Visual and Performing Arts, Physical Development, and Health An Overview of California’s Preschool Learning Foundations and Curriculum Framework, Volume 2 ©2018 California Department of Education

Outcomes Gain understanding of the structure and features of the Preschool Learning Foundations (PLF), Volume 3. Gain understanding of the structure and features of the Preschool Curriculum Framework (PCF), Volume 3. These are the outcomes for today. Consider posting outcomes on a chart for reference while going through each agenda item.

Acknowledgments (PLF) Project leaders Lead researchers Expanded research consortia Preschool learning foundations research consortium Universal design advisors California Department of Education Early childhood education stakeholders Public input sessions Many people were involved in the development of the Preschool Learning Foundations and Curriculum Framework, Volume 2. (See pages vii-ix of the PLF [Vol. 2] and pages vii-ix of the PCF [Vol. 2] for details.) This slide acknowledges the contributors to the Preschool Learning Foundations. The following slide acknowledges the contributors to the Preschool Curriculum Framework. 3

Acknowledgments (PCF) Project leaders Project staff and advisers from the WestEd Center for Child & Family Studies Principal writers Community college faculty advisers Early childhood education stakeholder organizations Advisers on English- language development and cultural diversity Participants in the formative and review focus groups Additional consultants and reviewers Participants in the Web posting process Staff from the California Department of Education Universal design advisers 4

Contents of Volume 2 Visual and Performing Arts Physical Development Health Each icon on represents a domain. The volume number—Volume 2 in this case—is identified on each cover. Volume 2 contains the second three domains; these are the first three icons reading from the top of the cover (Visual and Performing Arts, Physical Development, and Health). Volume 1 contains the first four domains (Social-Emotional Development, Language and Literacy, English-Language Development, and Mathematics) and Volume 3 contains the last two domains (History-Social Science and Science). The icons and their colors are used to identify domain sections inside of the books. We will look at the actual book sections later during this session. 5

Domains, Strands and Substrands This chart represents the domains, strands, and substrands that make up Volume 2. Under each substrand there are also foundations for 48 and 60 months.=

Utilize Translated Documents “In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California” (CDE Web site: https://www.cde.ca.gov/sp/cd/re/psfoundations.asp). 7

What the Foundations Tell Us The foundations tell us what children should know and be able to do. “As preschool teachers plan learning environments and experiences, the foundations provide the background information to: understand children’s developing knowledge and skills; consider appropriate ways to support children’s learning and development” (PCF, Vol. 2, p. 3). 8

Foundations At 48 and 60 months With appropriate support Trainer Note: Ask participants to open the foundations book and identify where the age levels appear on the pages. The foundations are what we know children can learn to do at around 48 and 60 months of age; as they complete their first or second year of preschool; with appropriate support; when attending a high-quality preschool program. After 1st or 2nd year of preschool In a high-quality program

Developmental Progression The developmental progression is described at 48 and 60 months. “As preschool teachers plan learning environments and experiences, the foundations provide the background information to: • understand children’s developing knowledge and skills; • consider appropriate ways to support children’s learning and development” (PCF, Vol. 2, p. 3).

Foundation Examples Examples Footnotes “The examples listed under each foundation suggest a range of possible ways in which children can demonstrate the competency addressed by a foundation…Examples highlight that children learn while they engage in imaginative play, explore the environment and materials, make discoveries, are inventive, or interact with peers, teachers, or other adults…[C]hildren can demonstrate learning in these domains in any language…Although often illustrative of the diversity of young children’s learning experiences, the examples listed under a foundation are not exhaustive” (PLF, Vol. 2, p. xiv). Volume 2 includes footnotes clarifying unfamiliar vocabulary and cultural traditions as well as notes for children with disabilities. (Click to reveal Footnotes highlight.) Footnotes

12 Curriculum Framework The framework describes evidence-based environments, materials, interactions, and strategies that teachers can utilize to support the development of the learning foundations in their preschool programs. “Topics [in the Preschool Curriculum Framework] include guiding principles (in particular, the vital role of the family in early learning and development); the diversity of young children in California; and the ongoing cycle of observing, documenting, assessing, planning, and implementing curriculum. The framework takes an integrated approach to early learning and describes how curriculum planning con-siders the connections between different domains as children engage in teacher-guided learning activities” (PCF, Vol. 2, p. v).

Framework Strategies Developmentally appropriate Reflective and intentional Individually and culturally meaningful Inclusive of children with disabilities or other special needs “…Volume 2 provides an overall approach for teachers to support children’s learning through environments and experiences that are: developmentally appropriate; reflective of thoughtful observation and intentional planning; individually and culturally meaningful; inclusive of children with disabilities or other special needs” (PCF, Vol. 2, p. 2). ©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/10/2011

Supporting English Learners Language and Literacy Foundations English- Language Development Foundations Home Language Development English- Language Development “Because first- and second-language development varies among English learners, the English-language development foundations and the language and literacy foundations are to be used in tandem with the curriculum framework” (PCF, Vol. 2, p. 13). “A complementary document was developed by the California Department of Education entitled Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning. It discusses core beliefs and principles that inform teaching approaches and strategies” (PCF, Vol. 1, p. 180). “It is recommended that, when planning curriculum for all areas of learning, teachers begin by reading and considering the English-language development foundations and the curriculum framework guidance as they gauge each child’s current comprehension and use of English. Teachers then develop a plan for how to integrate and use the suggested activities or strategies to support areas of learning that take into consideration the diversity of English learners” (PCF, Vol. 2, p. 13-14). “Intentional teaching requires an ongoing awareness of the home-language development of each child as described in the English-language development foundations as well as the English learner’s ability to use English in activities suggested in the other chapters of the California Preschool Learning Foundations, Volume 2. ” (PCF, Vol. 2, p. 14).

Children with disabilities or other special needs Universal design provides for multiple means of the following: Representation Engagement Expression “Recognizing that students follow different pathways to learning, this framework incorporates a concept known as universal design for learning. “Universal design provides for multiple means of representation, multiple means of engagement, and multiple means of expression…Multiple means of representation refers to providing information in a variety of ways so the learning needs of all children are met. For example, it is important to speak clearly to children with auditory disabilities while also presenting information visually (such as with objects and pictures). “Multiple means of expression refers to allowing children to use alternative ways to communicate or demonstrate what they know or what they are feeling. For example, when a teacher seeks a verbal response, a child may respond in any language, including American Sign Language. A child with special needs who cannot speak may also respond by pointing, gazing, gesturing, using a picture system of communication, or by using any other form of alternative or augmented communication system. “Multiple means of engagement refers to providing choices in the setting or program that facilitate learning by building on children’s interests. The information in this curriculum framework has been worded to incorporate multiple means of representation, expression, and engagement” (PCF, Vol. 2, p. 14).

Chapter Sections Each chapter starts with the following: Guiding Principles Environments and Materials Summary of the Strands and Substrands Steps: Each domain chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1. Skim through the introductory matter until you find a the “Guiding Principles” section heading to highlight. Each chapter also includes suggestions for environments and materials to support children’s growth and development in that domain. Find and highlight a “Environments and Materials” section heading. Domain chapters end with a summary of the strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. Find and highlight the “Summary of the Strands and Substrand” section heading.

Strands and Substrands Each domain chapter has strand and substrand sections. Hint: Notice the strand and substrand on the bottom of each page. Guide participants to use the same Domain, Strands, and Substrands handout to now look at the framework chapter. Click to reveal the hint.

Vignettes Each chapter has vignettes of typical classroom scenarios: Hint: Vignettes are italicized and are identified in the column to the left with the word VIGNETTE in bold. Each chapter has vignettes of typical classroom scenarios: Find two vignettes in your chapter. Read through one of the. Each chapter has vignettes to illustrate typical classroom scenarios: Find two vignettes in your chapter. Read through one of the vignettes. Click to reveal the hint.

Teachable Moments and Planning Learning Opportunities Each vignette has at least one teachable moment and/or planning learning opportunity. Each vignette has at least one teachable moment and/or planning learning opportunity. Click to reveal the hint. Hint: They will be identified in the column to the left, beneath the vignette.

Interactions and Strategies Put a sticky tab on the Interactions and Strategies heading that goes with your vignette. Following each vignette are suggested interactions and strategies to support children’s growth and development. Both Volume 1 and Volume 2 have interactions and strategies immediately following the vignettes. However, in Volume 2, they are easier to find with new, bolded headings. Put a sticky tab on the Interactions and Strategies heading that goes with your vignette. Click to reveal the hint. After participants have highlighted the paragraph, provide a few moments to for them to read the bolded paragraph headings that follow (Not the whole section, just the bolded paragraph headings.). Refer participants back to their Strategies Worksheet and have them complete the third row. Hint: Interactions and strategies immediately follow each vignette.

Research Highlights Find and highlight one research highlight in the chapter. Hint: Research highlights are emphasized by shaded boxes and bolded headings. Although the framework concentrates on practice, the content is research-based.

Engaging Families At the end of each domain strand you will find ideas for engaging families. Take three minutes to read through the Engaging Families sections for each of the strands in your domain. At the end of each strand there is a small section with ideas on how to engage families. Have participants take three minutes to read through the Engaging Families sections for each of the strands in their selected domain.

Visual and Performing Arts Bonus Section Ask participants if anyone who looked at the Visual and Performing Arts chapter found an extra resource that has yet to be discussed. If necessary, guide participants to page 122 of the PCF (Vol. 2). Let them know that in this domain chapter, there is an extra resource: Suggested Art Materials. Recommend that participants tab this page for later reference.

Physical Development Bonus Section Ask participants if anyone who looked at the Physical Development chapter found an extra resource that has yet to be discussed. If necessary, guide participants to pages 212-215 of the PCF (Vol. 2). Let them know that in this domain chapter, there is an extra resource: Selected Developmental Sequences. Recommend that participants tab this page for later reference.

All Children Not all children learn in the same way. But all children will benefit from the strategies and concepts in the Preschool Curriculum Framework. Not all children learn in the same way. But all children will benefit from strategies and concepts in the Curriculum Framework.

CA Early Childhood Online (CECO) For more information, check out the online modules on the Visual and Performing Arts, Physical Development, and Health domains available on CECO. For more information, check out the online modules on the Visual and Performing Arts, Physical Development, and Health domains available on caearlychildhoodonline.org (CECO). Online modules exist for all domains on CECO: Social-Emotional Development, Language and Literacy, English-Language Development, Mathematics, Visual and Performing Arts, Physical Development, Health, History-Social Science, and Science.

Further Training For information on deeper training, contact your local CPIN Region: https://cpin.us/regions. For information on deeper training, contact your local CPIN Region: https://cpin.us/regions. You can also look at the schedule of upcoming events near you on the CPIN Web site.

Thank You for Coming!