (LDC) • Cognitive Development (CD)
Because infants', toddlers', and preschool
children's bodies, feelings, thinking skills,
language, social skills, love of learning, and
knowledge all develop together, it is essential
that we include all five of these domains in
Foundations. None of the domains is more
or less important than others, and there is
some overlap between what is covered in one
domain and what's covered in other domains.
This is because children's development
and learning is integrated or interrelated.
The progress that a child makes in one
domain is related to the progress he or she
makes in other domains. For example, as
a child interacts with adults (i.e., Social
Development), she/he learns new words
(i.e., Language Development) that help her/
him understand new concepts (i.e., Cognitive
Development). Therefore, it is essential that
Foundations address all five domains, and
that teachers and caregivers who are using
Foundations pay attention to all five domains.
At the beginning of each domain section,
you will find a domain introduction that
describes some of the most important ideas
related to the domain. This introductory
information helps you understand what
aspects of children's learning and development
are included in the domain. The introduction
is followed by the Goal and Developmental
Indicator Continuum (sometimes called a
"Continuum" for short in this document) for
each domain. The Continuum for each domain
is a chart that shows the Goals for the domain,
and the Developmental Indicators related to
each Goal for each age level. As the sample
chart on the next page shows, North Carolina
has elected to arrange our Developmental
Indicators along a continuum so that all of
the Developmental Indicators for the age
levels between birth and kindergarten entry
are included on the same row. This format
allows teachers and caregivers to easily look
across the age levels to see the progression
that a child might make toward the Goal.
3 North Carolina Foundations for Early Learning and Development
The Goals are organized in subdomains
or subtopics that fall within the domain.
Goals are statements that describe a general
area or aspect of development that children
make progress on through birth through
age five. The Developmental Indicators
are more specific statements of expectations
for children's learning and development
that are tied to particular age levels. A Goal
and Developmental Indicator Continuum is
provided for each Goal.
A p p ro a c h e s to P lay a n d Lea rn i n g {AP L} C u r i osity, I nformation-S e e ki n g , a n d Eage r n ess
Goal APL-1 : C h i l d r e n s h ow c u r i osity and express i nterest in the wor l d aro u n d t h e m .
Deve l o p m ental I n d i c ators
I nfants
• Show i nterest i n others (sm i l e or gaze at caregiver, make sounds or move body when other person is near) . APL- ta
• Show i nterest i n themse lves (watch own hands, play with own feet ) . APL- t b
• React t o n e w sights, sou n d s , tastes, smells, and touches (stick out tongue at fi rst solid food , t u rn head q u ickly when door slams) . A PL- t c
Yo unger Toddlers
• I m itate what oth e rs are d o i n g . APL- t d
• Show c u riosity about their s u rro u n d i ngs (with pointi n g , facial expression s , words) . A PL- t e
• Show pleasure when exploring and making things happen (clap , s m i l e , repeat action a g a i n a n d agai n ) . A PL- t f
Older Toddlers
• Discover things that interest and amaze them , a n d seek to share them with others. APL- t g
• Show pleasure in new ski l l s and i n what they have d o n e . A PL- t h
• Watch what others are doing and often try to partici pate . APL- ti
Yo unger Preschoolers
• D iscover things that i nterest and amaze the m , and seek to share them with oth e rs . APL- t j
• C o m m u n i cate i nterest to others t h rough verbal and nonverbal means (take teac her to the science center to see a new a n i m a l ) . APL- t k
• Show i nterest in a g rowi n g range o f topics, ideas, and tasks . APL- t i
Older Preschoolers
• D iscover things that i nterest and amaze the m , and seek to share them with others . APL- t m
• Com m u n icate i nterest to others t h rough verbal and nonverbal means (take teac her to the science center to see a new a n i m a l ) . A PL- t n
• S h o w i nterest i n a g rowi n g range of topics, ideas, and tasks . A PL- t o
• Demonstrate i nterest i n maste ring new ski l l s (e . g . , writing name, rid i n g a b i ke , dance moves, b u i l d i n g s k i l l s ) . APL- tp
S u b d o m a i n
defines areas with i n each domain
more specifi cal ly
Goal
provi des a broad statement of what c h i l dren s h o u l d know or
be able to d o
D o m a i n
refers t o t h e broad area of l earn i n g or development that is being addressed G o a l a n d D evelopmental
I n d i cator Conti n u u m
is t h e chart that shows t h e Goal and corresponding Developmental
I n d i cators for each age l evel
Deve lopmental I n d i c ator
provi des more specific i nformati on about what children s h o u l d know or be
able to do at
- -
-
-
4 North Carolina Foundations for Early Learning and Development
The Developmental Indicators are grouped
into five age groups or levels: Infants,
Younger Toddlers, Older Toddlers, Younger
Preschoolers, and Older Preschoolers. The
age levels or groups are intended as a
guide to help the reader know where
to start when using each Goal and
Developmental Indicator Continuum.
Generally, the Developmental Indicators
describe expectations that many
children will reach toward the end of
their respective age level. They are not,
however, hard and fast requirements or
expectations for what children should
be able to do at the end of the age level.
The fact that there is overlap across the age
levels shows that what children know and
are able to do at one age is closely related
to what they know and are able to do at
the previous and the next age levels. Most
children will reach many, but not necessarily
all, of the Developmental Indicators that are
listed for their age level; some will exceed the
Developmental Indicators for their age level
well before they are chronologically at the
upper end of the age range; and others may
never exhibit skills and knowledge described
for a particular age level. Each Goal and
Developmental Indicator Continuum is
designed to help teachers and caregivers
identify where an individual child might
be on the learning continuum described in
the Developmental Indicators, and to easily
see what might have come before and what
might come after the child's current level of
development.
The Developmental Indicators are numbered
so that it is easier to find specific items. The
identification system is the same for all
Developmental Indicators across all five
domains. First, there is an abbreviation of the
domain where the Developmental Indicator is
found (APL for Approaches to Play and
Learning in the sample chart). The
abbreviation is followed by a number that
indicates what Goal the Developmental
Indicator is associated with (1 for Goal 1 in the sample chart). Finally, each of the
Developmental Indicators for each Goal has a
letter that reflects the order of the item. The
first indicator in the infant age level begins
with the letter "a," the second indicator begins
with the letter "b," etc. All subsequent
indicators are assigned a letter in alphabetical
order. (The sample chart shows Developmental
Indicators "a" through "p"). The numbering
system is simply a way to help teachers and
caregivers communicate more easily about the
Developmental Indicators (i.e., so they can
refer to specific indicators without having to
write or say the whole indicator), and does not
Age Periods The Developmental Indicators are divided into overlapping age levels shown below. These age ranges help the reader know where to start when using the Developmental Indicators. They describe expectations many children will reach toward the e n d of the respective age level , but are not req u i re m e n ts for what children should know and be able to do at the end of the age period.
• I nfa nts: birth to 1 2 months • Yo u n g e r Tod d lers: 8 - 21 months • O l d e r Tod d lers: 1 8 - 3 6 months • Yo u n g e r Preschoolers: 36 - 48 months • O l d e r Preschoolers: 48 - 6 0 + months
Developmental Indicator
Numbering System
D o m a i n Abbreviat i o n
APL ES D H PD
LDC CD
Goal N u m b e r
1 - 1 5
I n d icator Letter a - z
5 North Carolina Foundations for Early Learning and Development
imply that any Developmental Indicator is
more important or should come before others
within the same age level. Occasionally, the
same Developmental Indicators apply to two or
more age levels. Arrows are used to show
where these Developmental Indicators repeat.
The final resources included in Foundations
are the strategies that are provided at the
end of each Goal and Developmental Indicator
Continuum. These strategies provide ideas
for how teachers and caregivers can support
children's development and learning in
the areas described in the Developmental
Indicators. They are a guide for the types of
teaching practices and interactions adults
can use to foster children's progress on the
Developmental Indicators. The list includes
strategies that can be used to promote the
learning and development of all children,
and some strategies that are specifically
designed to provide ideas on how to work with
Dual Language Learners and children with
disabilities. The strategies that give specific
ideas for accommodations and ways to promote
second-language learning may be particularly
helpful for teachers working with these groups
of children. Most of the strategies are practices
that can be carried out as part of a child's
everyday activities. They are not intended to be
an exhaustive list of how teachers can support
children's growth and development, but are
a place to start when planning activities to
support children's progress.
H ow to Use Foundations To get a general idea of what is included in
Foundations, we suggest that you begin by
reading the entire document cover to cover.
This will help you get a sense of each section
and how the various pieces fit together.
Once you have reviewed Foundations as a
whole, you are then ready to focus on the
children in your care. Included within each
Goal is a set of Developmental Indicators
that explain what behaviors or skills to look
for according to the age of the child. Check
the age level to see which Developmental
Indicators (infants, younger toddlers, older
toddlers, younger preschoolers, or older
preschoolers) might apply to the children
you work with, and study those indicators to
know what is typical for your children. It may
be helpful to start by focusing on one domain
at a time.
Foundations describes what children at
different stages of development often are able
to do toward the end of the age period. You
will probably notice that children in your
group regularly do some of the things listed
for their age level. They may just be starting to
show some of the abilities, and they may not
yet do some of the things described. This is
normal. Use the Developmental Indicators to
think about next steps for each child in your
group. Then consider the natural moments
during the day that might offer chances
for children to take these next steps. What
activities might you plan? What materials might
you add to the environment? For children with
disabilities or special needs who may not be at
the same level as other children their age, use
the same process described above: think about
next steps for these children by considering
their current level of development and how
they might develop next.
Next, consider the strategies listed after the
Development Indicators. They can help you
think about how to use a natural moment
or everyday learning opportunity to address
specific areas of children's development and
learning. Many of these strategies can be
carried out with no special equipment. Choose
strategies that seem most likely to help the
children you teach and care for take their
6 North Carolina Foundations for Early Learning and Development
next steps. Sometimes the Developmental
Indicators for a child's age level do not seem to
describe how a particular child is developing
right now. This may happen whether or not a
child has a disability. When this happens, look
at guidelines for younger or older age groups
as appropriate. Your goal is always to learn
what developmental steps the child is taking
now. Then you can choose strategies to support
those next steps. Many strategies for children
with disabilities are suggested. Be creative and
find ways to adapt other strategies. Families and
other professionals can suggest additional ideas.
Finally, seek additional professional
development to help you use the document
effectively. Foundations is designed to be a
useful resource for teachers and caregivers
and provides a wealth of useful information
that can be used to improve the quality of
care provided to children. It is not, however, intended to be used alone, without additional
resources, and does not replace the need
for continued professional development.
Supervisors, mentors, college instructors, and
technical assistant providers offer important
support for teachers and caregivers using
Foundations. It is important, therefore, to follow the steps described above to use
Foundations and to also seek additional
information and professional development in
order to use the document effectively.
Goals and
Developmental Indicators
S H O U L D Be Used To . . .
• Promote development of the whole child, including physicale, emotional-sociale, language , cognitive developmente, and learning characteristics.
• Provide a common set of expectations for children's development ande, at the same time , validate the individual differences that should be expected in children.
• Promote shared responsibility for children's early care and education.
• Emphasize the importance of play as an instructional strategy that promotes learning in early childhood programs.
• Support safee, clean , caring , and effective learning environments for young children.
• Support appropriate teaching practices and provide a guide for gauging children's progress.
• Encourage and value family and community involvement in promoting children's success.
• Reflect and value the diversity that exists among children and families served in early care and education programs across the state.
Goals and
Developmental Indicators
Should NOT Be U sed To . . .
• Stand in isolation from what we know and believe about children's development and about quality early education programs.
• Serve as an assessment checklist or evaluation tool to make high-stakes decisions about children's program placement or entry into kindergarten.
• Limit a child's experiences or exclude children from learning opportunities for any reason.
• Seteup conflicting expectations and requirements for programs.
• Decide that any child has "failed" in any way.
• Emphasize child outcomes over program requirements.
7 North Carolina Foundations for Early Learning and Development
D o m a i n s , S u bdo m a i n s , a n d G oa ls Ove rvi ew Ap proac h es to Play and Learning (AP L)
Cu r i o s ity, I nfo r m ati o n-Seeki n g , a n d E a g e r n ess
• G oal APL-1 : C h i ldren show curiosity and express interest in the world around them. • G oal APL-2 : C h i ldren actively seek to understand the world around them.
P l ay a n d I m a g i n at i o n
• G oal APL-3 : C h i ldren engage i n increasing ly complex play. • G oal APL-4 : C h i l dren demonstrate creativity, imagination , and inventiveness.
R i s k-Ta ki n g , Pro b l e m-So lvi n g , a n d Fl exi b i l ity
• G oal APL-5 : C h i l dren are wi l l ing to try new and chal leng ing experiences . • G oal APL-6 : C h i l dren use a variety of strateg ies to solve problems.
Atte ntive n ess, Effo rt, a n d Pers i ste n c e
• G oal APL-7: C h i ldren demonstrate initiative. • G oal APL-8 : C h i ldren maintain attentiveness and focus. • G oal APL-9 : C h i l dren persist at chal leng ing activities.
8 North Carolina Foundations for Early Learning and Development
Emotional and Social Development ( E S D )
Deve l o p i n g a S e n s e of S e l f
• Goal ES D-1 : C h i l dren demonstrate a positive sense of self-identity and self-awareness. • Goal ES D-2 : C h i l dren express positive feel ings about themselves and confi dence in what they can do.
Deve l o p i n g a S e n s e of Self With Ot h e rs
• Goal ES D-3 : C h i ldren form relationships and interact positively with fami l iar adults who are consisten and responsive to their needs. • Goal ES D-4 : C h i l dren form relationships and interact positively with other ch i ldren. • Goal ES D-5 : C h i ldren demonstrate the social and behavioral ski l ls needed to successful ly participate in groups.
Lea r n i n g About Feel i n g s
• Goal ES D-6 : C h i ldren identify, manage, and express their feelings. • Goal ES D-7: C h i ldren recognize and respond to the needs and feel ings of others.
9 North Carolina Foundations for Early Learning and Development
H ealth and Physical Development ( H P D )
Phys i c a l H ea l t h a n d G rowth
• G oal H P D-1 : C h i l dren develop healthy eating habits. • G oal H P D-2 : C h i l dren engage in active physical play indoors and outdoors. • G oal H P D-3 : C h i ldren develop healthy sleeping habits.
M oto r Deve l o p m ent
• G oal H P D-4 : C h i ldren develop t h e large muscle control and abil ities needed t o move throug h and explore their environment. • G oal H P D-5 : C h i ldren develop small muscle control and hand-eye coord ination to manipulate objects and work with tools.
S e l f-Ca re
• G oal H P D-6 : C h i ldren develop awareness of their needs and the abil ity to communicate their needs. • G oal H P D-7: C h i ldren develop i independence in caring for themselves and their environment.
S afety Awa ren ess
• G oal H P D-8 : C h i ldren develop awareness of basic safety rules and beg in to fol low them.
1 0 North Carolina Foundations for Early Learning and Development
Language Development and Communication ( LDC)
Lea rn i n g to Co m m u n i cate
• G oal LDC-1 : C h i ldren understand communications from others. • G oal LDC-2 : C h i ldren participate in conversations with peers and adults in one-on-one , smal l , and larger group interactions. • G oal LDC-3 : C h i l dren ask and answer questions in order to seek help, get information , or clarify someth ing that is not understood. • G oal LDC-4 : C h i ldren speak aud ibly and express thoug hts , feel ings, and ideas clearly. • G oal LDC-5 : C h i l dren describe fami l iar people, places , th ings, and events. • G oal LDC-6 : C h i l dren use most grammatical constructions of their home language wel l. • G oal LDC-7: C h i l dren respond to and use a growing vocabulary.
Fo u n d at i o n s fo r R e a d i n g
• G oal LDC-8 : C h i l dren develop interest i n books and motivation to read. • G oal LDC-11 : C h i ldren develop phonological awareness. • G oal LDC-1 2 : C h i ldren develop knowledge of the alphabet and the alphabetic principle.
Fo u n d at i o n s fo r Writi n g
• G oal LDC-1 3 : C h i l dren use writing and other symbols to record information and communicate for a variety of purposes. • G oal LDC-1 4 : C h i l dren use knowledge of letters in their attempts to write. • G oal LDC-1 5 : C h i l dren use writing ski lls and writing conventions.
1 1 North Carolina Foundations for Early Learning and Development
Cognitive Development ( C D )
C o n st r u cti o n of Knowl e d g e : Th i n ki n g and Reaso n i n g
• G oal C D-1 : C h i l dren use their senses to construct knowledge about the world around them. • G oal C D-2 : C h i l dren recall information and use it for new situations and problems. • G oal C D-3 : C h i ldren demonstrate the abi l ity to th ink about their own th inking : reasoninge, taking perspectives , and making decisions.
Creative Exp ress i o n
• G oal C D-4 : C h i l dren demonstrate appreciation for d ifferent forms of artistic expression. • Goal C D-5e: C h i ldren demonstrate self-expression and creativity in a variety of forms and contexts , including play, visual arts, music, dramae, and dance.
S o c i a l Co n n ecti o n s
• G oal C D-6 : C h i ldren demonstrate knowledge of relationships and roles with in their own fami l ies , homes , classrooms , and communities. • G oal C D-7: C h i ldren recognize that they are members of d ifferent groups (e. g. fami ly, preschool class, cultural group). • G oal C D-8 : C h i ldren identify and demonstrate acceptance of simi larities and d ifferences between themselves and others. • G oal C D-9 : C h i ldren explore concepts connected with their dai ly experiences in their community.
M at h e m at i c a l Th i n ki n g a n d Exp ress i o n
• G oal C D-1 0 : C h i l dren show understand ing of numbers and quantities during play and other activities. • G oal C D-11 : C h i l dren compare , sort , group , organize , and measure objects and create patterns in their everyday environment. • G oal C D-1 2 : C h i l dren identify and use common shapes and concepts about position during play and other activities. • G oal C D-1 3 : C h i ldren use mathematical th inking to solve problems in their everyday environment.
S c i e nt i f i c Exp l o rati o n a n d Knowl e d g e
• G oal C D-14 : C h i ldren observe and descr i be characteristics of l iving th ings and the physical world. • G oal C D-1 5 : C h i l dren explore the natural world by observing , manipulating objects , asking questions, making pred ictions, and developing
generalizations.
1 2 North Carolina Foundations for Early Learning and Development
G u i d i n g Pri n c i p les 1 . D eve lo p m e n t a n d lea rn i n g a c ross
the fu ll co nti n u u m fro m b i rth to fi ve yea rs (i nfa nt, tod d le r, a n d p re s c h o o l) i s i m p o rta nt.
Learning and development begin before
birth and continue throughout life. Each
stage of a young child's development
makes an important contribution to
later success. Good prenatal care and
high-quality early care and education
experiences throughout the early
childhood period are essential. Teachers
and caregivers can use Foundations
as a guide to provide positive learning
experiences for young children of all ages,
starting at birth and continuing through
the time children enter kindergarten.
2. E a c h c h i ld i s u n i q u e .
Children's development results from
a combination of many factors, such
as the characteristics they are born
with, the culture they live in, and their
experiences with their family and in other
settings such as early care and education
programs. Foundations should be used as
a guide to understand how development
generally unfolds, but children will
differ in how and when they demonstrate
progress in the areas described within the
Developmental Indicators.
3. Deve lo p m e n t occ u rs i n p red i cta b le p atte r n s b u t a n i n d i v i d u a l c h i ld ' s d eve lo p m ental p r o g ress i s ofte n u n eve n a c ross d iffe re nt sta g e s a n d a c ross d eve lo p m e ntal d o m a i n s .
Even though each child is unique, there
are some predictable steps or stages of
development. One ability or skill usually
develops before another, and skills that
develop earlier often are the foundation
for skills that develop later. Children vary
a great deal, however, in when and how
they reach each stage, and they may make
more progress in one area of development
than another.
4. Yo u n g c h i ld re n ' s lea rn i n g is i nteg rated a c ross d i ffe re nt a reas of d eve lo p m e nt so Foundations- a n d lea rn i n g ex p e r i e nces p rovi d e d fo r c h i ld re n - m u st a d d ress a ll d o m a i n s .
As young children learn and grow, each
area of their development is interrelated
and makes a contribution to how well
they learn and master new skills. Their
growth in the different domains-
physical, emotional-social, approaches
to play and learning, language, and
cognitive-cannot be separated
because progress in one area affects the
progress they make in other areas of
development. Therefore, Foundations and
the learning opportunities that children
experience must address all areas of their
development in an integrated manner.
5 . M a ny fa cto rs i nfl u e n c e a c h i ld ' s d evelo p m e nt, i n clu d i n g relati o n s h i p s with fa m i ly m e m bers a n d oth e r s a n d expe r i e n ce s with i n t h e h o m e, ea rly lea rn i n g setti n g , a n d co m m u n ity.
How a child develops is based on a
combination of factors, such as the
characteristics they are born with, the
culture they live in, and their experiences
within their family and in other settings.
Each of these factors is important in
a child's growth and development,
s o it i s important that teachers and
caregivers pay attention to all aspects of
a child's life in order to support his/her
development and learning.
1 3 North Carolina Foundations for Early Learning and Development
6. E a c h c h i ld d evelo p s with i n a c u ltu re .
North Carolina is home to families
and children from diverse cultural
backgrounds. This diversity is a
benefit because families from different
backgrounds bring a wealth of strengths,
knowledge, and values to our state.
Teachers and caregivers must be aware of
children's cultural backgrounds because
their family's beliefs, attitudes, values, and
behaviors have a big impact on the child's
development and learning. It is important
to respect each child's culture, to learn
as much as you can about a child's
family and culture, and to foster a close
connection with the child and family by
seeking to care for the child in a way that's
consistent with the family's values and how
they care for the child.
7. N u rtu r i n g a n d res p o n s i ve relati o n s h i p s a re esse nti a l fo r h e a lthy g rowth a n d d eve lo p m ent.
Relationships with sensitive, caring adults
are important for children's development
in all domains. Strong emotional bonds,
or secure attachments, with trusted adults
are particularly important for infants and
toddlers. The relationships that children
form with adults support their emotional
and social development and also serve
as a springboard for exploring the
environment and learning new concepts.
8 . C h i ld re n a re active lea r n e r s a n d they lea r n t h ro u g h p lay.
Children need hands-on learning
experiences to develop the skills and
knowledge described in Foundations.
They learn by doing, and they need time
to practice what they are learning, to
ask questions, to investigate, and to use
what they are learning in their everyday
activities.
9. All c h i ld re n c a n lea r n a n d m a ke p r o g ress i n the a re a s d efi ned i n Foundations.
Foundations describes important areas of
learning and development, and includes
Developmental Indicators that give a
picture of how children make progress
toward the Goals. All children, no matter
what their circumstances, can learn and
make progress along the continuum
of Developmental Indicators. Children
with disabilities may demonstrate their
capabilities in different ways than do other
children, perhaps with accommodations
or modifications in the learning
environment and/or perhaps working
toward Developmental Indicators at a
lower age level. Likewise, children who
are learning English in addition to another
language at home will make progress on
the same Developmental Indicators as
English-speaking children, particularly
if they are in an early education setting
where adults use their home language as
well as English. Foundations is designed
to be used with all children.
10. C h i ld re n with d i s a b i liti e s lea rn best i n i n clus ive setti n g s .
Children with disabilities will make the
most progress developmentally, socially,
and academically when appropriate
special education services are provided
in inclusive settings. Children with and
without disabilities learn from one
another in inclusive settings. Inclusive
settings where education and support are
individualized to each child will benefit
all children, including children with and
without disabilities.
1 4 North Carolina Foundations for Early Learning and Development
Effective Use of Foundations With All C h i ldre n While children generally develop in similar
stages and sequences, there can be a great
deal of diversity in how quickly and how evenly
their development unfolds. Factors such as
the child's individual temperament, socio
economic status, relationships with family
members, and the community/culture in
which a baby or child lives can affect growth
and learning. Foundations is designed to
allow for individual differences and can serve
as a basis for individualized programming
decisions for all children. Ideas for how to
use it with two specific groups of children are
described below.
Children With Disabilities Although the Goals and Developmental
Indicators are the same for all children, it is
important to remember that children with
disabilities may demonstrate progress on
the Developmental Indicators at a different
rate and/or in different ways from typically
developing children. Children with disabilities
may be slower to demonstrate progress in
some domains than in others, and may have
very strong skills in one domain but need
additional support to make progress in
another domain. Teachers and caregivers may find it useful to look at the Developmental
Indicators for a younger age level for ideas
of next steps for the child if his or her
developmental level seems to be different
from the Developmental Indicators for his
or her chronological age. In some cases,
teachers and caregivers may need to observe
children with disabilities more closely to
notice their progress and may need to use
alternate methods to help them demonstrate
their capabilities. For example, a teacher or
caregiver could give a nonverbal child a voice
output device that allows the child to push
a button that will speak for him or her to
participate in a game with the other children.
Teachers may also need to tailor their
curriculum and instructional strategies to
meet the individual learning needs of children
with disabilities and to ensure that each child
has access to, and is able to fully participate
in, all learning activities. For instance, the
teacher could have the child point to pictures
instead of talking when making a choice about
which free play activity to join.
In addition, it is important to consider how
peer relationships can benefit not only
children with disabilities, but all children
in the classroom. When designing learning
activities, a teacher could consider pairing
a child with a disability with a peer to help
the child reach his or her goals, learn a new
skill, or even participate more fully. This
also helps to foster emotional and social
development skills in both children. Although
all of the strategies included in the document
are applicable for children with disabilities,
teachers and caregivers will find some
strategies in each domain that are written
specifically to provide ideas for working with
children with disabilities.
Finally, teachers and caregivers should keep
in mind that it is important for all children to
involve their families in the learning process,
but it is especially important for children with
disabilities. Family members can often give
valuable information about resources or tools
they have found to be effective in meeting their
child's individual needs. In addition to the
child's family, teachers can also communicate
with other members of the child's team,
such as specialists and therapists, to ensure
that that child's goals are being met and
that they are demonstrating progress on the
Developmental Indicators along with the other
children in the classroom.
1 5 North Carolina Foundations for Early Learning and Development
In summary, the Goals, Developmental
Indicators, and strategies described in
Foundations are appropriate for children
with disabilities, but teachers and caregivers
will need to individualize their expectations,
how they teach, and the opportunities they
provide for the child to demonstrate his or
her progress. Additionally, collaboration with
families and with other service providers is
extremely important when supporting children
with disabilities as they make progress in the
areas described in Foundations.
Children From Diverse Language and Cultural Backgrounds In recent years, North Carolina has become
more ethnically diverse and there are an
increasing number of children and families
who speak a language other than English living
in our state. A growing number of our children
may, therefore, be Dual Language Learners.
A Dual Language Learner (DLL) is a child
who is learning a second language, in most
cases English, at the same time he or she is
learning his/her first or home language. The
term "Dual Language Learner" highlights the
fact that the child is learning two languages,
or becoming bilingual. The Goals and
Developmental Indicators from all five domains
are applicable for Dual Language Learners, but
teachers may need to supplement or provide
different types of learning experiences that
can best support Dual Language Learners,
and to think carefully about how the children
demonstrate what they are learning.
The first thing to keep in mind is that Dual
Language Learners will benefit greatly if
teachers and caregivers continue to support
their home language learning at the same
time they are learning English. It is easier for
children to learn concepts, develop social
skills, and be engaged in learning activities if
they can hear instructions and conversations
in their home language. Plus, even though
they may be learning English they are still
learning their home language as well, so it's
important for them to continue to hear and
use their home language. Sometimes teachers
and caregivers may find it challenging to
support a child's use of his/her home language
if they do not speak the child's language.
Ideally someone interacting with the child can
speak both English and the child's language,
even if it is not the teacher. Programs may
find it helpful to have at least one person on
staff who speaks the home language of Dual
Language Learners to translate for parents
and help in classrooms. If this option is not
available, programs might consider asking
family members or other volunteers who
speak the child's home language to help
in the classroom. In addition, teachers
and caregivers who do not speak the same
language as the family can learn key words
or phrases to help guide the child using the
child's home language during the day.
In addition to continuing to support the child's
home language, teachers and caregivers may
need to take the child's language learning into
account when planning learning activities,
and should think carefully about how they can
support Dual Language Learners' progress
on the Goals and Developmental Indicators in
each domain. This means that teachers need
to plan how they will introduce concepts and
ideas in a way that Dual Language Learners can
best understand them even if the instruction is
in English. Ideally concepts can be introduced
in the child's home language and in English so
the child has a chance to learn the concept and
to learn English. For instance, pairing a Dual
Language Learner with one child who speaks
the same home language and English, along
with another child who only speaks English,
could be a good strategy to help the child learn
social skills described in the Emotional and
Social Development domain and make progress
in learning some words in English. Naming
objects in both English and the child's home
1 6 North Carolina Foundations for Early Learning and Development
language is another example of how concepts
and vocabulary words can be introduced to Dual
Language Learners. Use very simple instructions
in the child's home language and in English,
as well as pictures, gestures, and objects to
help explain the concepts being taught to help
children learn the language, concepts, and
behavioral skills described in Foundations. The
strategies included within each domain provide
some additional ideas for teaching Dual Language
Learners, and more information is provided in
the Supporting Dual Language Learners section at
the end of this document.
Furthermore, teachers and caregivers should
provide support for children to demonstrate
their learning in a variety of ways. Remember
that children can demonstrate their capabilities
on almost any of the Goals and Developmental
Indicators in their home language or in English,
and through other means such as gestures,
pictures and/or using objects to show what they
have learned. For instance, when learning to
count (a Cognitive Developmental Indicator at
the preschool level), children could count in
their home languagee; children may use new
vocabulary words (a Goal in the Language
Development and Communication domain)
in their home language and/or English; or
children may make scientific observations of
living things (a Goal in the Cognitive domain)
using their home language. Therefore,
teachers should continue to support the home
language of Dual Language Learners as much
as possible while they are learning English by
individualizing their teaching strategies and
allowing children to demonstrate progress on
the Developmental Indicators in their home
language or in English. Keep in mind that
teachers and caregivers who do not speak the
same language as the children may need to rely
on other staff and/or family members for help
as they plan and carry out learning activities for
Dual Language Learners.
Finally, teachers and caregivers should
remember that it is important to work closely
with all children's families, and this is
especially true for Dual Language Learners.
For example, the family can provide invaluable
information about their child's experiences and
the extent to which the child has heard/hears
English being spoken. In addition, families can
provide information about how the child learns
best, they can assist the teacher in gaining
a greater understanding of the child's home
language, and they can reinforce what the
child is learning in the program with learning
experiences at home. Families are a tremendous
resource for understanding a child's home
culture, and they are key to working effectively
with children from diverse cultures.
Foundations a n d C h i ldre n 's Success i n Sc hool The title of this document-Foundations-was
selected because the Goals and Developmental
Indicators described for infants, toddlers,
and preschoolers are critically important to
their success later in school. What children
learn between birth and the time they start
kindergarten lays the foundation for their
learning and development for years to
come. The team of state leaders that revised
Foundations carefully studied North Carolina's
Standard Course of Study ( Common Core State
Standards and NC's Essential Standards),
the standards for what kindergarten children
should know and be able to do. The team
studied both the Common Core State Standards
and North Carolina's Essential Standards
during the process of writing Foundations.
The goal was to ensure that the content of
Foundations is aligned with the expectations
for what kindergarten children learn and is also
appropriate for the ages of children described
in Foundations. This does not mean that the
skills and knowledge described in Foundations
are exactly the same as those included in the
kindergarten standards. Rather, the focus in
Foundations is on the early precursor skills
1 7 North Carolina Foundations for Early Learning and Development
that research suggests are important or lay
the foundation for what children learn later.
For instance, kindergarten children may
begin to read words and short sentences. The
Foundations Goals that address children's
knowledge of letters, understanding of print
concepts (such as the fact that print runs from
left to right), and phonological awareness skills
all contribute to children's ability to read once
they enter kindergarten. The next chart shows
how the content of Foundations is aligned with
the kindergarten standards. For children to
reach their full potential, adults must provide
an environment and experiences that promote
growth and learning in all areas described in
Foundations through age-appropriate activities,
materials, and daily routines.
In addition to helping early education teachers and caregivers prepare infants, toddlers, and preschoolers for success in school, Foundations can also be a resource for kindergarten teachers as they support children's success once they enter school. Kindergarten teachers can use Foundations to get a better idea of what children have learned before they started school. Understanding the Goals and Developmental Indicators helps kindergarten teachers see what was expected of very young children; they can use this understanding as a starting point for what they teach early in the year. When there's some continuity between what children learned in preschool and what's being taught in kindergarten, it's easier for the children to transition to kindergarten.
Kindergarten teachers may also find it helpful to look at Foundations when teaching children who may lack some of the precursor skills that are important for making progress on the kindergarten standards and may enter kindergarten without the types of skills and knowledge described in Foundations. The kindergarten teacher can use the Goals and Developmental Indicators in Foundations as a basis for helping children learn the precursor skills and knowledge they may have missed
during their early years.
1 8 North Carolina Foundations for Early Learning and Development
Standards Alignment—Foundations and the North Carolina Standard Course of Study Foundations Domains
Approaches to Play and Learning • Curiosity, Information-Seeking, and Eagerness • Play and Imagination • Risk-Taking, Problem-Solving, and Flexibility • Attentiveness, Effort, and Persistence
Emotional and Social Development • Developing a Sense of Self • Developing a Sense of Self with Others • Learning About Feelings
Health and Physical Development • Physical Health and Growth • Motor Development • Self-Care • Safety Awareness
Language Development and Communication • Learning to Communicate • Foundations for Reading • Foundations for Writing
Cognitive Development • Construction of Knowledge: Thinking and Reasoning • Creative Expression • Social Connections • Mathematical Thinking and Expression • Scientific Exploration and Knowledge
Common Core State Standards and NC’s Essential Standards
Mathematics* • Practices Guidance • Cognitive
Healthful Living • Health Education
—Mental and Emotional Health —Interpersonal Communication and Relations
• Physical Education —Personal/Social Responsibility
Guidance • Socio-Emotional
Healthful Living • Health Education
—Personal and Consumer Health —Nutrition and Physical Activity —Alcohol, Tobacco, and Other Drugs
• Physical Education —Motor Skills —Movement Concepts —Health-related Fitness
English Language Arts* • Reading • Writing • Speaking and Listening • Language Information and Technology
Guidance • Cognitive Arts Education Social Studies Mathematics* Science
*Common Core State Standards
19 North Carolina Foundations for Early Learning and Development
H e lp i n g C h i ld re n M a ke P ro g res s o n Foundations G oa ls : I t Ta kes Eve ryo n e Wo rki n g To g eth e r While Foundations describes the goals North
Carolina has for young children, it's the adults in
our state who are responsible for supporting their
progress in the areas described in Foundations.
Teachers and caregivers need to understand
and use Foundations. Programs may need
to change their curricula to ensure infants,
toddlers, and preschoolers each experience
responsive caregiving and stimulating learning
environments that support children's progress in
all five domains. To do this effectively will require
collective effort among the various stakeholders
who are responsible for working with young
children. Families, program administrators,
public school personnel, community agencies/
partners, policy makers, and teachers/caregivers
themselves all have a role in supporting the use
of Foundations and helping children make
progress in areas defined by the Goals and
Developmental Indicators. The roles that adults
can play in using Foundations and supporting
children's progress are described below.
Foundations Stakeholders
Teac hers
& Caregivers
Professional Develo pment Providers,
Technical Assista nce Providers & H igher Ed
Faculty
Public Schools
Fa mil ies parents, gra ndpa rents,
guardia ns, & other key people i n a
c h i l d 's life
Program Ad ministrators
T h e Role of Families Families are children's first and most
important teachers. The use of Foundations
offers a unique opportunity to bring parents,
family members and early educators together
to support children's development and
learning. Educators can use Foundations as a
tool to encourage family members to become
more involved in their children's learning and
education. By reviewing Foundations with
family members, educators can help them
understand how children develop and provide
them with specific strategies and activities that
they can use at home.
2 0 North Carolina Foundations for Early Learning and Development
T h e Role of Teachers and Caregivers Teachers and caregivers are responsible for the
day-to-day implementation of Foundations. To
use the document effectively, teachers and
caregivers may need additional professional
development in order to learn about the content
of Foundations and improve their teaching
skills. Foundations does not tell educators how
to teach, but defines what children should know
and be able to do. As a result, teachers and
caregivers must be able to design appropriate
experiences to support children's learning.
T h e Role of Administrators Program directors and principals are the
instructional leaders of their early childhood
programs. As such, they play a vital role in
ensuring the successful implementation and
use of Foundations. Administrators influence
the resources that are available, as well as the
attitudes and practices of the persons working
directly with young children. Administrators
should use Foundations for staff development
and look for opportunities to share the
document with families.
T h e Role of Public Schools Foundations provides a description of what
we want children to know and be able to
do before they enter kindergarten. When
children develop the characteristics and
behaviors described in Foundations, they are
prepared to make progress on the standards
in kindergarten and the later grades. It is
important for public school teachers and
administrators to know and understand what
has been expected of children when they enter
formal school. This allows them to build on
previous learning and create opportunities
that are stimulating and appropriate.
T h e Role of Policymakers and Community Leaders Decisions made by policymakers and
community leaders can affect the overall well
being of young children. Oftentimes, people in
these roles decide how money is spent within
the community. They may also be responsible
for approving regulations and rules that
affect the quality of programs. Policymakers
and community leaders can support use of
Foundations by advocating for funding and
promoting collaboration and cooperation
among agencies and organizations that serve
young children and their families.
When these groups come together to support
understanding and implementation of
Foundations, young children benefit and make
greater progress on the Goals that have been
articulated in Foundations.
T h e Role of Professional Development Providers, Technical Assistance Providers, and Higher Education Faculty Many professionals support teachers' and
caregivers' ability to provide high-quality,
individualized, appropriate experiences to
support children's development and learning.
These professionals can use Foundations to
help teachers and caregivers understand how
children develop and why it is important to
provide particular activities or experiences
for children (e.g., to understand that an
activity such as building with blocks helps
children develop the spatial mathematics
skills described in the cognitive domain, or
that responsive interactions with children
help them develop important emotional and
social skills).
21 North Carolina Foundations for Early Learning and Development
Freque ntly Asked Questio ns What's n ew i n t h i s revised ve rs i o n ?
This document describes a continuum
of learning for young children, birth to
age five. While previously North Carolina
had guidelines and standards for this
age span, they were in two separate
documents. The revised document
presents a continuum to help early
childhood educators look across age
levels and learning domains to see how
children's development emerges and
progresses over time. In addition, we now
have Goals that are applicable for children
across the age span, and Developmental
Indicators written for specific age levels.
W h o s h o u ld u s e t h i s docu m e nt?
Foundations is intended for any adult
who works with young children and
their families. This includes teachers
and caregivers in child care centers
and public schools, family child care
home providers, or family and neighbor
care. Early childhood programs across
the state, irrespective of their location
or setting, should find this a useful
resource for planning. Foundations is
also a useful resource for persons who
support teachers and caregivers
administrators, professional development
and technical assistance providers,
higher education faculty, and others
concerned with improving the quality
of children's learning experiences can
use Foundations as a guide for the types
of learning experiences teachers and
caregivers should provide for children.
What a g e s a re cove red ?
Foundations is divided into five age
levels: Infants (birth to 12 months),
Younger Toddlers (8 to 21 months), Older
Toddlers (18 to 36 months), Younger
Preschoolers (36 to 48 months), and
Older Preschoolers (48 to 60+ months).
Because children develop at different
rates, there is overlap at the youngest
age levels ( e.g., the age range between 8
to 12 months is included in both Infants
and Younger Toddlers). The overlap in
the age levels reflects the fact that it is
normal for children this age to vary a lot
in when they demonstrate the skills and
behaviors described in the Developmental
Indicators written for infants and toddlers.
While Foundations describes general
expectations for children within these
age levels, not all children of a particular
age will demonstrate progress on all the
Developmental Indicators for that age.
What does it mea n if a child in my g ro u p does not do what's descri bed i n the Foundations for his or her age level?
The age levels in this document provide
guidance about what to look for at
different ages. Generally, most of the
Developmental Indicators are intended
to describe a skill or characteristic
that emerges later in the age level, so if
the child is young for the age level, the
skill may emerge later. However, it is
important to keep in mind that each child
is different. Some children may seem to
do extremely well in one domain while
progressing more slowly in another.
Even children at the end of an age level
may not show every ability or skill listed
for that level. It is important to look at
a child's overall pattern of development
and progress to decide whether he or she
is developing as expected. Do not focus
narrowly on just a few skills or abilities.
If, however, you and/or the child's
family have concerns about a child's
development, it is important to refer
the child for an evaluation to rule out a
suspected disability.
2 2 North Carolina Foundations for Early Learning and Development
H ow i s Foundations d iffe rent fro m oth e r sta n d a rd s w e use?
Foundations describes the goals North
Carolina has established for children's
learning and development. The Goals
and Developmental Indicators describe
how we expect children to develop and
learn when they receive high-quality
care and education. There are other sets
of standards that describe expectations
for how programs will care for and
educate children-licensing rules
for child care facilities, the Star Rated
License system, accreditation standards,
and program standards of Early Head
Start and Head Start. Programs that
meet high standards for quality will
help children make progress in the
areas described in Foundations. Some
programs, such as Early Head Start, Head
Start, and IDEA funded programs for
children with disabilities also have their
own expectations for child outcomes.
Foundations is designed to be consistent
with these expectations so that teachers
and caregivers can use both Foundations
and their program-specific child outcomes
to plan learning experiences for children.
H ow c a n I u s e these G o a l s a n d Deve lo p m e nta l I n d i cato rs i n my work with c h i ld re n w h o h ave d i s a b i liti e s o r d e lays?
Children with disabilities or delays will
make progress toward the Goals and
Developmental Indicators in Foundations
when they receive high-quality care and
education. They may move more slowly
than their peers in some or all areas,
and some children may not develop all
of the skills and abilities listed. When
working with children with disabilities,
begin by looking at the Developmental
Indicators for their age level. If none of
the Developmental Indicators at this age
level seem to describe what the child is
trying to do now, look at an earlier age
level. For some children, you may find
that it's helpful to use Developmental
Indicators from two or three different
levels. Using the Developmental
Indicators, decide what comes next in
different areas and create opportunities
for the child to develop those abilities
or skills. It may be necessary to adapt
strategies to help particular children
learn. All of the strategies included
within the domains are considered good
practices for children with disabilities,
and some of the strategies are written to
provide specific ideas for working with
children with disabilities. Specialists
such as early interventionists, speech
language pathologists, physical therapists,
and occupational therapists can help
families, teachers, and caregivers develop
additional strategies that have been
tailored to meet the individual needs
of the child. These strategies will help
children with disabilities or delays develop
to their full potential.
H ow ca n I use these Goals a n d D eve lo p m e nta l I n d i cato rs i n my w o r k with c h i ld re n w h o s p e a k a la n g u ag e oth e r t h a n E n g l i s h at h o m e ?
Children growing up in families that
speak a language other than English will
make progress in the areas described in
Foundations. Even though the teacher/
caregiver may not speak the same
language as the child, the Goals and
Developmental Indicators in Foundations
are still a useful resource. Teachers and
caregivers working with children who
are learning both English and their own
home language should try to use the
child's home language whenever possible
so the child can learn the skills and
knowledge described in Foundations
more easily. Teachers/caregivers may
23 North Carolina Foundations for Early Learning and Development
also need to provide additional support
for children learning English in addition
to their home language, such as short/
simple instructions or pictures to
illustrate a concept. Some of the strategies
included within the domain provide
additional ideas for working with Dual
Language Learners. Finally, teachers
and caregivers should remember that
children can demonstrate progress on the
Developmental Indicators in either their
home language or in English.
I s the Foundations docu m e nt m e a nt fo r fa m i li e s to u se, too?
Research indicates that the extent to which
families are involved in their children's
education is related to children's school
readiness and their later school success.
Teachers and caregivers can use Foundations
as a tool to encourage family members to
become more involved in their children's
learning and education. By reviewing the
Goals and Developmental Indicators with
family members, educators can help them
understand how children develop, and
provide them with specific strategies and
activities that they can use at home. This
may also be an opportunity to make family
members aware of resources and services that
are available within the community.
I s t h i s a c u r r i c u l u m ?
Foundations i s not a curriculum, but
is a resource that can be helpful for
choosing curricula and planning daily
activities. Foundations describes the
skills and knowledge we want children
to develop. A curriculum is a resource
that provides guidance on how teachers
and caregivers can help children learn
the skills and knowledge described in
Foundations. This document will not
tell you which curriculum, activities, or
materials to select, but rather will help
you decide what experiences are best
suited to help children develop and learn.
Once you have a good understanding from
Foundations on the types of skills and
knowledge that are important for the age
you teach, you can look for a curriculum
that will help you provide appropriate
experiences to help children develop the
skills described in the Developmental
Indicators. North Carolina has established
a process to evaluate curricula and
provide recommendations for which
curricula meet important criteria,
including alignment with Foundations.
Check the list of approved curricula as a
starting point for decisions about which
curriculum to use.
I s t h i s a n assessme nt?
Foundations is not an assessment tool.
Foundations describes the skills and
knowledge we want children to develop.
An assessment is a tool that helps teachers
and caregivers gather information about
a child to determine how she or he is
making progress in the areas described
in the Developmental Indicators. We
recommend that you never use the Goals
and Developmental Indicators as a checklist
for assessing children's development. Using
the Goals and Developmental Indicators
simply as a checklist could suggest that
there is something wrong with children
who have not achieved everything on
the list. Remember that the Goals and
Developmental Indicators are guidelines
that describe the areas of development
and learning that families, teachers, and
caregivers should promote. They serve as a
guide for what adults should do to support
children's development-not as a checklist
of skills that children need to "pass."
I s Foundations based o n research?
The Goals, Developmental Indicators, and
strategies included in Foundations were
developed based on current research
about child development. This research
24 North Carolina Foundations for Early Learning and Development
helped the team decide which Goals
and Developmental Indicators are most
appropriate for young children and
informed the development of the strategies.
Why does Foundations i n clude fi ve d o m a i n s of d eve lo p m e n t a n d lea r n i n g ?
Because infants', toddlers', and preschool
children's bodies, feelings, thinking skills,
language, social skills, love of learning,
and knowledge all develop together, it is
essential that we include all five of these
domains in Foundations. Children's
learning and development in each of these
domains is important for their long-term
success in school.
What types of strate g i e s a re i n cluded in the Foundations docu m e nt?
Each domain includes strategies that are
designed to give teachers ideas for how
they might support children's progress on
the Developmental Indicators included
in the domain. Strategies are provided
for each subdomain and are organized
into two age groups: Infants/Toddlers
and Preschoolers. Most of the ideas
provided in the strategies can be used
with all children. A few of the strategies
are written to provide specific ideas for
working with children with disabilities
and with Dual Language Learners. They
are intended to be a starting point for
helping children make progress on the
Developmental Indicators. Teachers
and caregivers are encouraged to seek
additional professional development
to learn how to use the Foundations
document and how to best support
children's learning and development.
Why a re there si m i la r Develo p m ental I n d i cato rs and strategies in m o re th a n o n e doma i n ?
For very young children, one
developmental step often forms the
foundation for future development in
more than one domain or area. For
example, the ability to imitate others
helps a child form relationships (a Goal
in Emotional and Social Development)
and learn new words (a Goal in Language
Development and Communication).
Imitation also allows children to
participate in pretend play (an important
skill in Approaches to Play and Learning)
and to learn self-care routines (a skill
described in the Health and Physical
Development domain). Thus, imitation
is a skill included in more than one
domain. Repeating Developmental
Indicators in this way helps to show how
all of the domains are connected.
H ow do the Goals a n d D eve lo p m e ntal I n d i cato rs re late to w h at's exp ected of c h i ld re n i n ki n d e rg a rte n ?
The expectations described in
Foundations form the basis for what
children will be able to learn and do in
the next phase of their educatione; thus
these standards are called Foundations.
They are aligned with national standards
and North Carolina's standards for what
kindergarten children should know
and be able to do, and include abilities
and characteristics that pave the way for children to be successful in school
and later in life. When adults provide
experiences that foster children's
development in the areas described in
Foundations, they are helping children
develop skills and characteristics that
will be important in kindergarten and
later grades.
25 North Carolina Foundations for Early Learning and Development
2 6 North Carolina Foundations for Early Learning and Development
A p p roa c h es to P lay a n d Lea rn i n g (A P L)
27 Approaches to Play and Learning
Subdomains
Curiosity, Information-Seekinge, and Eagerness
Play and Imagination
Risk-Ta kinge, Problem-Solvinge, and Flexibility
Attentiveness , Effor t , and Persistence
Children are born with an inclination to learn
and to figure things out, but each child
approaches learning in his or her own way. The
Approaches to Play and Learning domain
addresses how children learn and includes
children's attitudes toward and interest in learning. It reflects behaviors and attitudes such
as curiosity, problem-solving, maintaining
attention, and persistence. Children display these
characteristics in the way they learn in all
domains and curriculum areas, including music,
dramatic play, and art.
For infants and toddlers, their approach to
learning begins with their openness and interest
in the world around them and their desire to
make things happen. They learn by tasting,
touching, smelling, listening, and looking at just
about anything in their environment. They also
learn through their physical actions as they try
new actions and see what happens when they do
something with objects. When adults support
their efforts, children feel safe and secure and
are more willing to try new things and take risks.
With a consistent environment and responsive
adults who encourage exploration, young
children have the emotional security necessary
for exploring, growing, and learning. As children
move into the preschool years, they begin to
establish learning behaviors that are more
obviously tied to later school success. They become more confident in their ability to
learn and enjoy exploration and discovery
through play. This is also a time when children develop some specific areas of
interest and learn different strategies to find
out more about those interests. They typically
are able to concentrate for longer periods of
time and are able to persist with tasks even
after encountering obstacles.
Regardless of the age, it is important for
teachers of young children to recognize that
children vary in their learning styles and
in how they express their approaches to
learning. For example, some children show
great enthusiasm for trying new things, while
others are more content to sit back and watch.
These differences may be the result of the
child's temperament, cultural differences in
how families encourage children to interact
with the environment, and/or disabilities that
may affect how children take in information.
Teachers and caregivers must be attuned to
these differences and provide support and
guidance to children as they need it. The Goals
and Developmental Indicators included in this
domain describe important aspects of
28 North Carolina Foundations for Early Learning and Development
approaches to learning that early childhood
educators should seek to foster as they work
with young children, but it's important to
remember that each child will express his/her
approaches toward play and learning differently.
A p p roac h es to P lay a n d Lea rn i n g {AP L)
Curiosity, Information-Seeking , and Eagerness
• G o al APL-1 : C h i l d re n s h ow c u riosity and exp ress i nte rest i n the wo rld aro u n d t h e m .
• G o al APL-2 : C h i l d re n active ly seek to u n d e rstan d the wo rld aro u n d
t h e m .
Play and I magination
• G o al APL-3 : C h i l d re n e n g a g e i n i n c reasin g ly com p l ex p l ay.
• G o al APL-4 : C h i l d re n d e m o n strate c reativity, i m ag i nati o n , and
i nve ntive n ess .
Risk-Ta king , Problem-Solving , and Flexibility
• G o al APL-5 : C h i l d re n are wi l l i n g to try n ew and chall e n g i n g
experiences .
• G o al APL-6 : C h i l d re n use a variety of strateg i e s to solve
p ro b l e m s .
Attentiveness, Effort, and Persistence
• G o al APL-7: C h i l d re n d e m o n strate i n itiative .
• G o al APL-8 : C h i l d re n maintai n atte ntive n e ss and foc u s .
• G o al APL-9 : C h i l d re n persist at chall e n g i n g activities.
29 Approaches to Play and Learning
C u r i o s ity, I nfo rmati o n -See kin g , a n d Eag e rn ess
Goal AP L-1 : Children show curiosity and express interest in the world around them.
Deve l o p mental I n d icators
I nfants
• Show interest in others (smi le or gaze at careg iver, make sounds or move body when other person is near). A PL- 1 a
• Show interest i n themselves (watch own hands , play with own feet). A PL- 1 b
• React to new sig hts , sounds , tastes , smel ls, and touches (stick out tongue at first sol id foode, turn head quickly when door slams). A PL- 1 c
Yo u n g e r Tod d l e rs
• Imitate what others are doing. A PL- 1 d
• Show curiosity about their surroundeings (with pointinge, facial expressions, words). A PL- 1 e
• Show pleasure when exploring and making th ings happen (clap , smi le, repeat action again and again). A PL- 1 f
Older Tod d l e rs
• D iscover th ings that interest and amaze them and seek to share them with others. A PL- 1g
• Show pleasure in new ski l ls and in what they have done. A PL- 1 h
• Watch what others are doing and often try to participate. A PL- 1 i
Yo u n g e r Presc hoolers
• D iscover th ings that interest and amaze them and seek to share them with others. A PL- 1j
• Communicate interest to others throug h verbal and nonverbal means (take teacher to the science center to see a new animal). A PL- 1 k
• Show interest in a growing range of topics, ideas ,e and tasks. A PL- 1 1
Older Presc hoolers
• D iscover th ings that interest and amaze them and seek to share them with others. A PL- 1 m
• Communicate interest to others throug h verbal and nonverbal means (take teacher to the science center to see a new animal). A PL- 1 n
• Show interest in a growing range of topics, idease, and tasks. A PL- 1 o
• Demonstrate interest in mastering new ski lls (e. g.e, writing name , rid ing a b i ke , dance movese, bui l d ing ski l ls). A PL- 1p
- ·
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-
It is i m p o rta nt for tea c h e rs to re m e m b e r that p e rs o n s fro m d i ffe re nt c u ltu res va lu e d i ffe re nt c h a ra cte r i stics a n d q u a liti es i n c h i ld re n . So m e c u ltu res w i ll e n co u ra g e o r
va lu e c u r i o s ity, w h i le oth e rs m a y d i s c o u ra g e c h i ld re n fro m d e m o n strati n g c u r i o s ity.
30 North Carolina Foundations for Early Learning and Development
Goal APL-2: Children actively seek to understand the world around them.
Deve l o p m ental I n d icators
I nfants
• Explore the indoor and outdoor environment using alel available senses-smel l , hear, see, feel and taste. A PL-2a
• With appropriate supports, move toward interesting peopl e , sounds, objects, and activities. APL-2b
Yo u n g e r Tod d l ers
• Initiate activities that interest them and try to get others involved. A PL-2c
• Use toys and other objects to make th ings happen (kick a bal l , push a button on a toy) . APL-2d
• Move toward people and th ings that are new and/or interestinge. APL-2e
Older Tod d l e rs
• Seek more information about people and their surround ings ("study" an object careful ly, stare for long momentse, become absorbed in figuring out a situation) . APL-2f
• Use their whole body to learn (get mud or paint on themselves from head to toe, fit themselves into a big , empty box). A PL-2g
• Com municate what they want to do or know using gestures, facial expressions, or words (ask "What dat?") . APL-2h
Yo u n g e r Presc hoolers
• Ask questions about the people and th ings around them. A PL-2i
• Use al l avai lable senses , tools , and a variety of strateg ies to explore the environment (drop objects in water to see if they sink or float). A PL-2j
• Purposely try d ifferent ways of doing th ings to see what and how they work (adjust blocks used as a ramp to make a bal l rol l faster and farther). A PL-2k
Older Presc hoolers
• Ask questions to find out more about the th ings that interest them, includ ing questions about future events. A PL-21
• Choose among d ifferent ways to explore the environment based on past experience (use a magnifying glass that the class used before to explore someth ing new). A PL-2m
• Use what they know from past experience to understand what is happening now (get an umbrella to go outside because it is raining). A PL-2n
31 Approaches to Play and Learning
Strategies for Infants and Toddlers
C u r i o s ity, I nfo rm ati o n -See kin g , a n d E a g e rn ess
1 . Provide safe spaces and remove dangerous items indoors and outdoors so infants and toddlers can explore safely. Use soft surfaces, light colors, and comfortable furniture to create a warm, inviting classroom atmosphere.
2. Provide children with the means to represent their ideas with more than one ty pe of material or medium (e.g., painting, drawing, blocks).
3. Choose materials that appeal to children's senses (smell, touch, hearing, sight, and taste) to encourage children to react and move. For example, place colorful toys around an infant during tummy time, hang wind chimes outdoors, or invite toddlers to smell flowers. Be sensitive to infants and toddlers with special sensory needs. Avoid overwhelming children with stimulation. Provide q uiet, uncluttered spaces when children need them.
4. Offer toys and activities that are challenging and exciting for each child at his or her individual level. When children express interest, show them what toys will do and how materials can be used.
5. Allow children to make choices when possible (such as materials and activities). For some children with disabilities, caregivers must introduce toys, begin activities, and play a more active role to show them what to do. Follow children's signals to decide whether to continue, vary, or end an activity.
6. Show enthusiasm for children's discoveries. Talk with them about what they are experiencing and what is happening around them. N otice and respond to infants when they react to what is happening and encourage them to notice each other's activities. Set an example by sharing children's excitement in discovery and exploration on their level (e.g., digging through snow in winter to see if the grass is still there ; looking for flower buds in spring and yellowing leaves in fall).
7. Make a wide variety of experiences available to all infants and toddlers, including children with disabilities. Encourage children to use multiple senses (touching, smelling, looking) to explore a variety of materials and experiences (children's artwork, wall hangings, tapestry, weavings, arrangements of flowers and leaves, great paintings, sculpture, mosaics, different ty pes of music such as classical, dance, jazz, and/or folk, etc.).
8. Talk about the things you like and share your enjoyment in learning new things, trying new activities, etc.
9. Set an example by thinking out loud when actively solving a dilemma or figuring something out.
1 0. Ask children to communicate what they like, dislike, and enjoy. Use actions, facial expressions, and/ or words to reflect what a child seems to be communicating.
3 2 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
C u r i o s ity, I nfo rm ati o n -See kin g , a n d E a g e rn ess
1. Provide a wide variety of objects, experiences, and materials for exploration. Provide both familiar and new materials in response to children's interests. Include materials that are found in their homes. Make sure materials are accessible for non-mobile children to look at, listen to, reach for, and touch. Adapt materials (e.g., location, texture, color, etc.) as needed to ensure all children can use them.
2. Furnish materials that will facilitate the re creation of memories or experiences that a child can share and encourage a spirit of inquiry.
3. Listen and respond to children as they share their thoughts (e.g., open up a discussion of what happened in a class meeting). Provide props (such as an object from the activity being discussed) and pictures to make it easier for children with limited vocabulary or who speak a home language other than English to participate.
4. Provide plenty of time for children to explore and play at their own pace, indoors and outside.
5. Encourage children to share ideas and ask q uestions of one another. Encourage curiosity by asking open-ended questions (for example, "What will happen when we add the water to the flour?" "What is the man in the picture trying to do?" ).
6. Give children many opportunities to experience beauty through all their senses (touching snow, looking at rainbows, smelling freshly mowed grass, tasting different foods, listening to birds chir p). For older children, put illustrated coffee-table books in the classroom's book area.
7. Visit different ty pes of places so that children have a variety of experiences (such as local museums, parks, grocery stores, the post office, etc.).
8. Talk about the things you like and share your enjoyment in learning new things, trying new activities, etc.
9. Set an example by thinking out loud when actively solving a dilemma or figuring something out.
1 0. Ask children to communicate what they like, dislike, and enjoy. Use actions, facial expressions, and/ or words to reflect what a child seems to be communicating.
33 Approaches to Play and Learning
P lay a n d I m a g i n ati o n
Goal APL-3: Children engage in increasingly complex play.
Deve l o p mental I n d icators
I nfants
• Show interest in other ch ildren playing (watch , turn toward). A PL-3a
• Imitate sounds , facial expressions, or gestures (cover face with hands , hands up for "so big"). A PL-3b
• Play with simple objects , using them to make sounds and other interesting results. APL-3c
• Beg in to participate in g ive-and-take exchanges of sounds and gestures ("serve and return"). A PL-3d
Yo u n g e r Tod d l ers
• Play alongside other ch i l dren, sometimes imitating their actions. A PL-3e
• Imitate adult actions with objects , first with real objects and then with objects that are used to represent another object (tal k on phone , feed dol l , use a chair as pretend car). APL-3f
• Take turns in simple games (pat-a-cakee, peek-a-boo). A PL-3g
• Offer toys and objects to others. A PL-3h
Older Tod d l e rs
• Try to involve other ch i l dren in play. A PL-3i
• Make bel ieve , pretende, and act out fami l iar l ife scenes , sometimes using objects to represent someth ing else (a shoe becomes a phone). A PL-3j
• Play with others with a common purpose (play a chase game). A PL-3k
• Communicate about what is happening during pretend play ( " H e eating , " point to a picture on a communication board when feed ing a toy baby with a spoon; " N ow go work," after putting on shoes and necktie). A PL-3/
Yo u n g e r Presc hoolers
• Engage in dramatic play themes that include interacting with other ch i l dren, but often are not coordeinated. A PL-3m
• Talk to peers and share materials during play. A PL-3n
• Engage in make-bel ieve play with imaginary objects. A PL-3o
• Use language to beg in and carry on play with others. A PL-3p
• Express knowled ge of their everyday lives and culture throug h play (uses chopsticks to eate, pretends to fix hair the way h is/ her fami ly styles hair). A PL-3q
Older Presc hoolers
• Develop and sustain more complex pretend play themes in cooperation with peers. A PL-3r
• Use more complex and varied language to share ideas and influence others during play. A PL-3s
• C hoose to use new knowledge and ski lls during play (ad d features to dramatic play scene related to class project , write l ist , bui l d structure l i ke displayed picture). A PL-3t
• Demonstrate their cultural values and "rules" throug h play (tel ls another ch i l d e, "That's not what mommies d o . " ) . A PL-3u
34 North Carolina Foundations for Early Learning and Development
Goal APL-4 : Children demonstrate creativity, imagination, and inventiveness.
Deve l o p m e ntal I n d i c ato rs
I nfants
• Use everyday househol d objects for play (spoons , pots and pans , plastic bowls). A PL-4a
• Try a fami l i ar action with a new object or person (try to bounce a block, wave bye-bye to a toy, make a sound to get a new adult's attention). A PL-4b
• React to unexpected events with laug hter and interest. A PL-4c
Yo u n g e r Tod d l e rs
• Do new th ings with fami l i ar objects or combine them in unusual ways (use a dress-up boa as a snake, pound a drum with a plastic bottle, try to stack bears). APL-4d
Older Tod d l e rs
• Do new th ings with fami l i ar objects or combine them in unusual ways (use a dress-up boa as a snake , pound a drum with a plastic bottle, try to stack bears). A PL-4e
• Pretend to be somebody or someth ing other than themselves. A PL-4f
• Pretend one object is really someth ing d ifferent (use Legos® as food wh i le stirring a pot). A PL-4g
Yo u n g e r Presc hoolers
• Offer new ideas about how to do or make th ings. A PL-4h
• Ad d new actions , props , or dress-up items to pretend play. A PL-4i
• Use materials (e. g.e, art materials, instruments , construction , writing implements) or actions to represent experiences or ideas in novel ways. A PL-4j
• Experiment with language , musical sounds , and movement. A PL-4k
Older Presc hoolers
• Plan play scenarios (dramatic play, construction)e, and use or create a variety of props or tools to enact them. A PL-4/
• Expand the variety of roles taken during dramatic play and add more actions , language, or props to enact roles. A PL-4m
• Use materials or actions in increasing ly varied and resourceful ways to represent experiences or ideas. A PL-4n
• Make up stories , songs , or dances for fun during play. A PL-4o
-
Th e e nv i ro n m e nt h a s a b i g effe ct o n h ow c h i ld re n d e m o n strate c reativ ity a n d
i m a g i n ati o n . Te a c h e rs a n d ca reg ive rs ca n e n co u ra g e c reativ ity a n d i m a g i n ative
p lay by m o d e li n g or d e m o n strati n g c reativity, a n d b y offe r i n g c h i ld re n m a ny
o p p o rtu n iti es fo r p rete n d p lay.
35 Approaches to Play and Learning
Strategies for Infants and Toddlers
P lay a n d I m a g i n a t i o n
1 . Accept getting messy a s part o f a child's learning.
2. Look and plan for children's differences and their many ways of learning. Use real objects, pictures, music, language, books, the outdoors, active play, quiet activities, and group activities to appeal to children who learn in different ways.
3. Provide materials that can be used in more than one way and encourage children to think of different ways to use them. Encourage trial and error and provide children with adequate time to fully explore materials.
4. Encourage children to notice what others are doing when they are pretending. ( "See the way Maya is using the block for a race car." "Look at Luis and Mary. They are pretending to bake a cake." )
5. Include unusual art and music materials when planning creative activities for children (for example, jumping on bubble wrap, painting with feet, using classroom items such as blocks and toy pots to make music or create rhy thm).
6. Allow and encourage children to solve problems in their own ways.
7. Encourage children to help you make up silly stories so they use their imagination.
8 . Make accommodations to the environment and materials to allow opportunities for children with varying abilities and physical needs to fully participate.
3 6 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
P lay a n d I m a g i n ati o n
1 . Encourage children t o think about new ideas. ( " H ave you ever wondered where snow goes?" "Where do birds live?" )
2. Provide a wide range of experiences. For preschoolers , include some experiences in which the goal is to try many different approaches rather than finding one "right" solution.
3 . Foster cooperative play and learning groups. Stay involved in the children's play and learning groups to help children who may be less likely to join in because they don't communicate as well as other children-ask questionse, make suggestions , and draw each child into the play and other activities.
4 . Promote the integrated use of materials throughout activities and centers. ( " Let's get some paper from the writing center to make signs for the city you made in the block center. "e)
5 . Challenge children to consider alternative ideas and endings of stories.
6 . H elp children accommodate and build on one another's ideas to achieve common goals (e. g.e, suggest that individual block structures can be put together to make a much larger one).
7. Provide materials for preschoolers to pretend , to use one object to represent another, and to take on roles. This includes dress-up clothes for a variety of play themes and toys that can be used for many things , such as blocks , scarvese, and clay.
8. Look and plan for children's differences and their many ways of learning. U se real objectse, pictures , music , language , books , the outdoors , active play, quiet activities , and group activities to appeal to children who learn in different ways.
9 . Watch for and acknowledge increasing complexity in a child's play. ( "Your tower of blocks became a fire station , and now you've built a whole town. "e)
37 Approaches t o Play and Learning
R i s k-Ta ki n g, P ro b le m - So lvin g , a n d F lex i b i lity
Goal APL-5 : Children are willing to try new and c h allenging experiences.
Developmental Indicators
I nfants
• Explore new experiences both indoors and outdoors (toys , foods , people, spaces) with support of a fami l iar trusted adult. A PL-Sa
• Try to do th ings that are hard for them (stretch to reach toy, work to crawl or wal k, try to capture tiny crumb with pincer grasp). A PL-Sb
• Look to adult for cues and when reassurede, proceed. A PL- Sc
You n g e r Tod d l e rs
• Try unfami l iar experiences and interact with new people, with a famil iar adult nearby. A PL-Sd
• M ove away from a fami l iar adult to explore , but check in frequently. A PL-Se
• Show interest in toys that offer a chal lenge and try to work them. A PL-Sf
Older Tod d l e rs
• Explore freely without a fami l iar adult nearby. A PL-Sg
• Try out new ski lls in a fami l iar environment (learn to cl imb steps and then try to cl imb lad der to the slide). A PL-Sh
• Approach a chal lenge with confidence (try to l ift a heavy object , work on a difficult puzzle, "I can do it. "). A PL-Si
• Want to do th ings their own way (say "Me do it! " , push an adult's hand away if the person is trying to help). A PL-Sj
Yo u n g e r Presc hoolers
• Express a bel ief that they can do th ings that are hard. A PL-Sk
• Choose to participate in an increasing variety of famil iar and new experiences. A PL-SI
• Accept new chal lenges when offered. A PL-Sm
• Try th ings they are not sure they can do, wh ile avoi d ing dangerous risks. A PL-Sn
Older Presc hoolers
• Express a bel ief that they can do th ings that are hard. APL-So
• Approach new experiences independently. A PL-Sp
• Ask to participate in new experiences that they have observed or heard about. APL-Sq
• Independently seek new chal lenges. A PL-Sr
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Te m p e ra m e nt i nflu e n c e s t h e way c h i ld re n a p p ro a c h n ew o r
c h a lle n g i n g ta s ks a n d s itu ati o n s . D e p e n d i n g o n t h e i r te m p e ra m e nt, s o m e c h i ld re n w i ll a p p ro a c h n ew
o r c h a lle n g i n g t a s ks a n d s itu ati o n s w ith e nth u s i a s m , w h i le oth e rs w i ll
be m o re wa ry a n d ca u ti o u s . I f a c h i ld i s not a r i s k ta ke r, it i s i m p o rta nt
for tea c h e rs a n d ca re g i ve rs to lo o k fo r o p p o rtu n iti e s to b u i ld t h e c h i ld's co nfi d e n ce by noti c i n g ti m e s w h e n
h e o r s h e t r i e s s o m eth i n g n ew o r c h a lle n g i n g . 3 8
North Carolina Foundations for Early Learning and Development
Goal AP L-6 : Children use a variety of strategies to solve problems.
Developmental I n dicators
I nfants
• Try one or two strateg ies to get what they want (make noise , move or reach toward th ings, reject unwanted item). A PL-6a
• Try a fami l iar action in a new activity (hit a button on a new toy, try to open a visitor's purse). A PL-6b
• Use trial and error to get someth ing done , get what they want , or solve simple problems. A PL-6c
Yo u n g e r Tod d l e rs
• Try one or two strateg ies to get what they want or solve a problem (try g iving a peer an alternate toy to get a toy from h im/ her ; try to put a bal l in a box-if it wi l l not fit, gets a bigger box). APL-6d
• Use avai lable resources to accompl ish a goal or solve a problem (push a stool to a counter to reach for someth ing). A PL-6e
• After unsuccessful attempt to solve a problem, ask for help from an adult (pointe, gesture , speak). APL-6f
• Vary actions on purpose to solve a problem (bange, then turn shape to fit in sorter ; shake hand le, then pul l , to open a drawer). A PL-6g
Older Tod d l e rs
• Try a variety of strateg ies to get what they want or solve a problem. A PL-6h
• Use language to obtain help to solve a problem (tel l adults , " M y car broke. "). A PL-6i
• Use materials in new ways to explore and solve problems (bring a big spoon to the sand table when alel of the shovels are in use, pile blocks on a towel and drag them across the floor when there are too many to carry). A PL-6j
Yo u n g e r Presc hoolers
• Seek and make use of ideas and help from adults and peers to solve problems ( " H ow can I make this paint get off my pants?"). A PL-6k
• Purposeful l y use a variety of strateg ies to solve d ifferent types of problems. A PL-6/
• Tal k to themselves to work throug h the steps to solve a problem. A PL-6m
Older Presc hoolers
• Seek and make use of ideas and help from adults and peers to solve problems ( " H ow can I make t h is paint get off my pants?"). A PL-6n
• Descr i be the steps they wi l l use t o solve a problem. A PL-60
• Evaluate d ifferent strateg ies for solving a problem and select the strategy they feel wi l l work without having to try it. A PL-6p
• Explain how they solved a problem to another person. APL-6q
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39 Approaches to Play and Learning
Strategies for Infants and Toddlers
R i s k-Ta ki n g, P ro b le m - So lvin g , a n d F lex i b i lity
1. Provide challenginge, high-quality tools and equipment and an abundant supply of thought-provoking , complex materials that can be used in more than one way (e. g.e, blocks or clay) and are not limited to a single "right" use.
2. Show genuine care , affection , and kindness toward children (e. g.e, validate their disappointment when a block structure falls down; encourage them to figure out what happened and rebuild). Your support gives children the confidence to take risks.
3. Allow children to do things their own way and take some risks. Intervene when needed to keep children safe.
4. Show pleasure in what children have done. Respond to their expressions of accomplishment. ( "You have a big smile on your face ! You look happy that you went down the slide all by yourself. "e)
5. M odel flexibility and acceptance of mistakes or failures. ( " Oops , that didn't wor k ! Let's try something else. " )
6. Establish a regular yet flexible routine.
7. Recognize that some children have difficulty trying new thingse, using a toy in a different way, or varying their routines. Try different ways to introduce change and variety (provide advance warning of changes in routinee, use pictures for what will happen nexte, model new ways of using materials). Gradual change is usually best. Work with other professionals to learn strategies that help these children try new things and accept changes when needed.
8 . Plan for and recognize different interest levels and abilities to tolerate materialse, mistakes , and engagement with other children. Accommodate these differences by being flexible and introducing more challenging experiences gradually.
40 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
R i s k-Ta ki n g, P ro b le m - So lvin g , a n d F lex i b i lity
1. Seek and accept children's ideas. Let them know that their thinking and their efforts are valued more than "getting the right answer.e"
2. Recognize that "mistakes" are inevitable and treat them as opportunities to learn. H elp children deal with mistakes in a positive way. Avoid criticizing or making fun of them.
3. Set an example by acknowledging one's own "mistakes" and modeling constructive reactions to them. M odel for children by talking about what you are doing as you remain calm, figuring out what went wrong , and trying again.
4. H elp children think and talk through different approaches to problems (e. g.e, when their favorite game isn't available , encourage them to consider another choice).
5. Encourage children to sharee, listen , and ask questions of one another and compare strategies and solutions. Support children with varying communication abilities by supporting a variety of ways for children to sharee, ask q uestions , and compare.
6. Recognize that some children have difficulty trying new thingse, using a toy in a different way, or varying their routines. Try different ways to introduce change and variety (provide advance warning of changes in routinee, use pictures for what will happen nexte, model new ways of using materials). Gradual change is usually best. Work with other professionals to learn strategies that help these children try new things and accept changes when needed.
7. Plan for and recognize different interest levels and abilities to tolerate materialse, mistakes , and engagement with other children. Accommodate these differences by being flexible and introducing more challenging experiences gradually.
8. Ask probing questions when children appear to be confused to bring them to a greater understanding.
41 Approaches to Play and Learning
Atte ntive ness, Effort, a n d Persiste n ce
Goal AP L-7: Children demonstrate initiative.
Developmental I n dicators
I nfants
• Communicate with sounds or movements to ind icate preferences (make excited sound for food they l i ke , push away food they don't l i ke). A PL-la
• Independently explore the d ifferent qual ities of an object (notice the sound of a rattle, then be drawn to the "feel" of it, exploring it with mouth or hand). APL-lb
Yo u n g e r Tod d l e rs
• Express choices with actions or simple language (choose Cheerios® or a cracker). APL-le
• Seek to repeat experiences they enjoy or succeed at (do shape sorter over and over, cl imb up and down stairs). A PL-ld
Older Tod d l e rs
• Select and carry out activities (choose to set the table; gather play d ishes and food , and then feed the dol ls). APL-le
• Show increasing interest in performing tasks independently (put on jacket and try to zip it up). APL-lf
• Show and/ or tel l others what they have done. APL-lg
Yo u n g e r Preschoolers
• Show increasing independence and purpose when making choices ( " I want to go to blocks. "). A PL-lh
• Express goals or plans and fol low throug h on them (" I'm going to draw my house. " ). A PL-li
Older Presc hoolers
• Show increasing independence and purpose when making choices (" I'm going to the block area to make a track for my race car. "). A PL-lj
• Independently identify and seek th ings they need to complete activities or tasks (gather suppl ies and make a birthday card with a message). A PL-lk
• Set simple goals that extend over time , make plans and fol low throug h (" Let's make a rocket ship. We need blocks. "). APL-ll
-
C h i ld re n 's w i ll i n g n e s s to d e m o n strate i n iti ative va r i es b a s e d o n the i r p e rs o n a lity o r te m p e ra m e nt and fa m i li a l
a n d c u ltru a l d i ffe re n c e s . So m e c u ltu res va lu e c h i ld re n w h o d e m o n strate i n iti ati ve, w h i le oth e rs m a y p la c e a low p r i o r ity
o n i n iti ati ve . S o m e c h i ld re n a re les s li ke ly to d e m o n strate i n iti ative beca u s e th ey a re s hy or p refe r to j o i n a n a ctiv ity
that i s a lre ady go i n g o n i n t h e c la s s ro o m rath e r tha n i n iti ate a n ew a ctiv ity or i nte ra cti o n .
42
North Carolina Foundations for Early Learning and Development
Goal APL-8: Children maintain attentiveness and focus.
Developmental Indicators
I nfants
• Focus and attend to people and th ings around them. A PL-Ba
• Repeat interesting actions over and over (push button to make toy pop up). A PL-Bb
• N otice when the expected does not happen. A PL-Be
Yo u n g e r Tod d l e rs
• Focus on self-selected activity for a short period of time (decide to play in the sandbox and stay there for a couple of minutes). A PL-Bd
• Focus on an interesting activity or interaction shared with adults for a short period of time. A PL-Be
Older Tod d l e rs
• Focus on a person or a hands-on activity for a short period of time (participate in sing ing a song , stay focused long enoug h to bui ld a block tower). A PL-Bf
• Keep working on interesting activities with other th ings going on around them. A PL-Bg
You n g e r Presc hoolers
• Focus on age-appropriate activities for a short period of time , even with interruptions (continue working on a puzzle even thoug h another ch i l d sitting nearby i s laug h ing and tal king). A PL-Bh
• Remain engaged in more complex activities that they have chosen. A PL-Bi
• Maintain focus and return to an activity after a break. A PL-Bj
Older Presc hoolers
• Sometimes able to ignore irrelevant information when focusing on a task (sort multicolored wooden beads by shape). A PL-Bk
• Consistently remain engaged in self-deirected activities. A PL-Bl
G e n e rci lly, yo u n g c h i ld re n h ci ve s h o rt citte nti o n s p ci n s ; h oweve r, b y ci g e 4 , c h i ld re n cci n u s u ci lly p ci y
citte n ti o n t o 8 t o y o r ot h e r ci ct i v ity fo r 8 -10 m i n u te s . They cci n ci ls o s h i ft th e i r citte nti o n b ci c k ci n d fo rth
b e tw e e n t h e i r ci ct i v ity ci n d cin ci d u lt tci l k i n g to th e m , ci n d m ci y b e p ci y i n g citte n ti o n eve n w h e n i t d o e s n o t
lo o k l i ke th ey ci re . B r i ef o p p o rtu n iti e s fo r c h i ld re n to p rci ct i c e fo c u s i n g o n ci n ci ct i v ity o r ex p e r i e n c e ci re
h e lpfu l, b u t o n ly fo r ve ry s h o rt p e r i o d s of ti m e .
43 Approaches to Play and Learning
Goal AP L-9 : Children persist at c h allenging activities.
Developmental Indicators
I nfants
• Try over and over to make th ings happen (make sounds to get attention , work to get to someth ing that is out of reach). A PL-9a
Yo u n g e r Tod d l e rs
• Keep trying to accomplish tasks that they are not able to do immed iately (put on a jacket , engage a busy adult in play). A PL-9b
Older Tod d l e rs
• Seek help from others to complete a chal leng ing activity. A PL-9c
• Keep working on an activity even after setbacks (block structure colelapses , puzzle piece does not fit). A PL-9d
Yo u n g e r Presc hoolers
• Seek help from others to complete a chal leng ing activity (ask a teacher for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture). A PL-9e
• When something does not work, try d i fferent ways to complete the task (when a block tower fal l s , try putting the blocks together in a d i fferent way to bui l d the tower again). A PL-9f
• Keep working to complete tasks, includ ing those that are somewhat d i fficult. A PL-9g
Older Presc hoolers
• Seek help from others to complete a chal leng ing activity (ask a teacher for help putting a puzzle away on a h i g h shelf; ask a friend for help in naming an unfami l iar animal in a picture). A PL-9h
• When someth ing does not work, try d ifferent ways to complete the task (when a block tower fal l s , try putting the blocks together in a d ifferent way to bui ld the tower again). A PL-9i
• Plan and fol low throug h on longer-term tasks (planting a seed and caring for the plant). A PL-9j
• Keep trying unt i l a chal leng ing activity is complete despite d istractions or interruptions (multi-piece puzzle started before lunch and completed later). A PL-9k
-
-
-
44 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Atte ntive ness, Effort, a n d Persiste n ce
1 . Furnish the classroom with a variety of materials that allow children with diverse interests and abilities to experience success.
2. Set up clearly defined interest areas that provide an abundant supply of toys and materials so that children can carry out ideas without interruption and frustration. Organize the space in a way that allows children who want to work on meaningful activities for extended periods of time to be protected from other children accidentally destroying what they are working on.
3. Plan for smooth transitions when moving children from one activity to another (lunch to nap, center time to cleanup to snack). Let children know ahead of time when transitions are coming so they can begin to finish what they are doing.
4. Provide a variety of activities and materials that offer challenges appropriate to each child's age and ability level. Encourage each child to try hard, to try different ways of doing things, and to experience challenges.
5. Add new things to the indoor and outdoor environment for children to notice (e.g., windsocks and flags that move in the breeze, bird feeders outside the window, new photographs of family members).
6. Allow children to use materials in their own ways and for extended periods of time. H owever, keep in mind that some children (e.g., children with disabilities) may use materials in ways that do not help their development. Learn how to respond appropriately to this behavior.
45 Approaches to Play and Learning
Strategies for Preschoolers
Atte ntive ness, Effort, a n d Persiste n ce
1 . Provide largee, uninterrupted blocks of time for children to play, explore materials , and solve problems at their own pace. Allow children to repeat activities and experiencese, and to be involved in activities without interruption.
2. Plan projects that are completed over the course of several days.
3. H elp children with limited language skills stay involved with activities by giving them words and other means to communicate if they are having difficulty expressing their ideas or staying focused on an activity.
4. When children indicate they need help , respond by listening and observing to determine what kind of help is needed. Offer help when children show they want and need it , adjusting levels of help to fit the situation and child's abilities.
5. Ask probing questions when children appear to be losing interest in a problem or activity to help them stay focused for just a bit longer.
6. Encourage children to keep working and focus on effort rather than results. Show that you value their thinking processes by acknowledging their work and effort. ( " Look how long and hard you worked on this. " )
7. H elp children notice each other's contributions. Encourage them to listen carefully to what others in the class are saying , ask questions , and work together.
46 North Carolina Foundations for Early Learning and Development
47
North Carolina Foundations for Early Learning and Development
E motiona l a nd Soci a l Develo p ment { E S D )
48 Emotional and Social Development
Subdomains
Developing a Sense of Self
Developing a Sense of Self With Others
Learning About Feelings
The Emotional and Social Development domain
includes children's feelings about themselves
and their relationships with others. Learning to
manageand express emotions is also a part of
this domain. Children's development in this
domain affects their development in every other
domain. For instance, children who develop a
positive sense of self are more likely to try new
things and work toward reaching goals. They
tend to accept new challenges and feel more confident about their ability to handle problems
or difficulties that may come up.
Children's social skills and the relationships they
form with others are also important for their
overall development. Early relationships provide
the basis for children's later relationships with
teachers and with peers. Through positive
relationships with adults, children learn to
understand and care about others and gain skills
that help them have an easier time adjusting to
the demands of formal schooling when they are
older. Sensitive interactions with teachers and
caregivers are particularly important for infants
and toddlers because they are learning to form
attachments, or strong ties to people who care
for them. These attachment relationships are the
foundation for children's development in all
areas. When adults pay attention to children's
emotional and social cues and respond
consistently and with positive regard, children
feel important. They also learn to feel good
about themselves and to relate positively with
others.
Children also learn to manage their feelings
and impulses during their early years of life.
Very young children (infants and toddlers)
often need the support of sensitive adults
to learn how to regulate their emotions. As
children grow, their ability to regulate and
manage emotions is developing, but they often still have difficulties controlling their feelings.
A number of factors affect children's emotional
and social development. A child's temperament
plays a big role in how she or he expresses
emotions and relates to others. Temperament
is the unique way a child responds to the world
around him or her. Some children may be
generally happy and very friendly, while others
may be more withdrawn or shy. Sensitive
teachers and caregivers accept that children
respond differently to people and new
situations based on their temperament, and
learn to interact with children in ways that
match each child's temperament to support
their emotional and social development.
49 North Carolina Foundations for Early Learning and Development
In addition to temperament, children have
other characteristics and experiences that can
affect their social and emotional development.
Children with disabilities may need additional
support in learning to express their emotions
and/or develop positive relationships. For
instance, a child with sensory impairments,
such as vision and hearing loss, may need
specialized assistance to develop a strong
sense of self and/or form relationships with
other children. Children who are learning
English in addition to their home language may
need some help communicating with peers who
do not speak their home language. Teachers
and caregivers must be "in tune" with each
child as an individual in order to fully support
children's emotional and social development.
Finally, a child's family and culture play an important role in emotional and social
development. Some families and cultures
encourage children to be more reserved,
while others may encourage children to be
more outgoing. Cultures and families also
have different expectations for other areas of
emotional and social development, such as
expectations for how children communicate,
the degree to which children are expected to
be assertive, and the way that children show
respect to adults. Teachers and caregivers
should keep these types of cultural differences
in mind as they support children's emotional
and social development.
E m oti o n a l a n d Soc i a l D eve lo p m e nt { ES D) Developing a Sense of Self • G oal ES D-1 : C h i l d re n d e m o n strate a positive se nse of self-i d e ntity and self-aware n ess . • G oal ES D-2 : C h i l d re n exp ress positive fee l i n g s about t h e m se lves and confi d e n c e i n what t h ey can d o .
Developing a Sense of Self With Oth ers • G oal ES D-3 : C h i l d re n fo rm re lationsh i ps and i nte ract positive ly with fam i l iar ad u lts who are consiste nt and
responsive to their need s . • G oal ES D-4 : C h i l d re n fo rm re lationsh i ps and i nte ract positive ly with oth e r c h i l d re n . • G oal ES D-5 : C h i l d ren demonstrate the social and behavioral ski l ls needed to successfu l ly partic i pate i n
g ro u ps .
Learning About Feelings • G oal ESD-6 : C h i l d re n i d e ntify, manag e , and exp ress t h e i r fee l i n g s . • G oal ES D-7: C h i l d re n recog n ize and respond to t h e needs and fee l i n g s of oth e rs .
50 Emotional and Social Development
D eve lo p i n g a Se n s e of S e lf
Goal E S D-1 : Children demonstrate a positive sense of self-identity and self-awareness.
Developmental Indicators
I nfants
• Show awareness of their bod ies (study own hands and feet movinge; use hands , mouth , and eyes in coordeination to explore their bod ies). ESD- 1 a
• Show interest in their image in a mirror (stare , smi le, reach out to touch). ESD- 1 b
• Respond t o their name with sounds or movement. ESD- 1 c
• Express l i kes and d isl i kes (smi le, cry, and protest). ESD- 1 d
Yo u n g e r Tod d l e rs
• Show awareness of specific body parts. ESD- 1 e
• Recognize themselves in a mirror (point to self , make faces in mirror). ESD- 1 f
• Express choices with gestures , si gns , or words (select a toy they want). ESD- 1 g
O l d e r Tod d l e rs
• Show awareness of some of their own characteristics and th ings they can do (recognize themselves in pictures , say, "I help Daddy! "). ESD- 1 h
• Use their own name or a personal pronoun to refer to themselves ( I e, me , and mine). ESD- 1 i
• Make choices and have favorite clothes , toys , and activities. ESD- 1j
You n g e r Presc hoolers
• Descr i be self (characteristics that can be seen, th ings they can do, th ings they l i ke , possessions). ESD- 1 k
• Express a sense of belong ing to a group (say "There's Kirby from my class , " move to stand with own group upon requeste, "I am a g irl."). ESD- 1 1
• Use own first and last name. ESD- 1 m
• C hoose activities they l i ke and name their favorite activities. ESD- 1 n
Older Presc hoolers
• Descr i be themselves in concrete wayse, with greater detail and accuracy ( " M y eyes are brown. " " I am tal l . " ) . ESD- 1 o
• Express awareness that they are members of d ifferent groups (e. g. , fami ly, preschool class, ethnic group). ESD- 1p
• C hoose to spend more time on preferred activities , and express awareness of ski l ls they are developing. ESD- 1 q
51 North Carolina Foundations for Early Learning and Development
Goal E S D-2: Children express positive feelings about th emselves and
confid ence in wh at they can do.
Developmental Indicators
I nfants
• Show they expect results from their actions (repeat loud noise to gain attentione, hit toy over and over to produce sound). ESD-2a
• Show pleasure at things they have done (wiggle , coo, laug h). ESD-2b
• Explore the environment with support from a familiar, trusted adult. ESD-2c
Yo u n g e r Tod d l e rs
• Explore the environment on their own , but check in with a familiar, trusted adult occasionally. ESD-2d
• Show confidence in their ability to make things happen by repeating or changing their actions to reach a goal (move closer to reach an object they want). ESD-2e
• Bring others things they like or show them things they have done. ESD-2f
Older Toddlers
• Express positive feelings about themselves by showing and/or telling others about themselvese, things they like , or things they have done. ESD-2g
• Explore the environment independently to satisfy their own interests (seek out toy or favorite materials). ESD-2h
• Show confidence in their abilities throug h actions and/or language (try to lift a heavy object , say, " I 'm strong ! "). ESD-2i
• Attempt to reach goals without help from others (push adult away, say " M e do it myself ! "). ESD-2j
You n g e r Presc hoolers
• Express positive feelings about themselves by showing and/or telling others about themselvese, things they like , or things they have done. ESD-2k
• Express the belief that they can do many things. ESD-21
• Try new activities and attempt new challenges. ESD-2m
Older Presc hoolers
• Express positive feelings about themselves by showing and/or telling others about themselves , things they like , or things they have done. ESD-2n
• Express the belief that they can do many things. ESD-2o
• Stick with tasks even when they are challenging. ESD-2p
• Express opinions about their abilities in different areas ('Tm a good friend. " I can run fast.e" "I know all my letters ! "). ESD-2q
- -
-
H o m e la n g u a g e a n d c u ltu re a re a n i m p o rta n t p a rt of c h i ld re n 's
d e v e lo p i n g s e lf- co n c e pt a n d s e lf- i d e n tity. Te a c h e rs a n d
ca re g i ve rs ca n h e l p to s u p p o rt th i s p ro c e s s by c reati n g a n e nv i ro n m e nt t h a t reflects
the c h i ld re n t h e y s e rve a n d a d d re s s e s c h i ld re n 's la n g u a g e s a n d c u ltu re s i n a re s p e ctfu l a n d
a u th e n ti c w a y.
52 Emotional and Social Development
Strategies for Infants and Toddlers
D eve lo p i n g a Se n s e of Se lf
1 . O bserve children carefully. Learn how each child prefers to be held for feeding, sleeping, or comforting and how he or she reacts to things like noise, light, or touch. Also, ask parents or guardians. Use what you learn to provide consistent, predictable care and help each child be comfortable. Share what you know with others who care for the child.
2. Keep brief notes on each child to help you remember the unique needs of each individual child. Use this information as you plan how you will care for the child.
3. Take plenty of time to interact with each infant in a relaxed way during everyday caregiving routines such as diapering, dressing, and feeding. Plan ahead so that you have everything you need (such as supplies and clean hands) before you start routines. Then you can focus only on the child.
4. H old and talk to babies individually throughout the day, not only during diapering, dressing, and eating times. Cuddle them while reading a book or playing with a toy.
5. If possible, use children's home language in daily conversations with them.
6. Talk with infants as you watch them explore their bodies. For example, say, " Look, at your hands, Jalen. You are moving your fingers."
7. Be on the floor with children. Support and encourage them by making eye contact and talking with them.
8. Offer a comfort object such as a favorite blanket or stuffed animal to help a child feel secure when he or she is stressed.
9. Place unbreakable mirrors in different areas of the room so children get to see themselves often (for example, above the changing table and on the walls at child's eye level).
1 0. Try to avoid telling children "no" by giving them choices that are O K. Give them many chances to make choices and decisions. For example, if a toddler tries to grab a toy from another child, offer two other similar toys to choose from. Offer two different snacks, or let children choose which book to read.
11. Respect toddlers when they try to get what they want or do something their own way. Be patient, give them time to work at things, and encourage them to communicate what they want.
53 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
D eve lo p i n g a Se n s e of S e lf
1 . H elp establish a sense o f trust and security by developing warm and responsive relationships with every child. Greet each of them by name daily. Through smiles or friendly gestures, show you are pleased to see them.
2. Respect individual temperaments and personal uniqueness and be aware of any personal circumstances in a child's life.
3 . Encourage children to express their feelings through appropriate words and actions.
4. Communicate often with children, both individually and in small groups. Listen to what they are saying and show you value their opinions by acknowledging them and building on their ideas.
5. Involve children in planning related to the classroom (e.g., ask for and use their ideas about visual displays, book selections, and activities).
6 . If possible, use children's home language in daily conversations with them.
7. H elp children identify themselves as unique individuals and as members of different groups (e.g., create and display family photo books ; ask the children to describe something that is special about another child ; put a full-length mirror in the classroom ; use given names and pronounce them correctly ).
8 . Design the classroom in a way that stimulates and challenges children and gives them choices that are appro priate for a range of ages, developmental stages, and abilities (e.g., freshen materials in activity centers to reflect emerging themes generated by children and children's interests).
9 . Support the growth of children's feelings of competence and self-confidence (e.g., use books and games they create ; provide access to materials that encourage them to stretch their abilities ; provide positive comments about their
1 0. Allow children to experiment without fear of criticism or danger. Treat mishaps such as spilling, dropping, or knocking over objects as opportunities for positive learning.
1 1 . Make the classroom environment safe, pleasant, and joyful. Promote the use of humor and singing.
1 2 . Make room in the classroom for cozy, safe areas where children can be alone if they wish.
1 3 . Get to know children's families and value them as partners. Invite their participation and input through comment cards, home visits, and casual conversation - especially when things are going well.
accomplishments).
54 Emotional and Social Development
Deve lopi n g a Se nse of Se lf With Others
Goal E S D-3 : Children form relationships and interact positively with familiar adults who are
consistent and responsive to th eir needs.
Developmental Indicators
I nfants
• Enjoy being helde, cudd led , and tal ked to by fami l iar adults. ESD-3a
• Recognize and reach out to fami l iar people. ESD-3b
• Seek to be near their careg ivers ; stop crying when they come near. ESD-3c
• Show signs of separation anxiety when a famil iar careg iver leaves. ESD-3d
• Make eye contact with others. ESD-3e
• Imitate sounds , facial expressions, or gestures they see other people do (peek-a-boo, hands up for "so big"). ESD-3f
You n g e r Tod d l ers
• Show preference for and emotional connection with adults who take care of them on a regular basis ("check in" with caregeiver wh ile playing , greet family member with big hug , seek out caregeiver when upset or uncertain, exh i bit anxiety when adult leaves). ESD-3g
• Offer toys and objects to fami l iar adults. ESD-3h
Older Tod d l e rs
• Form close relationships with their primary careg ivers and other fami l iar adults. ESD-3i
• Seek help from trusted adults when upset (when fearful or having d i fficulty with someth ing). ESD-3j
• Are less l i kely to get upset when primary caregeiver is with them. ESD-3k
• Use words to influence careg ivers' behavior (ask for help, tal k about someth ing they want the adult to do). ESD-31
Yo u n g e r Presc hoolers
• Seek out trusted teachers and careg ivers as needed (for emotional support , physical assistance , social interaction , problem solving , and approval ). ESD-3m
• Show affection for adults they are close to. ESD-3n
• G iven time , form positive relationships with new teachers or caregeivers. ESD-3o
• Show ease and comfort in their interactions with fami l iar adults. ESD-3p
Older Presc hoolers
• Seek out trusted teachers and careg ivers as needed (for emotional support, physical assistance , social interaction , problem solving , and approval). ESD-3q
• Form positive relationships with new teachers or careg ivers over time. ESD-3r
• Use language effectively to continue conversations with famiel iar adults and to influence their behavior (ask for help, ask an adult to do someth ing). ESD-3s
-
Te m p e rci m e n t ci ls o p lciys 8 ro le i n c h i ld re n 's re lciti o n s h i p s . D e p e n d i n g
o n t h e i r te m p e rci m e nt , s o m e c h i ld re n m ci y h ci ve 8 n e ci s y t i m e m e eti n g n ew p e o p le . Oth e r c h i ld re n m ci y be m o re h e s it ci nt ci n d/o r s hy, ci n d m ci y n e e d
m o re ti m e ci n d s u p p o rt befo re t h e y fe e l c o m fo rt ci b le e n o u g h to i n te rn et w it h
ci d u lts ci n d p e e rs . 55 North Carolina Foundations for Early Learning and Development
Goal ES D-4 : Children form relationships and interact positively with other children.
Developmental Indicators
I nfants
• N otice other infants and ch ildren (look at them, turn in other's direction , reach for them, touch them). ESD-4a
Yo u n g e r Tod d l ers
• Show pleasure at the arrival of famiel iar peers. ESD-4b
• Enjoy playing alongside other ch i l dren. ESD-4c
• Imitate actions of older sibl ings and playmates. ESD-4d
• Offer toys and objects to other ch i l dren. ESD-4e
Older Tod d l e rs
• Show affection or preference for particular ch i l dren (spontaneously hug , want to play, calel other ch i l d a friend). ESD-4f
• Remember and use names of famiel iar playmates. ESD-4g
• Use appropriate words to influence playmates' behavior ( " P lay with me. " "Stop hitting me. "). ESD-4h
• Participate in play with other ch i l dren. ESD-4i
• Show positive emotion and turn taking with fami l iar playmates (agree to chase each other, watch and imitate each other's play with toys). ESD-4j
Yo u n g e r Presc hoolers
• Demonstrate social ski l ls when interacting with other ch ildren (turn- taking , conflict resolution , sharing). ESD-4k
• Form and maintain friendships with a few other ch i l dren. ESD-41
• Identify another ch i l d as a friend. ESD-4m
• Approach other ch i l dren easi ly, expecting positive interactions. ESD-4n
• Show ease and comfort in their interactions with fami l iar ch i l dren. ESD-4o
Older Presc hoolers
• Demonstrate social ski lls when interacting with other ch i l dren (turn- taking , confl ict resolution , sharing). ESD-4p
• Form and maintain friendsh ips with other ch ildren of diverse cultural backgrounds and abil ities. ESD-4q
• Seek and g ive support with ch ildren they identify as friends. ESD-4r
• Use language effectively to have conversations with other ch i l dren and influence another ch ild's behavior (negotiate sharing a toy, plan how to bui l d a block tower together). ESD-4s
• Play and interact cooperatively with other ch ildren (work on project together, exchange ideas). ESD-4t
-
C h i ld re n w h o s e h o m e lan g u a g e i s d i ffe re n t fro m t h e la n g u a g e s p o ke n i n t h e c la s s ro o m m a y
n e e d extra ti m e a n d s u p p o rt to d e v e lo p p e e r re lati o n s h i p s
b e c a u s e it m a y be d i ffi c u lt to co m m u n i cate w ith the i r p e e r s . Te a c h e rs s h o u ld a ls o kee p i n m i n d t h a t c u ltu re m a y p la y a
ro le i n c h i ld re n 's re lati o n s h i p s . Fa m i l i e s d i ffe r i n te r m s of t h e s o c i a l s k i lls a n d b e h a v i o rs a re
va lu e d a n d exp e cted . 56
Emotional and Social Development
Goal E S D-5 : Children demonstrate the social and beh avioral skills needed to
successfully participate in groups.
Developmental I n d icators
I nfants
Emerging Yo u n g e r Tod d l e rs
• Use gestures , sounds , objects , or words to get another person to do someth ing ( bring box to adult to be opened , make noise to get someone to look). ESD-5a
• Fol low simple d irections some of the time. ESD-5b
• Control impulses some of the time (look at forbid den object and say, " N o , no , " allow adult to d irect them to a d ifferent activity). ESD-5c
• Accept adult help to resolve problems and confl icts , and cooperate when an adult red irects them from a situation that poses a problem. ESD-5d
Older Tod d l e rs
• Fol low social rules , transitions , and routines that have beene explained to them, with reminders and practice. ES0-5e
• Adjust their behavior to fit d ifferent situations (tiptoe near a sleeping baby, use a quiet voice inside, runs outside). ES0-5f
• Evaluate their own and others' actions as right or wrong (pointing out another ch i l d is cl imbing on the table). ESD-5g
• Show caring and cooperation (help to put away toys , offer to help another person). ESD-5h
• Wait for a short time to get what they want (a turn with a toy, a snack) , with guidance and support. ESD-5i
• Accept "no" without getting overly upset. ES0-5j
You n g e r Presc hoolers
• Fol low social rules , transitions , and routines that have been explained to them, with reminders and practice. ES0-5k
• Often make requests clearly and effectively. ESD-5/
• Show awareness that their actions affect others (move carefully around classmate's block structure). ESD-5m
• Wait for a short time to get what they want (a turn with a toy, a snack). ESD-5n
• Work to resolve conflicts effectively, with guidance and support. ESD-5o
• N otice and accept simi larities and d ifferences among all people, includ ing people with disab i l ities and those from d ifferent cultures. ESD-5p
Older Preschoolers
• Fol low social rules , transitions , and routines that have been explained to them. ESD-5q
• Make requests clearly and effectively most of the time. ES0-5r
• Balance their own needs with those of others in the group. ESD-5s
• Anticipate consequences and plan ways to solve problems effectively, with guidance and support. ESD-5t
• Use a variety of strateg ies to solve problems and conflicts with increasing independence. ESD-5u
• Express respect and caring for al l people, includ ing people with d isab i l ities and those from d ifferent cultures. ES0-5v
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Ta ki n g tu r n s a n d wa iti n g a re i m p o rta nt a s p e cts of p a rti c i p ati n g i n a g ro u p . G e n e ra lly, yo u n g c h i ld re n a re n ot g o o d a t wa iti n g . I t i s i m p o rta nt that tea c h e rs try
to m i n i m i ze the a m o u nt of ti m e c h i ld re n h ave to w a it fo r m ate r i a ls a n d/o r a ct i v iti e s . To h e lp e n co u ra g e a n d s u p p o rt c h i ld re n 's a b i lity t o wa it, tea c h e rs ca n occa s i o n a lly
b u i ld i n o p p o rtu n iti e s to p ra ct i c e wa iti n g fo r ve ry s h o rt p e r i o d s of ti m e .
57 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Deve lopi n g a Se nse of Se lf With Others
1. To promote attachment, allow only a small number of people to care for each young child regularly.
2. When there is more than one caregiver in the room, assign one specific person to be the primary caregiver for each young child. The primary caregiver should complete all of the child's daily caregiving routines, such as feeding and diapering. This helps the child develop a strong relationship with the caregiver and helps the caregiver learn about the uniqueness of the child. If the primary caregiver is absent, assign a person familiar to the child to be the primary caregiver.
3 . Watch infants for signs that they are not becoming attached. For example, a child might become passive, not react to something that would ty pically upset a child, or seem not to thrive like other infants. Talk with family members, administrators, or other professionals if you observe these signs.
4. Recognize that fear of strangers and separation anxiety are normal stages of attachment in mobile infants. H elp parents understand that fear of strangers and separation anxiety are normal.
5 . Treat children as individuals by using their names rather than just talking to them as a group.
6. Maintain eye contact and interact with children in an engaging way during caregiving routines such as diapering and feeding.
7. Allow infants and toddlers to be with and watch others much of the day.
8 . Set u p interest areas with enough toys and materials for two to three children to play without having to argue over the materials.
9. M odel "gentle touches" for toddlers as they interact with others.
1 0. Encourage family members to say goodbye to their infants and toddlers. This helps children understand what to expect when family members leave and trust that their loved ones will come back.
1 1 . Realize that parents may b e afraid that if their child becomes attached to other caregivers, their child might be less attached to them. Reassure parents and guardians that children can become attached to more than one person and will not become less attached to them.
1 2 . Support each child's attachment t o his/ her family while the child is in your care. Greet both the infant/toddler and family members as they arrive and depart. Talk about family members with children during the day. Set up a communication system (report form, notebook) to let families know what the child's day has been like.
58 Emotional and Social Development
Strategies for Preschoolers
Deve lopi n g a Se nse of Se lf With Others
1 . Create opportunities for children to interact with others who have varying characteristics and abilities, identifying and pointing out areas in which they share a common interest.
2. O bserve children in the classroom and facilitate their entry into social groups with their peers. Serve as broker between Dual Language Learners and children who speak English to facilitate their engagement in play with others. For example : Travis just joined the dramatic play center. Prompt him: "Travis, ask your classmates what they are playing." Then address classmates: "What part/job can Travis do?"
3 . Alert children to the feelings and emotional needs of others (e.g., display and talk about pictures depicting various emotions; point out how children feel in various real-life situations).
4 . Be aware of social interactions among children and create opportunities to support friendships. For example, create inviting areas within the room where small groups of children can play.
5 . H elp children see the effect of their behavior on others by encouraging them to see others' perspectives and share their ideas about solving problems and social conflicts (e.g., assist the process of conflict resolution).
6 . Allow children to share ownership of the classroom by participating in discussions related to classroom decisions and helping to establish rules and routines.
7. M odel asking for and understanding the viewpoints and opinions of others.
8 . Promote an atmosphere of cooperation instead of competition (e.g., introduce activities that require two or three children to work together).
9 . Provide opportunities for children to be responsible members of the classroom community, respecting shared rights and property and helping others (e.g., assign individual cubbies for belongings; rotate responsibility for tending classroom plants).
1 0. Maintain an ongoing flow of information between school and family, through home-school j ournals or cassette tapes, suggestion boxes, weekly newsletters, phone calls, or classroom visits.
1 1 . Make the classroom the children's space, with displays of their creations, experiences, interests, and cultures.
1 2 . Provide adaptive equipment and materials when a child needs support to be active and successful in program routines and activities. When children are able to participate, they feel a sense of belonging and security.
59
North Carolina Foundations for Early Learning and Development
Lea rn i n g Abo u t Fee li n g s
Goal E S D-6 : Children id entify, manage, and express th eir feelings.
Developmental I ndicators
I nfants
• Express a range of emotions (happiness , sadness , fear, and anger) with their face , body, and voice. ESD-6a
• Show when they feel overwhelmed or are in d istress or pain (cry, yawn , look away, extend arms or legse, arch their body, fuss). ESD-6b
• Soothe themselves (suck thumb or pacifier, shift attention , snugg l e with soft toy). ESD-6c
You n g e r Tod d l ers
• Express a range of emotions (happiness , sadness , fear and anger) with their face , body, and voice. ESD-6d
• Use body language , facial expression , and sometimes words to communicate feel ings (clap when happy, pout and hunch shoulders when sad , shout "Whee ! " when excited ). ESD-6e
• Separate from parent or main careg iver without being overcome by stress. ESD-6f
• Find comfort and calm down in a fami l iar setting or with a fami l iar person. ESD-6g
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--------t i l t-------------------------------------
Older Tod d l e rs
• Express a range of emotions (happiness , sadness , fear, anger, d isgust , tenderness , host i l ity, shame, gui lte, satisfaction , and love) with their face , body, vocal sounds , and words. ESD-6h
• Communicate to make needs known. ESD-6i
• Manage emotions and control impulses with guidance and support (Say " I don't l i ke that ! " instead of h ittinge; wait by door instead of running ahead when excited to go out). ESD-6j
• D isplay emotional outbursts less often. ESD-6k
Yo u n g e r Presc hoolers
• Express a range of emotions (happiness , sadness , fear, anger, d isgust , tenderness , host i l ity, shame, gui lte, satisfaction , and love) with their face , body, vocal sounds , and words. ESD-6/
• Use a variety of words or signs to express and manage feel ings more clearly. ESD-6m
• Descr i be reasons for their feel ings ( " I 'm sad because Grandma's leaving." "That makes me mad when you do that ! "). ESD-6n
Older Presc hoolers
• Express a range of emotions (happiness , sadnesse, fear, anger, d isguste, tenderness , hostil ity, shame, gui lt , satisfaction , and love) with their face , body, vocal sounds , and words. ESD-60
• Independently manage and express feel ings effectively most of the time. ESD-6p
• Use a larger vocabulary for tal king about d ifferent feel ings ( " I'm frustrated with that puzzle ! " " I 'm excited about our trip. "). ESD-6q
• G ive reasons for their feel ings that may include thoug hts and bel iefs as wel l as outside events ( " I'm happy because I wanted to win and I d id. "). ESD-6r
• Use problem-solving strateg ies when feel ing angry or frustrated. ESD-6s
- -
Te a c h e rs a n d ca re g ive rs s h o u ld ke e p i n m i n d that t h e way c h i ld re n
ex p re s s t h e i r e m oti o n s m a y b e d i ffe re nt fo r
c h i ld re n fro m d i ffe re nt c u ltu ra l g ro u p s .
60 Emotional and Social Development
Goal ES D-7: Children recognize and respond to the needs and feelings of others.
Developmental Indicators
I nfants
• Become u pset when another infant is crying . ESD-7a
• Respond differently to positive vs. negative emotional expressions of others. ESD-7b
Yo u n g e r Tod d l e rs
• Try to comfort another ch i l d or an ad ult who is u pset ( bring a comfort object, pat the person on the back). ESD-7c
• Look at fami liar caregivers to see how the caregiver is feeling (do someth ing wrong and look to see it the careg iver is angry, bump head and start crying after the careg iver expresses concern/tries to comfort). ESD-7d
• Match their tone and emotions to that of oth ers d uring interactions. ESD-7e
Older Tod d l e rs
• Try to comfort another ch i l d or an ad ult who is u pset ( bring a comfort object, pat the person on the back). ESD-7f
• Communicate concern for others (share a toy with someone who doesn't have one, ask, "Are you O K?") . ESD-7g
• Otter hel p to meet the needs of others ( pick u p item someone dropped, help another ch i l d who is having trou ble b u i l d ing a block tower). ESD-7h
• Recognize facial expressions or actions associated with d ifferent emoti ons. ESD-7i
Yo u n g e r Presc hoolers
• Try to comfort another ch i l d or an ad ult who is u pset ( bring a comfort object, pat the person on the back). ESD- 7j
• Communicate concern for others (share a toy with someone who doesn't have one, ask, "Are you O K?") . ESD-7k
• Otter hel p to meet the needs of others ( pick u p item someone dropped, help another child who is having trou ble b u i l d ing a block tower). ESD-7/
• Show awareness that other people have d ifferent feel ings ( " I l i ke raisins but he doesn't." ' Tm scared on that ride but she isn't."). ESD-7m
--
-
-
Older Presc hoolers
• Communicate und erstand ing and empathy for others' feelings. ESD-7n
• Show awareness that their behavi or can affect the feelings of others (say, " I d i dn't mean to scare you when I yelled."). ESD-7o
• C hoose to act in ways that show respect for others' feelings and points of view most of the time with guidance and support (compliment each other d uring play, work out conflicts, show respect for opinions expressed by others). ESD- 7p
S o m e c h i ld re n , p a rt i c u la rly t h o s e w ith As p e rg e r's o r a uti s m , m a y n o t re cog n i ze h ow oth e r c h i ld re n a re
fe e li n g a n d n e e d h e l p fro m tea c h e rs a n d ca re g ive rs i n o rd e r to re s p o n d
a p p ro p r i ate ly to t h e n e e d s a n d fe e li n g s o f oth e rs .
61 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Lea rn i n g Abo u t Fee li n g s
1 . Be aware o f infants' and toddlers' reactions and reassure them that you are there for them. Let them know you care for them even when they have strong negative feelings. Give them hugs, cheers, and hold them in your lap if they welcome these touches. ( Remember, some children prefer to be comforted in other ways.)
2. Pay attention to infants' signals that they are overwhelmed. G ive them some quiet time or extra time cuddling with you to help them recover. Take them out of situations where there are too many people, too much noise, or too much stimulation of any kind.
3. Talk about your own feelings with the children. Use words to describe your emotions.
4. Use "feeling" words to acknowledge and label emotions that you see the child is experiencing ( "You're very mad ! " "You look sad." ). This helps the child to feel understood and learn to use words to describe feelings.
5. U nderstand that expression of feelings ( both positive and negative) is important to healthy emotional development. Children need to express both ty pes of feelings and have adults accept these feelings.
6. Provide adaptive equipment and materials when a child needs support to be active and successful in program routines and activities. When children are able to participate, they feel a sense of belonging and security.
7. Focus on each toddler's positive q ualities and accomplishments. Avoid talking about children as good or bad, or messy or neat.
8. Accept the toddler's mistakes as a natural process of learning and exploring. Use supportive language such as "Oh, the milk spilled. Let's get a paper towel and clean it up, " rather than "You're so clumsy. You made a mess."
9. Encourage independent choices so toddlers can feel a sense of control and success. For example, let them decide how to play and when they need to go to the toilet. Let them do things for themselves even if they do not do it exactly the way you would have.
1 0. Provide opportunities for toddlers to repeat successful activities over and over again until they are ready to move on to something more challenging. Have many different toys available to toddlers at the same time.
1 1 . Use transition objects o r comfort toys to help children change routines or settings.
62 Emotional and Social Development
Strategies for Preschoolers
Lea rn i n g Abo u t Fee li n g s
1 . Incorporate small and large grou p lessons focused on a discussion about feelings into regular classroom activities. Allow children to describe their feelings related to a personal event or classroom event, etc.
2. Make books about feelings available in the book area and for check-out. Include simple books with children's faces depicting feelings (can be teacher created or purchased).
3. Use a small flip chart with pictured expressions and labels so children can turn to the emotion that fits what they are feeling (or have an adult help them find it), especially nonverbal children or children who have language delays or difficulty with expressive language.
4. Include a "peace talk" area or corner where children can go for conflict resolution when they have a disagreement.
5. Read a familiar book and discuss each character's feelings or reactions.
6. Give children words to explain why they feel a certain way if they cannot express it themselves. ( " I think you are angry because J oanie took your toy. Can you tell her?" )
7. Guide children through brief exercises that can help reduce stress. For example, teach children how to take deep breaths when they are upset or to reach up and stretch their muscles to reduce tension.
8. Understand that expression of feelings ( both positive and negative) is important to healthy emotional development. Children need to express both ty pes of feelings and have adults accept these feelings.
9. Focus on each child's positive qualities and accomplishments. Avoid talking about children as good or bad, or messy or neat.
1 0. Talk with children about how other children might feel, particularly if they have done something to upset another child.
63
North Carolina Foundations for Early Learning and Development
6 4 North Carolina Foundations for Early Learning and Development
H ea lth a n d P hys i ca l D eve lo p m e nt ( H P D )......_..
65 Health and Physical Development
Subdomains
Physical H ealth and Growth
M otor Development
Self-Care
Safety Awareness
The domain o f Health and Physical
Development focuses on physical growth and
motor development, sound nutritional choices,
self-care, and health/safety practices. This
domain is the foundation for the future health
and well-being of all children. Good physical
health and motor development supports
children's learning and plays a part in their
ability to be successful in almost any type of
activity.
During the time from birth to age five,
children's bodies go through a period of rapid
growth. Their body more than doubles in size
and their brain develops more rapidly than
during any other period in the lifespan.
Helping children establish good health
practices and eating habits is extremely
important. Good nutrition promotes not only
physical growth and health, but also cognitive
development skills such as memory, problem
solving, and decision-making. Children grow
and develop best when they are provided a healthy and balanced diet, have sufficient rest,
and are physically active so that they develop
strength and stamina.
In addition to healthy eating habits, children
must have a variety of physical experiences that promote physical fitness and allow them
to practice motor skills. Although
developmental milestones don't occur at the
exact same time for all children, their growth
and motor development tends to follow a
similar sequence as their skills build upon
each other. They move from turning over to
sitting up, from crawling to walking, and then
from running to playing organized games.They also develop fine or small motor skills as they
learn to use their hands for a variety of tasks.
Early childhood programs can promote
physical development by providing children
with a safe, supervised environment where
play is encouraged and children have ample
opportunities to explore.
Health and physical development also includes
children's growing independence in carrying
out personal routines and their awareness of
health and safety concerns. This awareness and
independence grows when children begin to
participate in group and individual routines
such as changing diapers, putting away toys, or
washing their hands. It is particularly
important to pay attention to families'
preferences and the routines that children are
accustomed to at home. Self-care routines that
are consistent with the family's culture will be
more comfortable for children. Also, teachers
and caregivers should be careful to help
children develop a sense of independence
66 North Carolina Foundations for Early Learning and Development
in ways that are comfortable for families.
When children are very young, they need the
constant presence and guidance of adults to
help them carry out routines and ensure their
safety. However, as they grow older, they show
greater independence and begin to understand
that some situations are dangerous. Caregivers
and teachers can work with families to decide
when and how to promote children's self-care
routines and independence.
Finally, it is important to remember that
each child develops at his/her own pace.
However, teachers and caregivers may be
the first to notice that a child's development
is not consistent with typical expectations.
If a parent or teacher is concerned that a
child is not meeting many or all of the Goals
and Developmental Indicators described in
this document, additional evaluation may be
needed. You should consult a pediatrician,
neurologist, or developmental specialist to
determine if further intervention is needed.
H ea lth a n d P hys i ca l D eve lo p m e nt { H P D) Physical H ealth and Growth • G oal H PD-1 : C h i l d re n d eve l o p h ealthy eat i n g hab its . • G oal H PD-2 : C h i l d re n e n g ag e i n active p hysical p l ay i n d oo rs
and o utd oors . • G oal H PD-3 : C h i l d re n d eve l o p h ealthy s l ee p i n g hab its .
Motor Development • G oal H PD-4 : C h i l d re n d eve l o p the l arg e m usc l e co ntro l and abi l ities
needed to m ove t h ro u g h and exp l o re t h e i r e nvi ro n m e nt . • G oal H PD-5 : C h i l d re n d eve l o p smal l m usc l e co ntro l and hand-eye
coord i nat i o n to man i p u late o bjects and wo rk with too l s .
Self-Care • G oal H PD-6 : C h i l d re n d eve l o p aware ness of th e i r needs and the
ab i l ity to co m m u n i cate their needs . • G oal H PD-7: C h i l d re n d eve l o p i n d e p e n d e n c e i n cari n g fo r
themselves and the i r e nvi ro n m e nt .
Safety Awareness • G oal H PD-8 : C h i l d re n d eve l o p aware n ess of bas i c safety ru l es and
beg i n to fo l l ow t h e m .
67 Health and Physical Development
- - -
-
P hys i ca l H ea lth a n d G rowth
Goal H P D-1 : Children develop healthy eating habits.
Developmental Indicators
I nfants
• Show interest in feed ing routines . HPD- 1a
• Help with feed ing themselves (eat finger foods , hold bottle . HPD- 1 b
• Show hunger or fu l lness using actions , soundse, or words (cry or search tor foode, turn away when fu l l ) . HPD- 1 c
• Show food preferences . HPD- 1 d
• Respond t o d ifferent textures of food in their mouth (wait tor the next bite , spit out foode, turn head away) . HPD- 1 e
• Eat d ifferent kinds of food such as l i q uids, pureed or soft foods , and finely chopped foode. HPD- 1 f
You n g e r Tod d l ers
• Try new foods. HP 1-g
• Feed themselves with some assistance (may use hands , utensils or cups). HPD- 1 h
• Ask tor or accept food when h u ngry. HPD- 1 i
• Eat enou g h to meet nutritional needs , even when amount or type of food varies over time (eat a lot at one meal and l ittle at the next , show interest in many foods but no interest in others). HPD- 1j
• Eat a variety of small pieces of age-appropriate table foods. HPD- 1 k
Older Tod d l ers
• Try new foods. HPD- 1 I
• Feed themselves using utensils and hands. HPD- 1 m
• Accept or refuse food depend ing on their appetite and personal preference (make food choices at a meale, leave unwanted food on platee, ask tor seconds of favorite food). HPD- 1 n
• N otice and tal k about food preferences , textures, temperatures, and tastes (crunchy crackerse, warm soup, sweet apples). HPD- 1 o
Yo u n g e r Presc hoolers
• Try new foods. HPD- 1p
• Feed themselves with utensils independently. HPD- 1 q
• Communicate that some foods are good tor them (fresh fru itse, vegetables , mi l k) and some are not healthy (potato chips , soda). HPD- 1 r
Older Presc hoolers
• Try new foods. HPD- 1 s
• Feed themselves with utensils independently. HPD- 1 t
• G iven a selection of fami l iar foods , identify wh ich foods are nutritious and wh ich are not. HPD- 1 u
• Talk about variety and amount of foods needed to be healthy (can identify what is missing from their meal). HPD- 1 v
• Name foods and beverages that help to b u i l d healthy bod ies. HPD- 1 w
C h i ld re n fro m a ll c u ltu ra l b a ckg ro u n d s w i ll b e a c c u sto m e d to e ati n g d i ffe re nt ty p e s of
fo o d s , s o m e of w h i c h m a y be l e s s n u tr i ti o u s . It's i m p o rta nt to re s p e ct fa m i ly p refe re n c e s a n d t o a ls o i ntro d u ce t h e i d e a t h a t c h i ld re n
s h o u ld eat m o d e rate a m o u nts o f a va r i ety of fo o d s , i n c lu d i n g h e a lthy fo o d s .
68 North Carolina Foundations for Early Learning and Development
Goal H P D-2 : Children engage in active p hysical play indoors and outdoors.
Developmental Indicators
I nfants
• Engage in physically active movements (spend ing time on their tummy, repeating actions, kickinge, waving arms , rol l ing over). HPD-2a
• M ove their bod ies to explore the indoor and outdoor environment. HPD-2b
• Develop strength and stamina by continuing movements over short periods of time. HPD-2c
Yo u n g e r Tod d l e rs
• Show they enjoy active play and seek to be physically active (choose to play often on climber, laug h and squeal wh i le moving). HPD-2d
• Anticipate and ask for outdoor play (point at door and say, "Out ! " , resist coming indoors). HPD-2e
• Engage in regular and sustained movement (push toys around play yard , go up and down slide over and over). HPD-2f
• Develop strength and stamina as they use large muscles and participate in physical activity for longer periods of time. HPD-2g
Older Tod d l e rs
• Develop strength and stamina by spend ing moderate periods of time playing vigorously. HPD-2h
• Show satisfaction with new active ski l ls and strengths (ask others to watch them, say, " I'm b i g and strong ! "). HPD-2i
• With guidance and support, transition from active to quiet activities. HPD-2j
You n g e r Presc hoolers
• Develop strength and stamina by spend ing moderate periods of time playing vigorously. HPD-2k
• C hoose a variety of structured and unstructured physical activities indoors and outdoors. HPD-21
• Participate in simple games and other structured motor activities that enhance physical fitness (songs with movement , throwing and catch ing). HPD-2m
• Transition from active to quiet activities with l imited guidance and support. HPD-2n
Older Presc hoolers
• Develop strength and stamina by spend ing extended periods of time playing vigorously. HPD-2o
• Communicate ways exercise keeps us healthy and makes us feel good. HPD-2p
• Participate in structured and unstructured motor activities that bui l d strengthe, speed , flexi b i l ity, and coord ination (red l ig h t , green l i g ht ; chase; free play). HPD-2q
• Transition independently from active to quiet activities most of the time. HPD-2r
- -
Yo u n g c h i ld re n n e e d both teci c h e r
d i rected 8 n d fre e - p lciy ci ctiviti e s to p ro m ote pci rti c i pciti o n i n ci ctive
p hys i c ci l p lciy.
69 Health and Physical Development
Goal H P D-3 : Children develop healthy sleeping habits.
Developmental Indicators
I nfants
• Sleep for longer periods at a time (more at night , and less during the day). HPD-3a
• Settle down and fal l asleep after a routine that includes a fami l iar series of events. HPD-3b
• Develop a personal sleep routine or pattern. HPD-3c
Yo u n g e r Tod d l e rs
• Cooperate with sleep routines (choose a booke, get preferred sleep toy). HPD-3d
• Use simple sounds , gestures , or words to show they are tired (say, " N ight, nig ht. "). HPD-3e
Older Tod d l e rs
• Use language about sleep (say, "Time for bed , " after clearing lunch th ings; g ive sign for sleep). HPD-3f
• With guidance, participate in sleep routines (wash hands after lunche, get blanket , l ie down on bed or mat). HPD-3g
• Fal l asleep on their own. HPD-3h
You n g e r Presc hoolers
• Recognize and communicate signs of being tired. HPD-3i
• With increasing independence , start and participate in sleep routines. HPD-3j
Older Presc hoolers
• Communicate ways sleep keeps us healthy and makes us feel good. HPD-3k
• Independently start and participate in sleep routines most of the time. HPD-3/
I n s o m e c u ltu re s , c h i ld re n ci re n ot
ex p e cted to s le e p i n d e p e n d e ntly o r fa ll ci s le e p o n t h e i r ow n . Te ci c h e rs s h o u ld b e
s e n s itive to 8 fa m i ly's p refe re n ce s ci bo u t
h ow th e i r c h i ld g o e s t o s le e p .
70 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
P hys i ca l H ea lth a n d G rowth
1 . Promote and support breastfeeding for young children. Provide storage for breast milk , private areas for nursing mothers, and education about the benefits of breastfeeding for both mother and infant. Feed iron-fortified formula to infants who are not breastfeeding.
2. When an infant shows early signs of hunger (e.g. , beginning to stir when sleeping)e, begin preparing food or milk so it is ready when the child is ready to eat. Allow enough time for them to finish bottles or food.
3. Ask families about food allergies and serve only foods children are not allergic to. Also , ask about any history of allergies in the family. Some children may need to avoid eggs, peanutse, nuts , and fish until they are two or three.
4. Allow children to leave food uneaten. Do not force them to eat more than they want. They may be full.
5 . Allow enough time for children to explore foods with their fingers and to eat.
6. Eat healthy foods with children (fruits, vegetables, whole grains, dairy products ,
and protein). Talk about foods and how they help the body. ( "Milk makes your bones and teeth strong. ")
7. Offer a variety of safe and healthy foods that meet the nutritional needs of infants and toddlers. Ask families what they eat at home and offer these foods. Serve foods that respect the family's culturale, religious, and other preferences, and that represent the cultures of the children in the classroom.
8 . Encourage young children to try new foods. Offer a new food up to 10 times if needed to let a child get used to a new taste and texture.
9. Offer typese, sizes, and textures of food that each infant or toddler can eat safely and successfully. Work with familiese, dietitianse, and health care professionals to offer the breast milk, formulae, foods, and other forms of nutrition appropriate for children with special nutritional needs.
10. For young children who need help eating and drinking, offer support, proper positioning, special equipmente, and many chances to practice eating and drinking. Offer cups and spoons and encourage children to feed themselves when they are ready.
11. Some infants and toddlers are highly sensitive to lighte, noise , and the way they are touched. Provide spaces that offer less stimulation so they can feel calm and comfortable. Work with families and specialists to offer appropriate physical activity for these children.
1 2 . Ask families to share the sleep routine used at home and use it in the childcare environment if appropriate (rock the child to sleep, let them hold a special toy). Learn and say the words families use to tell someone they are tired. Use these words and teach children to use them to tell you they are tired.
1 3 . Provide areas for children to rest to accommodate individual sleep needs. Infants and toddlers should have individual nap schedules.
14. Help children learn to calm themselves and fall asleep. For infants, consider playing soft music, lowering the lights, and quieting the environment. For older children who choose their own sleep positions, rubbing their back may help them relax and fall asleep.
71 Health and Physical Development
Strategies for Preschoolers
P hys i ca l H ea lth a n d G rowth
1. M odel and discuss healthy eating habits and provide a variety of nutritious snacks and meals.
2. Develop a routine schedule for eating regular meals and snacks.
3 . Work with families to develop cultural and religious awareness relating to foods and traditions of mealtime.
4 . Provide activities that encourage children to explore a variety of foods, textures, and use of utensils.
5. Allow and encourage children to serve and clean up food. Provide materials for pretend play about shopping, cooking, serving, eating, and cleaning up.
6 . Invite and encourage children to participate in physical activity and free play every day. Schedule several periods of active physical play each day, with each period lasting thirty to sixty minutes. Include time for child-directed play and adult-directed activities, and participate with children in the activities.
7. Share information about programs or activities in the community that encourage physical activity for families, including children with special needs: parks, greenways, playgrounds, swimming pools, lakes, and gyms.
8 . Take children outside often and regularly in all seasons. Dress them appropriately for the weather (raincoats, sweaters, boots, mittens, coats, hats). Show children you enjoy being outdoors and encourage them to explore the outdoor environment.
9. Read books about healthy practices. Discuss the concepts of rest, exercise, and good eating related to good health.
1 0. Carry out sleep routines that meet the child's needs and take into account the beliefs, customs, and needs of families.
1 1 . Encourage and support children's need for rest and relaxation by scheduling both active and q uiet times during the day.
72 North Carolina Foundations for Early Learning and Development
Motor Deve lopme nt
Goal H P D-4 : Children develop the large muscle control and abilities needed to
move through and explore th eir environment.
Developmental Indicators
I nfants
• Gain control of arm and leg movements. HPD-4a
• Maintain upright posture when sitting and stand ing. HPD-4b
• M ove in and out of various positions by rol l ing , pushing up, and pul l ing to stand. HPD-4c
• M ove from place to place as their abi l ities allow (squirm, rol l , scoot , crawle, cruise , or wal k). HPD-4d
Yo u n g e r Tod d l e rs
• Develop strengthe, balance, and coordeination by repeating movements (pull up and sit down; bend and straig hten, squat to pick someth ing up from the floor). HPD-4e
• M ove their arms and legs together to cl imbe, push , and pul l (push a strol ler, use rid ing toyse, crawl up steps). HPD-4f
• M ove throug h the world with more independence (crawl , cruise , wal k , run , use therapeutic wal ker). HPD-4g
Older Tod d l e rs
• M ove their arms and legs to complete a task (kick, jump, step, pedale, push away). HPD-4h
• M ove throug h the world with a variety of movements and with increasing independence (run, jump , pedal). HPD-4i
• Use fami l iar objects that encourage large motor movements (ri d ing toyse, crawl tubes, large balel in basket , slide). HPD-4j
• Perform actions smoothly with balance, strengthe, and coordination (dance, bend over to pick up a toy, reach up h i g h on a shelf, wal k up and down steps). HPD-4k
You n g e r Presc hoolers
• Demonstrate strength and balance by managing uneven surfaces such as h i l ls , ramps , and steps. HPD-41
• Refine movements and show generally good coordeination (e. g.e, throwing and catch ing). HPD-4m
• Use a variety of toys and equipment that enhance gross motor development (bal ls, sl ides , pedal ing toys , assistive technology). HPD-4n
• M ove their bod ies in space with good coordeination (runninge, hopping in placee, gal loping). HPD-4o
Older Presc hoolers
• Coordinate movement of upper and lower body. HPD-4p
• Perform complex movements smoothly (skipping , balancing on beams , hopping from one place to another). HPD-4q
• M ove quickly throug h the environment and be able to stop (run faste, pedal fast). HPD-4r
• Show awareness of own body in relation to other people and objects wh i l e moving throug h space. HPD-4s
73 Health and Physical Development
Goal H P D-5 : Children develop small muscle control and h and-eye coordination to
manipulate objects and work with tools.
Developmental Indicators
I nfants
• Use both hands to swipe ate, reach for, grasp , hold , shake , and release objects. HPD-5a
• Transfer objects from one hand to the other. HPD-5b
• Use a pincer grasp to pick up an object with finger and thumb. HPD-5c
Yo u n g e r Tod d l e rs
• Use hands to manipulate objects (stack two or three large blocks , pick up or rol l a bal l). HPD-5d
• Use hands and eyes together (put together and take apart toys , feed themselves finger foods , f i l l containers). HPD-5e
• Use simple tools (spoon for feed ing, hammer with pegse, crayon for scr i b b l ing). HPD-5f
Older Tod d l e rs
• Use more complex , refined hand movements (stack a few small blocks , try to draw, turn pages one at a time). HPD-5g
• Use hands and eyes together with a moderate degree of control (complete puzzles , thread beads with large holes , use shape sorters). HPD-5h
• Use tools that require finger and hand control (large paintbrush , measuring cupse, switches, shovel). HPD-5i
Yo u n g e r Presc hoolers
• Draw simple shapes and figures (square for block, circles). HPD-5j
• Engage in activities that require hand-eye coordeination ( bui l d with manipulatives , mold Play- Doh ® , work puzzles with smaller pieces). HPD-5k
• Use tools that require strengthe, controle, and dexterity of small muscles (forks , crayons , markers , safety scissorse, adapted tools). HPD-51
Older Presc hoolers
• Draw and write smaller figures with more detai l (faces with featurese, letters , or letter-l i ke forms). HPD-5m
• Engage in complex hand- eye coord ination activities with a moderate degree of precision and control (fasten cloth ing, cut shapes, put together smalel pieces). HPD-5n
• Use tools that require strength and dexterity of small muscles with a moderate degree of control (spray bottle, hole puncher). HPD-5o
74
North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Motor Deve lopme nt
1 . Play with infants and toddlers both indoors and outdoors. Make sure the environment is safe. Include play on a variety of surfaces and provide open spaces for free movement.
2. Play with infants on their tummies frequently throughout the day. Place interesting toys in front of them and use a rolled towel to support a baby's chest and arms if needed. For babies who do not like being on their stomachs, try a few minutes of tummy time several times a day rather than for one long period.
3. Give young children brightly colored and interesting toys to reach for or move toward ( balls, mobiles, soft toys). Encourage them to bring their hands together as they play with objects.
4. Put small, safe objects on a tray or protected spot on the floor for children to grab and handle. For example, offer rattles and teething toys to infants ; blocks, crayons, and snap-together toys to older toddlers. For children with impaired vision, use toys with switches and varied textures. Increase contrasts to help them see what is there (bright toy on black backg round; pictures outlined with heavy line).
5. Play games from different cultures that include hand motions with words, such as " Pat-a-cake, " "Todos L os Pescados, " and "ltsy Bitsy S pider."
6. Offer materials and activities to encourage large sweeping motions and the ability to hold objects. For example, children might draw or paint with crayons, finger paints, or objects like rubber stamps and small wheeled vehicles. Use wide brushes or markers ; adapt handles for children with limited hand control.
75 Health and Physical Development
7. Provide opportunities for children to practice small motor skills during daily activities and routines (zipping zippers when putting on clothing, passing out smaller objects to friends, etc.).
8. Use diapering time to do baby exercises and to play ( bicycling legs, arm lifts, kicking, reaching).
9. Provide pillows, small mounds, balance beams, stepping-stones, and other low barriers for children to climb on and over. This develops balance, builds strength, and improves coordination.
1 0 . Run, jump, skip, hop, and throw balls with children, both indoors and outside. Encourage them to move their bodies indoors and outdoors with movement games, music, and dancing from different cultures (e.g., " I'm a Little Tea Pot, " "Little Sally Walker, " "De Co/ores, " "All Fish Swimming in the Water' ' ).
1 1 . Create a n environment that includes materials and equipment that can be used by children with varying physical abilities. For children with disabilities, provide supports or special equipment that allows them to participate in physical activities and play (therapeutic walker, scooter board, supportive seating for swings or riding toys, bars for pulling up).
12. Create mazes and obstacle courses that are age appropriate. For example, invite children to move through tunnels, under chairs, around tree trunks, and over low hills.
1 3 . Provide push and pull toys, riding toys (with and without pedals), balls, tools, slides, and other materials that give children chances to exercise large muscles and practice skills.
1 4. Create activities to encourage children with different abilities to play and learn together. For example, play a game of catch with a foam ball with children sitting down on the floor or ground. Include children who cannot walk with other children in the group.
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North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
Motor Deve lopme nt
1 . Plan activities that use a variety o f materials to support fine motor skill development, with adaptations as needed, respecting culture and differing ability levels ( paper, pencils, crayons, safety scissors, Play- Doh®, manipulatives, blocks, etc.).
2. Provide daily opportunities and a variety of activities for children to use hand-held tools and objects.
3. M odel the use of drawing and writing tools in daily activities.
4 . Provide opportunities for children t o pour their own drinks and to serve foods, such as spooning out applesauce.
5. Provide a variety of materials, such as beads and snap cubes, for children to put together and pull apart.
6 . Offer children toys and materials to fill, stack, dump, and pour, such as small blocks, buckets, plastic cups, and water. Provide options for children with different abilities. For example, include Play-Doh®, puzzles with and without knobs, empty boxes, and containers with lids. Be sure to stock manipulative centers with containers for objects to be put into.
7. Provide child-size tables and chairs so children can use them independently.
8. Provide many opportunities for and actively participate in children's outdoor play.
9 . Change materials routinely to encourage discovery, engagement, and participation.
1 0. Create an environment that includes materials and equipment that can be used by children with varying physical abilities.
1 1 . Encourage children to take part in active play every day, such as climbing, running, hopping, rhythmic movement, dance, and movement to music and games.
1 2 . Supervise and participate in daily outdoor play. Provide adequate space and age- appropriate equipment and materials, with adaptations as needed.
1 3 . Plan daily physical activities that are vigorous as well as developmentally and individually appropriate.
1 4 . Create an environment that includes materials and equipment that can be used by children with varying physical abilities. For children with disabilities, provide supports or special equipment that allows them to participate in physical activities and play (therapeutic walker, scooter board, supportive seating for swings or riding toys, bars for pulling up).
1 5. Create activities to encourage children with different abilities to play and learn together. For example, play a game of catch with a foam ball with children sitting down on the floor or ground. Include children who cannot walk with other children in the group.
77 Health and Physical Development
Se lf- Care
Goal H P D-6 : Children develop awareness of th eir needs and
the ability to communicate th eir needs.
Developmental Indicators
I nfants
• Use d ifferent sounds to let careg ivers know they need attention. HPD-6a
• Beg in to soothe themselves (suck thumb , find pacifier, reach for a security object). HPD-6b
Yo u n g e r Tod d l e rs
• Use gestures , words , or sign language to communicate what they need. HPD-6c
• Use objects and fol low routines that are comforting (get their blanket and lie down where they usually sleep , pick out favorite book to be read before lunch). HPD-6d
Older Tod d l e rs
• Use words or sign language to ask for the th ings they need (food when hungry, drink when th irsty, go outdoors when they need to be physically active). HPD-6e
• Soothe themselves when needed (find a quiet area for alone time , look at book before nap). HPD-6f
Yo u n g e r Presc hoolers
• Use words or sign language to ask for the th ings they need (food when hungry, drink when th irsty, go outdoors when they need to be physically active). HPD-6g
• Use d ifferent strateg ies to calm themselves when needed (self-tal k, deep breath inge, cozy corner). HPD-6h
-
Older Presc hoolers
• Use language to ask adults or peers specifical ly for the kind of help needed in a particular situation. HPD-6i
• Consistently use strateg ies to calm themselves when needed. HPD-6j
C h i ld re n w ith d i s a b i liti es m a y co m m u n i cate th e i r n e e d s i n d i ffe re nt ways. Te a c h e rs a n d
ca reg ive rs s h o u ld b e s e n s itive to c h i ld re n 's ve rba l a n d n o n -ve rba l
s i g n a ls . Fo r c h i ld re n w ith la n g u a g e d e lays, watc h ca refu lly to s e e
h ow t h e c h i ld m a y co m m u n i cate th ro u g h h e r /h i s fa c i a l ex p re s s i o n s ,
g e stu re s , a n d/o r a ss i stive te c h n o logy d ev i c e .
78
North Carolina Foundations for Early Learning and Development
Goal H P D-7: Children develop independence in caring for th emselves and th eir environment.
Developmental I ndicators
I nfants
• Tolerate care routines (mouth care, hand wash inge, d iapering , dressinge, and bath ing). HPD-7a
• Show interest and assist in routines (open mouth for mi l k or spoon , raise arms for dressing). HPD-7b
Yo u n g e r Tod d l ers
• Cooperate and help with care routines and cleanup (mouth care, hand-wash inge, d iapering , dressinge, bath ing). HPD-7c
• Drink from a cup and feed themselves with their fingers or a spoon. HPD-7d
Older Tod d l e rs
• Use adaptive equipment , ask for help with positioning and movement , and/or participate in med ical care routines as needed. HPD-7e
• Initiate self-care routines and complete with guidance (put on some clothes , undress , throw away paper towele, beg in to show an interest in toi leting). HPD-7f
• Feed themselves with a spoon. HPD-7g
• Help with meal and snack routines. HPD-7h
• Take care of objects (put toys away, hand le materials careful ly, water plants or garden). HPD-7i
Yo u n g e r Presc hoolers
• Use adaptive equipment , ask for help with positioning and movement , and/or participate in med ical care routines as needed. HPD-7j
• Dress and undress themselves with occasional assistance. HPD-7k
• Fol low basic hyg iene practices with reminders ( brush teeth , wash hands , use toi let , coug h into el bow). HPD-71
• Serve food for themselves. HPD-7m
• Help with routine care of the indoor and outdoor learning environment (recycle, care for garden). HPD-7n
• Name people who help ch i l dren stay healthy. HPD-7o
Older Presc hoolers
• Use adaptive equipment , ask for help with positioning and movement , and/or participate in med ical care routines as needed. HPD-7p
• Dress and undress themselves independently. HPD-7q
• Gain independence in hyg iene practices (throw tissues away and wash hands, flush toi let). HPD-7r
• Eat with a fork. HPD-7s • Perform tasks to maintain
the indoor and outdoor learning environment independently. HPD-7t
• Describe the value of good health practices (wash hands to get rid of germs, drink mi l k to bui ld strong bones). HPD-7u
- -
S o m e fa m i li es m a y n ot va lu e i n d e p e n d e n c e i n
s e lf-ca re ro uti n e s- i n t h e i r c u ltu re , t h e a d u lts h e lp c h i ld re n w ith s e lf-ca re
ro uti n e s fo r a lo n g e r p e r i o d of ti m e .
79 Health and Physical Development
Strategies for Infants and Toddlers
Se lf- Care
1. Respond quickly and consistently when children tell you they need something. Learn to read their cues, cries, and gestures. Ask family members how and when children may communicate certain needs.
2 . Establish regular routines for diapering, toileting, hand washing, eating, sleeping, and dressing children. Do things the same way every time as much as possible.
3 . Use routine care as opportunities for one- on-one interactions : talk about the routine and feelings ; sing a song; move legs and arms of young infants.
4 . Provide children many opportunities to use the toilet when they show they are ready. Support all attempts to use the toilet. Coordinate the timing and process of toilet learning with the family.
5 . Establish routines of hand washing at appropriate times (e. g. , before and after meals, after outdoor play, etc.) and provide guidance for children to learn how to wash their hands appropriately. Provide hand-washing stations that children can reach safely on their own.
6 . Encourage children to practice cleansing their mouths and brushing their teeth. M odel tooth brushing for older toddlers. Provide stations for tooth brushing that children can reach safely on their own.
7. Encourage children to take an active part in dressing themselves. Suggest a step the child can complete. ( " Put your foot in your pant leg." " Pull up your pants." "Pull your arm out of your sleeve.")
8. Allow plenty of time for children to try and to participate in all self-care tasks.
9 . Ask families and healthcare professionals if a child with disabilities or special healthcare needs has any special self- care needs. H elp children understand and partici pate in these special self-care tasks. Use picture cards to guide them through the steps of self-care routines like hand washing.
1 0. Learn about the abilities and customs of children and their families. Set up routines so children can do them successfully. M ake routines as similar to home as possi ble.
8 0 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
Se lf- Care
1 . Teach and model hygienic practices (e.g., washing hands, sneezing or coughing into your elbow or sleeve, and dental care).
2. Use interesting and entertaining ways to practice personal care and self-help skills (e.g., add baby doll outfits and clothing with fasteners to the dramatic play center, provide props that encourage children to practice hygienic practices such as washing their hands).
3. Provide instruction and facilitate ample opportunities for children to practice self care skills as independently as they are able (e.g., verbally or nonverbally asking for help, feeding themselves, dressing, washing hands, toileting, and locating personal items).
4. Maintain environments that support children's ability to carry out self-care and hygiene routines independently (child-size sink, toilet, coat rack, toothbrushes, etc.).
5. Encourage children to show independence in self-care practices. Provide time, support, and equipment as needed.
6. Establish routines of hand washing at appropriate times (e.g., before and after meals, after outdoor play, etc.) and provide guidance for children to learn how to wash their hands appropriately. Provide hand-washing stations that children can reach safely on their own.
7. Respond consistently to children's expressions of need.
8. Offer children play food and kitchen utensils from many cultures, especially the cultures of families in your group. Offer toys and props to practice self-care behaviors (healthy play food, dress-up clothes that are easy to put on, tubs to wash baby dolls).
9. Read books about visits with the doctor and the dentist. Offer play p ro ps so children can pretend to visit them.
1 0. Teach children about the benefits of good personal health practices. Make sure to take into account individual family beliefs and customs.
81 Health and Physical Development
Safety Aware ness
Goal H P D-8 : Children develop awareness of basic safety rules and begin to follow them.
Developmental Indicators
I nfants
• Show trust in fami l iar careg ivers (calm down with adult help, make eye contact with caregeivers). HPD-Ba
• N otice and imitate adults' reactions to new people and situations. HPD-Bb
Yo u n g e r Toddlers
• Watch for adult reactions to unfami l iar th ings or situations that might be dangerous. HPD-Bc
• Show some caution about unfami l iar and/or unsafe situations. HPD-Bd
• Respond to simple warnings that prevent harm ("Stop ! " " H ot ! " "Wait ! "). HPD-Be
Older Tod d l e rs
• Remember cause and effect experiences and apply their experiences to future situations (avoid touching col d rai l inge, wal k slowly down steep h i l l where fal l happened). HPD-Bf
• Increase self-control over their impulses (remind self not to touch someth inge; wait for adult vs. running ahead). HPD-Bg
• With guidance, recognize and avoid situations that might cause harm. HPD-Bh
You n g e r Presc hoolers
• Know what their bod ies can do, and play within their abil ities to avoid injury to self or others. HPD-Bi
• Usually recognize and avoid objects and situations that might cause harm. HPD-Bj
• Usually fol low basic safety rules . HPD-Bk
• Cal l a trusted adult when someone gets injured or is in an unsafe situation. HPD-8/
Older Presc hoolers
• Avoid potential ly dangerous behaviors. HPD-Bm
• Consistently recognize and avoid people, objects , substances , activities , and environments that mi ght cause harm. HPD-Bn
• Independently fol low basic safety rules. HPD-80
• Identify people who can help them in the community (pol ice , firefig hter, nurse). HPD-Bp
82
North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Safety Aware ness
1 . Provide a safe environment indoors and outdoors so infants and toddlers can explore without hurting themselves or others. H elp families learn about safe environments for infants and toddlers.
2. Stay near infants and toddlers at all times and watch to keep them safe.
3. H old, cuddle, make eye contact, and talk with young children to build trust.
4. M odel safe practices for infants and toddlers. ( D on' t stand on chairs or sit on shelves.) Explain why and how unsafe actions can hurt them and others.
5. Do not try to make infants or toddlers do things they are afraid to do. H elp them learn to trust their feelings about what is safe and what is not safe.
6. Repeat safety messages every time they are needed. U nderstand that you may have to repeat them many times. ( " Please put your feet on the ground. Chairs are for sitting." )
7. Give specific praise to toddlers for remembering safety messages and safe behaviors. ( "Thank you for waiting for me." "That's good. You're sitting in your chair." )
8. Use play with older toddlers to reinforce safety messages and practice responding to dangerous situations. ("Let's pretend the fire alarm went off. What should we do?")
9. Continue to supervise older toddlers closely. They are beginning to develop self-control, but it is easy for them to get excited and forget what is dangerous.
83 Health and Physical Development
Strategies for Preschoolers
Safety Aware ness
1. Provide a safee, healthy, supportive environment with appropriate supervision.
2. Teach safety rules and model safe practices (e. g.e, bus safety, playground safety, staying with the groupe, safe use of classroom materials , and knowing personal identification information).
3. Teach and model appropriate responses to potentially dangerous situations , including firee, violent weather, and strangers or other individuals who may cause harm.
4. Repeat safety messages every time they are needed. U nderstand that you may have to repeat them many times. ( " Please put your feet on the ground. Chairs are for sitting. "e)
5. U se play to reinforce safety messages and practice responding to dangerous situations . ( " Let's pretend the fire alarm went off. What should we do?"e)
6. Talk about consequences of unsafe behavior such as injury to self or damage to property.
7. H elp preschoolers identify people they can go to when they feel afraid or where to go to feel safe when they need help (family memberse, caregiverse, fire fighters , and other community helpers).
84 North Carolina Foundations for Early Learning and Development
85 North Carolina Foundations for Early Learning and Development
La n g u a g e D eve lo p m e nt a n d C o m m u n i cati o n { L D C)
86 Language Development and Communication
Subdomains
Learning to Communicate
Foundations for Reading
Foundations for Writing
From birth, children are learning language and
developing the ability to communicate. The
Language Development and Communication
domain describes many important aspects of
children's language and early literacy
development.
Language development begins with children's
ability to understand what others are
communicating to them. Infants and toddlers
often can understand much more than they can
say. They learn the meaning of words and
other forms of communication first, and
gradually learn to express themselves, starting
with the ability to express their needs through
crying, gesturing, and facial expressions, and
later using words to express themselves. By the
time they are preschoolers, most children have
developed a large vocabulary and are learning
the rules of language, such as grammar.
Children also learn many important early
literacy skills as they grow and develop. The
youngest children build the foundation for
reading and writing as they explore books,
listen to songs and nursery rhymes, hear
stories, and begin to draw and scribble.
Preschoolers learn to follow along as someone
reads to them, remember familiar stories and
talk about them, learn the names of the letters
of the alphabet, and begin to be more
intentional about what they draw and scribble.
Adults who build nurturing relationships
by paying close attention to what children
are trying to communicate and responding
consistently to children's communication help
children become good communicators. This is
especially important for infants and toddlers as
they learn first how to communicate
nonverbally, and then with words. Teachers and
caregivers also promote communication skills
and early literacy skills as they talk with, read
to, and sing with children of all ages. Children
learn that reading and writing are important as
they see adults using these skills in everyday life
and, for preschoolers, as they begin to point out
letters, help children follow print, and play
games to introduce early literacy concepts such
as the sounds included in words. Teachers and
caregivers support children's early literacy
development through learning experiences that
introduce early literacy concepts such as the
names of letters naturally as a part of daily
routines and activities, as opposed to teaching
one letter per week or focusing on early literacy skills outside of daily activities that children find
meaningful.
Many families speak languages other than
English at home. Children need to continue to
learn and speak their family's language because
8 7
North Carolina Foundations for Early Learning and Development
learning their home language lays the foundation
for learning English, plus they will learn other
concepts more easily. Children whose families
speak a language other than English will probably
demonstrate progress on the Goals and
Developmental Indicators included in Foundations in their home language, so it's really
important to encourage children and their
families to continue to use their own language
while they are learning English.
Teachers and caregivers should also keep in
mind that children with disabilities may need
extra support when they are communicating
with others. They may need listening devices to
help them hear so that they can learn the
sounds and words used in language. They may
need therapy or assistive devices to help them
communicate clearly. Teachers and caregivers
should communicate with and observe young
children carefully to see if they are picking up
communication skills early on, and seek
additional assistance if a child seems to have a
delay in this area.
88 Language Development and Communication
La n g u a g e D eve lo p m e nt a n d Co m m u n i cati o n { L D C) Learning to Communicate • G oal LDC-1 : C h i l d re n u n d e rstan d com m u n i cati o n s fro m oth e rs . • G oal LDC-2 : C h i l d re n part i c i pate i n co nve rsat i o n s with peers and ad u lts i n o n e-on-o n e , smal l , and larg e r
g ro u p i nte racti o n s . • G oal LDC-3 : C h i l d re n ask and answe r q u esti o n s i n o rd e r to seek h e l p , g et i nfo rmati o n , o r clarify so m et h i n g
that is n ot u n d e rstood . • G oal LDC-4 : C h i l d re n speak a u d i bly and exp ress t h o u g hts , fee l i n g s , and i d eas c l early. • G oal LDC-5 : C h i l d re n d escri be fam i l iar peo p l e , p l aces , th i n g s , and eve nts . • G oal LDC-6 : C h i l d re n u se m ost g ra m m atical construct i o n s of t h e i r h o m e lang u ag e we l l . • G oal LDC-7: C h i l d re n respond to and use a g rowi ng vocab u lary.
Found ations for Reading • G oal LDC-8 : C h i l d re n d eve l o p i nte rest i n books and m otivat i o n to read . • G oal LDC-9 : C h i l d re n com p re h e n d and u se i nfo rmat i o n p rese nted i n books and oth e r p ri nt m ed i a . • G oal LDC-1 0 : C h i l d re n d eve l o p book kn owl e d g e and pri nt aware n ess . • G oal LDC-1 1 : C h i l d re n d eve l o p p h o n o l o g i cal aware n ess . • G oal LDC-1 2 : C h i l d re n d eve l o p kn owl e d g e of the al p habet and t h e al p h abetic p ri n c i p l e .
Found ations for Writing • G oal LDC-1 3 : C h i l d re n u se writ i n g and oth e r sym bols to record i nfo rmat i o n and com m u n i cate fo r a vari ety
of p u rposes . • G oal LDC-1 4 : C h i l d re n u se knowl e d g e of l ette rs i n t h e i r atte m pts to write . • G oal LDC-1 5 : C h i l d re n u se writ i n g ski l ls and writ i n g co nve nt i o n s .
8 9 North Carolina Foundations for Early Learning and Development
Lea rn i n g to Co m m u n i cate
Goal LDC-1 : Children understand communications from others.
Developmental Indicators
I nfants
• Engage in ind ividual and reci p rocal sound exploration and play (make "raspberries" or other sounds with someone)e. LDC- 1 a
• Show interest in voices, and focus on speech d i rected at them . LDC- 1 b
• Respond to d ifferent tones in speech d i rected at theme. LDC- 1 c
• Respond to si m p le req uests ("Come here." or "Do you want more?" ) . LDC- 1 d
You n g e r Tod d l ers
• Respond to others by using words or signs. LDC- 1 e
• Respond to gesturese, facial expressions, tone of voice, and some words that show emotions. LDC- 1 f
• Fol low simple d irections and/or visual cues ("Put your pil low on the mat. " " Please sit by me. "). LDC- 1 g
Older Tod d l e rs
• Respond when others tal k to them, using a larger variety of words or signs. LDC- 1 h
• Respond to gesturese, facial expressions, tone of voice, and some words that show emotions. LDC- 1 i
• Fol low two-step d irections with visual cues if needed (" Pick up the paper and put it in the trash. " "Get your cup and put it on the table. "). LDC- 1j
Yo u n g e r Presc hoolers
• Show understand ing of increasing ly complex sentences. LDC- 1 k
• With prompting and support, respond to req uests for information or action. LDC- 1 1
• Fol low simple mu ltistep d irections with visual cues if needed. LDC- 1 m
Older Presc hoolers
• Show understand ing of increasing ly complex sentences. LDC- 1 n
• Respond t o req uests for information or action. LDC- 1 o
• Fol low more detailed mu ltistep d irections. LDC- 1p
-
Rece ptive co m m u n i cciti o n , o r u n d e rstci n d i n g w h cit oth e rs ci re
co m m u n i cciti n g , i s o n e of t h e fi rst co m m u n i cciti o n s k i lls to e m e rg e .
C h i ld re n be g i n t o u n d e rstci n d w h cit oth e rs ci re co m m u n i cciti n g to th e m m u c h e ci rli e r thci n th ey ci re ci b le to
ex p re s s th e m s e lves to oth e rs . 90
Language Development and Communication
Goal LDC-2 : Children participate in conversations with peers and adults
in one-on-one, small, and larger group interactions.
Developmental I ndicators
I nfants
• Respond d ifferently to facial expressions and tones of voice. LDC-2a
• Pay brief attention to the same object the caregeiver is looking at. LDC-2b
• Engage in turn taking during social and vocal play with adults and other ch i ldren (babbl ing , imitating facial expressions, repeating sounds from languages they hear). LDC-2c
Yo u n g e r Tod d l ers
• Establ ish joint attention by looking at an object , at their careg iver, and back at the object. LDC-2d
• Respond to and initiate d ialogue with another person. L D C-2e
• Use movement or behavior to initiate interaction with another person . L D C-2f
Older Tod d l e rs
• Engage in short d ialogues of a few turns. L DC-2g
• Ask questions or use verbal or nonverbal cues to initiate communication with another. LDC-2h
Yo u n g e r Presc hoolers
• Demonstrate an understand ing that people communicate in many ways (gestures , facial expressions, multiple spoken languages, sign language, augmentative communication). LDC-2i
• Initiate and carry on conversations, and ask questions about th ings that interest them. L DC-2j
• With prompting and support , make comments and ask questions related to the topic of d iscussion. L D C-2k
Older Presc hoolers
• Express an understand ing that people communicate in many ways (gesturese, facial expressions, multiple spoken languages, sign language, and augmentative communication). LDC-2/
• Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation. LDC-2m
• Initiate and participate in conversations related to interests of their own or the persons they are communicating with. LDC-2n
• Participate in a group discussion, making comments and asking questions related to the topic. LDC-2o
• Appreciate and use humor. L DC-2p
D u ci l Lci n g u ci g e L e ci r n e rs w h o ci re leci r n i n g 8 h o m e lci n g u ci g e thcit i s n ot E n g l i s h m o st ofte n h ci ve stro n g e r c o m m u n i cciti o n s k i lls
i n t h e i r h o m e lci n g u ci g e . I t i s i m p o rt ci n t thcit t h e y c o nti n u e to le ci r n c o m m u n i c citi o n
s k i lls i n t h e i r h o m e lci n g u ci g e eve n w h e n th ey b e g i n to le ci r n to s p e ci k E n g l i s h .
9 1 North Carolina Foundations for Early Learning and Development
Goal LDC-3 : Children ask and answer questions in order to seek help, get information,
or clarify something that is not understood .
Developmental Indicators
I nfants
Emerging Yo u n g e r Tod d l e rs
• Respond to simple statements and questions about pictures , play, people, and th ings that are happening. LDC-3a
Older Tod d l e rs
• Answer simple questions ("What is she doing?" "What happened to the bear in the story?"). LDC-3b
• Use simple sentences or questions to ask for th ings (e. g. , people, actions, objects , pets) or gain information. LDC-3c
You n g e r Presc hoolers
• Answer longer questions using more detail. LDC-3d
• Use sentences or questions to ask for th ings (people, actions, objects , pets) or gain information. LDC-3e
Older Presc hoolers
• Answer more complex questions with more explanation ("eI d idn't l i ke camping out because it rained. " " Emi ly is my friend because she's nice to me. "). LDC-3f
• Ask specific questions to learn more about their world , understand taskse, and solve problems. LDC-3g
9 2 Language Development and Communication
Goal LDC-4 : Children speak audibly and express thoug hts, feelings, and ideas clearly.
Developmental Indicators
I nfants
• Repeat actions that mean someth ing specific (l ift arms to be picked up, point at desired toys). LDC-4a
• Make d ifferent sounds for d ifferent purposes (wh imper when wet , cry loud ly when hungry). LDC-4b
• "Jabber" and pretend to tal k using many sounds or signs from the languages used around them. LDC-4c
Yo u n g e r Tod d l e rs
• Communicate throug h facial expressions, sounds , and body movements. LDC-4d
• Expect others to understand them and show frustration , often throug h their behavior, if not understood. LDC-4e
Older Tod d l e rs
• Communicate messages with expression, tone, and inflection. LDC-4f
• Use speech that is understood most of the time by fami l i ar l isteners. LDC-4g
Yo u n g e r Presc hoolers
• Communicate messages with expression, tone, and inflection appropreiate to the situation. LDC-4h
• Speak clearly enoug h to be understood by fami l i ar adults and ch i l dren. LDC-4i
Older Presc hoolers
• Use language and nonverbal cues to communicate thoughts , bel iefs , feel ings, and intentieons. LDC-4j
• Adapt their communication to meet social expectations (speak quietly in l i brary, speak pol itely to older relative). LDC-4k
• Speak clearly enoug h to be understood by most people. LDC-41
C h i ld re n w h o a re g e n e ra lly m o re q u i et th a n oth e rs a n d c h i ld re n w h o a re lea r n i n g E n g l i s h a s a s e c o n d la n g u a g e m a y s p e a k le s s ofte n , s o it's i m p o rt a n t for tea c h e rs a n d ca reg i v e rs to p a y
c lo s e atte nti o n w h e n q u i et c h i ld re n d o ta l k . B e s u re t o g i ve t h e m m a n y o p p o rtu n iti e s t o ex p re s s th e m s e lv e s i n d i ffe re n t w a y s , a n d l i ste n ca refu lly
to s e e i f yo u ca n u n d e rst a n d t h e c h i ld e a s i ly. C h i ld re n w ith d i s a b i liti e s m a y n ot h a ve c l e a r
s p e e c h . I f a c h i ld h a s a d i a g n o s e d la n g u a g e d e la y o r d i s a b i lity, lo o k fo r oth e r ways i n w h i c h h e o r s h e ca n co m m u n i cate to s e e i f h i s/h e r c o m m u n i c ati o n
s ki lls a re p ro g re s s i n g . 9 3 North Carolina Foundations for Early Learning and Development
Goal LDC-5 : Children describe familiar people, places, things, and events.
Developmental Indicators
I nfants
Emerging Yo u n g e r Tod d l ers
• Act out fami l iar scenes and events , and imitate fami l iar people. L D C-Sa
Older Tod d l e rs
• Tal k to themselves and others about what they are "working on , " what they are doinge, routines, and events of the day. LDC-Sb
• Use dramatic play to act out fami l iar scenes and events , and imitate famiel iar people. LDC-Sc
Yo u n g e r Presc hoolers
• Talk to themselves and others about what they are "working on , " what they are doing , routines, and events of the day. L D C-Sd
• Descr i be experiences and create or retel l short narratives. LDC-Se
-
Older Presc hoolers
• Descr i be experiences and create and/or retel l longer narratives. LDC-Sf
94 Language Development and Communication
Goal LDC-6 : Children use most grammatical constructions of th eir home language well.
Developmental Indicators
I nfants
• Make d ifferent sounds for d ifferent purposes (wh imper when wet , cry loud ly when hungry). LDC-6a
• "Jabber" and pretend to tal k using many sounds or signs from the languages used around them to communicate. LDC-6b
Yo u n g e r Tod d l e rs
• "Jabber'' and put together vocalizations in a way that sounds simi lar to the rhythm and flow of their home language. LDC-6c
• Use a few words to communicate (make requests and ask questions). LDC-6d
Older Tod d l e rs
• Communicate in short sentences that fol low the word order of their home language. LDC-6e
• Combine two and three words. LDC-6f
Yo u n g e r Presc hoolers
• Communicate in longer sentences and use more conventional grammar in their home language (plurals, tensese, prepositions). LDC-6g
• Make grammatical errors that fol low language rules (say, "mouses" instead of "mice"). LDC-6h
Older Presc hoolers
• Speak in ful l sentences that are grammatically correct most of the time. LDC-6i
C h i ld re n le a r n to s p e a k w ith p ro p e r g ra m m a r s lo w ly, ove r t i m e . Fo r i n st a n c e , i t t a kes lo n g e r
fo r c h i ld re n to u n d e rsta n d h ow to u s e p e rs o n a l p ro n o u n s l i ke " I " o r "yo u . " They ofte n m a ke
m i st a ke s t h a t m a y be p u zz l i n g o r fu n n y to a d u lts , b u t th i s i s p a rt of t h e p ro c e s s of le a r n i n g t h e
r u les of la n g u a g e . D u a l La n g u a g e L e a rn e rs le a r n g ra m m a r r u les fi rst i n th e i r h o m e la n g u a g e . It ta ke s lo n g e r fo r th e m to g et t h e h a n g of t h e r u le s of t h e s e c o n d la n g u a g e th ey a re lea r n i n g , a n d th ey m a y u s e t h e g ra m m ati ca l c o n st r u cti o n s of th e i r h o m e
la n g u a g e eve n w h e n t h e y u s e E n g l i s h w o rd s .
9 5 North Carolina Foundations for Early Learning and Development
Goal LDC-7: Children respond to and use a growing vocabulary.
Developmental Indicators
I nfants
• Make specific sounds , facial expressions, and/ or gestures for certain people and objects. LDC- la
• Imitate sounds , words, and gestures. LDC- lb
• Recognize spoken or signed words for common items. LDC- le
Yo u n g e r Tod d l e rs
• Show steady increase i n words used (e. g. , name fami ly members and fami l iar objects). LDC- ld
• Imitate parts of fami l iar songs, chants, or rhymes. LDC- le
• Respond to simple words and phrases that they hear often. LDC- lf
• Use several words to make requests (e. g.e, "done , " "wannit , " "please") as wel l as to label people and objects. LDC- lg
Older Tod d l e rs
• Use new words each day and have a word for almost al l fami l iar people, objects , actions , and cond itions (hot , rainy, sleepy). LDC- lh
• Participate in or repeat fami l iar songs , chants, or rhymes. LDC- li
• Show they understand many new vocabulary words and a variety of concepts (big and l ittle, in and out). LDC- lj
Yo u n g e r Presc hoolers
• Repeat famiel iar songs, chants, or rhymes. LDC- lk
• Use more than one word for the same object and use words for parts of objects (e. g. , dog , beag le, Rover; arm, leg). LDC- ll
• Make up names for th ings using words they know (e. g.e, dog doctor for veterinarian). LDC- lm
• Use many kinds of cues in the environment to figure out what words mean. LDC- ln
Older Presc hoolers
• Repeat famiel iar songs , chants, or rhymes. LDC- lo
• Use a growing vocabulary that includes many d ifferent kinds of words to express ideas clearly. LDC-lp
• Infer the meaning of d ifferent kinds of new words from the context in wh ich they are used (for example, hear "sandals" and "boots" used to descr i be two pairs of shoese, and infer that the unfamiel iar shoes must be sandals because they know that the other pair of shoes are boots). LDC- lq
-
Yo u n g c h i ld re n fi rst le ci rn vocci b u lci ry w o rd s fo r p e o p le , o bj ects, ci n d ci ct i v iti e s . Leite r, c h i ld re n b e g i n t o le ci rn w o rd s fo r m o re ci b strci ct c o n c e pts o r th i n g s th ey d o n 't ex p e r i e n c e
d i rectly. D u ci l Lci n g u ci g e Leci rn e rs d eve lo p vocci b u lci ry fi rst i n th e i r h o m e lci n g u ci g e . As th ey b e g i n to leci rn t h e i r
s e c o n d lci n g u ci g e , th ey w i ll b u i ld t h e i r vocci b u lci ry t h e s ci m e w ci y ci s t h e i r h o m e lci n g u ci g e - le ci rn i n g w o rd s thcit re lcite to th i n g s ci n d p e o p le th ey ex p e r i e n c e fi rst, fo llow e d by w o rd s
thcit ci re m o re ci b strcict . They m ci y m i x w o rd s fro m t h e i r h o m e lci n g u ci g e ci n d w o rd s fro m th e i r s e c o n d lci n g u ci g e ci s
t h e i r vocci b u lci ry g rows . Th i s i s ty p i cci l fo r c h i ld re n w h o ci re leci rn i n g two lci n g u ci g e s .
96 Language Development and Communication
Strategies for Infants and Toddlers
Lea rn i n g to Co m m u n i cate
1 . Make sure babies can see or feel your mouth when you hold them. Then, make sounds or repeat the sounds babies make.
2 . Respond to infants when they look at you, cry, smile, coo, say words, and reach or move toward you. Talk to them, pick them up, and imitate their sounds back to them. Show them you enjoy these conversations.
3. Take turns with infants and toddlers through talking, actions, and playing games like "peek-a-boo" or other communication games from their culture. Ask family members to teach you some of these games.
4 . Smile big, make silly faces, use high and low voices, and hug infants and toddlers. Use many hand gestures and sign language appropriate for infants and toddlers, like waving your hand when saying, "Come here."
5 . Ta ke infants and toddlers outdoors to listen to different sounds. Point out the sounds by saying things like, " H ear the fire truck ! " or "Listen to the buzzing bees ! "
6. Even if you don't fluently speak the child's home language, learn to say at least a few words. Learn greetings, words for favorite people and things, and words or phrases for common events and routines.
7. Play audio recordings of family members' voices in their own language for infants and toddlers to hear. This will hel p infants and toddlers feel connected to their families.
8 . Use a variety of words when you talk, including labels for things, action words, and many descriptive words. ( " Look at the squirrel with the long, fluffy tail ! It is running and jumping all over the yard.")
9 . Describe what you are doing and what infants and toddlers are doing. ( ' T m putting lunch i n the oven right now. I can see you are all ready because you are waiting for me at the table." )
97 North Carolina Foundations for Early Learning and Development
1 0. When you speak, make your tone and facial expression match what you are saying. ( For example, use a serious tone and don' t smile when saying, "We don' t hit our friends. H itting hurts.")
1 1 . Imitate and repeat the child's motions, sounds, and attempts at words in different languages and in a positive and encouraging manner.
1 2 . Recognize that young infants do not cry or act out in order to be naughty or to make you angry. They are simply learning to communicate their wants and needs. Try to meet their needs or wants.
1 3 . Realize that toddler behaviors such as biting or tantrums may happen because they do not yet have the words to communicate. H elp toddlers to calm down and give them words for their feelings.
1 4. Encourage children to try out new sounds and words, including words in different languages (family language, school language, and/or other language).
1 5. Talk with infants and toddlers in a positive tone and speak in an encouraging way about what they are hearing, seeing, feeling, smelling, and tasting. Talk about printed words they see related to these experiences.
1 6. Be an appropriate language model by using correct grammar and a variety of different words. Show infants and toddlers how to participate in conversations by having many conversations with them and with other children and adults.
1 7. Sing songs, say rhymes, and do finger plays with infants and toddlers in English and other languages.
98 Language Development and Communication
Strategies for Preschoolers
Lea rn i n g to Co m m u n i cate
1 . Use facial expressions, gestures, and a rich and varied vocabulary when speaking and reading with children.
2 . For Dual Language Learners, repeat common phrases freq uently, slowly, and clearly.
3 . Introduce new words and concepts by labeling what children are doing and experiencing.
4 . Before reading a book or introducing a new concept, determine which words the Dual Language Learners in your class might not know that are important to understand the book. Plan strategies to teach these words. For instance, say the word in their home language first before introducing it in English and/or use pictures or objects to illustrate what the word means.
5 . Use the new words you have introduced in a variety of contexts during the day. Be intentional in your use of new words and phrases so children, especially Dual Language Learners, are repeatedly exposed to these words and phrases.
6 . Learn new words in the child's family language and use them when introducing new concepts.
7. Give children clear instructions that help them move from simple directions to a more complex seq uence. State directions positively, respectfully, carefully, and only as needed.
8 . Use visual cues such as props, demonstrations, and gestures to help children understand instructions, especially children who are just beginning to learn English and children with disabilities who have limited language skills.
9 . Engage children in conversations in small groups so you are able to monitor their understanding and they have more opportunities to express themselves than in the large group.
1 0. Engage children frequently in one-on- one conversations; listen and respond to what they are saying. Show interest by sitting face to face at the child's level and maintaining eye contact.
99 North Carolina Foundations for Early Learning and Development
1 1 . H elp children discriminate sounds in spoken language through rhymese, songs , and word games , using various media (e. g.e, C Ds and tapes of music and stories).
1 2 . M odel good conversational skills and encourage children to use them (e. g.e, encourage children not to interrupt otherse, help children to clarify what they are saying when they feel misunderstood).
1 3. M odel and provide opportunities for children to communicate in different ways (e. g. , home languages and also manual signs , gestures , pictures , and devices).
1 4. Encourage opportunities for Dual Language Learners to interact with peers. H elp them communicate with English speaking peers by offering wordse, showing them how to use gesturese, etc.
1 5 . Encourage children to describe their family, homee, community, and classroom. Expand on what they say by adding informatione, explanations , and descriptions.
1 6. H elp children remain focused on the main topic of conversation by redirecting and restating current ideas.
1 7. Ask open-ended q uestions that encourage conversation and stimulate children's creativity. Take into consideration Dual Language Learners' process of second language acquisition when asking questions (see section on D LLs). Even if they cannot respond to open-ended questions in complete sentences in English yete, they might be able to respond with a familiar word.
1 8. Allow enough wait time for children respond to questions.
1 9. M a ke the value of bilingualism explicit in the classroom. Reinforce children's use of another language.
1 00 Language Development and Communication
Fo u n d ati o n s fo r Rea d i n g
Goal LDC-8 : Children develop interest in books and motivation to read .
Developmental I ndicators
I nfants
• Pat and chew on tactile books. LDC-Ba
• Look at pictures of faces and simple objects. LDC-Bb
• Listen to simple and repetitive books, stories , and songs. LDC-Be
Yo u n g e r Tod d l e rs
• Engage in read ing behaviors independently (choose books, turn pages (but not always in order, tel l the story). LDC-Bd
• Show interest in books (e. g.e, tactile and picture books). LDC-Be
• Listen to simple and repetitive books, stories , and songs for a brief period of time. LDC-Bf
• Carry books arounde, "name" them, and select books for adults to read out loud. LDC-Bg
Older Tod d l e rs
• Engage in read ing behaviors independently (choose books, turn pages but not always in order, telel the story). LDC-Bh
• Listen for short periods of time to storybooks, informational books stories , poetry, songs and finger plays. LDC-Bi
Yo u n g e r Presc hoolers
• Engage in read ing behaviors independently (choose books, turn pages but not always in order, tel l the story). L DC-Bi
• Show an interest in books, other printe, and read ing related activities. LDC-Bk
• Listen to and d iscuss storybooks, simple information books, and poetry. LDC-Bl
Older Presc hoolers
• Engage in read ing behaviors independently with increased focus for longer periods of time. LDC-Bm
• Use and share books and print in their play. LDC-Bn
• Listen to and d iscuss increasing ly complex storybooks, information books, and poetry. LDC-Bo
- -
Te a c h e rs a n d ca re g ive rs w h o m o d e l re a d i n g w ith d i ffe re nt ty p e s
of boo ks a n d p rov i d e d i ffe re nt ty p e s of b o o k- re a d i n g ex p e r i e n c e s i n s p i re c h i ld re n t o wa nt t o lea rn to re a d . C h i ld re n w h o a re d eve lo p i n g t h e m oti vati o n to re a d ofte n wa nt to h e a r t h e s a m e boo k re a d ove r a n d ove r. Th i s i s a s i g n that they
a re deve lo p i n g an i nte re st i n b o o ks a n d sta rti n g to u n d e rsta n d t h e
i m p o rta n c e of re a d i n g .
101 North Carolina Foundations for Early Learning and Development
Goal LDC-9 : Children compreh end and use information
presented in books and other print media.
Developmental Indicators
I nfants
Emerging Yo u n g e r Toddlers
• Listen to and repeat parts of simple and repetitive books, stories, songs, and finger plays. LDC-9a
• Allow entire short book to be "read" with willingness to look at most pages. LDC-9b
• Make appropriate sounds when looking at pictures (say, "Quack, quack" when looking at a duck, "Vrrrrooom" when looking at a car). LDC-9c
Older Tod d l ers
• Chime in on a repeated line in a book while being read to by an adult. LDC-9d
• Pretend to read familiar books from memory; repeat familiar phrases while looking at a book. LDC-9e
• Begin to relate personal experiences to events described in familiar books. LDC-9f
• Answer simple questions about stories. LDC-9g
• Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects, and words from familiar stories). LDC-9h
Yo u n g e r Presc hoolers
• Imitate the special language in storybooks and story dialogue with some accuracy and detail. LDC-9i
• With prompting and support, use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. L DC-9j
• Use their knowledge of the world (what things are, how things work) to make sense of stories and information texts. LDC-9k
• Relate personal experiences to events described in familiar books, with prompting and support. LDC-9/
• Ask questions about a story or the information in a book. LDC-9m
• With prompting and support, discuss storybooks by responding to questions about what is happening and predicting what will happen next. LDC-9n
Older Presc hoolers
• Imitate the special language in storybooks and story dialogue with accuracy and detail. L D C-9o
• Use informational texts and other media to learn about the world, and infer from illustrations, ask questions and talk about the information. L D C-9p
• Use knowled ge of the world to make sense of more challenging texts. LDC-9q
• Relate personal experiences to an increasing variety of events described in familiar and new books. LDC-9r
• Ask more focused and detailed questions about a story or the information in a book. LDC-9s
• Discuss storybooks by responding to questions about what is happening and predicting what will happen next. LDC-9t
-
1 0 2 Language Development and Communication
Goal LDC-1 0 : Children develop book knowledge and print awareness.
Developmental Indicators
I nfants
• Explore books and paper by tasting , mouth inge, crumpl inge, bang ing , and patting. LDC- 1 0a
• Look at pictures wh i l e cudd l ing with careg iver. LDC- 1 0b
Younger Toddlers
• Turn pages (but not always in the right order) ; point to and label pictures in books; sometimes treat pictures as real (l icking a picture of ice cream, rubbing "fur" of a cat in a book). LDC- 10c
• Identify some environmental print and logos (favorite cereal box , a sign for a fami l iar store). LDC- 10d
Older Tod d l e rs
• Hold a book upright, turn some pages front to back (but not always in the right order)e, close book, and say, "done" or "the end." LDC- 10e
• Demonstrate understand ing of the need for and the uses of print (pretend to read a "grocery l ist" during play; say, " I want ch icken" when looking at a menu). LDC- 1 0f
• Demonstrate an understand ing of real istic symbols such as photographs , and later abstract symbols such as signs and environmental print (know wh ich pictures stand for wh ich activities on a dai ly schedule; say, "That means l i g ht" when looking at a symbol of a l i g ht bul b located over the l i g ht switc h ) . LDC- 1 0g
Yo u n g e r Presc hoolers
• Hold a book upright wh i l e turning pages one by one front to back, but not always in order. LDC- 1 0h
• With prompting and support , recognize print occurs in d ifferent forms and is used for a variety of functions (sign naming block structure , "message" on card for family member). LDC- 1 0i
• Demonstrate an understand ing that print can tel l people what to do (such as print and symbols to organize classroom activities-where to store th ingse, when they wi l l have a turn). LDC- 1 0j
Older Presc hoolers
• Hold a book upright wh i le turning pages one by one from front to back. LDC- 1 0k
• Recognize print in d ifferent forms for a variety of functions (writing message to friende, pointing to print and sayinge, "Those words tel l the story. "). LDC- 1 0/
• Recognize print and symbols used to organize classroom activities and show understand ing of their meaning (put toys in box with correct symbol and name ; check sign-up sheet for popular activity; check schedule to learn next activity). LDC- 1 0m
• With prompting and supporte, run their finger under or over print as they pretend to read text. LDC- 1 On
• Demonstrate understand ing of some basic print conventions (the concept of what a letter is, the concept of words , directional ity of print). LDC- 100
• Identify their name and the names of some friends when they see them in print. LDC- 1 0p
D i ffe re nt la n g u a g e s h a v e d i ffe re nt " p r i n t c o n v e nti o n s" o r ways of p r i nti n g t h e text on t h e p a g e . Fo r i n st a n c e , w r iti n g i n s o m e
la n g u a g e s i s re a d fro m left to r i g h t , a n d w r iti n g fro m ot h e r la n g u a g e s i s re a d fro m r i g h t to left . D u a l La n g u a g e L e a r n e rs m a y le a r n a b o u t h ow p r i n t w o rks i n m o re th a n o n e la n g u a g e . Te a c h e rs a n d ca reg i v e rs s h o u ld b e a w a re of t h e s e d i ffe re n c e s w h e n h e l p i n g
c h i ld re n le a r n b o o k k n o w le d g e a n d p r i n t a w a re n e s s s k i lls . 103 North Carolina Foundations for Early Learning and Development
Goal LDC-1 1 : Children develop p honological awareness.
Developmental Indicators
I nfants
• Imitate and take turns with careg ivers making d ifferent sounds. LDC- 1 1 a
Yo u nger Tod d l e rs
• Focus on and enjoy playing with repetitive sounds , words , rhymes , and gestures. LDC- 1 1 b
Older Tod d l ers
• Participate in rhyming games. LDC- 1 1 c
• N otice sounds that are the same and d ifferent. LDC- 1 1 d
• Participate in experiences using rhythmic patterns in poems and songs using words , clapping , march inge, and/or using instruments. LDC- 1 1 e
Yo u n g e r Presc hoolers
• Participate in experiences with songs , poems , and books that have rhyme and wordplay, and learn words wel l enoug h to complete refrains and f i l l in missing words and sounds. LDC- 1 1 f
• Repeat rhythmic patterns in poems and songs using words , clapping , march inge, and/or using instruments. LDC- 1 1g
• Play with the sounds of language and beg in to identify rhymes (make up si l ly-sound ing words , repeat rhyming words). LDC- 1 1 h
Older Presc hoolers
• Enjoy rhymes and wordplay, and sometimes ad d their own variations. LDC- 1 1 i
• Repeat a variety of rhythmic patterns in poems and songs using words , clappinge, marchinge, and/ or instruments to repeat the rhythm or beat syl lables. LDC- 1 1j
• Play with the sounds of language, identify a variety of rhymes , create some rhymese, and recognize the first sounds in some words. LDC- 1 1 k
• Associate sounds with specific words , such as awareness that d ifferent words beg in with the same sound. LDC- 1 1 1C h i ld re n b e n efit fro m p lci yfu l ex p e r i e n c e s
w h e re t h e y h e ci r lots o f d i ffe re nt ty p e s o f s o u n d s . H oweve r, it's i m p o rt ci nt
to re m e m b e r t h ci t p h o n o lo g i c ci l s k i lls e m e rg e lcite r i n the p re s c h o o l p e r i o d , so teci c h e rs ci n d cci reg i v e rs s h o u ld p rov i d e
little/l i m ited fo r m ci l i n st r u cti o n fo r p h o n o lo g i c ci l ci w ci re n e s s . Re m e m b e r to o t h ci t D u ci l Lci n g u ci g e L e ci r n e rs w i l l h ci v e m o re o p p o rtu n iti e s t o h e ci r ci n d p ro c e s s
s o u n d s i n th e i r h o m e lci n g u ci g e t h ci n th e i r s e c o n d lci n g u ci g e , s o th ey ofte n ci re m o re
ci w ci re of ci n d ci b le to p ro d u c e s o u n d s fro m th e i r h o m e lci n g u ci g e .
1 0 4 Language Development and Communication
Goal LDC-1 2 : Children begin to develop knowledge of the alp h abet
and the alp h abetic principle.
Developmental Indicators
I nfants
Emerging Yo u n g e r Tod d l e rs
Emerging Older Tod d l e rs
• Demonstrate an interest in letters by asking about and/or naming some of them. LDC- 12a
Yo u n g e r Presc hoolers
• Demonstrate an interest in learning the alphabet. LDC- 12b
• Recognize letters of the alphabet as a special category of print , d ifferent from pictures , shapes, and numerals. LDC- 12c
• Recognize and name some letters of the alphabet , especial ly those in their own name. LDC- 12d
Older Presc hoolers
• Demonstrate an interest in learning the alphabet. LDC- 12e
• Show they know that letters function to represent sounds in spoken words. LDC- 12f
• Recognize and name several letters of the alphabete, especial ly those in their own name and in the names of others who are important to them. LDC- 12g
• Make some sound-to-letter matches , using letter name knowledge (notice the letter B with picture of bal l and say, " Bal l " ; say, " A-a-apple. "). LDC- 12h
• Associate sounds with the letters at the beg inning of some words , such as awareness that two words beg in with the same letter and the same sound. LDC- 12i
-
1 05 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Fo u n d ati o n s fo r Rea d i n g
1 . Provide daily lap reading time.
2. Read and share books with small groups of infants and toddlers every day. Look at and talk about pictures and read simple stories. Choose books about things infants and toddlers are interested in (families, pets, trees, flowers).
3. Include books that show children with disabilities in a natural way as part of the stories and pictures.
4. Make available books that reflect children's sociocultural experiences at home and their communities.
5. Give infants and toddlers access to books throughout the day. Provide books that children can put in their mouths and books with pages that turn easily, such as cloth and board books.
6. Place clear pictures of children and everyday objects throughout the room. Talk and sing about pictures in books and in the room.
7. M ake books using pictures of family members and other familiar objects found in magazines, catalogs, and environmental print (such as pictures from catalog cut-outs and labels from favorite foods). M ake books of trips, events you have shared, and children's art.
8. Share nursery rhymes, sing songs, and read simple poems in different languages.
9. M ake stories come alive by using different voices and body movements.
1 0. Ask simple questions and make comments about books to start conversations with children. Talk about similar things that young children may have experienced. ("Do you have a pet?" "What did you see at the zoo?") Welcome and encourage children's questions too !
1 1 . H elp children tell stories and act out parts of stories they have heard using words, pictures, movement, puppets, and toys.
1 2. Place appealing books, signs, and posters in all interest areas indoors and outdoors at children's eye level.
1 3 . Point out words in books and in the environment (street signs, toy boxes, words on pictures in room).
1 4. M odel respect for books and help children care for books.
1 5. Introduce a new book in the children's family language first before reading it in English. If you do not speak the language, ask a parent or community member to read aloud.
1 06 Language Development and Communication
Strategies for Preschoolers
Fo u n d ati o n s fo r Rea d i n g
1 . Provide and share fiction and non-fiction books that stimulate children's curiosity.
2. Create comfortable and inviting spaces in different parts of the classroom for children to read ; stock these reading nooks with a variety of reading materials.
3. Provide time when children are encouraged to look at books on their own.
4 . Promote positive feelings about reading. Allow children to choose books they want to read. Reread favorite books.
5. Make multicultural books and materials available to help children develop an awareness of individual differences and similarities.
6. Create a connection between home and school through such means as developing a take-home book program, sharing books from home, engaging parents in literacy experiences, holding workshops, or creating a newsletter for parents. Make sure you send books home in the family language.
7. Provide multi-sensory approaches to assist reading (e.g., tape players, computers, and assistive technology ).
8 . Point out authors and illustrators ; discuss what makes a book a favorite book.
9 . Provide children with materials they can use to act out and retell stories (flannel board cutouts, puppets, dolls, props, pictures, etc.).
1 0 . Respond t o children's observations about books and answer their questions.
1 1 . Reread books multiple times, changing the approach as children become familiar with the book. On occasion, ask q uestions that tap their understanding of why characters are doing things and talk about the meaning of unfamiliar words.
1 2 . M ake books available in children's home languages. H elp children identify the language of the book and point out to children the differences and similarities in script.
1 3 . Make available books that reflect children's sociocultural experiences at home and their communities.
1 4 . Include strategies for promoting phonological awareness, print and alphabet knowledge within daily conversation, activities, and routines.
1 5. Discuss letter names in the context of daily activities (as opposed to teaching one letter per week) and provide opportunities for children to hear specific letter sounds, particularly beginning sounds.
1 6 . Introduce a new book in the children's family language first before reading it in English. If you do not speak the language, ask a parent or community member to read aloud.
17. Ensure that Dual Language Learners can participate in reading aloud even if they do not have the English proficiency to do so. For example, ask them to point to pictures, make gestures, repeat words and phrases, etc.
1 07 North Carolina Foundations for Early Learning and Development
Fo u n d ati o n s fo r Writi n g
Goal LDC-1 3 : Children use writing and other symbols to record information and
communicate for a variety of purposes.
Developmental Indicators
I nfants
Emerging You n g e r Tod d l ers
• Make marks , scribble, and paint (e. g.e, cover easel paper with big crayon or paint markse, make marks with marker or crayon). LDC- 13a
Older Tod d l e rs
• Pretend to write in ways that mimic adult writing (e. g. , scri bble on paper wh i le sitting with careg iver who is writinge, hold phone to ear and make marks with penci l). LOC- 13b
Yo u n g e r Presc hoolers
• Represent thoug hts and ideas throug h marks , scribbles , drawings , and paintings (draw a picture of someth ing they d i d during the day, ind icate what they want for lunch with a mark under the picture of the food they want). LDC- 13c
• With prompting and support, communicate their thoug hts for an adult to write. LOC- 13d
• Engage in writing behaviors that imitate real-l ife situations (e. g. , make marks to take food order during pretend restaurant play). LDC- 13e
Older Presc hoolers
• Represent thoug hts and ideas in drawings and by writing letters or letter-l i ke forms. LDC- 13f
• Communicate their thoug hts for an adult to write. LDC- 13g
• Independently engage in writing behaviors for various purposes (e. g. , write symbols or letters for names , use materials at writing center, write l ists with symbols/ letters in pretend play, write messages that include letters or symbols). LOC- 13h
1 0 8 Language Development and Communication
Goal LDC-1 4 : Children use knowledge of letters in th eir attempts to write.
Developmental Indicators
I nfants
Emerging Yo u n g e r Tod d l e rs
Emerging Older Tod d l e rs
Emerging You n g e r Presc hoolers
• Beg in to use letters and approximations of letters to write their name. LC- 14a
• Show they know that written words are made up of particular letters (point to the first letter of their own namee, find the first letter of their own name in a l ist of letters). LC- 14b
Older Presc hoolers
• Use known letters and approximations of letters to write their own name and some fami l iar words. LC- 14c
• Try to connect the sounds in a spoken word with letters in the written word (write " M " and say, "Th is is M ommy. "). LC- 14d
C h i ld re n 's fi rst citte m pts to w r ite lo o k m o re li ke s q u i g g ly li n e s . Ove r ti m e , they b e g i n
to u s e m ci rks thcit lo o k m o re ci n d m o re li ke lette rs, b u t i n it i ci lly th e i r lette rs m ci y be j u st rci n d o m lette rs ( n ot reci lly 8 p ci rt of t h e w o rd
they ci re try i n g to w r ite} ci n d/o r lo o k d i ffe re nt fro m h ow ci d u lts w r ite . Th e i r lette rs m ci y
b e u p s i d e d ow n , s i d ewciys, ci n d/o r r u n n i n g to geth e r. G rci d u ci lly, w ith p rci cti c e , t h e lette rs
th ey u s e w i ll lo o k m o re li ke co nve nti o n ci l w r iti n g , b u t m ci ny c h i ld re n sti ll w i ll b e
u s i n g o n ly s o m e lette rs ci n d w r iti n g th e m i n d i ffe re nt wciys o n t h e p ci g e cit t h e e n d of t h e
o ld e r p re s c h o o l p e r i o d .
1 09 North Carolina Foundations for Early Learning and Development
Goal LDC-1 5 : Children use writing skills and conventions.
Developmental Indicators
I nfants
Emerging Yo u n g e r Tod d l e rs
• Hold marker or crayon with the fist. LC- 15a
• Dot or scribble with crayons , may progress to vertical l ines. LC- 15b
Older Tod d l e rs
• Explore a variety of tools that can be used for writing. LC- 15c
• Scribble and/or imitate an adult's marks with markers , crayons , paints , etc. LC- 15d
• Transition from hold ing a crayon or marker in their fist to hold ing it between thumb and forefinger. LC- 15e
You n g e r Presc hoolers
• Use a variety of writing tools and materials with purpose and control (penci ls, chal k, markers , crayons , paintbrushes , finger paint , computers). LC- 15f
• Make marks they cal l "writing" that look d ifferent from drawings (vertical series of marks for a "grocery l ist , " horizontal line of marks for a "story''). LC- 1 5g
• Play with writing letters and make letter-like forms. LC- 1 5h
Older Presc hoolers
• Use a variety of writing tools and materials with increasing precision. LC- 15i
• Imitate adult writing conventions that they have observed (write groups of letter-l i ke forms separated by spaces , try to write on a l ine , press Enter key on computer after typing a series of "words"). LC- 1 Sj
• Use some conventional letters in their writing. LC- 15k
Te el c h e rs el n d cel re g ive rs s h o u ld e n c o u rel g e c h i ld re n to le el rn to w r ite b y m o d e li n g w r iti n g , p rovi d i n g
o p p o rtu n iti e s to p rete n d o r p rel ct i c e w r iti n g w h e n th ey el re p lely i n g , el n d letti n g th e m d relw el n d
c o lo r w ith d i ffe re nt ty p e s o f w r iti n g m elte r i el ls . Ex p e r i e n c e s thelt el re fu n el n d u s e w r iti n g el s el WelY to co m m u n i celte { relth e r th el n j u st for t h e S el ke of
p rel cti c i n g lette rs) el re t h e b e st WelY to te el c h w r iti n g s ki lls . C h i ld re n w ith fi n e m oto r d e lelys m el y n e e d
el d el ptelti o n s s u c h el s lel rg e r c rciyo n s o r s p e c i el l p e n c i l g r i p s . Fo r D u el l Lel n g u el g e Leel rn e rs it i s i m p o rtel nt thelt teel c h e rs el s k c h i ld re n i n w h i c h lel n g u el g e th ey el re w r iti n g , s o c h i ld re n cel n beco m e elWel re of t h e d i ffe re n c e s betw e e n w r iti n g i n e el c h lel n g u el g e .
1 1 0 Language Development and Communication
Strategies for Infants and Toddlers
Fo u n d ati o n s fo r Writi n g
1 . Provide crayons and other art materials for infants and toddlers to explore. Adapt art materials if needed so children with disabilities can use them.
2 . M odel the use of reading, writing, and drawing in everyday activities.
3 . Bring books, paper, and writing/drawing tools outside for children to use and enjoy.
4 . M ake sure that children often see their name in writing, such as on their cubby / personal space, on all personal belongings, and on their artwork or other creations if they wish.
5 . For older toddlers, point out a few familiar letters such as the first letter in a child's name and call attention to them occasionally. If a child asks for a letter name, provide it. Do not drill toddlers on reciting the alphabet or naming letters.
6. Promote literacy-related play activities that reflect children's interests and sociocultural experiences by supplying materials such as telephone books, recipe cards, shopping lists, greeting cards, and storybooks for use in daily activities.
7. Encourage children to retell experiences and events that are important to them through pictures and dictation.
8 . Write down what children say and share those dictated writings with them.
9. Assist children in making their own books and class books.
1 1 1 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
Fo u n d ati o n s fo r Writi n g
1 . Give children frequent opportunities to draw, scribble, and print for a variety of purposes.
2. Provide a variety of tools, such as markers, crayons, pencils, chalk, finger paint, and clay. Provide adaptive writing/ drawing instruments and computer access to children with disabilities.
3. Promote literacy-related play activities that reflect children's interests and sociocultural experiences by supplying materials such as telephone books, recipe cards, shopping lists, greeting cards, and storybooks for use in daily activities.
4. Provide a variety of writing tools and props in centers (e.g., stamps and envelopes for the post office ; blank cards, markers, and tape for signs in the block center).
5. H elp children use writing to communicate by stocking the writing center with letters and cards that have frequently used and requested words (e.g., "love, " " M om, " "Dad, " and children's names with photos).
6. Show step-by-step how to form a letter on unlined paper when a child asks.
7. Encourage children to retell experiences and events that are important to them through pictures and dictation.
8. Write down what children say and share those dictated writings with them.
9. Think aloud (or describe step-by-step what you are doing) as you model writing for a variety of purposes in classroom routines (e.g., thank-you notes, menus, recipes).
1 0. Assist children in making their own books and class books.
1 1 . Display children's writing and comment on their successes.
1 2. Discuss letter names in the context of daily activities (as opposed to teaching one letter per week) and provide opportunities for children to hear specific letter sounds, particularly beginning sounds.
1 3 . Use unlined paper for children's writing so they will focus on letter formation instead of letter orientation.
1 4. Provide multiple opportunities for children to experiment writing their name (e.g. sign-in list, waiting list, labeling pictures, graphs, etc.).
1 5. Encourage children to write without an adult model for a variety of purposes (e.g. label their drawings, leave a note to a friend, shopping list, etc.).
1 6 . Ask children if they have written in English or in another language to help them begin to understand that writing in one language is different from writing in another language.
1 1 2 Language Development and Communication
1 1 3 North Carolina Foundations for Early Learning and Development
Cogn iti ve Develo p ment { C D )
1 1 4 Cognitive Development
Subdomains
Construction of Knowledgee: Thinking and Reasoning
Creative Expression
Social Connections
M athematical Thinking and Expression
Scientific Exploration and Knowledge
The Cognitive Development domain focuses on
children's ability to acquire, organize, and use
information in increasingly complex ways. In their
search for understanding and meaning, young
children play an active role in their own cognitive
development. They begin to explain, organize,
construct, and predict-skills that lay the
cognitive foundation needed to explore and
understand increasingly sophisticated concepts
and the world they live in. They learn to apply
prior knowledge to new experiences, and then use this information to refine their understanding
of concepts as well as form new understanding.
For very young children, cognitive development is
supported and encouraged through their
relationships with others. It happens through
daily activities, routines, and interactions with
adults and other children. Through relationships,
children become aware of things in the physical
environment, as well as other people.
Relationships facilitate children's growing
awareness of self, family, and community. They
begin to understand that their actions have an
effect on their environment and are able to think
about things that are not present. They typically
learn a great deal about themselves and form
ideas about family roles and community helpers.
They also begin to understand simple scientific
concepts by noticing, wondering, and exploring.
As children grow older and move into the
preschool years, their thinking becomes
increasingly complex. They move from simpler
to more complex cognitive skills and become
more effective thinkers. They begin to ask
questions as they engage in increasingly more
focused explorations. They begin to
demonstrate good problem-solving skills and
also begin to express themselves creatively
using a variety of media. They also begin to
remember and use what they learn in the
areas of mathematics, science, creative
expression, and social connections, the focus
of four subdomains within the Cognitive Development domain. As you read through
this domain, you will begin to notice the
interrelatedness among subdomains.
Processes and skills such as making
observations, comparing and classifying
objects, solving problems, asking questions,
and making predictions support learning
across all of the domains and link them
together.
Many factors can be related to the progress
children demonstrate in the Cognitive
Development domain. For instance, some
children's home environments provide many
opportunities to explore and learn new
concepts, while other children's homes
1 1 5 North Carolina Foundations for Early Learning and Development
may be less stimulating. Children with
disabilities may need extra support to make
progress on the Developmental Indicators in
this domain because individual differences in
how they see, hear, process information, and/
or communicate can affect how they take in
information and how they express what they
learn. Similarly, Dual Language Learners may
learn new concepts and demonstrate what they
know best in their home language.
Teachers and caregivers can promote
children's cognitive development by providing
interesting materials and experiences, and
encouraging children to explore and try using
the materials in different ways. Whether it's toys that require children to figure out how
they work, art materials, or blocks they put
together in different shapes, almost any
experience can be used to support children's
understanding of the concepts included in the
Cognitive Development domain.
Cog n itive D eve lo p m e nt {C D) Construction of Knowledge: T hinking and Reasoning • G oal C D-1 : C h i l d re n u se t h e i r senses to construct knowl e d g e about
the wo rld aro u n d t h e m . • G oal C D-2 : C h i l d re n recal l i nfo rmat i o n and use it fo r n ew situat i o n s
and p ro b l e m s . • G oal C D-3 : C h i l d re n d e m o n strate the a b i l ity to th i n k about t h e i r own
th i n ki ng : reaso n i n g , taki n g perspectives , and maki ng d e c i s i o n s .
Creative Expression • G oal C D-4 : C h i l d re n d e m o n strate a p p reciat i o n fo r d iffe re nt fo rms of
artistic exp ress i o n . • G oal C D-5 : C h i l d re n d e m o n strate self-express i o n and c reativity i n
a vari ety o f fo rms a n d contexts , i n c l u d i n g p l ay, visual arts , m u sic ,
d rama , and dance .
Social Connections • G oal C D-6 : C h i l d re n d e m o n strate knowl e d g e of re lationsh i ps
and ro les with i n t h e i r own fam i l ies , h o m es , c l assrooms , and
co m m u n ities . • G oal C D-7: C h i l d re n recog n ize that t h ey are m e m bers of d iffe re nt
g ro u ps (e . g . fam i ly, p resc h o o l c l ass , c u lt u ral g ro u p) . • G oal C D-8 : C h i l d re n i d e ntify and d e m o n strate acce ptance of
si m i larities and d iffe re n ces between t h e m selves and oth e rs . • G oal C D-9 : C h i l d re n exp l o re concepts c o n n ected with t h e i r dai ly
experi e n ces i n t h e i r com m u n ity. c.-
1 1 6 Cognitive Development
Cog n itive D eve lo p m e nt {C D) (conti n u ed)
M ath ematical T hinking and Expression • G oal C D-1 0 : C h i l d re n show u n d e rstan d i n g of n u m bers and
q uantities d u ri n g p l ay and oth e r activities . • G oal C D-1 1 : C h i l d re n com pare , so rt , g ro u p , o rgan ize , and measu re
o bjects and c reate patte rns i n t h e i r eve ryd ay e nvi ro n m e nt . • G oal C D-1 2 : C h i l d re n i d e ntify and use co m m o n shapes and
concepts about posit i o n d u ri ng p l ay and oth e r activities . • G oal C D-1 3 : C h i l d re n u se mat h e m atical th i n ki n g to solve p ro b l e m s i n
t h e i r eve ryd ay e nvi ro n m e nt .
Scientific Exploration and Knowledge • G oal C D-1 4 : C h i l d re n o bse rve and d escri be characte ristics of l ivi ng
t h i n g s and the p hys i cal wo rl d . • G oal C D -1 5 : C h i l d re n exp l o re the nat u ral wo rld by observi n g ,
man i p u lat i n g o bjects , aski ng q u esti o n s , maki n g p red i cti o n s , and
d eve l o p i n g g e n e ral izat i o n s .
1 17 North Carolina Foundations for Early Learning and Development
Co n stru cti o n of K n ow led g e : Th i n ki n g a n d Rea so n i n g
Goal C D-1 : Children use th eir senses to construct knowledge about the world around them.
Developmental I ndicators
I nfants
• D iscover d ifferent shapes, sizes and textures by exploring (put toys in mouth , crawl over pi l l owse, pick up large objects). CD- 1 a
• Turn head or move toward sounds. CD- 1 b
You n g e r Tod d l ers
• Actively explore objects by hand l ing them in many ways (movinge, carryinge, f i l l inge, dumping , smel l inge, and putting in mouth). CD- 1 c
• Explore space with their bod ies (fit self into large box , crawl under table, cl imb over low wal ls). CD- 1 d
Older Tod d l e rs
• Explore objects and materials physically to learn about their properties. CD- 1 e
• Experiment with safe tools to learn how they work (wooden hammer with pegs, sifter, funnel). CD- 1 f
• Express knowled ge gathered throug h their senses throug h play (imitate someth ing they have seen an adult do, show they understand how to sort by sorting toys as they are playing). CD- 1 g
Yo u n g e r Presc hoolers
• Explore objects , tools , and materials systematical ly to learn about their properties (weigh an object , observe someth ing from the top of the object to the bottom). CD- 1 h
• Express knowled ge gathered throug h their senses using play, arte, language, and other forms of representation. CD- 1 i
• Group famiel iar objects that go together (shoe and sock, brush and paint , hammer and nai l ). CD- 1j
Older Presc hoolers
• Explore objects , tools , and materials systematical ly to learn about their properties (wei g h an object , observe someth ing from the top of the object to the bottom). CD- 1 k
• Express knowledge gathered through their senses using play, art , language , and other forms of representation. CD- 1 1
• Distinguish appearance from real ity (the person beh ind a mask is sti l l the same person ; recognize that a fantasy story could not be real). CD- 1 m
• Organize and use information throug h match inge, grouping , and sequencing. CD- 1 n
-
-
1 18 Cognitive Development
Goal C D-2 : Children recall information and use it for new situations and problems.
Developmental Indicators
I nfants
• Search for objects that are h i dden or partly h i d den. CD-2a
• Respond d ifferently to famiel iar vs. unfamiel iar people, objects , and situations (reach for new interesting toy instead of old famil iar toy; move toward famil iar careg iver but h ide head on parent's shoulder when new person comes near). CD-2b
• Anticipate routine events (smi le, wave arms and legs , move toward adult hold ing bottle). C0-2c
• Repeat an action to make someth ing happen again (make sounds when music stops , bounce up and down to get adult to continue "horsey ri de"). CD-2d
• O bserve and imitate sounds , movementse, and facial expressions, includ ing th ings they have seen in the past or in other places. CD-2e
Yo u n g e r Tod d l e rs
• Search in several places where an object has been h i d den recently. CD-2f
• N otice a change in famil iar objects , places , or events (frown at parent with a new haircut , look for furniture that was moved). CD-2g
• Perform routine events and use fami l iar objects in appropriate ways (carry clean d iaper to chang ing table, tal k on phone , "water" plants with pitcher). CD-2h
• Imitate behaviors they have seen in the past or in other places. CD-2i
• Identify objects and people in pictures by pointing or looking. CD-2j
Older Tod d l e rs
• Search for objects in several places , even when not seen recently. CD-2k
• Show they remember people, objects , and events (telel about them, act them out , point out simi lar happenings). CD-2/
• Show they remember the order in wh ich fami l iar events happen (finish l ine in story or song , get ready to go outdoors after snack). CD-2m
• C hoose objects to represent someth ing else with simi lar features during play (block for cel l phone , large sheet for tent). CD-2n
Yo u n g e r Presc hoolers
• Recognize whether a picture or object is the same as or d ifferent from someth ing they have seen before. CD-2o
• Apply what they know about everyday experiences to new situations (look for the seatbelt on the bus). CD-2p
• Descr i be or act out a memory of a situation or action , with adult support. CD-2q
• Make pred ictions about what wi l l happen using what they know. CD-2r
• Introduce ideas or actions in play based on previous knowledge or experience. CD-2s
• Ask questions about why th ings happen and try to understand cause and effect. CD-2t
Older Preschoolers
• Demonstrate their abil ity to apply what they know about everyday experiences to new situations. CD-2u
• Descr i be past events in an organized way, includ ing details or personal reactions. CD-2v
• Improve their abil ity to make pred ictions and explain why th ings happen using what they know. CD-2w
• Introduce more elaborate or detailed ideas or actions into play based on previous knowledge or experience. CD-2x
• Try to reach log ical conclusions (includ ing conclusions regard ing cause and effect) about fami l iar situations and materials, based on information gathered with their senses. CD-2y
1 19 North Carolina Foundations for Early Learning and Development
Goal C D-3 : Children demonstrate the ability to think about th eir own thinking :
reasoning , taking perspectives, and making decisions.
Developmental Indicators
I nfants
• Show awareness of others' reactions to people, objects , and events. CD-3a
• Show awareness of another person's intentions by establishing joint attention (look at an object, then at caregiver, and back at object). CD-3b
Yo u n g e r Tod d l ers
• Show awareness of others' feelings about things by looking to see how they react. CD-Jc
Older Tod d l e rs
• Use words like "think," "remember, " and "pretend. " CD-3d
• Tal k about what they and other people want or like. CD-3e
Yo u n g e r Presc hoolers
• Use language to identify pretend or fantasy situations (say, " Let's pretend we're going on a trip. " "That's a pretend story. "). CD-3f
• Use words like "think" and "know" to tal k about thoug hts and beliefs. CD-3g
• Recognize that beliefs and desires can determine what people do (e. g.e, a person wil l look for a missing object based on where they think it is rather than where it actually is). CD-3h
Older Preschoolers
• Use language to identify pretend or fantasy situations (say, " Let's pretend we're going on a trip. " "That's a pretend story. "). CD-3i
• Express understanding that others may have different thoug hts , beliefs, or feelings than their own ( " I like ketchup and you don't. "). CD-3j
• Use language to describe their thinking processes with adult support. CD-3k
-
Te ci c h e rs 8 n d cci re g i ve rs cci n e n c o u rci g e ci n d s u p p o rt p e rs p ective tci k i n g i n yo u n g c h i ld re n by ex p lci i n i n g h ow
ci n ot h e r c h i ld m i g h t fe e l ci n d/o r h ow t h e oth e r c h i ld
m i g ht v i ew 8 s it u ci t i o n .
1 20 Cognitive Development
Strategies for Infants and Toddlers
Co n stru cti o n of K n ow led g e : Th i n ki n g a n d Reaso n i n g
1 . Comfort premature infants i f they become overstimulated. Premature infants may look away, fuss, or cry when they experience too much light, sound, or interaction with people. Turn lights low, keep noise down, swaddle gently, and stop interacting with if needed. Provide private space for children who become overstimulated to calm themselves.
2. Provide a variety of sensory experiences for infants and toddlers. Include fresh air ; a range of smells, sounds, temperatures, materials to touch and feel ; different surfaces (such as vinyl floors, carpet, grass, concrete, sand, and mud) and movement activities.
3 . Place non-mobile children where they have opportunities to see and hear new things, see familiar things from different views, and watch or join in with others. Hang clear, simple pictures, mobiles, and unbreakable mirrors where infants and toddlers can see and/or hear them.
4 . Make large objects available to toddlers to play with such as empty appliance boxes
(check for staples and sharp edges), baskets, or pillows.
5 . Welcome questions from children about why things happen. If possible, show them while you explain. ( For example, if a child asks, "Where did the ice go?" in a pitcher of water, put out a bowl of ice and invite children to watch what happens.)
6 . Give toddlers choices to allow them to communicate likes and dislikes, such as deciding between two toys or choosing which color shirt to wear. For children who cannot point or talk, look for gazes or other gestures that show their likes and dislikes. Encourage use of some version of "yes" or "no" in words, signs, or gestures.
7. Use routines and real-life situations to help infants and toddlers learn. For example, talk about body parts during diapering or "hot" and "cold" while eating. Toddlers learn about things that go together and the concepts of "same" and "different" while sorting laundry and picking up toys.
8 . Make extra efforts to help infants and
toddlers with disabilities connect concepts
and words to their experiences. For example, for an infant who is blind, provide different things to touch, hear, feel and smell as the infant explores. Make sure a child with hearing loss is looking at you and at the object you are communicating about before speaking or signing about it.
9 . Allow infants and toddlers to play for long periods of time and repeat activities over and over.
1 0. H ide toys while infants are watching and encourage them to find them (under a blanket, in your hand, behind the chair).
11. Give toddlers a chance to collect, sort, and organize objects and materials both indoors and outdoors. Make sure children with disabilities and non-mobile infants have access to the same wide variety of materials.
1 2 . Provide toys and household items that pose problems for infants and toddlers to solve, such as empty containers with matching lids, measuring cups, pots and pans, sorters, busy boxes, simple puzzles, and large Duplo® blocks.
1 21 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
Co n stru cti o n of K n ow led g e : Th i n ki n g a n d Rea so n i n g
1 . H elp children participate i n activities and enjoy a wide range of sensory experiences, especially for children with sensory impairments. For example, play music with a bass beat that children who are deaf can feel through their bare feet. Make sure children see others moving in time to the music. Remember, some children are overly sensitive to sound, light, or touch. Expose them to new sensory experiences gradually.
2 . Take walks around the neighborhood to experience changes in nature. Point out flowers, colored leaves, wind, water, animals, and other items in nature. O bserve what children are interested in and provide materials and books to follow their interests.
3 . Provide o p portunities t o play with materials in ways that change them, such as cutting Play - D oh® and squishing it back together or mixing two colors of finger paint.
4. Read and act out stories in which the characters must work to solve challenging problems or make decisions. Talk about what the characters might be thinking or feeling.
5 . Introduce a problem and encourage the children to come up with as many solutions as possible. Then ask them to think about possible consequences: "What would happen if they use this solution?"
6. Play games that involve thinking and reasoning, such as "I S py" or " I'm Thinking of an Animal."
7. M ake planning a regular part of your program day. For example, after morning meeting or during breakfast ask children what they would like to do and how they plan to carry it out.
8 . Ask open-ended questions that encourage children to think about what they are doing and possible next steps (e.g., "I wonder what would happen if you ... " ).
1 2 2 Cognitive Development
9. Set aside a part of each day to talk about and reflect on the day's activities. Gather children into a small group and ask them to share what they have done. Encourage other children to be active listeners.
1 0. Interpret and expand on what children do and say. Children who are nonverbal or those beginning to learn English may gesture or present materials to indicate what they did. You can add words to their actions, checking with them for cues that indicate you understand their message.
1 1 . Use reflective dialogue and comment on what you see children doing as they play. This encourages children to pay attention to what they are doing and it makes it easier for them to recall the event later.
1 2. Encourage children to carry over their activities to the next day. For example, if children run into a problem they had not anticipated, they can come up with solutions to try the following day.
1 3 . Be aware that children might be solving problems silently. Allow them time to do so. Invite a child to use words to state, or show you, what the problem is if you believe this will lead them to a solution (don' t require them to explain the problem to you).
1 4. Invite children to tell or retell stories and talk about recent events. Discuss the seq uencing and timing of experiences.
1 5 . Promote decision-making for individual and/or class decisions (such as a choice of which author to study next or where to go on a field tri p). Talk about what you are thinking or what children might be thinking as decisions are made. ( " I know we need to choose what to do next, but I like both of the choices. I think we need to look at our choices to see which will work best ... ")
1 2 3 North Carolina Foundations for Early Learning and Development
Creative Expressio n
Goal C D-4 : Children demonstrate ap preciation for different forms of artistic expression.
Developmental Indicators
I nfants
• Show wonder or fascination with objects , activities , or experiences (gaze at an object , become quiet or vocal when they hear lul labies , show bod i l y excitement when they hear music). CD-4a
• Hold , touche, and experience d ifferent textures (fuzzy blankete, smooth skin, roug h carpet). CD-4b
Yo u n g e r Tod d l e rs
• Show interest or pleasure in response to images, objects , and music (say, "Aaah" and reach for a bri g htly colored picturee, look at or reach toward fluttering leaves). CD-4c
• Participate in and explore alel possible med ia (use finger paint , g lue scraps of paper on another paper, dance to music). CD-4d
Older Tod d l e rs
• Express pleasure in d ifferent forms of art (cal l someth ing "pretty, " express preferencese, choose to look at book of photographs or listen to music again). CD-4e
• Participate in and descr i be art , music, dance, drama , or other aesthetic experiences (descr i be dancers spinning round and rounde; tal k about colors in a painting). CD-4f
Yo u n g e r Preschoolers
• Express pleasure in d ifferent forms of art (call someth ing "pretty, " express preferencese, choose to look at book of photographs or l isten to music again). CD-4g
• Participate in, descr i be and ask questions about art , music, dance, drama , or other aesthetic experiences (descr i be dancers spinning round and rounde; tal k about colors in a painting). CD-4h
Older Presc hoolers
• Express pleasure in d ifferent forms of art (cal l someth ing "pretty, " express preferencese, choose to look at book of photographs or l isten to music again). CD-4i
• Participate in, descr i be and ask questions about art , music, dance , drama , or other aesthetic experiences (descr i be dancers spinning round and rounde; tal k about colors in a painting). CD-4j
• Use art-specific vocabulary to express ideas and thoug hts about artistic creations more clearly (say, "We need a stage for our puppet show. " ). CD-4k
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1 24 Cognitive Development
Goal C D-5 : Children demonstrate self-expression and creativity in a variety of forms and
contexts, including play, visual arts, music, drama, and d ance.
Developmental Indicators
I nfants
• Use toys and household objects i n a vari ety of d i fferent ways d u ri n g play (wave , t h e n scru n c h , t h e n th row scarf) . CD-5a
• Exp l o re sensory p roperties of art m e d i a (smear pai nt, pat and p o u n d d o u g h ) . CD-5b
• Make a vari ety of so u n d s with s i m p l e i n stru m ents , toys , and t h e i r own vo ice . CD-5c
• Exp ress t h e mselves b y m ovi n g t h e i r bod ies (wave arms w h e n excited , h u g soft toy) . CD-5d
Yo u n g e r Tod d l e rs
• Use hats and clothes for d ress- up make-be l i eve . CD-5e
• Explore art materials freely (make marks, squ eeze clay, tear paper). CD-5f
• Use materials p u rposefu l ly to c reate so u n d s (bang blocks tog ether, ri n g be l l , s h ake can to make co ntents j i n g l e ) . CD-5g
• M ove to m u s i c i n t h e i r o w n way. CD-5h
Older Tod d l ers
• Recreate fam i l iar scenes using play mate rials, language, and actions. CD-5i
• Experi m ent and create art with clay, crayons, marke rs, paint, and collage materials. CD-5j
• Make up s i m p l e n o nsense songs , si g n , c h ant, and dance (si n g "la-la-la-la" o n two pitc h es , twi rl aro u n d and fal l d own , "marc h " b y l ifti n g knees h i g h ) . CD-5k
• Express i d eas and fee l i ngs t h ro u g h m u si c , m ove m e n t , a n d dance . CD-51
Yo u n g e r Preschoolers
• Ch oose to partici pate and express themselves th rough a variety of creative experiences, such as art, m usic, m ove m ent, dance, and d ramatic play. CD-5m
• Show creativity and imagi nation when using materials and assu m i n g ro les d u ring pretend play. CD-5n
• Explore the properties of art materials and use them with pu rpose to d raw, paint, scu l pt, and create in oth e r ways. CD-5o
• Show awareness of d ifferent m usical instru ments, rhyth ms, and to nal patterns as they make m usic or partic i pate in m usic activities. CD-5p
• Show awareness of various patterns of beat, rhyth m , and m ovement through m usic and dance activities. CD-5q
Older Presc hoolers
• C h oose to partici pate and express the mselves t h ro u g h a variety of c reative experi ences , s u c h as art , m usic , m ove m e nt , dance , and d ramatic play. CD-5r
• Plan and act out scenes based o n books , stories , everyday l i fe , and i mag i nati o n . CD-5s
• Plan and c o m p l ete artistic c reations such as d rawi n g s , pai nti n g s , col lages , a n d sc u l pt u res . CD-5t
• Recal l and i m itate d i ffe re nt m usical to n es , rhyt h m s , rhym es , and songs as they make m u s i c o r partici pate i n m usical activities (clap p revious beat to a n ew so n g ) . CD-5u
• Recal l and i m itate patterns of beat , rhyth m , and m ove m e nt as t h ey c reate dan ces o r partici pate in m ove m e nt and dance activities . CD-5v
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M o st c h i ld re n s e e m to n atu ra lly e nj oy p a rti c i p ati n g i n c reative a rts a ct i v iti e s .
Te a c h e rs a n d ca reg ive rs s u p p o rt c h i ld re n 's c reativity by p rovi d i n g lots of d i ffe re nt ty p e s of m ate r i a ls a n d ex p e r i e n c e s , a n d
th e n e n c o u rag i n g c h i ld re n to u s e th e m i n d i ffe re nt ways w ith o u t eva lu ati n g w h at
c h i ld re n a re d o i n g . 1 2 5 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Creative Expressio n
1 . Provide musical mobiles for infants to watch and listen to.
2. Place pictures and photographs at eye level for infants and toddlers and talk about them. Laminate pictures and attach them to the wall with Velcro® so children can handle them without damage.
3. Display children's artwork at their eye level and go back often to talk about it. H elp young children respect their artwork by encouraging them to keep the art on the walls.
4 . Provide a wide variety of sensory materials both
®
indoors and outdoors, such as Play- Doh , goop (cornstarch and water), clay, finger paint, chalk, sand, mud, and wood pieces.
5 . Provide materials for drawing, painting, building, molding, and making collages. Choose materials that are suitable for the age and development of the children. For example, use contact paper for collages with children who cannot handle glue.
6 . Invite children to talk about the art they create. Recognize that they may not have words for their creations or may not want to describe them. Make specific, non- judgmental comments about what they have done. ( "You put a lot of feathers in this corner." )
7. Provide toys that create life scenes like a farm, parking lot, bus station, or school. Use puppets and stuffed animals to act out songs, rhymes, and stories. Encourage children to pretend using these materials
8. Provide dress-up materials to encourage pretend play about a variety of themes (gowns and top hats for a night on the town ; hardhats, big boots, and tools for builders; dresses, ties, shoes, and watches for house and office play ).
9 . Offer creative play activities both indoors and outdoors. For example, children might use chalk on a blackboard indoors or on the sidewalk outdoors. Play music outdoors where children can make large dance movements.
1 0. Encourage children to move and dance to music in many different ways (march, clap, stomp, gallop, jump, sway). Offer dance props such as scarves, streamers, and shakers for toddlers to twirl and shake.
1 1 . Take pictures of the children doing creative activities. Display these pictures to help children recall what they have done and to help families appreciate the creative process.
1 2 . Give infants and toddlers many opportunities to experience beauty through all their senses (touching snow, looking at rainbows, smelling freshly mowed grass, tasting different foods, listening to birds chirp).
1 3 . Set an example by demonstrating spontaneity, a sense of wonder, and excitement.
1 26 Cognitive Development
Strategies for Preschoolers
Creative Expression
1. Encourage children to talk about and/or share their creative expressions with others.
2. Provide access to a variety of materials (non-hazardous paints, modeling materials, a wide variety of paper types, writing and drawing utensils of various sizes and types, and collage materials), media, and activities that encourage children to use their imagination and express ideas through art, construction, movement, music, etc.
3. Use a variety of horizontal and vertical surfaces (easels, floor, and walls) and two- and three-dimensional objects ( boxes, clay, and plastic containers) for creative expression.
4 . Develop classroom procedures that encourage children to move materials from one learning center to another (such as using markers and paper in a dramatic play area).
5 . Use an abundance of multicultural books, pictures, tapes, and C Ds in the classroom.
6 . Take children to museums, galleries, plays, concerts, and other appropriate cultural activities.
7. Invite parents, authors, artists, musicians, and storytellers from different cultural and language backgrounds to the classroom so children can observe firsthand the creative work of a variety of people in the arts.
8 . Give children opportunities to respond through music, movement, dance, dramatic play, and art (e.g., following expressive movement experiences, ask them to draw a picture of themselves and then tell you about the picture).
9 . Provide appropriate instruments (e.g., maracas, rhythm sticks, bells, tambourines, drums, sand blocks, shakers) for musical experimentation.
1 0. Play music, provide materials such as scarves, streamers, and bells, and make room indoors and outdoors for children to move freely.
11 . Encourage children to move and use their bodies in space (e.g., pretending to be a cat, a volcano, or a butterfly). Assist children with modeling movement positions as needed.
1 2 . Furnish materials that will facilitate the re- creation of memories or experiences that a child can share (for example, materials and medium to re-create a memory of a field trip apple picking).
1 3 . Display children's artwork on their eye level on a rotating basis, along with other items of beauty (e.g., wall hangings, tapestry, weavings, posters, stained glass, or arrangements of flowers and leaves).
1 4 . Borrow library prints of great artwork representing a variety of countries and ethnic groups, hang them at the eye level of the children, and have conversations about them.
1 27 North Carolina Foundations for Early Learning and Development
Soc i a l Co n nectio ns
Goal C D-6 : Children demonstrate knowledge of relationships and roles
within th eir own families, homes, classrooms, and communities.
Developmental I ndicators
I nfants
• Intently observe actions of ch i l dren, adults , pets , and objects nearby. CD-6a
• Seek parents , sibl ings, careg ivers, and teachers for play and for meeting needs. CD-6b
Yo u n g e r Tod d l ers
• Imitate routine actions of their careg ivers (rock a baby dol l , push a lawnmower, "read" a magazine). C0-6c
• Know whom they can go to for help (regular careg iver vs. visitor, parent vs. neig h bor). CD-6d
Older Tod d l e rs
• Use play to show what they know about relationships and roles in fami l ies and other fami l iar contexts. CD-6e
• Tal k about what others do during the day ( " M ommy at work. M imi at home. "). CD-6f
• Help with daily routines (put cups out for lunche, feed pets , wash tables). CD-6g
Yo u n g e r Presc hoolers
• Tal k about close family members , name their relationships to each other, and descr i be family routines ( " M ar i ka is my sister. " " My grandma takes care of me at nig ht. "). CD-6h
• Adopt roles of family and community members during play, given support and real istic props. CD-6i
• Recognize and identify the roles of some community helpers (pol ice , fire fig hters, garbage colelectors). CD-6j
Older Presc hoolers
• Talk about a wide circle of fami ly members and other people important to the fami ly, their relationships to each other, and shared experiences. CD-6k
• Adopt roles of a wide variety of family and community members during dramatic play, using props , language , and actions to ad d detail to their play. C0-6/
• Recognize and identify the roles of a wide variety of community helpers (pol ice , fire fig hters, garbage col lectorse, doctors , dentists). C0-6m
C h i ld re n 's fa m i li e s ci n d co m m u n iti e s d i ffe r fro m e ci c h oth e r ci n d fro m t h e i r
te ci c h e rs' fa m i ly ci n d co m m u n ity. Te ci c h e rs ci n d cci re g ive rs cci n b e st
s u p p o rt c h i ld re n 's u n d e rstci n d i n g of t h e i r fa m i ly, h o m e , ci n d co m m u n ity by b e i n g ci cce pti n g ci n d re s p e cti n g
e ci c h c h i ld's u n i q u e ex p e r i e n c e s w ith re lciti o n s h i p s ci n d ro le s .
1 28 Cognitive Development
Goal C D-7: Children recognize that they are members of different groups
(e.g . , family, preschool class, cultural group).
Developmental Indicators
I nfants
• Show a clear preference for familiar people. CD- la
Yo u n g e r Tod d l e rs
• Recognize chil dren and others they spend a lot of time with (make sounds , say name, move toward or away from child ). CD-lb
Older Tod d l ers
• Put self into categories based on age , gender, and physical characteristics (" I'm a girl." "I have long hair. " ). CD- le
Yo u n g e r Presc hoolers
• I dentify self as a part of a specific family, preschool class, or other familiar group (e. g.e, point to picture and say, "That's my family, " or 'Tm in Ms. Emily's class. "). CD- ld
Older Presc hoolers
• Identify and express self as a part of several groups (e. g. , family, preschool class, faith community). CD-le
1 2 9 North Carolina Foundations for Early Learning and Development
Goal C D-8 : Children identify and demonstrate acceptance of similarities and differences
between th emselves and others.
Developmental I n d icators
I nfants
Emerging Yo u n g e r Tod d l e rs
• Compare their own physical features with those of others by looking and touch ing. CD-Ba
Older Toddlers
• Descr i be people who are similar and d ifferent based on characteristics such as age, gender, and other physical characteristics. CD-Bb
• Show awareness of similarities and d ifferences among people and families during play. CD-Be
Yo u n g e r Presc hoolers
• Show acceptance of people who are d ifferent from themselves as well as people who are similar. CD-Bd
• G iven support and guidance , explore d ifferent cultural practices during play and planned activities. CD-Be
Older Presc hoolers
• Show acceptance of people who are d ifferent from themselves as well as people who are similar. CD-Bf
• Talk about how other ch ildren have d ifferent family members and family structures than their own ( " I live with my Grandma and Shani ka lives with her M om and Dad." " David's dad works but my Dad dy stays home and takes care of me. "). CD-Bg
• Show acceptance of d ifferent cultures throug h exploration of varying customs and traditionse, past and present (how people dresse, how people speak, foode, music, art , etc. ). CD-Bh
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C h i ld re n 's a b i lity to i d e ntify a n d d e m o n strate acce pta n c e of s i m i la r iti es a n d d i ffe re n ces w ith oth e r p eo p le i s b a s e d on o p p o rtu n it i e s they h ave to see
tea c h e rs and ca re g ive rs m o d e li n g a cce pta n c e a n d re s p e ct, a n d
o p p o rtu n it i e s to t a l k a bo u t t h e i m p o rt a n c e of acce pti n g p eo p le w h o a re s i m i la r to a n d d i ffe re nt
fro m th e m s e lves.
1 30 Cognitive Development
Goal C D-9 : Children explore concepts connected with th eir d aily experiences
in th eir community.
Developmental Indicators
I nfants
Emerging You n g e r Toddl ers
Emerging Older Tod d l e rs
• Use play to communicate what they know about their community (pretend to go to the store , pretend to be a police person). CD-9a
Yo u n g e r Presc hoolers
• Describe characteristics of the places where they live and play (say, " M y house is big and there are trees in my yard. " "The playground has swings and a sand box. "). CD-9b
• N otice changes that happen over time (seasonse, self or others growing bigger). CD-9c
• N otice and tal k about weather conditions. CD-9d
• With prompting and support , participate as a member of a democratic classroom community (vote for name of class pet , wait turn to paint when easels are ful l ). CD-9e
Older Presc hoolers
• Describe characteristics of the places where they live and play (say, " M y house i s big and there are trees i n my yard. " "The playground has swings and a sand box. "). CD-9f
• O bserve and tal k about changes in themselves and their families over time. CD-9g
• O bserve and tal k about how people adapt to seasons and weather conditions (put out salt in icy weather, wear rain gear). CD-9h
• Show awareness of the basic needs al l families have (foode, shelter, clothing) and how needs are met (work, help each other). CD-9i
• Demonstrate positive social behaviors and take personal responsibility as a member of a group (share, take turnse, fol low rules , take responsibility for classroom jobs). CD-9j
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1 31 North Carolina Foundations for Early Learning and Development
Strategies for Infants and Toddlers
Soc i a l Co n nectio ns
1 . H old and hug infants and toddlers throughout the day. Learn from families how they hold, calm, and soothe their infant so you can do the same. This helps each child feel safe and secure.
2. Tell infants and toddlers what you are going to do before you perform caregiving tasks. ( "I'm going to wash your face and then we can play.")
3 . Learn as much as you can about the cultures of the families in your program. Provide books, pictures, toys, music, and other materials that are familiar to children. This brings their cultures into the play area in positive ways.
4. Provide materials and activities that show other cultures and people from many different backgrounds in positive ways so children can see and experience how diverse humans are (diversity of all ty pes including gender, race, ethnicity, sexual orientation).
5 . Learn to say a few important words in the home language of infants and toddlers whose families speak a different language. (Consult with parents about which phrases are most important.)
6. M odel pleasant, polite interactions with family members and other adults. Infants and toddlers will imitate you.
7. H elp toddlers begin to recognize and explore differences among people. Talk about these differences in a positive way.
8 . Allow and support children's choice of playmates. H elp children play together, including children who are different from each other. M odel and encourage gentle touch while playing. Make a special effort to help children who speak different languages play together by helping them communicate with each other.
9 . Allow toddlers to help with daily routines such as putting out napkins, folding laundry, feeding pets, and watering plants. Adapt tasks so children with disabilities can participate.
1 0. Share children's pleasure in learning and discovering new things through daily routines and their play, both indoors and outdoors. Take children to community events and places such as parks, playgrounds, and the petting zoo, farmer's market, and library to learn about the world.
1 1 . Make scrapbooks o r memory books and revisit them with the children.
1 3 2 Cognitive Development
Strategies for Preschoolers
Soc i a l Co n nectio ns
1 . E q uip a dramatic play area with a variety of props reflecting different aspects of families, communities, and cultures. This will encourage a true understanding of others. Change p ro ps according to the interests of the children.
2. Provide literature and music that reflect a variety of cultures and traditions.
3. Use literature, puppets, and role playing to help children relate to the feelings of others.
4. Give children access to a wide selection of quality multicultural books.
5 . Implement activities that reflect the similarities and differences among the children and families within the classroom (e.g., do body tracing and provide children with multicultural crayons to represent the variety of skin tones).
6 . Invite community helpers into the classroom.
7. Welcome families into the classroom to share their cultures, traditions, and talents.
8 . Explore the physical, biological, and social world beginning with your school (e.g., a visit to another classroom) and then into the community through field trips.
9 . Involve children in school and community service projects.
1 0. M odel cooperation and negotiation. Involve children in making rules for the classroom.
1 1 . H old class meetings t o discuss concerns and issues that occur in the classroom. Encourage children to use a variety of problem-solving strategies to work through any concerns (e.g., use role- playing and puppets to help children empathize with their peers).
1 2 . Learn t o say a few important words i n the home language of children whose families speak a different language. (Consult with parents about which phrases are most important.)
1 3 . Talk with children about relevant past and future events.
1 3 3 North Carolina Foundations for Early Learning and Development
M ath e m ati ca l Th i n ki n g a n d Ex p ress i o n
Goal C D-1 0 : Children show understanding of numbers and quantities
during play and other activities.
Developmental Indicators
I nfants
• Ind icate they want "more" with signs , sounds , or looks. CD 1 0a
• Show interest (look at or reach for) in obvious d ifferences in quantity (look at a tower with 3 blocks longer than a tower with 7 blocks, reach for a basket with three balls rather than a basket with one bal l ). CD- 1 0b
You n g e r Tod d l ers
• Explore quantity (for example, f i l l ing and dumping containers). CD- 1 0c
• Use words or actions that show understandeing of the concepts of "more" and "al l " (ask for more foode, stop asking for more blocks when told they have "al l " of the blocks). CD- 1 0d
• Recognize the d ifference between two small sets of objects (6 or under) that include a d ifferent number of objects (point to wh ich set of crayons has more). CD- 1 0e
Older Tod d l e rs
• Use words or actions that show understandeing of the concepts of "more , " "al l , " and/or "none" (ask for more foode, stop asking for more blocks when tol d they have "al l " of the blocks, become upset when tol d there i s no more Play- Dohe®). CD- 10f
• Attempt to chant or recite numberse, but not necessareily in the correct order. CD- 1 0g
• Place items in one-to-one correspondence during play and dai ly routines (one spoon at each plate ; one dolel in each toy car). CD- 1 0h
Yo u n g e r Presc hoolers
• Rote count in order to 1 0 with increasing accuracy. CD- 1 0j
• Count up to 5 objects arranged in a l ine using one-to-one correspondence with increasing accuracy, and answer the question " H ow many?" CD- 1 0k
• Compare visually two groups of objects that are obviously equal or unequal in quantity and communicate that they are the same or d ifferente, and which one has more (choose a plate with four cookies rather than a plate with one cookie). CD- 1 01
Older Preschoolers
• Rote count i n order to 2 0 with increasing accuracy. CD- 1 0n
• Without countinge, state the number of objects in a small col lection (1-3) (when a friend holds up two fingerse, look at her hand and say, "Two fingers" without counting). CD- 1 00
• Count up to 1 0 objects arranged in a l ine using one-to-one correspondence with increasing accuracy, and answer the question " H ow many?" CD- 1 0p
• G iven a number 0-5 , count out that many objects. CD- 1 0q
• Compare the amount of items in small sets of objects (up to 5 objects) by match ing or counting and use language such as "more than" and "less than" to descr i be the sets of objects. CD- 1 0r
c.-.
1 34 Cognitive Development
Goal C D-1 0 : Children show understanding of numbers and quantities
during play and other activities.
Developmental Indicators
I nfants Yo u nger Tod d l e rs
Older Tod d l e rs
(cont i n u e d )
• Make a smal l group (1-3) with the same number of items as another group of items (take 3 balls from a basket after the teacher shows the group that she has 3 bal ls and asks each person to take the same number of balls). CD- 1 0i
Yo u n g e r Presc hoolers (conti n u e d )
• Show they understand that add ing objects to a group wi l l make a bigger group , and taking away objects wi l l make a smaller group. CD- 1 0m
Older Presc hoolers (conti n u e d )
• Show they understand that putting two groups of objects together wi l l make a bigger group and that a group of objects can be taken apart into smaller groups. C- 1 0s
• Write numerals or number-like forms during play and dai ly activities. CD- 10t
• Match numerals 1-5 to sets of objects , with guidance and support. CD- 1 0u
• Recognize some numerals and attempt to write them during play and daily activities. CD- 1 0v
• Show understand ing of first , next , and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, "The engine is first , and the caboose is last" when making a train). CD- 10w
C h i ld re n g a i n a n u n d e rsta n d i n g of n u m be rs a n d m ath e m ati ca l c o n c e pts th ro u g h h a n d s - o n a ctiviti e s t h a t a re re late d t o rea l l i fe bette r th a n a ctiviti es that
focus on t h e n a m e s of n u m b e rs a n d on co u nti n g o bj e cts j u st fo r t h e s a ke of
lea rn i n g to c o u nt.
1 3 5 North Carolina Foundations for Early Learning and Development
Goal C D-1 1 : Children compare, sort, group , organize and measure objects and create patterns
in th eir everyday environment.
Developmental I ndicators
I nfants
• D iscover objects of d ifferent sizes by exploring (put toys in mouth , pick up large objects). CD- 1 1 a
Yo u n g e r Tod d l ers
• Participate in activities that compare the size and weight of objects. CD- 1 1 b
• Show awareness of d ifferent categories during play (put bal ls in a box and dolls in a bede; g i ve one friend all the cars and another friend alel of the trucks when playing in the block area). CD- 1 1 c
Older Tod d l e rs
• Group objects into categories (cars with cars , plates separated from cups). CD- 1 1 d
• Use size and amount words to label objects , people, and col lections (bi g truck, a lot of cookies, l ittle baby). CD- 1 1 e
Yo u n g e r Presc hoolers
• Use descriptive language for size, length , or weight (short, tal l , longe, heavy, big). CD- 1 1 f
• Use simple measurement tools with guidance and support to measure objects (a ruler, measuring cup, scale). CD- 1 1g
• Compare the size or weight of two objects and identify which one is longer/ taller /heavier than the other ("That rock is heavier than this one; I can't lift it." "A snake is longer than a worm."). CD- 1 1h
• Identify fami liar objects as the same or d ifferent. CD- 1 1 i
• Sort fami liar objects into categories with increasing accuracy (tools for woodworking and utensils for cooking ; rectang le blocks on one shelf and square blocks on another s h elf) . CD- 1 1j
• Recognize simple repeating patterns and attempt to create them during play (repeat a movement pattern during a songe, make a l ine of blocks in alternating colors). CD- 1 1 k
Older Presc hoolers
• Use descriptive language for size, length , or weight (short, tal l , longe, heavy, big). CD- 1 1 1
• Use simple measurement tools with guidance and support to measure objects (a ruler, measuring cup, scale). CD- 1 1 m
• D irectly compare more than two objects by size, lengthe, or weight ("That rock is heavier than these others; I can't l ift it. " Look at three strings that are d ifferent lengths and select the longest string). CD- 1 1 n
• Put a few objects in order by length (ar range a group of 3 blocks in order from the shortest to the longest). CD- 1 1 o
• Sort a group of objects (0-1 0) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and place l i ke-shaped blocks on the shelf; sort beads by color). CD- 1 1p
• Dupl icate and extend simple patterns using concrete objects (look at a pattern of beads and tel l what bead comes next in the pattern). CD- 1 1 q
-
-
1 36 Cognitive Development
Goal C D-1 2 : Children id entify and use common shapes and concepts about position
during play and other activities.
Developmental Indicators
I nfants
• D iscover d ifferent shapes by exploring (put blocks in mouth , roll balls). CD- 12a
• Attempt to put objects into other objects (such as putting pieces into holes or other spaces). CD- 12b
Yo u n g e r Tod d l e rs
• Explore space with their bodies (fit self into large box, crawl under tablee, climb over low walls). CD- 12c
• Put basic shapes into a shape sorter using trial and error. CD- 12d
Older Tod d l e rs
• Respond to and begin to use words describing positions (in, on , over, under, etc. ). CD- 12e
• Name or match a few shapes. CD- 12f
• Stack or line up blocks that are the same shape. CD- 12g
You n g e r Presc hoolers
• Show they understand positions in space by using position words during play and by following directions from an adult (say, "Stand behind the chair.e" " Put the ball in the box. "). CD- 12h
• Use 2- and 3-d imensional shapes to create picturese, designs, or structures. CD- 12i
• Find shapes in the environment and describe them in their own words. CD- 12j
Older Presc hoolers
• Consistently use a variety of words for positions in space , and follow d irections using these words. CD- 12k
• Use 2- and 3-d imensional shapes to represent real world objects (say, "We are build ing a castle and we need a round block for the tunnel. " " I glued a circle and a square on my picture to make a house. "). CD- 121
• Name basic shapes and describe their characteristics using descriptive and geometric attributes ("That's a triangle ; it's pointy. " "It's a circle because it's round. " ). CD- 12m
1 37 North Carolina Foundations for Early Learning and Development
Goal C D-1 3 : Children use math ematical thinking to solve problems
in th eir everyday environment.
Developmental I ndicators
I nfants
Emerging
Yo u n g e r
Tod d l ers
Emerging
Older Tod d l e rs
• Use observation and emerging counting skil ls (1 , 2, 3) during play and other daily activities. CD- 13a
Yo u n g e r Presc hoolers
• Seek answers to questions by using mathematical thinking during play and daily activities (determine who is tal ler by standing next to classmatee; find two smaller blocks to replace larger block). CD- 13b
• Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enoug h dolls so each person has one when playing in the dramatic play area). CD- 13c
• Use drawing and concrete materials to represent mathematical ideas (draw many circles to show "lots of people , " put Popsicle® sticks i n a pile to show the number of children who want crackers for snack). CD- 13d
Older Presc hoolers
• Seek answers to questions during play and daily activities using an increasing variety of mathematical strategies. CD- 13e
• Use observation and counting with increasing accuracy to answer questions such as " H ow many do we need?" and " H ow many more do we need?" during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). CD- 13f
• Use drawing and concrete materials to represent an increasing variety of mathematical ideas (draw shapes to represent pattern ; stack different-colored blocks to represent classmates' answers to a survey question). CD- 13g
• Begin to explain how a mathematical problem was solved ( " I saw that there was always a blue flower after a red flower so I knew to put a blue one next.e" "I counted four friends who didn't have cookies so I got four more. "). CD- 13h
1 38 Cognitive Development
Strategies for Infants and Toddlers
M ath e m ati ca l Th i n ki n g a n d Ex p ress i o n
1 . Teach concepts such a s shapes to toddlers through everyday routines and interactions. For example, say, "I see that you have red circles on your shirt."
2. Offer toys or objects with one-to-one relationships (e.g., containers with lids, markers with tops).
3. During mealtimes, ask children, "Would you like to have some more?"
4. Play games, sing songs, and read books that use numbers and counting (e.g., "This Little Piggy").
5. Begin to ask children q uestions such as, " H ow many do you see?" or " H ow tall is your tower?"
6. Talk with children about what they are doing or how they are playing. Use words that introduce children to concepts such as counting or making comparisons (e.g., bigger/smaller, 1-2-3, etc.).
7. Read books that present basic mathematics concepts in the context of everyday environments or routines (e.g., home, going to bed, mealtimes, etc.).
8. Provide toys that have incremental sizes (e.g., nesting cups or stackable rings).
9. Provide opportunities to notice patterns in nature (e.g., shape of leaves or ty pes of flowers).
1 0. Provide sand and water play, giving children opportunities to pour, fill, scoop, and dump to develop an understanding of volume, under adult supervision.
1 1 . H elp children pair items that g o together because they are used together ( pail and shovel).
1 2 . Count out the number of objects as you give them out (e.g., at snack time, count out the number of crackers by saying, "One, two, three .... ").
1 39 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
M ath e m ati ca l Th i n ki n g a n d Ex p ress i o n
1 . Make a variety o f materials easily accessible for children for the purpose of developing and refining mathematical knowledge (e.g., blocks and accessories, collections, sand and water accessories, art supplies, dramatic-play props, manipulatives, and literacy materials).
2. Prompt thinking and analysis by asking open-ended questions. ( " H ow will you know how many plates you need for the guests at your party?" )
3 . Provide a variety of manipulatives that can be counted, sorted, and ordered (for example, blocks by colors, sizes, shapes).
4. Incorporate many different ty pes of counting activities in the context of daily experiences and routines.
5. Read stories, sing songs, and act out poems and finger plays that involve counting, numerals, and shapes.
6 . Identify shapes within the classroom and surrounding environment, and talk about them using terms that are associated with geometry.
7. Display a picture schedule of the daily classroom routine that can be referred to throughout the day.
8 . M odel problem-solving strategies (talk out loud about what you are thinking as you solve a problem).
9 . Provide opportunities to observe naturally occurring patterns within the indoor and outdoor environments. Use art materials and manipulatives with children to create patterns (e.g., weaving, painting, stringing beads, and building blocks).
1 0 . Provide opportunities to measure (e.g., " H ow many steps does it take to walk from the front door to your cubby ?" or " H ow many blocks long is your arm?").
1 1 . Provide opportunities to weigh objects (comparing the weight of common classroom objects using a balance scale).
1 2 . Provide real-life and purposeful experiences that are related to children's understanding of quantities. ( " H ow many graham crackers will we need for your table at snack time?" )
1 40 Cognitive Development
Sc i e ntifi c Ex p lo rati o n a n d K n ow led g e
Goal C D-1 4 : Children observe and describe c h aracteristics of living things
and the p hysical world .
Developmental I ndicators
I nfants
• Observe and explore natural phenomena indoors and outdoors, using all senses (rub hands over grasse, l ift face to feel winde, pat fami ly dog , splash water). CD- 14a
Yo unger Todd lers
• Use abi l ities to observe and explore natural phenomena indoors and outdoors with focus , using alel senses (notice and interact with small insects , smell flowers , catch fal l ing snow, shuffle throug h leaves). CD- 14b
Older Tod d l e rs
• Participate in the care of l iving th ings with guidance and support (water plants , help to feed classroom pet). CD- 14c
• Show curiosity and investigate the world of nature indoors and outdoors (pick up rocks, scratch frost on window, ask questions about th ings seen outdoors). CD- 14d
You n g e r Presc hoolers
• Participate in the care of l iving th ings, with guidance and support (water plantse, help to feed classroom pet). CD- 14e
• N otice and react to the natural world and the outdoor environment. CD- t4t
• N otice and descr i be characteristics of plants and animals, such as appearance , simi larities , d ifferences , behavior, and habitat. CD- 14g
• N otice and descr i be current weather cond itions. CD- 14h
• N otice and descr i be properties of materials and changes in substances (water freezes into ice , pudd ing thickens , clay hardens). CD- 14i
• Participate in activities that help to care for the environment , with guidance and support (pick up trashe, recycle paper). CD- 14j
Older Presc hoolers
• Col lect items from nature (rocks, leaves , insects) and classify them using physical characteristics (color, size, shape, texture). CD- 14k
• N otice and react to the natural world and the outdoor environment. CD- 141
• Describe some things plants and animals need to live and grow (sunlight, water, food). CD- 14m
• Take responsi b i l ity for the care of l iving th ings (independently feed classroom pet as dai ly chore, water plant when dry, weed vegetable garden). CD- 14n
• N otice and descr i be weather cond itions , position of the sun and moon at d ifferent times , and seasonal changes. CD- 140
• N otice , describe, and attempt to explain properties of materials and changes in substances (metal rai l ing is hot because the sun shines on it; ice melts when it gets warmer). CD- 14p
• Participate in activities that help to care for the environment and explain why they are important with guidance and support (gathering cans for recycl ing , planting trees). CD- 14q
-
-
C h i ld re n w ith d i s a b i liti e s m a y n e e d extra s u p p o rt a s t h e y o b s e rve a n d
d e s c r i b e l i v i n g th i n g s a n d o bj e cts . B e s u re t h e y c a n u s e d i ffe re n t s e n s e s to
o b s e rv e , a n d p rov i d e o p p o rtu n iti e s fo r th e m to d e s c r i b e o b s e rvati o n s wti h
w o rd s , g e stu re s , a n d/o r p i ctu re s . D u a l La n g u a g e L e a r n e rs w i ll a ls o b e n efit fro m o p p o rtu n iti e s to ex p re s s t h e i r o b s e rvati o n i n th e i r h o m e la n g u a g e
o r i n E n g l i s h . 1 41 North Carolina Foundations for Early Learning and Development
Goal C D-1 5 : Children explore the world by observing, manipulating obj ects,
asking questions, making predictions, and developing generalizations.
Developmental I ndicators
I nfants
• Gather information through sight , hearing, tastee, smel l , and touch. CD- 15a
• Use multiple senses to focus intently on objectse, d isplays, materials, or events. CD- 15b
You n g e r Tod d l ers
• Use al l senses to examine the environment carefully (reach out to touch rain, stop playing to watch shadowse, gaze at moon). CD- 15c
• Use toys and other objects to make t h ings happen (kick a bal l , push a button on a toy). CD- 15d
• Explore objects and materials by hand l ing them in many ways (moving, carrying, f i l l ing, dumping, smel l ing, putting in mouth). CD- 15e
Older Tod d l e rs
• Investigate d ifferences between materials (sande, water, goope, moving air). CD- 15f
• Use simple tools to manipulate and explore objects and materials, with guidance and support (containers for pouring, sand mol d , magnifying glass). CD- 15g
• N otice changes in materials when mixing and manipulating (paint , Play-Doh ® , food ingred ients). CD- 1 Sh
Yo u n g e r Presc hoolers
• Represent what they learn during scientific exploration through drawing, model ing, bui l d ing, movement , or other methods. CD- 15i
• O bserve objects , materials, and phenomena and descr i be what they notice (temperaturee, texture , size, weight, color, etc. ). CD- 1 5j
• Ask questions to find out more about the natural world. CD- 1 5k
• Use simple tools to investigate objects and materials, with guidance and support (magnifying glass, sifter, ramps for rol l ing bal ls and cars). CD- 151
• Descr i be and pred ict changes that take place when mixing and manipulating materials. CD- 15m
Older Presc hoolers
• Represent what they learn during scientific exploration through drawing, model ing, bui ld ing, movement , or other methods. CD- 15n
• Ask questions and identify ways to find answers (look in a book, use the computer, try someth ing and watch what happens). CD- 150
• Compare objectse, materials, and phenomena by observing and descr i bing their physical characteristics. CD- 15p
• Use an increasing variety of tools to investigate the world around them (measuring tools , balance, prism, droppers). CD- 15q
• Make and check pred ictions through observations and experimentation , with adult support and guidance. CD- 15r
• Manipulate the environment to produce desired effects and invent solutions to problems (attach a piece of string to the l ight switch so they can independently turn off the l ights). CD- 15s
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1 42 Cognitive Development
Strategies for Infants and Toddlers
Sc i e ntifi c Ex p lo rati o n a n d K n ow led g e
1 . Offer toys that allow infants and toddlers to experiment with cause and effect (for example, knobs that twist to make a sound or levers that slide open to make an object appear).
2. O bserve what infants and toddlers are interested in (i.e., what toys/objects they like to play with). N otice and name things that interest them. Add toys or other objects that may extend their current play or make it slightly more complex.
3. Arrange the environment to encourage exploration. For infants who are not yet able to roll over or search for desired toys, teachers may need t o help infants find or hold these items.
4. Use moving objects to attract an infant's attention and stimulate interest. Hang mobiles or plants where children can watch them move, as well as enjoy their color and shape.
5. Make a telescope out of a paper towel tube and encourage children to look around the room or playground for certain objects (e.g., "Do you see anything green? or "Where is an animal?" ).
6. Play "N ame That Body Part" while dressing or changing infants and toddlers. ( For example, ask "Where are your toes?" or "Show me your ears." )
7. Look for books with real pictures of animals and practice making animal sounds together. Talk about the animals. ( For example, "The goat is furry and makes a sound like this, ' M-a-a-a-a.' " )
8 . Offer different textures and surfaces for infants and toddlers to explore (e.g., furry material, smooth silk, bumpy or hard plastic). This helps infants and toddlers learn about the world around them.
9. Allow infants and toddlers time to figure out what to do with new play materials. Take time to watch rather than direct their actions.
1 43 North Carolina Foundations for Early Learning and Development
Strategies for Preschoolers
Sc i e ntifi c Ex p lo rati o n a n d K n ow led g e
1 . Expose children to the scientific method of inquiry: observing , questioning , predicting , experimenting , and representing results.
2. Engage children in observing eventse, exploring natural objectse, and reflecting on what they learn (e. g.e, hang a bird feeder outside the classroom window and use binoculars to observe the birds; go outdoors).
3. Give children freedom to come up with their own solutions to problems. Listen to their ideas. Model the thinking process by talking out loud, writing or mapping about a problem, and reflecting on how it might be solved.
4. M odel language that encourages children to express wonder, pose questions , and provide evidence of discoveries.
5 . Create a sensory center to stimulate curiosity and exploration. M ix colors (paint , markers , food coloring , crayons) to see what happens.
6. M odel and teach responsible behavior. Guide children in the handling and care of pets , plants , and learning tools.
7. Provide a science discovery center where children can compare the properties of objects such as shellse, rocks , nests , and skeletons. Also include science materials throughout the indoor and outdoor environments.
8. Provide simple tools (e.g.e, magnifying glasse, binoculars , eyedropper, sievee, simple microscope) to use in exploration. Modify simple tools when needed to make them accessible to all children in the group.
9. Encourage scientific exploration throughout the classroom (e. g.e, set up sinking and floating experiments at the water table; provide cooking experiences that encourage the observation of changes in matter; equip the block center with materials that encourage exploration of vehicles and ramps).
1 0. Plant gardens that change over the seasons. Provide a diversity of plants and trees that attract wildlife (e. g.e, butterfly bushes , trees for birdhousese, and bird feeders).
11 . Provide a variety of outdoor natural materials (smooth stonese, shells , pinecones , acorns) that children can investigate.
1 44 Cognitive Development
S u p p o rti n g D u a l La n g u a g e Lea rn e rs ( D L L)
A growing number of young children in North
Carolina speak a language oth er than English at
home. For example, Latino children made up the
fastest-growing group of North Carolina's
children, increasing by 34% in just three years
(2005-2008).e1 Given these changing
demographics, it's important for teachers, child
care providers, and administrators to understand
how children who speak a language other than
English develop in order to support their
progress on the skills and knowledge described in Foundations. While this brief section cannot
provide all the information that a teacher or
caregiver might need, it provides a starting point
by describing Dual Language Learners, providing
information on how to work with Dual Language
children and families, and presenting ideas for how to use the Foundations document when
working with Dual Language children.
D efi n i n g D u a l La n g u a g e Lea rn e rs Different terms have been used to describe
children who speak a language other than
English at home: English language learner,
second language learner, limited English
proficient, to name a few. This document
uses the term "Dual Language Learners." A
Dual Language Learner (DLL) is a child who
is learning a second language, in most cases
English, at the same time he or she is learning
his/her first or home language.2 The term
"Dual Language Learner" highlights the fact
that the child is learning two languages, or
becoming bilingual, which is an important
consideration for teachers and caregivers.
Teachers also have to consider how the child
is learning both the home language and
English. In fact, children can become DLLs
in many different ways. Some are exposed to
both languages from birth, while others are
exposed to one language at birth and then
begin to learn English when they enroll in
child care/preschool.
Th e D u a l La n g u a g e Lea rn i n g P rocess The process of learning a second language
is complex, particularly when children are
learning a second language at the same time
they are learning their home language. In fact,
the process of learning a second language
is similar to learning a first language-it
happens over a period of years. Also,
children go through similar stages, such as
babbling nonsense sounds, saying their first
words, putting words together into phrases,
and eventually speaking in full sentences.
However, there are some differences in the
language learning process when children
are learning two languages at the same time.
For instance, they may use the language they
know best (their home language) when they
try to speak the second language. This is
1 46 North Carolina Foundations for Early Learning and Development
called "code switching." A child might say,
"Me gusta cookies," mixing the Spanish words
"Me gusta" ("I like") with an English word
("cookies"). Examples such as this show that
children are making progress in learning the
second language, although it may seem like
they are confusing their home language and
the second language. This example also shows
that learning language takes time. Although
it might appear that children are learning the
new language "like sponges," it actually takes
many years to learn a second language and to
learn how to use it in different contexts such
as the school and the community.
Children's ability to learn a second language is
influenced by many factors, including how they
are exposed to the new language. Children
who interact more often with persons who
speak the second language will generally
learn the second language more quickly. Also,
the child's temperament and her/his need to
use the language to communicate will also
affect how a child learns the second language.
Children who are shy or children who are in
settings where their home language is used
frequently may not learn the second language
as quickly as children who are outgoing and/
or children in settings where the second
language (i.e., English for many DLLs in North
Carolina) is used more frequently.
Although the pace at which children learn
the second language may vary based on a
number of factors, researchers have found that
children generally go through four stages as
they learn a second language. The four stages
are listed below and described in the table:3
• Home Language Use • Nonverbal Period • Telegraphic and Formulaic Speech • Productive Language Use
Teachers and caregivers who understand
the dual language learning process and can
recognize these four stages of dual language
learning can support the children's language
development more effectively. Remember,
children may appear to have completely
adjusted to the new language and be
functioning appropriately in the classroom
(i.e., using English and following classroom
routines and rules), but their language
learning process is far from over. It is important to continue to provide support and
use the strategies shown in the table with DLLs
even as they move into the productive language
stage.
One myth that educators sometimes hear is the idea that children will learn the second language (i.e., English) more quickly if they are in settings that use only English. Research has shown that children actually learn
English more effectively if they are in settings where both their home language and English are used. It turns out that when children can hear their own language and English, they can pick up concepts more easily and begin to understand what the English words mean because they can use clues from their home language. It is, however, difficult for many early learning programs and schools to provide support for children to use their home language because the teachers and caregivers may not speak the children's home language. However, providing no support in the child's first language can have negative effects in many aspects of the child's cognitive development. Therefore it is worth trying in any way possible to help the children use both their home language and English. Teachers and caregivers who speak only English might train parents, volunteers, and members of the community who speak the children's language to help in the classroom, and can encourage family members to continue to speak to the child in their home language.4
D L L a n d Culture DLL children are not just learning a second
language. They also are growing up in a
culture that is different from the culture of an
English-speaking home. Therefore, in addition
1 47 North Carolina Foundations for Early Learning and Development
Dual Lan g u age Learn ing Stages and Suggestions for Teach i n g Strateg ies
Develo p m e ntal Seq u e n ce
of La n g u ag e Acq u i sition
Stage 1 - H o m e L a n g u a g e Use
Stage 2- N o nverbal Period
Stage 3- Tele g ra p h i c a n d Fo r m u l a i c S p e e c h
S t a g e 4- Prod u ct ive L a n g u a g e U s e
What Does it L o o k L i ke i n Children?
• Conti n u e u s i n g t h e i r h o m e language. • Become aware that there is m o re than o n e language. • Decrease the use of t h e i r h o m e language as they
reco g n ize that oth e rs are speaki n g another language and d o n 't u n d e rstand t h e m .
• G ather informati o n about the new language. • M i g ht use n o nverbal co m m u n i cation (g estu res, visuals,
facial exp ress ions, i m itat i n g , attentio n-gett i n g ) . • Obse rve others u s i n g the seco n d l a n g u a g e and b u i l d
t h e i r u n d e rstan d i n g a b o u t the n e w language. • Try o ut new sounds. • M i g ht atte m pt conversations with those who
u n d e rstand the new language.
• Start u s i n g o n e o r two words (such as " Daddy shoes" and "Fish wate r," which are examples of telegrap h i c sentences).
• Use p h rases learned to h e l p them co m m u n i cate (such as " I l i ke m i l k" and " I wan n a p l ay," which are examples of form u l a i c speec h ) .
• Start t o construct p h rases and sentences i n the new language.
• Conti n u e to m ake many m i stakes as they deve l o p their vocab u l a ry.
• Become aware of t h e i r errors in the new language and use t h i s knowle d g e to u n d e rstan d the rules of the new language.
What Should Tea c h e rs Do?
• Create a positive envi ro n m ent that values c h i l d ren's language and c u lture. • A l l ow c h i l d ren to use t h e i r h o m e language to co m m u n i cate . • S i m p l ify yo u r sentences and s p e a k slowly. • E m p hasize key words and p h rases. • Focus o n one language at a t i m e . • Learn some words and p h rases i n the c h i l d ren's h o m e l a n g u a g e . • G reet c h i l d ren i n t h e i r language. • E n c o u rage any atte m pt the c h i l d re n make to co m m u n i cate . • M o d e l conversations without req u i r i n g c h i l d ren to repeat words (teacher says , "Who wants a
cookie?" and the co-teacher responds, "I d o . I want a cooki e " ) . • Talk about t h e here a n d now a n d a d d words t o their actions ("Maria is rocking t h e baby"). • H e l p c h i l d ren to g et to know each oth e r. Use repetitive songs and activities to h e l p c h i l d ren
intro d u ce themselves. • E n c o u rage the c h i l d ren to wo rk i n small g roups. • I nvite vo l u nteers who speak the c h i l d ren's language to read and te l l sto ries, and to i nte ract with
them. • Label ite m s i n the classroom i n both languages (use p i ct u res and wo rds). • M a i ntain an o rderly and organ ized classro o m . • Keep a reg u l a r routine so c h i l d re n learn vocabul ary a s yo u repeat activities eve ry day. • Use a p i ct u re schedule. • I ntro d u ce new m ate rials and vocab u lary that you wi l l use for any lesson o r activity before the
lesson o r activity. • Provide n o nverbal and verbal clues to h e l p c h i l d re n u n d e rstand what others are sayi n g (pointin g ,
gest u res, facial exp ress ions, body movements, i nto n ati o n , model i n g , a n d role playi n g ) . • U s e a variety of visuals: real objects (realia), s i g n s , props, maps, d i a g rams, ch arts, and p i ct u res. • Use a l l the senses and a lot of hands-on activities. • Offer seve ral activities that are a l l related to a to p i c the c h i l d ren are i nterested i n o r fam i l iar wit h . • Use songs, finger plays, r h y m e s , and sto ries w i t h predictable text. • Use m u s i c and movement activities freq uently so c h i l d ren become aware of word patte rns and
sounds.
Adapted from Tabors, P. (2008).
1 48 North Carolina Foundations for Early Learning and Development
to considering their language development process, teachers and caregivers must also
think about the culture that children experience
in their families and communities. In fact,
the culture children experience can impact
how they use their language, their general
approach to learning, and their motivation
to learn the knowledge and skills described in Foundations.5 When thinking of how to
best meet the needs of DLLs, teachers need
to consider variations in individual cultural
practices as well as language differences among
the children with whom they work. For instance,
there may be cultural differences in the degree
to which children are expected/taught to
explore on their own or to express curiosity.
Families may also differ in the extent to which
they want their child to show independence
and do things for him/herself. Teachers
and caregivers must be sensitive to cultural
differences in how and what children learn
across all areas of their development.
Th e I m po rta n ce of Fa m i li es While early educators commonly acknowledge
that members of a child's family are the first
and most important teachers in a child's life,
this view is especially important for DLLs.
Family members know their child best and
can provide unique insights into the child's
development, particularly his/her language
development. For example, families can
inform teachers about the child's home
language development, especially in those
cases when the teacher or child care provider
speaks only English. It is important to use a
strengths-based approach to working with DLL
families. The families, their culture, and their
language are assets in educating their child,
and they bring considerable resources to the
classroom as a whole. Instead of thinking
about what a family or a child does not know
or understand, we should consider and honor
what they do contribute to the education of
their own child and to the classroom.
In order to use a strengths-based approach
to working with DLL families, teachers and
caregivers should keep in mind several
considerations. First, it is important to
ensure that families have the support that
they need, including translation of written
documents and interpretation services for
oral communications, to fully participate in
their child's education. Parents of DLLs may
have limited literacy in their own language so
materials should be available in a language that
the parents can read, and in formats such as
videos that can be understood by non-literate
parents. Also, family members may experience
difficulty participating in meetings (such as
IEP meetings) to discuss their child's needs
or progress. Limited understanding of the
education system and language barriers can
get in the way of families' participation. Also,
because of cultural differences, family members
may view teachers and administrators as "the
experts" and be uncomfortable voicing their
own observations of the child and/or concerns.
Other barriers such as lack of transportation,
long work hours, or multiple jobs can present
additional challenges for parents. Teachers and
caregivers should take steps to understand the
challenges that families face and to provide
information and resources that might help to
overcome those obstacles.
Another important aspect of working with DLL
children's families is the need to build mutual
trust. Teachers and caregivers can foster
either trust or distrust, depending on how they
relate with family members. It's important
to remember that both verbal and nonverbal
messages can convey interest and empathy,
which build trust. This is particularly true in
cross-cultural and cross-language exchanges.
Therefore, teachers and caregivers need to be
aware of both what they say and how they say
it, and be careful to treat families with respect
1 49 North Carolina Foundations for Early Learning and Development
and openness. Also keep in mind members of
families that have experience in the child care
or preschool program can be great allies in
building trust. They can explain what to expect
and introduce the teacher/caregiver to new
families, helping them get off to a smoother
start in the program. Relying on experienced
families to help build relationships with other
families can be a good strategy.
D LL a n d Sta n d a rd s While it may seem that learning two languages
at a young age might interfere with a child's
learning and development in other areas, it
turns out that being a DLL is actually beneficial
for children. In fact, research shows that DLLs
often experience improved cognitive and social
development. They are better at critical thinking
skills, are more creative, acquire some literacy
skills more quickly, and have a greater sense of
respect for differences among people.6 7 •
In spite of these potential advantages, there
are a number of considerations teachers
and caregivers need to keep in mind when
supporting DLL children's progress in all of
the areas described in Foundations. The table
summarizes some strategies for how teachers
can support DLL children's development and
learning, and this section provides additional
advice. First, it is important to remember that
at the same time they are acquiring a second
language, DLLs also need to learn the content
such as early mathematics skills, early literacy
skills, science, and social studies. Therefore,
when planning learning experiences in areas
such as science and mathematics, teachers
need to take steps to make the content more
accessible or understandable to children who
speak another language. This may mean that
teachers have to use props and/or pictures
to show children a concept rather than just
talking about what they are supposed to learn,
or try other strategies to explain the skill
they are teaching. Although strategies such
as these are helpful for all children, they are
particularly important for DLL children.
Teachers and caregivers also need to pay
especially close attention to DLL children's
thinking related to areas such as mathematics
and science. Because DLLs may still be learning
the vocabulary the teacher/caregiver is using,
it's important to check to make sure they really
understand the concept rather than relying on
a simple correct answer that they might offer
to questions. When working with any child but
particularly with DLLs, teachers can get a better
understanding of what the DLL child is thinking
by asking why she/he gave a particular answer
or how she/he decided what to say ( or do if
they are demonstrating a skill with actions).
Teachers can also check for understanding by
asking the children to demonstrate concepts
such as using manipulatives to indicate a
specific number, etc. Probes such as this will
help teachers get a better feel for whether the
child really understands the concept they are
trying to teach.
It is also important to think about how to
integrate children's sociocultural experiences at
home into the curriculum. Building on what the
children experience at home is more effective
than introducing new skills and concepts in
a way that is unfamiliar to DLLs. Young DLLs
acquire knowledge of mathematics and science
while they are engaged in daily routines and
activities that are part of the cultural practices
of their families and communities.8 Teachers
need to incorporate families' daily routines that
involve mathematical and science learning into
their curriculum.
Finally, teachers and caregivers should help
DLLs demonstrate what they know in different
ways, beyond just answering questions verbally.
Young DLLs might demonstrate what they know
through gestures, their first language, using
pictures, or using props such as blocks or other
objects? A knowledgeable and observant teacher
can often determine children's understanding
of concepts even if they cannot express them
verbally in academic English.
1 50 North Carolina Foundations for Early Learning and Development
Co n c lu s i o n All children, including DLLs, should have
experiences that help them make progress
on the skills and knowledge described
in Foundations. Teachers and caregivers
who provide support for the children to
continue to use their home language, who are
knowledgeable about and value the children's
home culture and family, and who intentionally
seek to help children learn both English and
concepts from Foundations will most effectively
support the learning and development of DLLs.
Endnotes Action for Children North Carolina. (20 1 0) . Latino children in North Carolina: An Action for Children North Carolina Data Report.
2 Center for Early Care and Education Research - Dual Language Learners. (20 1 2 ) . Primary definition of dual language learners (DLLs) used by the CECER-DLL. Available at http://cecerdll.fpg.unc.edu/
3 Tabors, P. (2008) . One child, two languages: A guide jor early childhood educators of children learning English as a
second language (2nd ed.) . Baltimore, MD: Paul H. Brookes. 4 Espinosa, L. M. (2008) . Challenging common myths about
young English language learners. Foundation for Child Development Advancing PreK-3rd Series No. 8. Available at hllp://fcd-us.org/resources/challenging-common-myths-about young-english-language-learners
5 Espinosa, L. M. (2005) . Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42 (8) , 837-853.
6 Genessee, F. (2008) . Early dual language learning. Washington, DC: Zero to Three.
7 Hammer, C. S . , & Miccio, A. W. (2 006) . Early language and reading development of bilingual preschoolers from low income families. Topics in Language Disorders, 26, 322-337.
8 Rogoff, B. (2003) . The cultural nature of human development. New York, NY: Oxford University Press.
9 Moschkovich, J. (2002 ) . A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2-3) , 1 89-2 1 2 .
1 51 North Carolina Foundations for Early Learning and Development
G lo s s a ry
Active exploration - Activities that promote
and encourage child development and
learning through movement or by doing
something.
Active learners -Children who learn by doing, participating, and/or playing.
Active physical play - Playful physical activities
(structured or free-play) that promote
physical fitness and motor development.
Accommodate - To make changes in
materials, activities, interactions,
or environments so all children can
participate fully.
Activities - Experiences planned by
the teacher or caregiver that create
opportunities for children to explore and
learn about their world.
Adaptive equipment - Devices or equipment
designed to be used to support development
and learning by helping a child more easily
participate in play, curriculum activities,
and caregiving routines.
Age levels - Overlapping ages of young
children described in broad categories:
infants, young toddlers, older toddlers,
young preschoolers, and older preschoolers.
Alignment - The relationship between
content addressed in two sets or age levels
of standards.
Alphabetic principle - The understanding that letters and letter patterns represent
the sounds of spoken language.
Appropriate - What is typically expected for
a child's age and ability level.
Artistic expression - A child's effort to
express thoughts, feelings, and experiences
through some form of art ( e.g., painting,
drawing, sculpting, music, etc.).
Assessment - The act of gathering information
about a child's level of development and
learning for purposes of making decisions
that will benefit the child.
Assistive technology - A range of devices
and strategies used to promote a child's
access to and participation in learning
opportunities, from making simple
changes to the environment and materials
to helping a child use special equipment.
Attach/ Attachment - The strong emotional
tie children feel with special people in
their lives (family members and other
caregivers).
Attentiveness - The ability to focus and
maintain attention on one topic or thing.
Audibly - Capable of being heard.
Augmentative communication - A term that
refers to communication methods that can
be used to supplement or replace speech
or writing for children who are impaired
in the production or comprehension of
spoken or written language.
1 52 North Carolina Foundations for Early Learning and Development
Book knowledge - Knowledge of the basic
features of a book such as the cover ' title ' author, etc.
Caregivers - Adults who care for infants and
toddlers in homes, child care centers ' family child care homes; adults who are
kith and kin or family, friend and neighbor
care providerse; and adults who are early
intervention professionals or specialized
service providers.
Caregiving routines/care routines -
Everyday experiences that meet young
children's needs such as diapering,
feeding, and dressing.
Checklist - A list of characteristics used to
indicate mastery of specific areas and used
to evaluate a child's progress.
Child-directed play - Allowing children to
choose their own play in an environment
that includes several options or choices.
Confidence - The general belief that one will
be successful or can do something well.
Communication - The act of understanding and/or expressing wants, needs, feelings,
and thoughts with others. Forms of
communication may include crying,
vocalizing, facial expressions, speech,
gestures, sign language, pictures, and/or
objects.
Consistent relationships - Relationships
that develop when a child experiences
predictable care from a primary
caregiver(s) such as a parent or child care
provider.
Construct knowledge - To gain
understanding and knowledge of the world
through experiencing things and then
reflecting on those experiences.
Coo - Production of vowel sounds, often in
response to a human face or voice, usually
beginning around the second month of life
expressing happiness or contentment.
Cooperate - To work or act with others
willingly and agreeably.
Creative expression - Expressing one's
own ideas, feelings, experiences, and/or
perceptions through artistic media such as
dance, music, and/or visual arts.
Creativity - The ability to move beyond
the usual ideas, rules, patterns, or
relationships.
Culture - A way of life of a group of people,
including the behaviors, beliefs, values,
traditions, religion, and symbols that are
typical for the group and generally done/
accepted without thinking about them.
Curriculum - A written set of materials that
provides an integrated framework to guide
decisions adults make when providing
experiences for children.
Demonstrate - To show clearly.
Developmental delay - When children's
development in one or more domains lags
behind what is typical for their age.
Developmental Indicator - Specific
statement that defines what children are
able to do at a particular age level.
Developmental Indicator Continuum -
A chart that shows the Goals and
Developmental Indicators for each age
level for a domain.
Developmental milestone - A set of skills
or tasks that most children can do in a
certain age range.
Developmental stage - The typical
progression in children's physical, social,
emotional, and cognitive development,
which includes developmental milestones
or specific skills or tasks that most
children can do in a certain age range.
Dexterity - Skill and grace in physical
movements.
Disability - A delay or impairment that
is physical, cognitive, mental, sensory,
emotional, or some combination of these.
1 53 North Carolina Foundations for Early Learning and Development
Diversity - Refers to the variety of
characteristics that make individuals
(and/or families) unique (e.g., culture,
ethnicity, education, religion, economic
background, etc.).
Domain - One of the five broad categories
of learning and development in which
goals and strategies are grouped, such as
Emotional-Social Development.
Dramatic play - Refers to the various kinds
of play where children can take on roles
and act them out ( e.g., pretending to be a
parent or using dolls to tell a story) .
Dual Language Learner (DLL) - Refers
to children who are learning a second
language at the same time they are
continuing to develop their native or home
language.
Early literacy - Describes the foundations of reading and writing that begin to develop
in infancy and continue to emerge through
the toddler, preschool, and kindergarten
age periods.
Engage - To become involved or to be
attentive.
Enthusiasm - Great excitement and interest.
Examine - To observe, test, or investigate.
Experiment - An action used to discover
something unknown, to test a principle
or idea, or to learn about a cause and its
effect.
Expressive language - The ability to use
words or gestures to communicate
meaning.
Extend - (1) To make a longer sentence or add
a thought to what the child has said; (2) to
allow for more play by adding new ideas or
materials to the settinge; (3) to lengthen or
stretch the human body, torso, arm, or leg.
Explore - To investigate or study.
Family - Refers to the closest relationships
that a child has, including the child's
mother, father, foster or adoptive parents,
grandparents, and/or others who are the
primary caregivers in a child's life.
"Feeling" words - Words used by adults to
name the common feelings experienced
by people (happiness, anger, fear, and
sadness) to help young children learn to
connect specific feelings with words.
Gaze - To look steadily and intently with
curiosity, interest, pleasure, or wonder.
Generalization - The ability to take what has been learned in one situation and apply it
to new and different situations (e.g., when
children use a previously used or observed
strategy to solve a new problem).
Gestures - Moving the limbs or body as an
expression of thought or emphasis.
Goal - Statement that describes a general area
or aspect of development that children
make progress on throughout the birth
through age five period.
Grammatical construction - Words that are
put together according to the conventional
rules of grammar to form sentences.
Hand-eye coordination - The ability to
coordinate vision and hand movement in
order to accomplish a task.
Hands-on learning experiences -
Learning activities that enhance children's
understanding of a concept through
activities that they do with materials, toys,
etc., rather than just listening to an adult
or rotely practicing isolated skills or
knowledge.
Home language - The language that a child's
family typically speaks and that the child
learns first.
1 54 North Carolina Foundations for Early Learning and Development
Imagination - Forming mental images or
concepts of things that are not actually
present to the senses.
Imitate - To copy, pretend or practice the
activity of another individual.
Impulsive - A sudden spontaneous action
based on needs or wants.
Inclusive setting/Inclusion - The
environment, attitude, and knowledge
that encourages the enrollment and
participation of all children, including
children with disabilities.
Independence - The child's ability to do,
think, and learn on his/her own with little
or no assistance from others.
Independent choices - Choosing freely
between developmentally appropriate
alternatives.
Informational text - A type of non-fiction
writing that conveys factual information
about the natural or social world.
Initiative - The inclination or ability to start
or begin an activity.
Interest areas - Areas in a child care
environment where similar materials, such
as dramatic play materials, are grouped
together to capture children's interest and
engage them in play and learning activities.
Inventiveness - The ability to invent or create
with one's imagination.
Intervene - (1) To step in to a situation to
help ; (2) To alter or hinder an action.
Investigate - To study the details, to examine,
or to observe in order to gain knowledge.
Jabber - Rapid sounds or vocalizations made
by infants and young children that sound
like sentences or conversations but do not
yet include words.
Joint attention - A state in which the child
and the caregiver pay attention to the same
object or event, and the caregiver often
talks about what they are looking at.
Label - To attach a word to a picture, object,
action, or event, either verbally or in
writing.
Language - Words, signs, and symbols used
by a group of people to communicate.
Large muscle control - Ability to use the
large muscle groups, such as the muscles
in the arms and legs, in a relatively
coordinated manner.
Manipulatives - Materials that allow
children to explore, experiment, and
interact by using their hands. Such items
include, but are not limited to, beads and
laces, puzzles, small blocks, and items that
can be snapped or hooked together.
Materials - Resources that caregivers add to
the environment to enhance development
and learning, including toys, pictures, and
other things children can explore.
Model - The act of teaching others ( children)
through the example of doing the desired
behavior.
Motivation to read - A child's eagerness to
learn to read and to read.
Motor coordination - Various parts of the body working together in a smooth,
purposeful way.
Natural reflexes - The body's automatic
response to specific stimuli (leg kicks
upward when knee is tapped).
Numeral - A written symbol used to represent
a number.
Observe - Taking notice of the unique
characteristics of each child or something
in the environment.
One-to-one correspondence - The ability
to match each item in one set to another
item within a different but equal set ( e.g.,
matching a set of socks with a set of
shoes).
Parallel talk - Adults talking to a child,
describing what the child is doing.
Persistence - Continued effort; steadfastness.
1 55 North Carolina Foundations for Early Learning and Development
Phonological awareness - An individual's
awareness of the sounds and structure of
spoken words.
Pincer grasp - Putting the index finger and
the thumb together.
Play - Spontaneous actions chosen by
children and considered by them to be fun
and meaningful.
Policymaker - An individual who works to
create laws, rules, and/or guidelines that
can affect children and families.
Primary caregiver - The adult caregiver
who is responsible for developing an
emotional connection with a specific
infant or toddler and who is usually first to
respond to the child when needs arise.
Print awareness - The basic understanding of how print works-what print looks like,
how it works, and the fact that print carries
meaning.
Print conventions - The concept of the
basic features of print, including what a
letter is, the concept of words, and the
understanding of the directionality of print.
Problem-solving - Behaviors practiced by
young children that allow them to explore
questions or situations and try different
solutions.
Prompt - To encourage an action or behavior.
Prop - Any object used by children during play.
Random movements - Unexpected and unplanned body movements in a young
child.
Reading behaviors - An understanding
of the reading process, including the
developmental skills and strategies children
need to become proficient readers.
Recall - The act of rememberinge; to bring
back from memory.
Redirect - A teaching strategy used to re
focus a child's attention on an alternative
object, feature in the environment, and/or
activity rather than directly correcting the
child's behavior.
Reinforce - To strengthen a response with
some type of physical, emotional, or verbal
reward.
Repetitive books - Books that repeat the
same words or phrases over and over again.
Represent - To use something to stand for or
symbolize something else.
Respect - To show esteem for another
person; to communicate that his or her
ideas, feelings, and needs are worthy of
consideration.
Responsive - Warm, sensitive, well-timed, and appropriate to the child's needse; used
to describe caregiver-child interactions
that promote healthy development.
Reciprocal - Refers to something that goes
both ways or to something that is done in
return for a similar behavior (e.g., mom
blows a kiss to her child and the child
responds by blowing a kiss back to mom).
Role - Behavior exhibited by a person
that identifies their work, status, or
responsibilities.
Rote count - The act of counting out loud.
Routines - A pattern of events or interactions
planned and occurring on a regular basis.
Rhythm - A musical term that refers to the
repeated pattern of sounds or silences.
Also referred to as the "beat" of a song.
Safe environments - Environments where
children can be actively involved in things
that interest them and are appropriate for
them to use without getting hurt.
Security - Freedom from care, anxiety, or
doubt; feelings of safety and trust.
Self-awareness - Being aware of oneself,
including feelings, behaviors, and
characteristics ( e.g., "I like pleaying
baseball").
1 56 North Carolina Foundations for Early Learning and Development
Self-care routines - Tasks or routines
carried out to take care of health and
hygiene needs.
Self-identity - Refers to a person's view of
him/herself and how he/she might identify
with certain groups (such as racial or
ethnic group).
Sensitive adults - Adults who accept
that each child is different, interact
with children in ways that match their
individual needs, and show warmth and
caring for all children.
Sensory - Related to the senses: hearing,
seeing, touching, tasting, and smelling.
Sensory impairments - Vision or hearing
losses or other sensory disabilities that
may require specialized assistance or early
intervention.
Sensory materials - Materials and
experiences that stimulate at least one of
the five senses: hearing, seeing, touching,
tasting, and smelling.
Separation anxiety - The stress experienced
by a child when separated from a parent or
primary caregiver.
Setting - Any place where children receive care.
Sleep routine - The process by which a child
settles down, with or without the assistance
of an adult, and allows sleep to occur.
Small muscle control - Ability to use the
small muscles of the hands in a relatively
coordinated manner.
Social Connections - A subdomain that
describes Goals and Developmental
Indicators related to children's knowledge
of and ability to function successfully in
groups of peoplee; roughly equivalent to the
Social Studies academic content area.
Specialized care - Care routines or
services needed to ensure the successful
development of children with special needs
or special health care needs.
Special circumstances - Situations in a
child's life that may call for additional care
or nurturing from the caregiver.
Special needs - Developmental disabilities
that may require specialized care.
Stamina - The ability to maintain prolonged
physical or mental effort.
Stimulation - Any number of sounds, textures, temperatures, tastes, or
sights that impact a child's senses or
development.
Strategies - Suggested activities, materials,
and ways of interacting that promote
development and learning in the areas
described by the Goals and Developmental
Indicators.
Subdomain - Subtopics that fall within a
domain, such as "Developing a Sense of
Self" which is included in the Emotional
and Social Development domain.
Symbol - Something that represents
something else by association.
Teachers - Adults who care for infants and
toddlers in homes, child care centers,
family child care homes; adults who are
kith and kin or family, friend and neighbor
care providerse; and adults who are early
intervention professionals or technical
assistance experts.
Temperament - The unique way a child
responds to the world.
Themes - Activities, materials, or interest
areas in the child care environment that
center around a certain concept or topic.
Tonal pattern - Sequence of notes, individual
pitches, and durations that form a pattern.
Tools - Anything used or created to
accomplish a task or purpose.
1 57 North Carolina Foundations for Early Learning and Development
Trial and error - Attempting to solve a problem by randomly trying different
approaches.
Transition - To move or change from one activity or location to another activity or
location.
Turn-taking games - Games between adults
and young children where an adult makes
a sound or action and waits for the child
to mimic or copy them. Once the child
responds, the adult makes a sound or action.
Two-dimensional shape and three
dimensional shape - A two-dimensional
shape is a flat image of the shapee; a three
dimensional shape appears to have width
and height and allows for rotation and
depth.
Visual effects - Results of a child's artistic
efforts that can be seen by others.
Vocabulary - The collection of words
that a child understands or uses to
communicate.
Writing conventions - Generally accepted
rules for writing, such as spelling,
punctuation, and capitalization.
1 58 North Carolina Foundations for Early Learning and Development
Selected So u rces
The team that revised Foundations consulted
many research-based sources and publications when writing the Goals and Developmental
Indicators. The following list presents selected resources that were invaluable in the effort to
describe expectations for children's development from birth through age five.
Berk, L. E. (2008). Child development (8rtt
ed.). New York, NY: Pearson Education.
Center on the Social and Emotional
Foundations for Early Learning.
http://csefel.vanderbilt.edu/
Council for Exceptional Children,
The Division for Early Childhood.
http://www.dec-sped.org/
Dickinson, D. K., & Neuman, S. B. (Eds.).
(2006). Handbook of early literacy
research, Vol. 2. New York, NY: Guilford
Press.
Gonzalez-Mena, J., & Eyer, D. W. (2009). Infants,
toddlers, and caregivers: A curriculum of
respectful, responsive care and education
(9TH ed.). Boston, MA: McGraw Hill.
Hyson, M. (2008). Enthusiastic and engaged
learners: Approaches to learning in the
early childhood classroom. New York, NY:
Teachers College Press.
National Early Literacy Panel. (2008).
Develop ing early literacy: Rep ort of the
National Early Literacy Panel Washington,
DC: National Institute for Literacy.
National Governors Association Center for Best
Practices and Council of Chief State School
Officers. (2010). Common core state
standards. National Governors Association
Center for Best Practices, Council of
Chief State School Officers, Washington
D.C.
National Research Council. (2009).
Mathematics learning in early
childhood: Paths toward excellence
and equity. Committee on Early
Childhood Mathematics, Christopher
T. Cross, Taniesha A. Woods, and
Heidi Schweingruber, Editors. Center
for Education, Division of Behavioral
and Social Sciences and Education.
Washington, DC: The National Academies
Press.
National Research Council and Institute of
Medicine. (2000). From neurons to
neighborhoods: The science of early
childhood development. Committee on
Integrating the Science of Early Childhood
Development. Jack P. Shonkoff and
Deborah A. Phillips (Eds.). Board on
Children, Youth, and Families, Commission
on Behavioral and Social Sciences and
Education. Washington, DC: National
Academy Press.
1 60 North Carolina Foundations for Early Learning and Development
North Carolina Department of Public
Instruction (n.d.). Instructional support
tools for achieving new standards:
English/language arts, unpacked content.
Parlakian, R. (2003). Before theABCs:
Promoting school readiness in infants and
toddlers. Washington, DC: Zero to Three.
Raikes, H. H., & Edwards, C. P. (2009).
Extending the dance in infant & toddler
caregiving: Enhancing attachment and
relationships. Baltimore, MD: Brookes
Publishing.
Trawick-Smith, J. (2010). Early childhood development: A multicultural perspective
(5TH ed.). New York, NY: Pearson
Education.
Wittmer, D. S., & Petersen, S. H. (2006). Infant
and toddler development and responsive
program planning: A relationship-
based approach. Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
1 61 North Carolina Foundations for Early Learning and Development
H i sto ry of Th i s Fou ndatio ns D o c u m e nt
North Carolina has a long-standing commitment to
supporting the learning and development of young
children. This commitment is evident in numerous
efforts to improve the quality of children's early
experiences, including initiatives designed to describe
goals for children's learning and development. In 1 999
the North Carolina Ready for School Goal Team, in
concert with the State Board of Education, was charged
with defining school readiness for the state of North
Carolina. The Ready for School Goal Team's report
recommended that school readiness be defined as the
condition of children when they enter school and the
capacity of schools to serve all children effectively, with
families and communities playing supporting roles. This
definition established the importance of five
developmental domains for children's school readiness:
health and physical development, social and emotional
development, approaches toward learning, language
development and communication, and cognition and
general knowledge.
Although the Goal Team definition of school readiness
was a useful guide for early childhood policy initiatives,
there was a need for a more specific description of
goals for children's learning and development that
teachers could use as a guide for what to teach.
Therefore, in 2005, the North Carolina Department of
Public Instruction published Foundations: Early
Leaming Standards for North Carolina Preschoolers
and Strategies for Guiding Their Success. Developed
by a large and diverse task force of stakeholders, this
document described widely held expectations for
preschool children's development in each of the five
domains and provided strategies that could be used to
support children's progress on the widely held
expectations. The document and corresponding
professional development were widely available to pre
kindergarten, child care, Head Start and family child
care home programs.
In 2007 the North Carolina Division of Child
Development published Injant-Toddkr Foundations:
Guidelines for Development and Leaming for North
Carolina's Infants and Toddlers (birth to 36
months). Infant-Toddler Foundations, developed by
a multi-disciplinary task force of early childhood
experts, described goals for North Carolina's youngest
children in five developmental domains. The document
also included strategies that adults could use to
support babies' development and learning. Teachers
and caregivers in North Carolina infant-toddler
programs used the document as a resource to guide
their interactions and the learning experiences they
provided for babies in their care.
These efforts to define goals for North Carolina's
children affirmed the importance of children's learning
and development before school entry, and highlighted
the benefits of intentional, goal-directed teaching for
young children. They did not, however, support the
vision of a seamless birth-through-five-years system of
early care and education because the goals for infants
and toddlers were included in a separate document
from goals for preschoolers and were, in some cases,
expressed differently in the two documents. To address
the need for a comprehensive set of early learning
and development standards that cover the full age
range, in 2011 North Carolina's Early Childhood
Advisory Council (ECAC) convened a leadership
team with representatives from the Division of Child
Development and Early Education and the Department
of Public Instruction to revise Foundations. With the
help of a broadly representative stakeholder group,
the leadership team combined and updated North
Carolina's early learning and development standards
for infants, toddlers, and preschoolers. As a result
of this work, North Carolina now has one document
that articulates our state's goals for children on
a continuum that includes infants, toddlers, and
preschoolers- North Carolina Foundations for Early
Learning and Development.
1 62 North Carolina Foundations for Early Learning and Development
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