1. Preschool Learning Foundations and Curriculum Framework, Volume 2
Visual and Performing Arts
Health
Physical Development

2. Outcomes
Understand the structure and features of the Preschool Learning Foundations, Volume 2
Understand the structure and features of the Preschool Curriculum Framework, Volume 2
Discover how to use the foundations and framework to enrich learning and development opportunities for all of California’s preschool children.
These are the outcomes for today.
Consider posting outcomes on a chart for reference while going through each agenda item.

3. Two California Department of Education Resources
We will be using two CDD resources during this session.
(Click to reveal Preschool Learning Foundations, Volume 2.)
This is the Preschool Learning Foundations, Volume 2. The foundations describe how children develop, grow, and learn. The preschool foundations are for all children and reflect the diversity found in California.
(Click to reveal Preschool Curriculum Framework, Volume 2.)
This is the Preschool Curriculum Framework, Volume 2. This framework presents strategies and information to help teachers enrich learning and development opportunities for all of California’s preschool children. 3

4. Foundations Acknowledgments4
Foundations Acknowledgments
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, Volume 2. (PLF, Vol. 2, pp. vii-ix) 4

5. Framework Acknowledgments
Project leaders
Principal writers
Community college faculty advisers
Advisers on English-language development and cultural diversity
Universal design advisers
Additional consultants and reviewers
Project staff and advisers from the WestEd Center for Child and Family Studies
Staff from the California Department of Education
Early childhood education stakeholder organizations
Participants in the formative and review focus groups
Participants in the Web posting process
As did the development of the Preschool Curriculum Framework, Volume 2. (PCF, Vol. 2, pp. vii-ix) 5

6. What’s New in Volume 2? Visual and Performing Arts
Physical Development
Health
Each icon on represents a domain.
The volume number, Volume 2, is identified on each cover. These volumes contain the second three domains (the first three icons reading from the top of the page--visual/performing arts, physical development, and health). The first volumes contain the first four domains and Volume 3 will contain the last two domains (history/social science and science).
The icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the books later in the session. 6

7. 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. (Preschool Curriculum Framework (PCF), Vol. 2, p. 3)
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011 7

8. After 1st or 2nd year of preschool With appropriate support
Foundations
At 48 and 60 months
Trainer note: Ask participants to open the foundations book and identify where the age levels appear on the pages.
At around 48 and 60 months of age;
As children complete their first or second year of preschool;
With appropriate support; and
When attending a high-quality preschool program.
High-quality program
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011
With appropriate support

9. Foundation Examples
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.
Children can demonstrate learning in any language.
The examples listed under a foundation are not exhaustive.
(PLF, Volume 2, p. xiv)
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)
Note: Volume 2 includes footnotes clarifying unfamiliar vocabulary and cultural traditions as well as notes for children with disabilities (click to reveal oval).

10. Curriculum Framework Overarching principles10
Curriculum Framework
Overarching principles
Planning learning opportunities
Routines, environments, and materials
Building on children’s knowledge, skills, and interests
Topics in the 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 considers the connections between different domains as children engage in teacher-guided learning activities. (PCF, Vol. 2, Message from the State Superintendent, p. v)
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011 10

11. Three themes Intentionality Play Families
Three themes are interwoven throughout this framework volume: early childhood educators need to be intentional in supporting learning in all domains, young children learn through play, and young children’s families are their first teachers. (PCF, Vol. 2, Message from the State Superintendent, p. v)
Intentionality
Play
Families
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

12. Framework Strategies Developmentally appropriate
Reflective and intentional
Individually and culturally meaningful
Inclusive
PCF, Vol. 2, p. 2
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011 12

13. Chapter 1
Like Volume 1, 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.
As a curriculum framework, this document provides:
principles for supporting young children’s learning;
an overview of key components of curriculum planning for young children, including observation, documentation, and reflection;
descriptions of routines, environments, and materials that engage children in learning;
sample strategies for building on children’s knowledge, skills, and interests in the domains of visual and performing arts, physical development, and health.
(click to reveal oval)
Let’s look now at the first two sections of this chapter, California’s Preschool Children and Overarching Principles.

14. California’s Children Socioeconomic status p. 5
Introduction pp. 3-4
Demographics p. 4
English Learners
pp. 4-5
Chapter 1
California’s Children
Socioeconomic status p. 5
Children with disabilities or other
special needs p. 5
Pop Quiz activity:
Materials: Hand Held White paddle boards, marker for white board
Process:
Table groups assign one topic per person (Introduction, Demographics, English learners, SES, Children with disabilities)
Participants read their sections and prepare to answer questions as a group.
After participants have completed assigned reading, the presenter asks a question. The first team to write the answer to the questions correctly on the paddle and hold it up is the winner. Each question will be specific to one of the sections read so each of the table members are experts at one question. Groups must work together to write down the answer and hold up the paddle.
Quiz Questions and Answers:
Name three of the four diversities found in California’s preschool population that are discussed in this section? (The state’s preschool population includes children who are culturally diverse, speak a language other than English, possess different abilities, and come from diverse socioeconomic backgrounds. (PCF, Vol. 2, p. 3))
Among the over three million children from birth to age five living in California during 2008, what percentage of children were white? (30 percent (PCF, Vol. 2, p. 3))
In its 2010 California Report Card, Children Now estimated that what percentage of children in California’s kindergarten classrooms were English learners. (40 percent (PCF, Vol. 2, p. 3))
The National Center for Children in Poverty documented that, in 2008, approximately what percentage of children in California under the age of six lived in a low-income family. (45 percent (PCF, Vol. 2, p. 4))
5. Under the Individuals with Disabilities Education Act (2004), all children must have two things. What are they? (Access to the general curriculum and have their progress measured accordingly. (PCF, Vol. 2, p. 4))
Debrief: Congratulate everyone on a well played game. Ask participants if anyone would like to share something they found very interesting in the reading?

15. Eight Overarching Principles
Relationships are central.
Play is a primary context for learning.
Learning is integrated.
Intentional teaching enhances children’s learning experiences.
Family and community partnerships create meaningful connections.
Individualization of learning includes all children.
Responsiveness to culture and language supports children’s learning.
Time for reflection and planning enhances teaching.
Eight principles guide the development of all the volumes of the Curriculum Framework. Grounded in early childhood research and practice, the eight principles emphasize offering young children individually, culturally, and linguistically responsive learning experiences and environments. (PCF, Vol. 2, Message from the State Superintendent, p. v)
Activity 1: What Does it Look Like?
INTENT: The intent of this activity is to have participants reflect on what the overarching principles look like in action in a typical early childhood day and to connect with other participants.
OUTCOMES: Participants will be able to visually connect overarching principles to practices during a typical program day
MATERIALS REQUIRED: Boxes of photographs of children, teachers, classrooms--at least one for each strand. (1 box for each table). Laminated 3 x 5 cards, each with one overarching principle. Eye-level posters hung throughout the room. Title each with one overarching principle.
TIME: 20 minutes
PROCESS: Prior to participants arriving place on box on or next to each table. Invite participants to look at the box of photos at their table. Explain that the photos in their box represent one of the domains in Volume 2.Have one participant from each table select one or more 3x5 cards to determine the table’s overarching principle(s). (one or two per table depending on size and participants).Invite participants to work together to identify at least three photographs from their box that exemplify or relate to the assigned principle(s). Ask participants to attach a post-it to each picture with a description of how it relates to the principle(s) and to hang their photos and descriptions on the matching poster in the room. During break or other activities, participants can wonder around the room to processes what others have chosen and written.
SUMMARY: Implementation of overarching principles should be evident throughout the program day. 15

16. Step by Step Look at the photos at your table.
Send one participant to choose one or two overarching principle cards.
As a table, identify at least three photographs that relate to your principle(s).
Attach a post-it to each picture with a description of how it relates to the principle(s).
Hang your photos and descriptions on the matching poster in the room.
When you are done, walk around the room to look at the other posters.

17. Chapter 1
Next, we’ll take a quick look at how the framework responds to the needs of dual language learners and children with disabilities.

18. Dual Language Learners
The framework for English-language development is based on a number of key considerations for supporting children who are learning English in preschool settings.
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

19. Supporting the English Learner
English Language Development Foundations
Language and Literacy Foundations
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. (click to reveal). “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.” PLF volume 1, p. 180.
It is recommended that, when planning curriculum, 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.
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 an understanding of the English learner’s ability to use English in activities suggested in the other chapters of the California Preschool Learning Foundations, Volume 2 (2010). (click to reveal)
English Language Development
Home Language Development
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

20. Children with disabilities or other special needs
Multiple means of…
Representation
Expression
Engagement
Recognizing that children 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, by gazing, by gesturing, by 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
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

21. The Learning Domains Chapters 2-4
Visual and Performing Arts, pages
Physical Development,
pages
Health, pages
These chapters offer key principles and a rich variety of ideas for early childhood educators to support the learning and development of preschool children. (PCF, Vol. 2, Message from the State Superintendent, p. v)
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011 21

22. Let’s Look at the Domain Chapters
Tab the Book Activity
Purpose: Teachers will leave the activity with:
More familiarity of the Curriculum Framework format
Marked sections for easy reference
Greater awareness of how framework is relevant, helpful, and user friendly
Materials: highlighters, sticky tabs, clips, framework books, “Domain, Strand, Substrand” handout
Process:
Assign domain chapters to table participants so that each table has a variety of domains.
If participants do not have complete books, make copies of one chapter per teacher, six participants at each table (one of each chapter).
Follow along with the directions on the following slides to identify key features. 22

23. Choose Your Domain Place a sticky dot on the first page of the domain.
Hint: Use the top of each page to identify the domain.
Ask each participant to select one of the three domains for the book walk.
Click to reveal “Hint” 23

24. Each chapter starts with…
Now complete the first row of your Strategies Worksheet.
Guiding Principles
Environments and Materials
Summary of the Strands and Substrands
Skim through the introductory matter of the domain until you find a section titled, “Guiding Principles.” Find and highlight the section heading, “Guiding Principles.” After all have been found, continue to next step. Each domain chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1.
In each chapter after the guiding principles, find a section on “Environments and Materials.” Find and highlight the section heading, “Environments and Materials.” After all have been found, continue to next step. Each chapter includes suggestions of environments and materials to support children’s growth and development in that domain.
Domain chapters end with a summary of strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. Locate this feature in the chapter and highlight the section heading.
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

25. Domains, Strands and Substrands
Ask participants to take out the handout Domains, Strands, and Substrands.
Have participants locate their domain in the Appendix of the Preschool Learning Foundations. Ask them to find the strand and substrand headings in the Appendix for their domain.
Explain that the Preschool Curriculum Framework uses this same structure.

26. Strands and Substrands
Place a sticky tab on the first page of each strand in your framework book.
Find the title of each substrand.
Hint: Notice the strand and substrand on the bottom of each page.
Guide participants to use the same Domain, Strands, and Substrands handout as they now look at the framework chapter.

27. Vignettes Each chapter has vignettes of typical classroom scenarios.
Fine two vignettes in your chapter.
Read one of them.
Hint: Vignettes are italicized and are identified in the column to the left with the word VIGNETTE in bold.
Each chapter has vignettes to illustrate typical classroom scenarios.
Locate two vignettes in your chapter.
Read through one of the vignettes. 27

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

29. Teachable Moments and Planning Learning Opportunities
Now complete the second row of your Strategies Worksheet.

30. Interactions and Strategies
Put a sticky tab on the heading “Interactions and Strategies” that go with your vignette.
Hint: Interactions and Strategies immediately follow each vignette.
Following each vignette are suggested interactions and strategies to support children’s growth and development.
Both volumes one and two have interactions and strategies immediately following vignettes. However, in volume two, they are now easier to find with new, bolded headings.
After participants have highlighted the paragraph, provide a few moments to read the bolded paragraph headings that follow (not the whole section, just the bolded paragraph headings).
(Click to reveal bubble)
Refer participants back to their Strategies Worksheet and have them complete the third row.

31. Interactions and Strategies
Now complete the third row of the Strategies Worksheet

32. Research Highlights
Find and highlight one research highlight in the chapter.
Hint: Research highlights are in shaded boxes, headed with the words “Research Highlight.”
Although this volume concentrates on practice and not research, the content is research-based.

33. Engaging Families
At the end of each strand in your domain, you will find ideas for “Engaging Families.”
Take three minutes to read through the Engaging Families pieces in all of the strands for your domain.
At the end of each strand is a small section on how to engage families.
Guide participants to find take three minutes to read that section for each strand in their domain.

34. Now, complete the last row of the Strategies Worksheet
Engaging Families
Now, complete the last row of the Strategies Worksheet
Refer participants back to their Strategies Worksheet and have them complete the final row.

35. Finally… Each chapter ends with: Concluding Thoughts
Map of the Foundations
Teacher Resources
Endnotes
Bibliography
Participants may locate these features at the end of the domain chapter. Inform them that the Teacher Resources have been contributed by California’s Early Childhood community.
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

36. Glossary
Glossary p
There is one section of the glossary for each domain.
Locate the glossary for your domain. 36

37. Bonus Section for Visual and Performing Arts
Ask participants if anyone who looked at the Visual and Performing Arts chapter found an extra resource that was not yet discussed.
If necessary, guide participants to page 122. Let them know that in this domain chapter, there is an extra resource of Suggested Art Materials.
Suggest to participants that they tab this page for later reference.

38. Bonus Section for Physical Development
Ask participants if anyone found an extra resource in the Physical Development chapter that was not yet discussed.
If necessary, guide participants to pp Let them know that in this domain chapter, there is an extra resource of Selected Developmental Sequences.
Suggest to participants that they tab this page for later reference.

39. The Framework is for ALL Children
Not all children learn in the same way.
But all children will benefit from strategies and concepts in the Curriculum Framework.
©2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 11/17/2011

40. What will you take home today?
Ask participants to chat at the tables for a few moments about how they plan to use the framework in their work. Quickly go around the room asking for one thought per table.
What will you take home today?

41. Thank You for Coming!