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2025 PreK/TK Learning Foundations At-a-Glance

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2025 PreK/TK Learning Foundations At-a-Glance

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The California Department of Education (CDE) released the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF), which describe the learning and development of most children ages three to five and a half in high-quality early education programs. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all California preschool children. These strategies are still applicable for the PTKLF.

Find information on each of the PTKLF domains from below.

PTKLF Domains

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The California Department of Education (CDE) released the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF), which describe the learning and development of most children ages three to five and a half in high-quality early education programs. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

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California Early Care & Education Workforce Registry

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The CA ECE Workforce Registry is a state, regional and local collaboration designed to track and promote the education, training and experience of the early care and education workforce for the purpose of improving professionalism and workforce quality to positively impact children.

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008. California Preschool Learning Foundations Volume 1. Sacramento: CDE Press.)

This tool was originally a collaborative endeavor initiated by the SEEDS Project in 2009. A small group of Early Childhood Education Professionals and parents gathered together to learn from one another and to brainstorm the development of a "crosswalk" in an effort to connect a variety of EC and ECSE resources, tools and required documents. Over time, some of the tools and resources originally considered have changed, shifting this project from a "crosswalk" to a "planning tool." The goal of this tool is to assist and guide teachers in their instructional practice to support children in attaining the knowledge and skills described in the foundations.

The samples and ideas within the tool are not exhaustive; they are intended to assist teachers in their intentional teaching around the foundations. Teachers are very creative and imaginative; the samples can be used as a starting point or as a springboard for other stimulating ideas in the classroom to enable children to acquire the competencies found in the foundations. Read what some teachers have shared about using this tool. (99k PDF)

Get Started

Step 1: Select a domain from the CA Preschool Learning Foundations

Step 2: Select a strand from the domain

Step 3: Select a sub-strand from the strand

Step 4: Choose the information you want included in your planning table

Step 5: View and print your planning table

Helpful References

Share Your Wisdom with Others

We invite you to share with us how you utilized this tool or share additional teaching strategies/AT ideas (some may be featured and added to the tool).

The links within the tool are current as of February 2015. Broken link? Let us know!

A Special Thanks to the Following:

M. Cathcart, G.S. Johnson, R. Ryan, D. Eagen, D. Soto, S. Botkin, S. Castillo, J. Battaglia, C. Fiorelli, M. Whitney, P. Salcedo, K. Sadao, C. Mikitka, C. Kaup, D. Whitmer, A. Ferry, S. Baltazar, A. Kuschner, D. Henry, G. Guarneri, E. Cho, K. Finn, V. Reynolds, N. Manker, T. Anderson and J. Crum.

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008.

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Math Shelf is the first scientifically proven tablet number sense curriculum.

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Partner Login You're already logged in. Click here to access the Resource Library. Not a partner? Learn more about how to partner with SEAL so you

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DEVELOPED BY WESTED FOR THE CALIFORNIA DEPARTMENT OF SOCIAL SERVICES, CHILD CARE AND DEVELOPMENT DIVISION Phone: 1-800-770-6339 Email: cpin@wested.org

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Parent resources for growing self-awareness in children. As parents, we can help children understand and express their feelings in healthy ways.

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We use cookies to analyse how visitors use our website and to help us provide the best possible experience for users.

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Assistant (Optional)

6 units of Early Childhood Education (ECE) or Child Development (CD)

3 units in School-Age

None

Accredited HERO program (incl. ROP)

None

Assist in the instruction of childrern under supervision of Assoc. Teacher or above

105 hours of professional growth

Associate Teacher

12 units ECE/CD including core courses

6 units in the School-Age Core Area[2]

50 days of 3+ hours per day within 2 years

Child Dev. Associate (CDA) Credential

None

May provide instruction and supervise Assistant

One renewal with 15 units; must meet CD Teacher Permit requirements within 10 years

Teacher

24 units ECE/CD including core courses[1] + 16 GE units

12 units in the School-Age including core courses[2]

175 days of 3+ hours per day within 4 years

AA or higher in ECE or related field w/ 3 sem. unit supervised field exp. in ECE setting

AA or higher in ECE or SA with 3 sem units of supervised field experience in ECE or SA setting

May provide instruction and supervise all above (including Aide)

105 hours of professional growth

Master Teacher

24 units ECE/CD including core courses[1] + 16 GE units, + 6 specialization units; + 2 adult supervision units.

12 units in the School-Age including core courses[2]

350 days of 3+ hours per day within 4 years

BA or higher w/12 units of ECE, + 3 units supervised field exp. in ECE setting

BA or higher w/12 units of ECE or SA, +3 units of supervised field experience in ECE or SA setting Minimum of 6 units must be in SA

May provide instruction and supervise all above (incl. Aide). May also serve as coordinator of curriculum and staff development

105 hours of professional growth

Site Supervisor

AA (or 60 units) with 24 ECE/CD units (incl. core); + 6 units administration; + 2 units adult supervision

12 units in the School-Age including core courses[2]

350 days of 3+ hours per day within 4 years, including at least 100 days of supervising adults

BA or higher w/12 units of ECE, + 3 units supervised field exp. in ECE setting; or a Teaching or Admin. credential w/12 units of ECE, + 3 units supervised field exp. in ECE setting

Teaching or Administrative Cred w/12 units of ECE or SA. 3 units of supervised field experience in either ECE or SA. Minimum of 6 units must be in SA

May supervise single site program, provide instruction; and serve as coordinator of curriculum and staff development

105 hours of professional growth

Program Director

BA with 24 ECE/CD units (incl. core); + 6 units administration; + 2 units adult supervision.

12 units in the School-Age including core courses[2]

Site supervisor status and one program year of site supervisor experience

Teaching or Admin. credential w/12 units of ECE, + 3 units supervised field exp. in ECE setting; Master's Degree in ECE

Teaching or Administrative Cred w/12 units of ECE or SA. 3 units of supervised field experience in either ECE or SA. 6 units admin w/teaching cred only. Minimum of 6 units in SA

May supervise multiple-site program; provide instruction; and serve as coord. of curriculum and staff development

105 hours of professional growth

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Child Development and School-Age Emphasis Matrix

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Assistant (Optional) 6 units of Early Childhood Education (ECE) or Child Development (CD) 3 units in School-Age None Accredited HERO program (incl. ROP) None Assist in the instruction of childrern under supervision of Assoc.

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When you invest in the earliest years,
the possibilities are endless.

The study of Early Childhood Development is designed to help you fully understand and facilitate growth and development of children from birth through eight years of age.

Faculty with decades of experience in the field provide a strong foundation in both theory and practice. You'll learn to serve the unique needs of young children, including those with special needs.

Courses focus on best practices and teaching strategies for serving young learners based on guiding documents from the California State Department of Education.

Completion of the ECD degree prepares you academically, spiritually, and professionally through a hands-on, real-life approach to teaching and learning.

Program Highlights

Choose between face-to-face or fully online program options

Meet for class one night per week

Progress through the entire program with a cohort of 12-22 adult students

Engage with classmates from a variety of life stages and cultural backgrounds.

Meet state standards with curriculum aligned with the California Preschool Learning Foundations, published by the California State Department of Education and the National Association for the Education of Young Children standards for baccalaureate degrees. Curriculum is also aligned with the California Teaching Performance Expectations, published by the California Commission on Teacher Credentialing.

Catalog

Program Director: Carol Gossett, M.A.

Overview

Mission Statement. It is the mission of the Early Childhood Development program to prepare students with the knowledge, theory and practical experience necessary to plan, implement and evaluate developmentally appropriate experiences for young children and their families in a variety of settings while nurturing Christian commitment through integration of faith, values and ethics.

Benefits/Careers. This degree prepares graduates to pursue a career in early childhood education, including positions in public and private preschools, churches and businesses that offer preschool for the children of their employees. Graduates are also prepared to pursue additional credentials and certificates to become educators in PreK, TK, and K through 2nd grade levels in elementary schools and special education programs. The program offers a firm foundation for graduate studies towards positions such as career counselors with child and family services organizations and in the area of social work and similar post baccalaureate programs.

Special Features. Threaded throughout the ECD program are topics which address the needs of children with exceptionalities, the application of technology for best practices in the classroom and beyond. The application of various guiding documents within the field of early childhood education, including Preschool Learning Foundations and Frameworks from the California Department of Education, the Desired Results Developmental Profile (DRDP), The Classroom Assessment Scoring System (CLASS) the CA Common Core State Content Standards and others are applied through the program.

Description. The Bachelor of Arts Degree in Early Childhood Development is interdisciplinary and designed to help students better understand the growth and development of children from birth through age eight years. Courses focus on the total environment of the child as part of the learning experience by incorporating a strong foundation in theory and practice through a holistic, constructivist approach, which addresses the diversity and special needs of the young child. Coursework also prepares students to work with children with exceptionalities/special needs. Curriculum is aligned with the Learning Foundations published by the California State Department of Education and the National Council for Accreditation of Teacher Education (NCATE) standards for baccalaureate degrees. Students meet subject matter competence in six categories identified by the California Commission on Teacher Credentialing.

Admissions Requirements

Application form and fee

A minimum 2.4 GPA, below 2.4 can submit a petition

Two years' postsecondary work experience.

Need a minimum of 6 transferable units, below 6 units can submit a petition

Note: need 60 units before starting the major

Program Student Learning Outcomes

FPU Early Childhood Development baccalaureate degree core program SLO's are based on NCATE national standards for initial licensure/baccalaureate degrees found at naeyc.org/files/ncate/file/initiallicensure.pdf

1. Students demonstrate their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, by designing plans for environments that are healthy, respectful, supportive, and challenging for all children.

2. Students demonstrate their knowledge, understanding, and value of the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.

3. Students demonstrate knowledge and understanding about the goals, benefits, and uses of assessment. Students show evidence of how to use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.

4. Students integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

5. Students identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

6. Students will submit assignments following APA Format and ECD Writing Skills Guidelines as instructed in course materials.

Credit-Bearing Grades

Students must earn a C- or higher in all Early Childhood Development core courses to receive credit.

Program Length/Semester Starts

Eighteen-month program, starting in January and July.

Locations Offered

North Fresno, Merced, Visalia Campuses and Online

Degree Pathways

Early Childhood Development, B.A. (DC) Two Year Pathway

Early Childhood Development, B.A. ADT Pathway

General Education Requirements

See General Education: Degree Completion Students

Required Courses (39 Units)

The following units must be earned at Fresno Pacific University:

BIB 314 - Jesus and the Christian Community Credits 3

BIB 438 - Biblical Perspectives for Educators Credits 3

ECD 300 - Advanced Child Family and Community Credits 3

ECD 305 - Advanced Child Growth and Development Credits 3

ECD 310 - Human Diversity and Relations Credits 3

ECD 400 - Children's Play and Learning Theory Credits 3

ECD 420 - Guidance in Social and Emotional Behaviors Credits 3

ECD 430 - Early Childhood Physical Education Methods Credits 3

ECD 440 - Students with Exceptionalities in School and Community Credits 3

ECD 450 - Children's Art and Literature Credits 3

ECD 460 - Math and Science for Young Children Credits 3

ECD 470 - Curriculum Development for Early Childhood Education Credits 3

ECD 484 - Child Observation Methods Credits 3

Electives

Elective units as needed to meet the Bachelor of Arts minimum. This requirement may be met through allowable college coursework, Advanced Placement exams, College Level Examination Program, International Baccalaureate exams, and Military or ACE credit.

Possibilities Await
With an FPU Education

You already have a lot going on in your life, which is why our degree completion programs are designed to meet you where you are. You'll be surrounded by other students who will support and encourage you, by faculty mentors who are invested in your success, by opportunities to connect what you learn in the classroom to the real world, and by connections to the employers who will help you move forward in your career.

First Steps to Admission

Submit an application for admission (online)
* Admission applications are free, no discount codes required.

Request official transcripts from previously attended colleges, universities and high schools and send electronically to trans.evaluator@fresno.edu

GED Transcripts OR any AA, AS, AS-T, AA-T from an accredited College or University as proof of High School graduation

This includes any military transcripts you may have, along with your military release forms (DD214).​​

Complete the FAFSA as early as October 1. (FAFSA Code: 001253)
Enroll in the minimum number of units per semester to qualify for loans.

Schedule an appointment with your Student Financial Services Advisor 559-453-2041 sfs@fresno.edu

Requirements

University Admission Prerequisites

Minimum 6 transferable baccalaureate-level units

Minimum 2.4 GPA

2 years post-secondary experience

Program Admission Prerequisites

60 transferable baccalaureate-level units

Minimum 2.4 GPA

2 years post-secondary experience

Associate Degree for Transfer (ADT) Information
1. Child and Adolescent Development (AA-T) to Early Childhood Development, B.A.
BA courses fulfilled through ADT:

All lower-division General Education requirements fulfilled

BA major has no lower-division major or co-requisite courses that could be fulfilled by the ADT.

All BA major courses are upper-division and are completed at FPU.

This program is offered as evening accelerated and online accelerated

ADT Guarantee is the completion of BA/BS degree in 68 units.
2. Early Childhood Education (AS-T) to Early Childhood Development, B.A.
BA courses fulfilled through ADT:

All lower-division General Education requirements fulfilled

BA major has no lower-division major or co-requisite courses that could be fulfilled by the ADT.

All BA major courses are upper-division and are completed at FPU.

This program is offered as evening accelerated and online accelerated

ADT Guarantee is the completion of BA/BS degree in 68 units.
3. Psychology (AA-T) to Early Childhood Development, B.A.
BA courses fulfilled through ADT:

All lower-division General Education requirements fulfilled

BA major has no lower-division major or co-requisite courses that could be fulfilled by the ADT.

All BA major courses are upper-division and are completed at FPU.

This program is offered as evening accelerated and online accelerated

ADT Guarantee is the completion of BA/BS degree in 68 units.
4. Sociology (AA-T) to Early Childhood Development, B.A.
BA courses fulfilled through ADT:

All lower-division General Education requirements fulfilled

BA major has no lower-division major or co-requisite courses that could be fulfilled by the ADT.

All BA major courses are upper-division and are completed at FPU.

This program is offered as evening accelerated and online accelerated

Transfer Agreements

The following guidelines are used when considering transfer credit:

Courses completed at a regionally or ABHE, ATS, TRACS, or AARTS accredited institution

Baccalaureate-level courses

Grade of C- or better

Courses are not duplicate to credit already received

All GE and major courses must be taken for a letter grade, not pass/fail

No lab is required for Area 5 Physical & Biological Sciences

Some majors have lower division prerequisites. Select an institution below to see the school's general education and lower division major requirements

View full transfer policy Find agreements for your school
*Transfer Agreements are only a tool. Transfer work is not considered official until it has been evaluated by the FPU Registrar's Office.

Non-traditional Admission

Steps for Re-admission

To reenter into the Degree Completion program within 5 years of last enrollment, the student will need to complete the Degree Completion Re-admission Form. An academic advisor will determine if the student may reenter and if any conditions apply for readmission. The student will be charged at the current tuition rate for any course repeated.
*Note: If student is readmitting after 5 years of last enrollment, the student will need to refer to "First Steps to Admission".

Steps for Non-matriculated Admission

The non-matriculated application is for people who are interested in taking baccalaureate classes through the Degree Completion program, but are not seeking to be admitted into that program. Students must complete this Non-matriculated Application Form only once in order to be qualified to take courses. Applicants must also meet the two-year post-secondary experience requirement to take these courses. Financial Aid is not available, and the course limit is six units per semester with a limit of two semesters total.

For more information, or for help filling out this application, please contact Graduate and Degree Completion Admissions at (559) 453-3690.

Two-year Graduation Guarantee

FPU Degree Completion program guarantees you can complete your degree in just two years. If you meet the qualification requirements, fulfill your responsibilities under the program, and are unable to complete your major in a 2-yr. period, FPU will assume all additional tuition costs needed to complete your undergraduate degree.

Incoming requirements

Have at least 60 transferable units

Have at least a 2.4 transfer GPA

Student responsibilities

To qualify for the guarantee students must:

Have most of your general education courses complete

Enroll in an average of 15 units per semester; not including repeated courses.

Remain in good academic standing by maintaining an institutional grade point average of 2.0 or higher

Enroll in the required number of consecutive semesters: 3-4 semesters depending on number of units transferred in

Make up units for any failed courses during the guarantee period, which may require you to take more than 15 units per semester.

Fulfill all graduation requirements, including core curriculum, major/minor requirements, and upper division course work requirements.

Two Year Guarantee: complete enough upper division courses to have at least 40 upper division units by the end of the 4-semester timeframe.

Take all required courses during the semester recommended by your Academic Advisor.

Register for all upcoming courses during the registration period.

* If you are transferring to FPU from the California Community College system with an AA-T or AS-T, your FPU lower-division general education [GE] requirements may be fulfilled.

Two-Year Transfer Guarantee for ADT Pathways

FPU guarantees a student with an Associate Degree for Transfer (ADT) from the California Community College system, can complete their degree in just two years. If a student meets the qualification requirements, fulfills the responsibilities under the program, and are unable to complete their major in a 2-year period, FPU will assume all additional tuition costs needed to complete their undergraduate degree at FPU.

Incoming requirements

60 transferable units [grades of C- or better] from the California Community College system with a completed ADT (Associate Degree for Transfer)

Selected an ADT matched (similar) pathway from FPU's undergraduate degree programs

Have completed the necessary pre-requisites in the discipline specific to intended major

Have at least a 2.4 transfer GPA

Student responsibilities

To qualify for the guarantee students must:

Enroll in an average of 15- 18 units per semester; not including repeated courses.

Remain in good academic standing by maintaining an institutional grade point average of 2.0 or higher

Enroll in the required number of consecutive semesters: 3-4 semesters depending on number of units transferred in

Make up units for any failed or withdrawn courses during the guarantee period, which may require you to take more than 15-18 units per semester
For TUG you may have to enroll in a summer semester.

Fulfill all graduation requirements, including core curriculum, major requirements, and upper division course work requirements.
Two Year Guarantee: complete enough upper division courses to have at least 40 upper division units by the end of the 4-semester time frame.

Take all required courses during the semester recommended by your Academic Advisor.

Register for all upcoming courses during the registration period.

Any courses from a Community College with "D+" or lower are non-transferable and require additional courses and semesters to graduate.

This guarantee may not apply to students starting in a spring or summer semester start (TUG only).

This guarantee is limited to basic graduation requirements: 120 minimum units including general education, upper-level and elective courses sufficient for a single major.

State Authorization

State authorization is a federal requirement in the HigherEducation Act that requires institutions to be authorized in the state in which online programs are offered. Fresno Pacific University works regularly with individual state authorization agencies to meet each state's requirements. Currently, Fresno Pacific University has received authorization to offer online degree programs in all but six states: Georgia, Michigan, New York, New Mexico, Rhode Island and Wisconsin.

For the latest updates on the status of FPU's authorization in your state, contact your FPU Admissions representative.

Cost & Financial Aid

The below listed prices reflect the current and upcoming Fall and Spring semesters and do not include any financial aid. Paying for college can be an overwhelming step in education your journey. We can help you find all the possible opportunities to reduce your out of pocket costs.

Tuition & Financial Aid

2023-24

Degree Completion Programs

Amount

Business Administration: Business Management, B.A.

$550

Business Administration: Emergency Management, B.A.

$550

Business Administration: Health Care Administration, B.A.

$550

Business Administration: Health Care Administration, Informatics and Technology, B.A.

$550

Business Administration: Organizational Leadership, B.A.

$550

Business Administration: Project Management, B.A.

$550

Christian Ministry and Leadership, B.A.

$525

Computer Information Systems, B.A.

$525

Criminology, B.A.

$525

Early Childhood Development, B.A.

$550

Liberal Arts, B.A.

$550

Psychology, B.A.

$550

RN to BSN, BSN

$525

Social Welfare, B.A.

$550

Social Work, B.A.

$550

General Education Courses

$550

Elective Courses

$550

Other Costs

Amount

Student services fee (per semester)

$100

2022-23

Tuition per Unit

Amount

SW, ECD, LA, BM, OL, EMGT, PMGT

$530

HCA, RN to BSN, CIS, CRIM, CML

$505

General Ed and Electives

$530

Other Costs

Amount

Student services fee (per semester)

$100

* This is an estimate. Costs subject to change. Cost of attendance figures are used for budgeting purposes only and represent an estimate of projected tuition and fees for the coming academic year. Actual tuition rates are approved by the Board of Trustees and may vary.
Types of aid

Financial aid can refer to scholarships, grants and loans, which are available to you from the government, the university or outside sources. Aid types vary depending on the type of student you are.

The grants, the academic awards, the transfer scholarship - all of it makes it so much more affordable to attend FPU. I know that school isn't cheap for anyone, but FPU helped me realize that I could actually come to this school because they were going to help me so much financially.

Career Opportunities

Graduates are prepared for careers in early childhood education or to pursue credentials and certificates to become educators in elementary schools and special education programs, or work as career counselors with child and family services.

Career Possibilities

Public preschool teacher

Private preschool teacher

Private childcare provider

Career Development Happens Here

The staff in our Career Development and Experiential Learning Center are here to help you prepare to enter the working world. Whether your a freshman or an FPU alum, there are a number of resources and trainings offered to help you find the internship and job you're looking for.

Resume writing classes

Career assessments, exploration & planning

Job search and networking opportunities

and much more

Visit the Career Development Center

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The study of Early Childhood Development is designed to help you fully understand and facilitate growth and development of children from birth through eight years of age. Faculty with decades of experience in the field provide a strong foundation in both theory and practice.

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Interested? Complete the contact form below or join us in one of our informational sessions on:

January 11, February 8, March 14, April 11 or May 9.

All info sessions will be held at 6:30pm on their respective dates, via Zoom. To join any of these informational sessions, please contact and RSVP to: ece-certificate-program@mail.fresnostate.edu
State of California Requirement

Under the purview of The California Department of Education (CDE), requires credentialed teachers who are first assigned to a TK classroom after July 1, 2015, to have one of the following by August 1, 2025; At least 24 units in early childhood education, or childhood development, or both.
Education Code Section 48000
Subject Matter Competence

Completion of 24-semester units or the equivalent quarter units of non-remedial, degree-applicable coursework at a regionally accredited institution of higher education in early childhood education and/or child development. (Please visit the link below, bottom of page 6 of the handbook).
PK-3 Handbook
The 24 unit TK-ECE Certificate offers intensive preparation for teachers who have, or are obtaining a Multiple Subject Teaching Credential and want to enhance their ECE qualifications for teaching in TK or K classrooms.

The program consists of 24 units of required coursework and is a learning community of ECE professionals who demonstrate knowledge, skills and dispositions that promote development and learning for children attending TK, Kindergarten, Preschool and other ECE programs; Create developmentally appropriate and responsive early learning environments that address common core standards for state-funded programs; Are responsive to ethnic, cultural and linguistic diversity, and have expertise in English language development; Utilize strategies to include children with a variety of special needs; Apply current ECE research to ECE practice and implement the latest technology. Engage in reflection, documentation, self-assessment and life-long learning; Advocate for children, families and quality ECE practices.

Payment Due Dates

50% of the fees are due by the first class meeting and the remaining 50% is due by halfway point of class.

Required Courses

The ECE 24-Unit TK Certificate Program has eight required courses offered through the Division of Continuing and Global Education (CGE). ECE graduate students admitted to Fresno State may be allowed to substitute some of the courses in their graduate studies leading to the MA degree as indicated in parentheses. Below, please see the schedule for Fall 2023 and Spring 2024 courses. Please note that classes also have asynchronous work outside of the synchronous meeting days and times, and some courses start date is before the first synchronous meeting. All synchronous meetings will be via Zoom.

This introductory class examines research and best practices as recommended by the California Learning Foundations to support academic success. Course topics include: child development and learning, early literacy, adult-child interaction, early learning approaches, ECE environment, observational assessment, and early intervention strategies.

This supervised ECE field experience in a preschool, TK, or K classroom Includes work with children and families, meetings and consultations with other ECE professionals in TK and K and related programs. Prerequisite: Completion of one of the required TK courses. (MA course, LEE 241 may be substituted if 45 hours of field experience are completed in a preschool, TK or K placement) (3 units)

Questions?

To learn more about upcoming courses, complete the contact form below:

State of California Requirement

This program fulfills the 24 unit early education/child development requirement for transitional kindergarten teachers in the State of California. For more information, visit the CA website.
Universal Prekindergarten FAQs

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We serve as the University's hub of access and innovation, providing educational opportunities to a wide array of audiences that would not be otherwise served by the institution.

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College of the Sequoias | Consumer-Family Studies

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Building a foundation in early childhood education through adolescent development via the study of theory and best practices in early care and education

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The Cerro Coso Child Development and Education department is dedicated to working with early education professionals in developing the knowledge and skills necessary to provide quality early learning programs for young children. We have worked to develop an online program that addresses the needs of the small, rural communities of the Eastern Sierras as well as the variety of programs available throughout the state of California.

Programs Offered

Child Development

Child Development Associate Teacher Certificate
Child Development Master Teacher Certificate
Child Development Site Supervisor Certificate
Child Development Teacher Certificate
Early Childhood Education AS-T

The Child Development Program at Cerro Coso Community College offers various types of training & job opportunities for students and faculty:

All classes and programs offered online-study and train at times convenient for YOU!

Courses and programs aligned with the CHDV Permit Matrix.

CAP aligned courses that allow for easier completion of program requirements.

Online support opportunities to work with qualified Mentor Teachers through the California Early Childhood Mentor Program (CECMP) Virtual Mentoring Program.

Reimbursement of educational costs for eligible students through the Child Development Training Consortium (CDTC).

Hands on experience and training with young children at the Child Development Center/Lab Schools located in California City and Ridgecrest.

New Courses Online in Trauma Informed Care

CHDV C133 - Trauma and Early Childhood Development

This course provides an overview of the impact of early childhood traumatic experiences on physical, cognitive, and social-emotional development. Students explore the correlation between socialization and the impact of trauma on the developing child, factors that influence the effects of trauma on the child, and the role of partnering with families in supporting children's overall well-being. Students are required to observe children and/or environments where children are in a group setting.

CHDV C233 - Trauma-Informed Care in Early Childhood Education

This course explores the concept of trauma-informed care in early care and education settings. Students investigate how to create safe environments so children feel comfortable to learn and explore, with special attention given to room design, materials, and routines. The course provides clear strategies for building trusting relationships with children and families. Students are required to observe children and/or environments where children are in a group setting.

Curriculum Alignment Project

The California Community Colleges Curriculum Alignment Project (CAP) engaged faculty from across the state to develop a 24 unit lower-division program of study supporting early care and education teacher preparation. Cerro Coso Community College is a fully aligned college for both the eight (8) degree and seven (7) specialization courses. The CAP courses have been accepted as the required core for the Associate in Science for Transfer (AS-T) degree in Early Childhood Education.

Child Development Center/Lab School

The Cerro Coso Child Development Center/Lab School has 3 locations, two in California City and one in Ridgecrest. Every location offers a developmentally appropriate program funded through the Department of Education. State Preschool and funded care are available to families who qualify. Cerro Coso students are given first priority.

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The Cerro Coso Child Development and Education department is dedicated to working with early education professionals in developing the knowledge and skills necessary to provide quality early learning programs for young children. We have worked to develop an online program that addresses the needs of the small, rural communities of the Eastern Sierras as well as the variety of programs available throughout the state of California.

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The revised ECERS contains inclusive and culturally sensitive indicators for many items. Also, new items have been added on Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety and Parents & Staff.

Scale consists of 43 items organized into 7 subscales:

Space and Furnishings

Personal Care Routines

Language-Reasoning

Activities

Interactions

Program Structure

Parents and Staff

Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of an Expanded Scoresheet (which contains a worksheet) and additional notes for clarification to improve accuracy in scoring. However the items and indicators remain the same as in the ECERS-R.

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The revised ECERS contains inclusive and culturally sensitive indicators for many items. Also, new items have been added on Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety and Parents & Staff.

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Teachstone Inc., a Certified B Corporation®

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Watch the Recording | What is CLASS and How to Do It: February 2023

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Thank you for watching our demo of CLASS!

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CA Diagnostic Center, Central Training Calendar 

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CA Diagnostic Center, Central Training Calendar 

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2022-08-12 0800August 12, 2022
8:00 am - 10:00 am

Developing a Language Enriched Environment

Fruitvale Jr. High

Michelle Austin

2022-08-12 1000August 12, 2022
10:10 am - 12:10 pm

Integrating Literacy for Students with Complex Communication Needs - Part 1

Fruitvale Jr. High

Michelle Austin

Jasmine Bassilious
jabassilious@fruitvale.net

2022-08-12 1315August 12, 2022
1:15 pm - 3:15pm

Aided Language Stimulation and Data Collection Trials for AAC

Fruitvale Jr. High

Michelle Austin

Jasmine Bassilious
jabassilious@fruitvale.net

Designing for Differences: Embracing Early Childhood Learning and Learning Differences - Session 2

Tulare County Superintendent of Schools Early Childhood Education Program
Virtual Training

Jodie Dittmar

Autism Spectrum Disorders from A to Z: Assessment to Zany Conversation

Michelle Austin

AAC and Autism Model Program
Let's Talk Language - How Do We Know?

Fresno Unified School District
Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

2022-09-13 1445September 13, 2022
2:45 pm - 4:15 pm

Virtual Training

Paula Velez

TECH TUESDAY
ADHD Awareness Month: Tools for Organization

Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

Dyslexia Forum: Dyslexia in a Multi-Tier System of Support (MTSS)

Virtual Training

Jodie Dittmar/
Gwen Deeter

REGISTRATION CLOSED

2022-10-07 0800October 7, 2022
8:00 am - 3:15 pm2022-10-07 0800October 7, 2022
8:00 am - 3:15 pm

Augmentative and Alternative Communication (AAC) Assessment to Intervention - Certification

Bakersfield City School District Virtual Training

Michelle Austin/ Laura Lavery

LIGHTHOUSE PROJECT
Session 1

Lucia Mar Unified School District
Virtual Training

Michelle Austin/
Laura Lavery

REGISTRATION CLOSED

2022-10-20 08302022-10-20 1345October 20, 2022
1:45 pm - 2:45 pm

AAC and Autism Model Program
Tech Talk

Fresno Unified School District
Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

Experience Dyslexia

Diagnostic Center, Central California

Gwen Deeter

REGISTRATION CLOSED

2022-10-21October 21, 2022

Assistive Technology Assessment to Intervention: Reading Supports for Written Language - certificate program

Madera County Superintendent of Schools

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

TECH TUESDAY
AAC Awareness Month: Augmentative and Alternative Communication Tools

Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

2022-11-07 1400November 7, 2022
2:00 pm - 4:30 pm

Individuals with Autism Spectrum Disorder: Social Intimacy and Social Skills

San Joaquin County Office of Educaiton
Virtual Training

Michelle Austin

Pam Abercrombie pabercrombie@sjcoe.net

2022-11-15 1300November 15, 2022
1:00 pm - 3:00 pm

Emotions and the Rage Cycle

San Joaquin County Office of Education
Virtual Training

Jodie Dittmar

Pam Abercrombie pabercrombie@sjcoe.net

Assistive Technology Assessment to Intervention: Reading Supports for Written Language - certificate program

Madera County Superintendent of Schools
Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

Maximizing Student Engagement: Minimizing Disruptive Behaviors

San Joaquin County Office of Education Virtual Training

Jodie Dittmar

Pam Abercrombie pabercrombie@sjcoe.net

TECH TUESDAY
Reading: Tools to Support Dyslexia

Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

2022-12-05 1400December 5, 2022
2:00 pm - 4:00 pm

Shaping Positive Early Childhood Behaviors

Jodie Dittmar

Pam Abercrombie pabercrombie@sjcoe.net

2022-12-14 1300December 14, 2022

LIGHTHOUSE PROJECT
Session 3

Lucia Mar Unified School District
Virtual Training

Michelle Austin/
Laura Lavery

REGISTRATION CLOSED

TECH TUESDAY
International Day of Persons with Disabilities: Supporting AT During Transition, Self-Advocacy

Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

Autism Spectrum Disorders from A to Z: Assessment to Zany Conversation

Central Valley Children's Services Network
Virtual Training

Michelle Austin/ Laura Lavery

Feliciana Wong Felicianawong@cvcsn.org

Valle Verde
400 Berkshire Road
Bakersfield, CA 93307

Paula Velez

2023-01-30 1300January 30, 2023
1:00 pm - 3:15 pm

Emotions and the Rage Cycle

Sherman Thomas Charter School
Virtual Training

Jodie Dittmar

TECH TUESDAY
Writing: Tools to Support Dysgraphia

Virtual Training

Michelle Austin/ Laura Lavery
Zoom Registration - Writing: Tools to Support Dysgraphia

Greenfield Unified School District
Science of Reading Academy
Phonology - part 2

Virtual Training

Paula Velez

2023-02-09 0900February 9, 2023
9:00 am - 3:30 pm

Assisting Older Struggling Readers: It's Never Too Late!

Jodie Dittmar
Registration: Assisting Older Struggling Readers

Greenfield Unified School District
Science of Reading Academy
Decoding and Word Recognition -
part 1

Virtual Training

Paula Velez

2023-02-21 1500February 21, 2023
3:00 pm - 4:30 pm

Greenfield Unified School District
Science of Reading Academy
Decoding and Word Recognition -
part 2

Virtual Training

Paula Velez

TECH TUESDAY
Mathematics: AT to Support Mathematics

Virtual Training

Michelle Austin/ Laura Lavery
Zoom Registration - Mathematics: AT to Support Mathematics

2023-03-02 1800March 2, 2023
6:00 pm - 8:00 pm

The Neurobiology of Behavior from a Pediatrician's Point of View

Fresno County Superintendent of Schools
Virtual Training

Jodie Dittmar/
Dr. Melissa Aguirre

Maria Cid
MCid@fcoe.org

2023-03-06 0830March 6, 2023
8:30 am - 11:30 am

Paraeducator's Opportunity for Looking at Behavior Through a New Lens

Fresno Unified School District

Jodie Dittmar

Rebecca Hoyer
rebecca.hoyer@fresnounified.org
559-457-6224

Office Hours

Fresno County Superintendent of Schools
Virtual Training

Jodie Dittmar/
Dr. Melissa Aguirre

Maria Cid
MCid@fcoe.org

2023-03-14 1500March 14, 2023
3:00 pm - 4:30 pm

Greenfield Unified School District
Science of Reading Academy
Reading Assessment Part 1: Assessment Tools

Virtual Training

Paula Velez

2023-03-16 1800March 16, 2023
6:00 pm - 8:00 pm

Strategies for Supporting Students with Autism, Attention, or Social Anxiety Needs

Fresno County Superintendent of Schools
Virtual Training

Jodie Dittmar/
Tamar Bedoyan

Maria Cid
MCid@fcoe.org

2023-03-20 0830March 20, 2023
8:30 am - 3:30 pm

Preschool AAC Project

Panama-Buena Vista Union School District
Virtual Training

Michelle Austin/ Laura Lavery

Greenfield Unified School District
Science of Reading Academy
District Coaches Q&A Session

GUSD District Office
1634 Fairview Road
Bakersfield, CA 93007

Paula Velez

2023-03-21 1500March 21, 2023
3:00 pm - 4:30 pm

Greenfield Unified School District
Science of Reading Academy
Reading Assessment Part 2: Connecting Results to Instruction

Valle Verde
400 Berkshire Road
Bakersfield, CA 93307

Paula Velez

Functional Communication Training

San Joaquin County Office of Education Virtual Training

Michelle Austin/
Laura Lavery

Kristi Baysinger
kbaysinger@sjcoe.net

AAC and Autism Model Program
Writing and AAC

Fresno Unified School District
Virtual Training

Michelle Austin/ Laura Lavery

REGISTRATION CLOSED

Dyslexia Forum: Experience Dyslexia - A Learning Disabilities Simulation

Jodie Dittmar

Registration: Dylslexia Forum Jodie Dittmar
559-243-4047

2023-03-28 1500March 28, 2023
3:00 pm - 4:30 pm

Virtual Training

Paula Velez

TECH TUESDAY
Developmental Disabilities Awareness Month: AT to Support Reading and Writing for Complex Communicators

Virtual Training

Michelle Austin/ Laura Lavery
Zoom Registration - Developmental Disabilities Awareness Month: AT to Support Reading and Writing for Complex Communicators

2023-03-30 1800March 30, 2023
6:00 pm - 7:30 pm

Office Hours

Fresno County Superintendent of Schools
Virtual Training

Jodie Dittmar/
Tamar Bedoyan

Maria Cid
MCid@fcoe.org

Autism Spectrum Disorders from A to Z: Assessment to Zany Conversation

San Joaquin County Office of Education
Virtual Training

Michelle Austin

Pam Abercrombie pabercrombie@sjcoe.net

2023-04-11 1500April 11, 2023
3:00 pm - 4:30 pm

Virtual Training

Paula Velez

Assistive Technology Series - Module 7

Kern County Consortium SELPA
Virtual Training

Michelle Austin/ Laura Lavery

LIGHTHOUSE PROJECT
Session 7

Lucia Mar Unified School District
Virtual Training

Michelle Austin/
Laura Lavery

REGISTRATION CLOSED

TECH TUESDAY
Autism Awareness Month: AT to Support Austism Spectrum Disorders

Virtual Training

Michelle Austin/ Laura Lavery
Zoom Registriation - Autism Awareness Month: AT to Support Austism Spectrum Disorders

Experience Dyslexia

Diagnostic Center, Central California

Gwen Deeter

Gwen Deeter
559-243-4047

The Road Less Traveled: Working with Students with Non-Verbal Complex Communication and Cognitive Disabilities

San Joaquin County Office of Education
Virtual Training

Michelle Austin

Pam Abercrombie pabercrombie@sjcoe.net

TECH TUESDAY
Better Speech and Hearing Month: AAC and Literacy

Virtual Training

Michelle Austin/ Laura Lavery
Zoom Registration - Better Speech and Hearing Month: AAC and Literacy

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Training Calendar - Professional Development (Diagnostic Center, Central CA)

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The training calendar provides a sortable and searchable list of the current trainings provided by the Diagnostic Center, Central California.

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Use this wheel picker to randomly select students for a turn. You can type their name or upload their picture. Or you can upload images to favorite videos to decide what is next.

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Picker Wheel - Spin the Wheel to Decide a Random Choice

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Picker Wheel is a wheel spinner for a random picker. Various functions & customization. Enter choices or names, spin the wheel to decide a random result.

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The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Learning Foundations, Volume 1

On January 22, 2008, the California Department of Education (CDE) released the California Preschool Learning Foundations, Volume (PDF; 5MB) . Former State Superintendent of Public Instruction Jack O'Connell stated that these foundations offer our early childhood educators a clear understanding of what our youngest learners should know before entering kindergarten.

Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.

In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 1
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 1

Appendix to the California Preschool Learning Foundations, Volume 1 (DOC)
Available Translations of the Appendix to the Preschool Learning Foundations, Volume 1

The California Preschool Learning Foundations, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001681) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 1

California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 2
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 2

Appendixes to the California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001708) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 2 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 2

California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history-social science and science.

Foreword by State Superintendent of Public Instruction Tom Torlakson
Available Translations of the Foreword by State Superintendent of Public Instruction Tom Torlakson

Introduction to the California Preschool Learning Foundations, Volume 3
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 3

Appendix A to the California Preschool Learning Foundations, Volume 3
Available Translations of Appendix A to the California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001727) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 3 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 3

Additional Resources

Further information about the Preschool Learning Foundations is provided in a Frequently Asked Questions (FAQ) document clarifying key issues for early childhood educators, administrators, and stakeholders. For information about some professional development opportunities, please refer to the California Preschool Instructional Network (CPIN) .
Return to Publications
Last Reviewed: Thursday, February 23, 2023

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The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

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Preschool Learning Foundation Alignment 

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Preschool Learning Foundation Alignment 

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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State Preschool Behavior Management Process 

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State Preschool Behavior Management Process 

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Achieving Desired Results for Children and Families

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Inclusion Works! | California Making Access Possible (MAP)

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Inclusion Works! was written and developed by California MAP to Inclusion and Belonging… Making Access Possible director, Linda Brault. Building on research and the experience of years of effective implementation, this handbook contains stories and examples, as well as background information and resources that support strategies for successful inclusion.

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California Early Childhood Special Education Network (CalECSE) Homepage

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Support for early childhood educators and service providers who work with young children with special needs. Support for parents seeking information about early childhood special education.
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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Seeds of Partnership is a project funded by the California Department of Education (CDE), Special Education Division (SED) and is under the auspices of the Sacramento County Office of Education. We assist the CDE, SED in providing technical assistance as part of the Statewide System of Support withi…

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California Department of Social Services 

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California Department of Social Services 

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California Department of Social Services (CDSS) Video Streaming Subscription Service

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By Kristi Hayward (CDFC Teacher)

Stage One: Toilet Play

Pretends to toilet, usually with clothes on

Observes others going to the bathroom

Shows an interest in the toilet

Stage Two: Toilet Practice

Practices flushing

Practices pulling pants up and down

Practices getting on and off the toilet

Practices squatting and standing

Practices hand washing

Ask is diaper is wet or dry, clean or dirty

Stage Three: Toilet Learning

Shows interest in wearing "real" underwear

Feels the need to urinate by showing gestures, is verbal or uses facial expressions

Holds urine for longer periods of time

Acquires the desire to be clean

Has words for using the toilet and tells you when they have to go

Can pull pants up and down for themselves

Stands and sits well on their own

Shows signs of pushing and concentration when they are ready for a bowel movement

Tells you they are soiled or wet and needs to be changed

Stage Four: Independent Toileting

What You Can Do

Explain to the child you will be taking them to the toilet and what will happen. Introduce them to underwear and show them yours.

Let the child pick out "real" underwear. They may have a favorite character like Barbie, Dora, Batman, Spiderman, Bob the Builder, etc.

Let the child watch a parent or sibling urinate to help them visually learn.

Give encouragement and positive reinforcement for trying to use the toilet.

Turn on the water to use as a stimulus to urinate during early toilet learning.

Read books with your child about toilet learning.

Mentally prepare yourself for the process.

Let the child be in charge of as much of the process as possible. Tell them to let you know when they have to go.

Make up a song as encouragement.

Pretend to be something or dance while going into the bathroom.
Kangaroo, elephant, bird, lion, train, airplane, etc.

Give an appropriate vocabulary for body parts and functions.

Provide a potty chair for learning and/or a step stool to use the toilet. Let the child use whichever they prefer. Remember they need to feel comfortable.

Give the child a book to read to relax while sitting on the toilet. You may also save special books just for when they are sitting on the toilet.

Give simple answers to questions without making the child feel embarrassed or ashamed for asking.

Begin a routine of handwashing after each visit to the toilet.

Monitor fluid intake, especially before bedtime.

Postpone toilet learning if the child does not seem to catch on or does not seem interested.

Talk about the items in the bathroom and what they do.
Toilet, sink, soap dispenser, toilet paper, etc.

Use positive encouraging phrases.
"You did it", "Way to go", "Good for you", etc.

Ask child gently if they need to use the toilet throughout the day.

Cue children as adults toilet, "I'll be back, my body tells me I have to use the toilet.

Focus on the progress.

Under‐react to accidents.

Approach accidents as opportunities for the child to learn how to clean up and get dressed. Be warm and supportive.

Dress children in easy‐to‐remove clothing. Sweatpants are the best.

What Not To Do

Do not dress your child in clothing that is hard to get out of during early learning. Wearing these items may cause extra stress for the child if they can not get them off in time or are always getting wet are having to change their clothes. Do not dress them in these until they have mastered toileting with them on and can undress themselves.
Examples: overalls, buttons, onesies and dresses

Do not shame, threaten or punish a child for having an accident.

Do not insist a child remain on the toilet longer than five to seven minutes. The child may develop an association of unpleasantness with the bathroom.

Do not take away privileges for accidents.

Do not force a child to start learning who is not ready.

Do not use words like "dirty," "naughty" or "stinky." These negative terms can make your child feel ashamed and self conscious.

Do not use food or other treats as a bribe.

Do not expect it to happen overnight.

Do not stress out about it! It will happen.

Do not compare your child with another.

Hygiene Hints

When a child is learning how to use a toilet, it is also important that he or she learn hygiene. Here are some hints:

Teach girls to wipe from front to back, because bacteria can easily be transferred from the anus to the vaginal area.

Hand washing should always be included at the end of every child's bathroom routine.

Encourage children to wipe gently, to prevent irritation which can cause infection.

When accidents occur, never leave a child in wet or dirty clothing. Change the child's clothing as quickly as possible, and have the child assist you where appropriate.

References for Children and Parents

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The Four Stages of Toilet Learning | Child Development and Family Center | Northern Illinois University

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By Kristi Hayward (CDFC Teacher) Pretends to toilet, usually with clothes on Observes others going to the bathroom Shows an interest in the toilet Practices flushing Practices pulling pants up and down Practices getting on and off the toilet Practices squatting and standing Practices hand washing Ask is diaper is

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By Kristi Hayward (CDFC Teacher)

Stage One: Toilet Play

Pretends to toilet, usually with clothes on

Observes others going to the bathroom

Shows an interest in the toilet

Stage Two: Toilet Practice

Practices flushing

Practices pulling pants up and down

Practices getting on and off the toilet

Practices squatting and standing

Practices hand washing

Ask is diaper is wet or dry, clean or dirty

Stage Three: Toilet Learning

Shows interest in wearing "real" underwear

Feels the need to urinate by showing gestures, is verbal or uses facial expressions

Holds urine for longer periods of time

Acquires the desire to be clean

Has words for using the toilet and tells you when they have to go

Can pull pants up and down for themselves

Stands and sits well on their own

Shows signs of pushing and concentration when they are ready for a bowel movement

Tells you they are soiled or wet and needs to be changed

Stage Four: Independent Toileting

What You Can Do

Explain to the child you will be taking them to the toilet and what will happen. Introduce them to underwear and show them yours.

Let the child pick out "real" underwear. They may have a favorite character like Barbie, Dora, Batman, Spiderman, Bob the Builder, etc.

Let the child watch a parent or sibling urinate to help them visually learn.

Give encouragement and positive reinforcement for trying to use the toilet.

Turn on the water to use as a stimulus to urinate during early toilet learning.

Read books with your child about toilet learning.

Mentally prepare yourself for the process.

Let the child be in charge of as much of the process as possible. Tell them to let you know when they have to go.

Make up a song as encouragement.

Pretend to be something or dance while going into the bathroom.
Kangaroo, elephant, bird, lion, train, airplane, etc.

Give an appropriate vocabulary for body parts and functions.

Provide a potty chair for learning and/or a step stool to use the toilet. Let the child use whichever they prefer. Remember they need to feel comfortable.

Give the child a book to read to relax while sitting on the toilet. You may also save special books just for when they are sitting on the toilet.

Give simple answers to questions without making the child feel embarrassed or ashamed for asking.

Begin a routine of handwashing after each visit to the toilet.

Monitor fluid intake, especially before bedtime.

Postpone toilet learning if the child does not seem to catch on or does not seem interested.

Talk about the items in the bathroom and what they do.
Toilet, sink, soap dispenser, toilet paper, etc.

Use positive encouraging phrases.
"You did it", "Way to go", "Good for you", etc.

Ask child gently if they need to use the toilet throughout the day.

Cue children as adults toilet, "I'll be back, my body tells me I have to use the toilet.

Focus on the progress.

Under‐react to accidents.

Approach accidents as opportunities for the child to learn how to clean up and get dressed. Be warm and supportive.

Dress children in easy‐to‐remove clothing. Sweatpants are the best.

What Not To Do

Do not dress your child in clothing that is hard to get out of during early learning. Wearing these items may cause extra stress for the child if they can not get them off in time or are always getting wet are having to change their clothes. Do not dress them in these until they have mastered toileting with them on and can undress themselves.
Examples: overalls, buttons, onesies and dresses

Do not shame, threaten or punish a child for having an accident.

Do not insist a child remain on the toilet longer than five to seven minutes. The child may develop an association of unpleasantness with the bathroom.

Do not take away privileges for accidents.

Do not force a child to start learning who is not ready.

Do not use words like "dirty," "naughty" or "stinky." These negative terms can make your child feel ashamed and self conscious.

Do not use food or other treats as a bribe.

Do not expect it to happen overnight.

Do not stress out about it! It will happen.

Do not compare your child with another.

Hygiene Hints

When a child is learning how to use a toilet, it is also important that he or she learn hygiene. Here are some hints:

Teach girls to wipe from front to back, because bacteria can easily be transferred from the anus to the vaginal area.

Hand washing should always be included at the end of every child's bathroom routine.

Encourage children to wipe gently, to prevent irritation which can cause infection.

When accidents occur, never leave a child in wet or dirty clothing. Change the child's clothing as quickly as possible, and have the child assist you where appropriate.

References for Children and Parents

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The Four Stages of Toilet Learning | Child Development and Family Center | Northern Illinois University

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By Kristi Hayward (CDFC Teacher) Pretends to toilet, usually with clothes on Observes others going to the bathroom Shows an interest in the toilet Practices flushing Practices pulling pants up and down Practices getting on and off the toilet Practices squatting and standing Practices hand washing Ask is diaper is

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The Innovations Collaborative (IC) leads the effort to provide ALL children in Santa Clara County with quality learning environments.

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Parent University: A Parents Guide to School Readiness

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Parent University: A Parents Guide to School Readiness

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Welcome to our Transitional Kindergarten (TK) and Kindergarten (K) Readiness Course!

We're excited to partner with you as your child takes their first big step into the world of learning. This six-part modules are designed to help families build healthy routines, understand what to expect in a TK/K classroom, and create a strong foundation for lifelong learning.

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At the end of the course, you can enter your name and email to recieve a Certificate of Completion, as a reminder of your commitment to your students success.

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parent university: a parent's guide to school readiness

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Parent University: A Parent’s Guide to School Readiness - Visalia Unified School District

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Parent University: A Parent’s Guide to School Readiness - Visalia Unified School District

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The members of EveryChild California invite and encourage you to join! By working together, we can achieve our mission to maintain and enhance our industry as a whole.

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Family & Community Resource Center - Visalia Unified School District

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Family & Community Resource Center - Visalia Unified School District