Fall

Mountain Regional School District Early Childhood Enrichment PROGRAM AND CHILD OUTCOME STANDARDS
SERESC

Fall Mountain Regional School District SAU #60 159 East Street Charlestown, NH 03603 (603) 826-7756 www.sau60.org Updated May 2012

Fall Mountain Regional School District SAU #60 159 East Street Charlestown, NH 03603 (603) 826-7756 www.sau60.org Early Childhood Enrichment Program and Child Outcome Standards Program Standards for the Fall Mountain Regional School Districts describe the curriculum, instruction, assessment and overall resources offered to the pre-kindergarten children who reside in the Fall Mountain Regional School District. These standards incorporate the classroom characteristics and the educational experiences provided to the children. Child Outcome Standards describe the knowledge and skills children should acquire by the end of the school year. Outcome Standards incorporate the range of knowledge and skills children should master and how it can be demonstrated that children have met those standards. PROGRAM STANDARDS Curriculum: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs implement a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: Approaches to Learning; Communication, Language Development and Literacy; Creative Expression/Aesthetic Development; Cognition and Knowledge of the World (Mathematics, Science, Social Studies and Technology); Physical Development and Health; and Social and Emotional Development. The curriculum draws on research that assists teachers in identifying important concepts and skills as well as effective methods for fostering childrens learning and development. When informed by teachers knowledge of individual children, the well-articulated curriculum guides teachers so they can provide children with experiences that foster growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes childrens learning through effective use of time, materials used for play, self-initiated learning, and creative expression as well as (b) offers opportunities for children to learn individually and in groups according to their developmental needs and interests. Instruction: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs use developmentally, culturally, and linguistically appropriate and effective instructional approaches that enhance each childs learning and development in the context of the programs curriculum goals. Teaching staff purposefully use multiple instructional approaches to optimize childrens opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities. Teachers consideration of these differences when selecting and implementing instructional approaches helps all children succeed. Instructional approaches also differ 2

in their effectiveness for teaching different elements of curriculum and learning. The instructional approach creates a teaching environment that supports childrens positive learning and development across all areas. Assessment: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs are informed by ongoing systematic, formal, and informal assessment approaches to provide information on childrens learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. Assessment results are used to benefit children by informing sound decisions about children, teaching, and program improvement. Teachers knowledge of each child helps them to plan appropriately challenging curricula and to tailor instruction that responds to each childs strengths and needs. Further, systematic assessment is essential for identifying children who may benefit from more intensive instruction or intervention or who may need additional developmental evaluation. This information ensures that the program meets its goals for childrens learning and developmental progress and also informs program improvement efforts. CHILD OUTCOME STANDARDS Content Standards: The standards or curriculum frameworks define the range of knowledge and skills that all children should master. (What is it we want all pre-kindergarten children to know and learn?) Performance Standards: These standards describe how it can be demonstrated that the children have met the content standards. (How will we know if they learned it?)

Sources: National Association for the Education of Young Children (NAEYC), National Institute for Early Education Research (NIEER)

FALL MOUNTAIN REGIONAL SCHOOL DISTRICT

EARLY CHILDHOOD CURRICULUM FRAMEWORK

Approaches to Learning:

Children will demonstrate positive attitudes, habits and learning styles. Content Standards Performance Standards P1.1 Children will actively and confidently engage in play Children will: as a means of exploration and learning. Interact with a variety of materials through play. Participate in multiple play activities with same material. Engage in pretend and imaginative play. Use trial and error method to figure out a task, problem. Demonstrate awareness of connections between prior and new knowledge. P1.2 Problem Solving Children will: Children will actively engage in problem solving. Identify a problem and try to solve it independently. Attempt multiple ways to solve a problem. Communicate more than one solution to a problem. Engage with peers and adults to solve problems. P1.3 Creativity and Imagination Children will: Children will approach tasks, activities and problems Choose materials/props and use novel ways to with creativity, imagination and/or willingness to try represent ideas, characters, and objects. new experiences or activities. Identify additional materials to complete a task. Seek out connections, relations and assistance from peers and adults to complete a task. Communicate more than one solution to a problem. P1.4 Curiosity and Initiative Children will: Children will demonstrate curiosity and a willingness Ask questions using who, what, how, why, when, to participate in tasks and challenges. where, what if. Express an interest in learning about and discussing a growing range of ideas. Actively explore how things in the world work. Investigate areas of interest. Takes objects and materials apart and attempts to reassemble them (e.g., puzzles, models, nuts and bolts). Willingly engage in new experiences and activities. 4

P1. Approaches to Learning

Content Standards P1.5 Persistence Children will demonstrate an increased ability to show initiative, accept help, take risks and work towards completing tasks. P1.6 Self Organization Children will demonstrate an increased ability to establish goals, develop and follow through with plans.

Performance Standards Children will: Maintain focus on a task. Seek assistance when the next step seems unclear or appears too difficult. Modify strategies used to complete a task. Children will: Increase their ability to understand a task as a series of steps. Increase their ability to organize themselves and. materials. Follow through to complete tasks and activities. Children will: Increase their ability to generate several approaches to carry out a task. Pursue alternative approaches to problem solving. Children will: Reflect upon events and experiences. Use prior knowledge to understand new experiences.

P1.7 Reasoning Children will demonstrate an increased ability to indentify, evaluate and provide possible solutions to problems. P1.8 Applications Children will use their prior experiences, senses and knowledge to learn in new ways.

Communication, Language Development and Literacy:

Children will develop skills in listening, in expressing their thoughts and ideas, and will explore their environment and build the foundations for learning to read and write.

P2. Communication, Language Development and Literacy

Content Standards P2.1 Children will engage in play as a means to develop their listening and expressive language.

Performance Standards Children will: Develop and experiment with conversation during daily activities and interactions. Represent stories and experiences through play. Think and talk about play experiences. Children will: Listen and understand stories, songs and poems. Listen and increasingly understand directions, conversations and questions. Follow directions that involve multiple steps. Learn to wait and take turns during conversations. Children will: Communicate needs or thoughts through non-verbal gestures, actions, expressions or words. Participate in communication around a topic. Use more complex and longer sentences. Speak clearly enough to be understood by unfamiliar listeners. Begin a conversation with other children and adults. Understand and use increasingly complex and varied vocabulary. Communicate with familiar and unfamiliar adults and children. Children will: Use symbols and forms of early writing to create more complex play. Use writing tools and materials in all areas of the learning environment. Create play ideas that come from favorite stories, poems, rhymes and songs. 6

P2.2 Children will develop skills in listening and in understanding language.

P2.3 Children will use verbal and non-verbal language to express and to communicate information.

P2.4 Children will engage in play as a means to develop literacy skills.

Content Standards P2.5 Early Writing Children will demonstrate an interest and ability in using symbols to represent words and ideas.

P2.6 Early Reading Children will demonstrate an understanding and appreciation that books and other forms of print have a purpose.

P2.7 Print Awareness and Concepts Children will recognize the association between spoken and written words by following print as it is read aloud.

Performance Standards Children will: Use letters or approximations of letters to write their first name. Demonstrate awareness that print conveys a meaning. Use scribbles, shapes, approximations of letters and/or letters to write or represent words or ideas. Begin to dictate ideas, sentences and stories. Use pictures, symbols and/or letters for a variety of purposes. Children will: Make predictions of what will happen next in a story. Listen to and talk about a variety of types of literature. Tell or retell a story based on the illustrations. Take care of and handle books in a respectful manner. Exhibit accurate book handling skills such as holding the book appropriately and turning the pages from front to back. Chooses to explore and investigate books and other forms of print. Children will: Demonstrate awareness that print conveys a meaning. Demonstrate an understanding that print is used for a variety of purposes (list, letter, label). Show an interest and can recognize some letters and words written in books and in the environment. Recognize first name in print.

Creative Expression/Aesthetic Development: Children will enjoy, express, create and learn about the arts through
experiences with a variety of art forms and media. Content Standards P3.1 Children will engage in play as a means of self expression and creativity. Performance Standards Children will: Spontaneously engage in pretend play using a variety of materials to dramatize stories and experiences. Use movement, a variety of media and music while playing to represent stories, moods and experiences. Bring musical instruments and tools from various art forms as props into dramatic play. Children will: Explore various roles in dramatic play through the use of props, language and fantasy roles with others. Use movement and a variety of musical styles to express feelings, understand and interpret experiences. Participate in musical activities using a variety of materials for expression and representation. Plan, work cooperatively and create drawings, paintings, sculptures and other art projects. Demonstrate care and persistence when engaged in art projects. Children will: Experiment with different tools to creatively express and present ideas. Select and use a variety of tools to accomplish tasks. Children will: Begin to understand and to develop a vocabulary to share opinions about artistic creations and experiences. Enjoy participating in a variety of art experiences. Appreciate and demonstrate respect for the work of 8

P3. Creative Expression/Aesthetic Development

P3.2 Creative Expression Children will engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

P3.3 Tools Children will use a variety of tools and art media to creatively express their ideas.

P3.4 Appreciation of the Arts Children will express interest in and begin to build a knowledge base in the arts.

others. Begin to notice differences in the Arts from a variety of cultures. Children will develop ways to solve problems and to

Mathematics (Cognition and Knowledge of the World):

P4. Mathematics (Cognition and of the World)

think about math. Content Standards P4.1 Children will engage in play to develop and add to their mathematical thinking and problem solving.

P4.2 Numbers and Operations Children will show interest and curiosity in counting and grouping objects and numbers.

P4.3 Geometry and Spatial Sense Children will show an interest in recognizing and creating shapes and an awareness of position in space.

P4.4 Patterns and Measurement Children will show an interest in recognizing and creating patterns, comparing and measuring time and quantity.

Performance Standards Children will: Begin to make groups and math objects. Use counting and number vocabulary as a natural part of play. Experiment with patterns and shapes. Explore measurement, number and quantity with various materials. Children will: Match, sort, put in a series and re-group objects according to one characteristic. Begin to use numbers and counting as a means for solving problems and measuring quantity. Use one-to-one correspondence in counting objects and matching groups of objects. Begin to associate a number of objects with the names and symbols for numbers. Use such words as more than/less than, add/subtract to express some number concepts. Children will: Describe and name common shapes found in the natural environment. Use language to understand the arrangement, order and position of objects that are on top of, next to, bottom, underneath, beside, and in front of other objects. Group objects according to their shape and size. Children will: Group and name a number of similar objects into simple categories. Begin to understand that some events take place in the 9

past/yesterday, present/today or future/tomorrow. Order, compare or describe objects according to size, length, height and weight using forms of measurement.

Physical Development and Health:

experiences and practicing healthy behavior.

Children will develop and strengthen their large and small muscles, sensory

P5. Physical Development and Health

2. Physical Development and Health

Content Standards P5.1 Children will engage in play as a means to understand healthy behavior and develop their physical bodies.

Performance Standards Children will: Engage in a variety of physical fitness activities. Engage in large motor activities (e.g., marching, hopping, running, jumping, dancing) in increasingly longer periods of time as skill and endurance develop. Participate in activities designed to strengthen major muscle groups. Participate in activities to promote balance and flexibility. P5.2 Gross Motor Children will: Children will increasingly move their bodies in ways Maintain balance during sitting, standing, and that demonstrate control, balance and coordination. movement activities. Demonstrate body and space awareness to move and stop with control over speed and direction Navigate age appropriate playground equipment. Throw, catch or kick a large, lightweight ball (8 10). Participate in a series of large motor movements or activities such as dancing, follow the leader, or Simon Says.

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P5.3 Fine Motor Children will: Children will use their fingers and hands in ways Use pincher grasp (index finger and thumb). that develop eye-hand coordination, strength, control Use materials such as pencils, paintbrushes, eating and object manipulation. utensils and blunt scissors effectively. Manipulate small objects with ease (fits objects into holes, strings wooden beads, stacks mini blocks, uses geo boards, etc.). Uses buttons, zippers, snaps, and hook and loop tape successfully. Content Standards P5.4 Senses Children will increase their understanding of the use of their eyes, ears, fingers, nose and mouth and how the senses work together. Performance Standards Children will: Identify sights, smells, sounds, tastes and textures. Use descriptive words to discuss sights, smells, sounds, tastes, and textures. Demonstrate appropriate body awareness when moving in different spaces. Demonstrate awareness of spatial boundaries and the ability to work within them. Children will: Demonstrate growing independence in using personal hygiene skills (e.g., washing hands, brushing teeth, toileting, etc.) Exhibit self-help skills when dressing, cleaning up, participating in meals, etc. Recognize and communicate when experiencing symptoms of illness. Recognize the importance of good nutrition, water, rest and sleep in order to be healthy. Describe the role of doctors, dentists and other health care workers in keeping him/herself healthy. Children will: Verbalize and demonstrate safety rules such as holding an adults hand when walking on sidewalks or near a street. Understand that some practices could be unsafe 11

P5.5 Healthy and Well-Being Children will demonstrate personal care and hygiene skills and an awareness and understanding of healthy habits.

P5.6 Health and Safety Children will demonstrate an awareness and understanding of safety rules.

(e.g., playing with matches, playing near a busy street, not wearing a bike helmet). Demonstrate knowledge of bus safety (e.g., crosses in front of the bus after the driver signals, wears seatbelt). Participate in fire evacuation drills, understand what the alarm bell is and the need to go to a safe location, etc. Explain how to get help in emergency situations.

Science (Cognition and Knowledge of the World): Children will understand and use the scientific method of
asking questions, observing, predicting, experimenting, recording findings and drawing conclusions.

P6. Science (Cognition and Knowledge of the World)

Content Standards P6.1 Children will engage in play as a means to develop their scientific skills

P6.2 Scientific Knowledge Children will learn about the development of the natural and physical world.

P6.3 Scientific Skills and Methods Children will begin to use scientific tools and methods to learn about their world.

Performance Standards Children will: Ask questions based upon discoveries made while playing. Use play to discover, question and understand the natural and physical world. Use scientific tools as props in their play. Children will: Collect, describe and learn to record information through discussion, drawings and charts. Use tools and their senses to make observations, gather and record information and make predictions of what might happen. Investigate changes in materials and cause-effect relationships. Ask and pursue their questions through simple investigations. Children will: Explore the natural processes of growing, changing and adapting to the environment. Make simple observations, predictions, explanations and generalizations based on real-life experiences. 12

Explore time, temperature and cause-effect relationships based on everyday experiences.

Social and Emotional Development:

Children will demonstrate a strong and positive self-concept, appropriate selfcontrol and growth in their awareness of their responsibilities when interacting with others. Content Standards P7.1 Children will use play as a vehicle to build relationships and to develop an appreciation for their own abilities and accomplishments. Performance Standards Children will: Participate in a variety of individual and group play experiences. Play cooperatively with others by developing rules, solving disagreements and dealing with frustrations and limitations. Children will: Understand, accept and follow rules and routines within the learning environment. Use materials purposefully, respectfully and safely. Effectively manage transitions between activities. Progress in expressing feelings needs and opinions. Begin to cope with frustration and disappointment. Children will: Play, work and interact easily with one or more children and/or adults. Develop friendships with peers. Demonstrate empathy and caring for others. Develop ability to take turns and to interact without being overly submissive or directive. Participate in resolving conflicts and disagreements 13

P7. Social and Emotional Development

P7.2 Self-Regulation Children will increase their capacity for selfregulation and to deal with frustrations and increase their awareness of their own abilities.

P7.3 Interactions with Others Children will develop successful relationships with members of their learning community.

P7.4 Accountability Children will understand and follow routines and rules.

with others. Children will: Understand and follow routines and rules. Engage easily in routine activities (e.g., story time, snack time, circle time). Use materials purposefully, safely and respectfully as set by group rules. With assistance, understand that breaking rules have a consequence. Apply rules in new, but similar situations. Performance Standards Children will: Begin to understand the rights of others. Demonstrate a growing understanding and appreciation of the relationships, people and places that make up their communities. Demonstrate progress toward an understanding and valuing of similarities and differences among people.

Content Standards P7.5 Sense of Community Children will increasingly demonstrate a sense of belonging to the classroom, family and community.

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Social Studies (Cognition and Knowledge of the World):

Content Standards P8.1 Children will engage in play as a means to develop an understanding of their community.

Children will develop a basic awareness of self as an individual, self within the context of family, and self within the context of community. Performance Standards Children will: Identify him/herself by using characteristics such as gender, ethnicity, race and religion. Describe how each person is unique and important. Identify family members, family characteristics and functions. Identifies as a member of a family. Recognize some community workers and describes what they do. Children will: Identify features of own home and familiar places. Name the street, neighborhood, city or and town where he/she lives. Use words that indicate direction, position and relative distance. Describes topographical features of familiar places (hill, river, roads, mountains, etc.). Identify routines and common occurrences in his/her life. Demonstrate interest in current events that relate to family, and community. 15

P8. Social Studies (Cognition and Knowledge of the World)

P8.2 Geography Children will demonstrate knowledge of the relationship between people, places, and regions.

P8.3 Civics, Citizenship and Children will: Government Recognize that all children and adults have roles, Children will demonstrate an understanding of roles, rights, and responsibilities at home, school, in the rights, and responsibilities and begin to learn the basic classroom and in the community. civic and democratic principles. Express that rules are for everyone. Describe possible consequences when rules are not followed. Apply the skills of communication, cooperation, respect and empathy with others.

Technology (Cognition and Knowledge of the World):

Content Standards P9.1 Foundations to Technology Children will explore and use a variety of tools appropriately.

Children will explore technology tools in the classroom, both traditional and digital technology, to support the learner-centered and play-oriented early childhood curriculum. Performance Standards Children will: Identify the functions of certain tools (e.g., cell phone, pulley, hammer, hearing aid, and microwave). Follow simple directions for appropriate use of tools and demonstrates how they are used (e.g., computer, hammer, digital media or simple machine). Describe and use a variety of tools independently or with assistance (e.g., scissors, nut and bolt, incline plane, or lever). Use common tools to create simple objects or structures. Children will: Explore digital material with an adult as mediator and coplayer. Explore touch screens loaded with a wide variety of and developmentally appropriate interactive media experiences that are well designed and enhance feelings of success. Begin to explore use of "traditional" mouse and keyboard computers. 16

P9. Technology (Cognition and Knowledge of the World)

P9.2 Using Technology Children will understand the operation of technology systems and use the knowledge of technology to increase learning.

Note: Celebrate childrens accomplishments with digital media displayed on a digital projector or on a classroom website. Record childrens stories about their drawings ort heir play; make digital audio files for documentation of progress.

Note: These frameworks are adapted from the proposed position of the National Association for the Education of Young Children It is the position of NAEYC and the Fred Rogers Center that technology and interactive media are learning tools that, when used in intentional and developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young children. (2011)

Sample Rubric for Evaluating Progress Progress Monitoring Key

Area of Excellence The student demonstrates superior performance and skills, appropriate to content and grade level. The student consistently performs beyond requirements in subject area. The student demonstrates solid performance appropriate to content and grade level. The student applies skills in a variety of situations. The student shows partial accomplishment of knowledge and skills in specific situations with support. The student is showing progress over time. The student demonstrates little of no progress or achievement. 4

Area of Competence Area of Development

3 2

Area of Concern Not Applicable

1 N/A 17

Resources Early Learning Standards: Creating the conditions for success. (2002). A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in the State Department of Education (NAECS/SDE). Epstein, A., Schweinhart, L., DeBruin-Parecki, A., & Robin, K. (2004). Preschool Assessment: A guide to developing a balanced approach. Preschool Policy Matters Issue 7. Espinosa, L.M. (2002) High-quality preschool: Why we need it and what it looks like. Preschool Policy Matters, 1. New Brunswick, NJ: NIEER. Learning to read and write: Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children. NAEYC and NAECS/SDE (2003). Early childhood curriculum, assessment, and program evaluation: building an effective, accountable system in programs for children birth through age 8. National Association for the Education of Young Children & International Reading Association. (1998). Learning to read and write: Developmentally appropriate practices for young children (A joint position statement).Washington, DC.

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National Institute for Early Education Research. The state of preschool. Supported by The Pew Charitable Trusts.Neuman, S., Copple, C., & Bredekamp, S. (2003). Neuman,S., Copple, C. & Bredekamp,S, (2000). Learning to read and write: Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.

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