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 oth

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