CT-ELDSBasics.pdf

Guiding Principles All children benefit from rich learning environments range at any point in time. All children within in homes, communities and early care and an age range should not be expected to gain educat...

Guiding Principles All children benefit from rich learning environments range at any point in time. All children within in homes, communities and early care and an age range should not be expected to gain education settings. Connecticut’s Early Learning a particular skill at the same time. Variation and Development Standards provide the basis for in the growth and development of skills and supporting children’s growth and development across competencies applies to all young children settings. The following principles guided the work on regardless of age, ability, developmental status the early learning and development standards. or special health care needs. Respect and support for individual differences in achieving The guiding principles are grouped into four broad learning outcomes should be a cornerstone of categories: Young Children, Families, Early Learning early learning. Environments and Communities. The first category, g Develop and learn within the context of Young Children, addresses what is known about their family and culture. Each child’s family young children’s learning and development. The and culture lays the foundation of who they other categories address the roles and responsibilities are and how they learn and grow. of families, early childhood environments and communities in supporting children’s health, learning and development. These principles must be considered when this document is used to support children in any early learning environment. Although this document articulates learning standards for children from birth to age 5, these same principles apply throughout the early elementary years. Young Children: g Are capable and competent. All children are capable of achieving positive early learning Families: g Are the primary caregivers and educators and developmental outcomes. There should be high expectations for all young children, of young children. Families lay the regardless of their background, experience, foundation for their children’s success, language or developmental status. through their relationship with their children and by providing experiences that are critical g Learn best when their basic needs are met. for their children’s growth and development. Basic needs of young children include health (physical, mental and oral), safe and nurturing g Are critical partners in all early learning environments, positive social relationships, environments. It is important for families to a sense of belonging and sound nutrition. If be actively engaged with their child’s early these basic needs are not met, a child’s growth care and education. Ongoing communication and development will be affected. and an active partnership are necessary to ensure positive outcomes; therefore, families g Are unique in their growth and must be supported as partners in all early development. Each child will demonstrate learning environments. knowledge, skills and abilities within a broad 5  g Provide experiences that are relevant and integrated across domains of development. Developmental domains and content areas are highly interrelated. Children learn best when experiences incorporate multiple domains. Children with special health care needs, delays or disabilities should be provided the individualized supports needed to promote positive developmental outcomes in all areas. g Intentionally promote the development of skills and knowledge. Planning and decision- making should be based upon research and Early Learning Environments: best practices related to how young children g Support young children to learn in the grow and develop. context of relationships. Positive interactions g Provide opportunities for children to and sustained relationships with family benefit from diversity. Diversity (e.g., members, caregivers, teachers and other culture, ability, socioeconomic status, family children provide the foundation for learning. constellation) provides opportunities for Every child, including those with social, children to learn about the broader world. emotional or behavioral challenges, should be g Support children’s language development provided the supports and services necessary in their primary language. Children’s to promote ongoing positive relationships success in their primary language supports with peers and adults. their growth and development across all g Reinforce the importance of the cultural domains, including acquisition of a second context of young children, families language. Early learning environments may and communities. Cultural context provide opportunities for children to use their influences behavioral expectations, personal primary language and should support families preferences, relationships and sense of self. in speaking and reading to their children in It is imperative that each child’s culture be the language(s) they prefer. respected and honored. g Provide opportunities for active Communities: exploration. Young children construct their g Believe that all children deserve high- own understanding of the world around quality early learning experiences. They them through exploration and engagement value families and invest in systems that with a variety of materials, experiences and support young children, families and early interactions with both peers and adults. Every learning environments. child should be provided the opportunity g Offer a variety of resources that support to actively explore, engage and interact by early growth and development. Thriving providing the supports necessary to ensure a communities provide supports for children child’s full and active participation within an and families, including medical, social environment. and educational opportunities for children, g Provide meaningful inclusion of children families and caregivers. with special needs. Participation in these g Strategically plan to meet the needs of inclusive settings may require individualized children and families. They plan together modifications, adaptations and/or support using information relevant to the unique services designed to provide each child with circumstances in their community. This opportunities to benefit from inclusion in an includes facilitating smooth transitions within early learning environment. and between programs and settings. 6  Organization of the Document Connecticut’s Early Learning and Development Numbering: Each strand is assigned a letter Standards are statements of what children should designation within a domain. The indicators are know and be able to do from birth to age 5. These numbered, using an abbreviation for the domain guidelines are intended to inform families, teachers, name, the number corresponding to the age in caregivers and other professionals about common months at the end of the age range and the number developmental and learning progressions, so that they of the indicators in sequence for that age range. can work together to better support children’s early For example, L.24.3 refers to 3rd indicator for the learning and growth. These standards are intended 18-24-month range in the Language and Literacy to serve as a guide for considering the steps in Domain. children’s development and to plan ways to support children in continued growth. Age Ranges The CT ELDS are grouped into age ranges, with Domain Action Pages: What Can I Do to the examples representing skills, dispositions or Support Early Learning and Development knowledge typical for the end of the age range for For each area of development (domain) there is each domain. However, children develop at varying a general information page that includes a brief rates and may not demonstrate every example description of the domain and strategies to support included in the CT ELDS or may demonstrate them infants and toddlers as well as preschoolers. with some variation in timing. While a pattern of skills that is not consistent with a child’s age The Standards may raise some questions, the CT ELDS is not The CT ELDS are organized by domain. There are a screening or assessment tool. Concerns about eight domains in the document: Social and Emotional a child’s development may suggest a referral for Development, Physical Health and Development, further assessment or possible support services; Language and Literacy, Creative Arts, Mathematics, however, this document is not designed as a tool for Science, Cognition and Social Studies. identifying children for referrals, services, or to make decisions about appropriate programs or placements. Domain: A general area of growth and development Instead, this tool is designed to support caregivers and professionals as they consider precursors and Strand: Sub-categories within each domain next steps, and to determine the environmental supports, activities and adult strategies that will help Learning Progressions: A series of skills and children to grow and learn. abilities that build upon each other as children grow and learn Indicators: Examples of what children should know or be able to do at the end of each of the age ranges along the learning progression 7  Domain Name Creative Arts Age Range 0-6 months 6-12 months 12-18 Months 18-24 Months Learning Indicators Indicators Indicators Indicators Progression This is evident, This is evident, This is evident, for This is evident, for for example, for example, example, when example, when Strand when children: when children: children: children: Learning Progression Strand: Early learning experiences will support children to engage in and enjoy the arts. Music CA.6.1 React to CA.12.1 Show CA.18.1 Use CA.24.1 React to music by turning interest in instruments to explore changes in music to a sound singing, moving, rhythm and melody by joining in with source, cooing and dancing, more extended in response, using their body segments of familiar wiggling or music, using voice, moving, soothing physical gestures one’s self, etc. and/or instruments Indicator Integrated Learning Supplemental Dual Language Development The domains and strands within the CT ELDS reflect Framework common areas of research and evidence-based In addition to the information for each domain, this practices. Although you may see other documents document includes a Supplemental Dual Language or resources that break down what children should Development Framework for use in supporting know and be able to do into categories different from children who are learning multiple languages. This the CT ELDS, the structure and content of these supplement is not applicable to all children, but rather standards are consistent with what is known about is designed to raise awareness of the typical stages of child development. acquiring a second language. Children do not learn skills in these domains, strands Intentionally Supporting Growth and or learning progressions in isolation, but it is helpful Development to think about growth across these areas to make sure The CT ELDS provide the basis for planning learning that support is provided for the wide variety of skills environments, supporting individual children and children are learning. When planning early learning communicating around common goals. They do not experiences, families and early care and education exist in isolation and must be used in conjunction professionals should consider what is meaningful and with guidance on effective strategies and/or engaging for young children and how skills from a appropriate assessment tools. A cycle of intentional variety of areas can be integrated into children’s play. teaching is composed of planning experiences to support children’s development, gathering information about how they are progressing and adjusting what is being done to support them based upon this information. 8  The Cycle of Intentional Teaching All adults who support young children are “teachers,” Formative Assessments are tools designed although their planning, observation and assessment to determine how children are progressing may involve differing levels of detail. Teachers in in the development of certain abilities, so a classroom environment might develop detailed that further support can be planned (e.g., learning experience plans and use formal assessment curriculum, instruction, family activities and tools. A family is also engaging in a cycle of adult support). intentional teaching when they take their child to the The CT ELDS are not a screening or assessment tool. playground to develop gross-motor skills, observe that she cannot yet climb the stairs to the slide and then help her learn this skill. By being intentional, Communication adults can make sure that they are supporting children Communication between all of the adults supporting in meaningful ways. children is critical. The CT ELDS provide a common language to communicate about children’s skills and Assessment progress and to plan supports. The Action Guides An assessment tool aligned to the CT ELDS should include general information about each area of be used to determine how children are progressing development and evidence-based strategies to support across these domains of development. Two types of infants and toddlers and preschoolers. The more tools, with different purposes, are appropriate for use detailed strands and learning progressions for each in conjunction with the CT ELDS: domain will support more in-depth discussion and planning. Developmental Screenings are tools designed to be brief surveys of children’s By using these CT ELDS as part of a thoughtful abilities and are used to determine if further process, families and early care and education assessment is necessary. (Note: The Ages and professionals can work together to ensure that Stages Child Monitoring Program offers a children are eager and ready to learn and grow. developmental screening process that can be accessed by calling the Child Development Infoline at 1-800-505-7000.) 9  Fostering Competent Learners: Essential Dispositions in new and unusual ways. Those supporting young children’s growth and development should create safe environments in which children can explore and experiment. g Be flexible Foster children’s ability to adapt to new situations, to be flexible in their responses and to actively engage in new environments. Exposure to new ideas, environments and situations in meaningful ways can promote resilience. g Be critical thinkers Encourage children to use critical thinking skills to help them organize and use the great amount of information available today. Those supporting young children’s growth and development should promote an understanding of the concepts behind specific skills (e.g., understanding quantity as well as learning the sequence of counting), provide opportunities to engage in higher-order thinking skills and encourage children to question the accuracy of information they receive. g Be purposeful and reflective Across all ages and domains, early learning Promote children’s engagement in purposeful experiences will support children to: action. Very young children should be actively involved in play and will benefit from reminders g Be creative of the results of their actions. Three- and four- Support young children’s growth and year-olds should play an active role in planning development by encouraging creative thinking experiences, setting goals and celebrating and novel approaches to solving problems. accomplishments. They should be encouraged to Children should have opportunities to create, be reflective and to learn from mistakes. express themselves in a variety of ways and approach problems from new perspectives. The g Be social learners focus of early learning experiences should be Social interactions form the basis for children’s on the process instead of the product, promoting learning. Encourage children to interact with learning, exploring and thinking over achieving a adults and peers, ask questions and jointly solve specific result or answer. problems. Those supporting young children’s growth and development should provide g Be inquisitive opportunities to learn through cooperative Encourage children to explore, seek new experiences with adults and children. information and ask questions. Children should feel comfortable questioning information, testing out new ideas and simply playing with materials 10  Domain Wheel ing   ced  Liv h y  &  Balan ework   Healt ram ulum  F Curric men t  &   a l   D evelop Phys ic Health   * al   * Physic nt  and   e lopm Deve ealth   H Connec>cut’s     Birth  to  Five     Early  Learning  and   ts   Standa oals  &   Social  Studies   Social  Studies   ve  Ar e  Arts   Framework   Development  Domains   rds    G Crea> Crea>v with  Alignment  to  K-­‐3   ts  K-­‐12 Standards   CT’s  Ar Early  S cien>fi Inquiry c       Scienc e     Birth 0-­‐3  to 3 years PK-­‐8  S cien Asses ce  Curr.  St smen a 33-­‐5   to 5 years t  Expe ndards  &   cta>o ns   Kindergarten K-­‐3   to grade 3 *The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development. 11