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Principal's as Early Learning Leaders CoP #2

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Principal's as Early Learning Leaders CoP #1

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CDE Resources and Communication Materials

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CDE Resources and Communication Materials

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals as Early Learning Leaders: Micro Learning Series

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Micro Learning Series Additional Resources

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Micro Learning Series Additional Resources

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Organizing TK Classrooms in Your District

In your school district, you have the flexibility to offer TK in a configuration that best meets the needs of your student population. The following are some of the class configuration models districts have considered:

Stand-Alone TK Classroom

Many districts recognize that stand alone TK classrooms are the preferred program design, as a full classroom of 4-year-old children allows teachers to really build out a comprehensive TK program.

TK Hub

For districts that do not have a large enough TK population for every elementary school, but still want to offer stand-alone TK classrooms, some districts are taking a set of locally adjacent elementary schools and having one TK classroom at one of the schools, drawing from the adjacent catchment areas. Oftentimes, the TK student will return to their home school for the Kindergarten year or perhaps first grade.

TK / Kindergarten Combos

While combination classes are not ideal, they can be helpful in districts that are struggling with meeting the staffing and facilities needed to expand TK. Districts or schools are permitted to create TK/Kindergarten combo classes under the following guidelines:

The teacher of record must hold full TK certification requirements.

Classroom ratios and curriculum must adhere to TK requirements.

California State Preschool Program (CSPP) / TK Combos

This configuration may also help districts manage staffing and facilities needs while serving all TK-eligible children. As with TK/Kindergarten combination classes, the more stringent classroom requirements apply. This means that a CSPP/TK combination class would be required to follow Title 5 regulations, including an 8:1 student to adult ratio, bi-annual assessments using the Desired Results Developmental Profile (DRDP), and CSPP facilities standards unless exempted.

Head Start / TK Combos

As with TK/Kindergarten and CSPP/TK combination classes, the more stringent classroom requirements apply. School districts combining TK and Head Start classrooms would need to meet Head Start requirements which include child-teacher ratios of 10:1, maximum class sizes of 20, use of the Classroom Assessment Scoring System (CLASS) assessment tool, and family engagement requirements.

Regardless of how TK classrooms are designed in your district, it is important for school staff to talk with parents about the TK approach in your district, and the ways in which that approach will meet the needs of their young learners.

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Transitional Kindergarten Basics * TKCalifornia

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find some helpful information on the basics to help design your Transitional Kindergarten (TK) program as it is expanded to all 4-year-olds in California.

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals as Early Learning Leaders: Micro Learning Series

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Schedule a Visit to a Local Early Childhood Program

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Schedule a Visit to a Local Early Childhood Program

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Schedule a Visit to a Local Early Childhood Program

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The Powerful Role of Play in Early Education

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The Powerful Role of Play in Early Education

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Workforce Recruitment and Professional Learning: Collaborative Professional Learning Models

California educators highlight the importance of providing collaborative professional learning opportunities that bring together early educators from various early learning settings to support the implementation of UPK.
Facilitator's Guide Slides

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Promising Universal Prekindergarten Practices Video Series -

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Promising Universal Prekindergarten Practices Video Series - The California County Superintendents Educational Services Association advocates on behalf of K-12 and early childhood education at state and federal levels, and in partnership with state agencies. It provides the organizational mechanism for the 58 county superintendents to advance an educational system that supports all students.

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Learning, Joy and Equity: A New Framework for Elementary Education

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Learning, Joy and Equity: A New Framework for Elementary Education

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Learning, Joy, and Equity: A New Framework for Elementary Education - National P-3 Center

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This report proposes a new framework for elementary education that builds on, and is informed by, previous foundational efforts, centered on children and the ways we know children learn, and disrupting well-documented, historically rooted, and contemporarily entrenched biases in learning systems. While there is no single ideal elementary school experience, there are core ingredients to […]

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CA Great Start Transition to Elementary School Toolkit

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CA Great Start Transition to Elementary School Toolkit

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Framework for Planning, Implementing, and Evaluating P-3 Approaches

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Framework for Planning, Implementing, and Evaluating P-3 Approaches

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Transitional Kindergarten (TK) – Early Edge California

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Early Edge California advocated for Universal Preschool for all four-year-olds through expanded Transitional Kindergarten (TK) in California. In 2021, we celebrated the monumental achievement of the inclusion of Universal Transitional Kindergarten (UTK) in the CA state budget. The state’s new $2.7 billion program will be phased in over a four-year period, between the 2022-23 to 2025-26 school years, until all 4-year-olds have the opportunity to attend a high-quality, developmentally appropriate TK program and enter Kindergarten prepared to learn and thrive.

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National Association for the Education of Young Children (NAEYC)

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National Association for the Education of Young Children (NAEYC)

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NAEYC offers a wide range of books on developmentally appropriate practice.

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Principal's as Early Learning Leaders CoP #5 (2)

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CA Preschool TK Learning Foundations (PTKLF)

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CA Preschool TK Learning Foundations (PTKLF)

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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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Created as companion volumes to the California Preschool Learning Foundations, the present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children. The California Preschool Curriculum Frameworks include ideas for how to intentionally integrate learning into children's play; implement child-directed and teacher-guided activities; plan environments, interactions, routines, and materials that engage children in learning; and individualize curriculum based on children's knowledge, skills, needs and interests.

The frameworks were developed using an inclusive and deliberate 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 Curriculum Framework, Volume 1

The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

The California Preschool Curriculum Framework, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

Marco de currículo preescolar de California, Volumen 1 (PDF; 4MB)
Spanish translation of the California Preschool Curriculum Framework, Volume 1

California Preschool Curriculum Framework, Volume 2

The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

California Preschool Curriculum Framework, Volume 3

The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.
Return to Publications
Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 26, 2022

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California Preschool Curriculum Frameworks - Child Development (CA Dept of Education)

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Companion volumes to the California Preschool Learning Foundations, the frameworks present strategies for early childhood educators that enrich learning and development opportunities for all California preschool children.

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Literacy Walkthrough Template for Early Learning Classrooms (NAESP)

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Literacy Walkthrough Template for Early Learning Classrooms (NAESP)

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Transitional Kindergarten Implementation Chart (Kern County)

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Transitional Kindergarten Implementation Chart (Kern County)

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Transitional Kindergarten Implementation Chart-3.pdf - Adobe cloud storage

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EDCOE UTK Walkthrough Observation Checklist.docx

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Copy of What I’m Learning-UPK Logo Only (1).pdf - Adobe cloud storage

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UPK Curriculum Checklist (3).pdf - Adobe cloud storage

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A Principal's Guide to Early Learning and the Early Grades

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A Principal's Guide to Early Learning and the Early Grades

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The California Collaborative for Learning Acceleration (CCLA) Summit is an inclusive space for educators to gain knowledge and deepen understanding of learning acceleration to reinvigorate classroom instruction to improve student outcomes.
Learning Intentions
Explore and apply innovative teaching

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Copy of Learning Environment Arrangement/ Materials Checklist

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals as Early Learning Leaders: Micro Learning Series

# data[].attributes.headline
Preschool TK Learning Foundations (PTKLF)

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Preschool TK Learning Foundations (PTKLF)

# data[].attributes.attachment_link.readable_text
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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CA Preschool Learning Foundations - Child Development (CA Dept of Education)

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The original California (CA) Preschool Learning Foundations, Volumes 1 through 3.

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Positive Classroom Culture and Environment

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Positive Classroom Culture and Environment

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Positive Classroom Culture and Developmentally Appropriate Learning Environment

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The 21CSLA UTK initiative comprises two projects:

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Using Developmentally Appropriate Practices to Teach the Common Core

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Using Developmentally Appropriate Practices to Teach the Common Core

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Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3

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Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 provides current and prospective primary grade teachers with an understanding of the CCSS-ELA and CCSS-M that highlights their compatibility with developmentally appropriate practices (DAP), the instructional approach generally preferred by teachers of young children. The book begins by framing the CCSS as a distinct improvement over lengthy lists of academic content standards and as a carefully conceptualized

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Principal's as Early Learning Leaders CoP #3

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals As Early Learning Leaders Reflections and Action Steps

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Principals as Early Learning Leaders: Micro Learning Series

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Supporting Inclusive Practices (SIP) Webinar Series: Thriving Together! From Silos to Synergy in Collaborative Partnerships

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Supporting Inclusive Practices (SIP) Webinar Series: Thriving Together! From Silos to Synergy in Collaborative Partnerships

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Getting it Right From the Start: The Principal's Guide to Early Childhood Education (Chapter 7)

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Getting it Right From the Start: The Principal's Guide to Early Childhood Education (Chapter 7)

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Getting it Right From the Start: The Principal's Guide to Early Childhood Education

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Getting it Right From the Start: The Principal's Guide to Early Childhood Education

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"The day of preschool-aged children fully immersed in the public schools will be as common as kindergarten in the very near future. (And in many states, that day is here!) As principals prepare to embrace and successfully guide the addition of preschool children, families, and staff, they will need support and guidance in their new role as an early childhood/elementary principal. This book provides principals with exceptional support, guidance, and action plans to make their transition seamless."Ginger L. Zierdt, Director, Center for School-University Partnerships"In one relatively small volume, the authors have organized information on just about everything a school leader needs to get a well-designed program off the ground and make sure it will get better as time goes on."―Harriet A. Egertson, Early Childhood Consultant"This book is a tremendous resource for principals. As a former elementary principal, I wish I had this book to help me better understand and support the preschool classrooms in my building! Now as an education program evaluator and researcher, I realize how little I knew then about best practices in early childhood. This book will help principals better understand the components of learning through play, intentional design of classroom environments to foster learning, and the value of partnering with families."―Lisa St. Clair, Nebraska PIRC Director and Assistant Professor of Pediatrics
―
Minnesota State University, Mankato

Early Childhood Assessment Consortium, Council of Chief State School Officers

Munroe-Meyer Institute, University of Nebraska Medical Center

Prepare our youngest students for future learning success with effective ECE programs!

To ensure that young children are ready to enter kindergarten, elementary schools are becoming increasingly involved in early childhood education (ECE), and more and more principals have to deal with ECE issues. Now this practical manual shows principals what successful ECE programs look like―and how to achieve quality results in their schools and communities.

The authors provide an inside view of the field, touching on key areas of operation and discussing ways to avoid common pitfalls. Blending research-based content with practical applications, this accessible guide helps principals and other administrators:

Gain a foundational understanding of how very young children learn

Create quality environments and practices for teaching early learners

Provide the kind of feedback staff need to improve

Work successfully with ECE agencies and providers

Easily implement the strategies outlined using reproducible forms, templates, and checklists

This comprehensive resource presents the information principals need to become key players in educating our nation′s youngest learners!

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Getting It Right From the Start: The Principal's Guide to Early Childhood Education

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Getting It Right From the Start: The Principal's Guide to Early Childhood Education [Kostelnik, Marjorie J., Grady, Marilyn L.] on Amazon.com. *FREE* shipping on qualifying offers. Getting It Right From the Start: The Principal's Guide to Early Childhood Education

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Dominick - Language and Literacy, 11.20.24 Final (1)

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Principal's as Early Learning Leaders CoP #4

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Principal's As Early Learning Leaders Reflections and Action Steps

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Principal's As Early Learning Leaders Reflections and Action Steps

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Principals as Early Learning Leaders: Micro Learning Series

# data[].attributes.headline
Building the On-ramp to Inclusion: Developing Critical Consciousness in Early Childhood Educators (Urbani, et. al)

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Building the On-ramp to Inclusion: Developing Critical Consciousness in Early Childhood Educators (Urbani, et. al)

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Early Childhood Technical Assistance Center: Early Learning Walkthrough Guide

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Early Childhood Technical Assistance Center: Early Learning Walkthrough Guide

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Updated September 26, 2022, 3:36 PM

The Early Childhood Education Environment (ECEE) Indicators detail the key elements that are necessary for implementing high-quality inclusive practices in early childhood settings. They are designed to assist personnel in providing effective supports and services to young children with disabilities. It is assumed that all federal and state legal requirements are in place. These indicators are not meant to examine federal and state requirements. They are intended to enhance high-quality inclusive practices implemented by early care and education personnel.

Personnel promote acceptance and appreciation of children's individual differences and their varying abilities, with a focus on children's strengths and contributions to an enjoyable, engaging and positive learning environment.
Personnel:

1. Routinely comment on the accomplishments of all children to the entire learning community.

2. Display all children's work.

3. Call attention to all children's contributions.

4. Identify all children's preferences and continually use their preferences to guide instruction.

5. Actively facilitate belonging of children with disabilities in the learning community regardless of severity or type of disability and/or presence of challenging behavior.

Personnel develop authentic and culturally responsive relationships with families that involve daily communication about children's learning and development and frequent celebrations of the child. Families have multiple and varied opportunities to provide input into their child's learning and supports.
Personnel:

1. Create an environment for open and two-way communication with families by using a variety of strategies, reflective of family preferences, (including in-person, paper, and electronic information sharing, such as email, text or app) to communicate with families and by offering opportunities for families to share information about themselves and the child.

2. Affirm the languages spoken by families and use multiple forms of communication based on the preferences of families.

3. Build and sustain trusting, responsive relationships with families.

4. Assume the competence of all families. Jargon-free information is shared with families about the program and about decisions the early care and education environment team makes related to strategies used with the child, and families are seen as a source for ideas, materials and support for planning and developing early care and education environment activities.

5. Include and involve families in early care and education environment activities to the extent to which families want to and are able to be involved. Providers offer a multitude of ways for families to be involved, such as observing, volunteering, and developing materials outside of the early care and education environment. Opportunities for involvement are culturally and linguistically affirming.

6. Involve families as members of their child's educational team by inviting them to meetings regarding important programming decisions, sharing important information, asking families for their ideas, opinions, and guidance and involving them in the development and evaluation of individualized goals, placements and other aspects of the Individual Family Services Plan (IFSP)/Individualized Education Program (IEP).

7. Encourage families to be involved in program leadership and regularly share information with families about opportunities to do so.

Personnel foster positive and culturally responsive adult-child relationships, establish predictable routines, and intentionally teach a range of social emotional skills. When children engage in challenging behavior, a team-based approach is used to understand what the child is communicating, how to adapt the environment, and what social emotional skills to teach and/or strengthen.
Personnel:

1. Foster positive and culturally responsive adult-child relationships by giving 5 positive statements for every 1 negative statement.

2. Respond to at least 80% of children's bids for attention or communication.

3. Establish predictable routines through the use of visual schedules that are posted and used by personnel and children throughout the day.

4. Intentionally teach a range of social emotional skills in small and large group, using prepared curricular materials and/or activities that target particular social emotional skills, such as understanding emotions, problem solving, entering play, and taking turns.

5. Use a team-based approach to understand individual children's challenging behavior, adapt the environment, and plan individualized instruction to teach or strengthen the child's social emotional skills.

6. Include families as members of their children's behavior team. Any time that an individualized positive behavior support process is implemented, families are included as active members of the team at all steps of the process.

7. Regularly acknowledge and comment on children's emotional states in order to build emotional vocabulary and awareness.

Personnel develop, modify, and implement teaching plans that optimize the amount of time children with disabilities spend engaged in activities, such as small and large group play, and other routines, such as arrival, snack and across all domains of learning. The planned activities consider the specialized equipment, assistive technology (low and high), and materials to benefit children with disabilities.
Personnel:

1. Select themes that reflect children's interests, abilities, familial/cultural norms and developmental levels.

2. Make necessary adaptations to ensure that children with disabilities can access and participate in all curricular activities.

3. Modify materials to enable manipulation by children with a range of motor skills.

4. Use sign language, gestures and visual cues during activities when appropriate.

5. Use visual, verbal and gestural cues with materials to help children with disabilities participate more independently.

6. Reduce distraction by limiting materials in the environment when necessary.

7. Integrate individual children's adaptive, augmentative communication systems into all early care and education environment routines and ensure that pictures or alternative, augmentative communication (AAC) systems are readily available to individual children at all times.

Personnel use culturally responsive and identity affirming practices by recognizing diversity in their environment including race, ethnicity, social class, gender, language, immigration and refugee and disability and the intersecting diversities of children and families in their care (e.g., race and disability or gender and disability). Personnel are aware of implicit and explicit biases as they relate to their teaching and provide learning experiences that are aligned with children's cultural and familial norms.
Personnel:

1. Interactions with family members and children demonstrate personal knowledge of and appreciation for the values, beliefs, and cultural norms represented by the children and families in their care.

2. Interactions with family members and children demonstrate personal knowledge of and appreciation for the individual and intersecting identities (e.g., race and disability or gender and disability) of children and families' experiences in their care.

3. Form and sustain positive and bi-directional relationships where families have specific opportunities to share information about their culture with staff.

4. Use learning activities and materials in large and small groups that connect to children's experiences, funds of knowledge, and cultural/familial norms beyond token holidays and foods.

Suggested citation:
Early Childhood Technical Assistance Center, & National Center for Pyramid Model Innovations (2020). Indicators of High-Quality Inclusion. Retrieved from https://ectacenter.org/topics/inclusion/indicators.asp

The contents of this page were developed under a cooperative agreements #H326P170001 (ECTA Center) and #H326B170003 (NCPMI), from the Office of Special Education Programs, U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

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ECTA Center: Early Care and Education Environment Indicators and Elements of High-Quality Inclusion

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Updated September 26, 2022, 3:36 PM The Early Childhood Education Environment (ECEE) Indicators detail the key elements that are necessary for implementing high-quality inclusive practices in early childhood settings. They are designed to assist personnel in providing effective supports and services to young children with disabilities.

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Supporting Inclusive Practices provides statewide technical assistance to educational communities in pursuit of inclusive & equitable systems.

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The purpose of Beginning Together is to ensure that children with special needs are incorporated, and appropriate inclusive practices are promoted, in the training and technical assistance provided by the existing cadre of trainers in California.

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The Preschool Inclusion Toolbox (for Administrators)

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The Preschool Inclusion Toolbox (for Administrators)

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The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program

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Amazon.com: The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program: 9781598576672: Barton Ph.D. BCBA, Dr. Erin E., Smith Ph.D., Dr. Barbara J., Salisbury Ph.D., Christina L.: Books

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Building Blocks for Teaching Preschoolers with Special Needs (for Teachers)

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Building Blocks for Teaching Preschoolers with Special Needs (for Teachers)

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Dr. Schwartz is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school‐based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities.

Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education.

Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention .

Dr. Joseph is the Bezos Family Distinguished Professor in Early Learning at the College of Education at the University of Washington, Seattle. She teaches courses, advises students, provides service and conducts research on topics related to early care and education.

Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings.

She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co‐PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state.

Dr. Gauvreau is a clinical faculty member and Field Director of the Special Education Program at the University of Washington. Dr. Gauvreau has extensive experience as a preschool special education teacher, home visitor, behavioral consultant, and teacher trainer, and has lead numerous trainings on early intervention and autism, inclusive education, promoting positive behavior support, and family centered practices.

Her research interests include effective special education teacher preparation and strategies for inclusive education. Dr. Gauvreau is principal investigator for a project exploring family centered practices in teacher education and serves on the editorial review board of Young Exceptional Children .

Dr. Sandall is Professor Emeritus at the University of Washington. She has directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities.

Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization.

She was Principal Investigator of the National Center on Quality Teaching and Learning for the Office of Head Start; the Center continues its work as the EarlyEdU Alliance at Cultivate Learning at the UW. Dr. Sandall serves on the Division for Early Childhood (DEC) Commission on Recommended Practices and edited publications on the practices. She is on the editorial boards of Journal of Early Intervention and Topics in Early Childhood Special Education . Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices. Pyramid Model , a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions. and President of the Council for Exceptional Childrenâ€™s Division for Early Childhood (DEC). She received the Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award.

Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers.

She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the

She is currently the PI on on an IES-funded development project on programwide supports for implementing the Journal of Early Intervention

She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool (TPOT™). She was a coeditor of the

Horn is a Professor and investigator at the University of Kansas. She has worked in early care and education and early childhood special education community and university settings for many years specializing in effective strategies for supporting the development and learning of all young children. Her research focuses on designing effective curriculum and instructional strategies that maximize opportunities for all children's full participation and positive learning outcomes in natural settings, and on professional development for evidence‐based early educators. She has directed numerous externally funded grants including educator and doctoral leadership preparation, and IES research projects. She coordinates the KU ECE/ECSE blended undergraduate and graduate educator and leadership preparation programs. Dr. Horn currently serves on the Division for Early Childhood (DEC) of Council for Exceptional Children (CEC) executive board in the presidential line.

Dr. Lieber is a professor of special education in the College of Education at the University of Maryland. Her research interests include curriculum development for young children with disabilities and those at risk for school failure. She has been in the field of early childhood special education for 40 years, working both in public school and university settings. She has led numerous demonstration, personnel preparation, and research projects. She and colleagues from the early childhood program at the University of Maryland have recently developed a blended teacher certification in early childhood education and early childhood special education that incorporates universal design for learning, differentiation, and individualization in each course in the program. She and early childhood colleagues are also developing a curriculum for 4‐year olds in Maryland under the auspices of the Maryland State Department of Education.

Dr. Odom is the former Director of the Frank Porter Graham Child Development Institute (FPG), University of North Carolina-Chapel Hill, where he remains as a Senior Research Scientist. He is the author or co-author of over 175 journal articles and book chapters and has edited 10 books on early childhood intervention and developmental disabilities. His current research is addressing treatment efficacy for children and youth with ASD in elementary and high school grades. In addition, he is the Co‐Director of the National Clearinghouse on Autism Evidence and Practice at FPG. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development from the Theordor Hellbrugge Foundation in Munich, Germany. In 2016, he received an honorary doctoral degree from Stockholm University. He is currently a visiting professor at Stockholm University and San Diego State University.

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Building Blocks for Teaching Preschoolers with Special Needs

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Amazon.com: Building Blocks for Teaching Preschoolers with Special Needs: 9781681253411: Sandall Ph.D., Susan R., Schwartz Ph.D. BCBA-D, Dr. Ilene S., Joseph Ph.D., Gail E, Gauvreau Ph.D. BCBA-D, Dr. Ariane N., Hemmeter M.Ed. Ph.D., Dr. Mary Louise: Books

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First 5 CA Dual Language Learner Fact Sheet

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First 5 CA Dual Language Learner Fact Sheet

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

Through regional communities of practice (CP) and a series of professional learning experiences,CPIN promotes promising practices in early learning, family engagement, and equity and emphasizes a whole-child approach.

Organized into 11 state regions, CPIN instructors provide research-based teaching and learning strategies that are age and developmentally appropriate and highlight inclusive practices and support for ALL children. Instruction incorporates adult learning theories and is intentional, reﬂective, and interactive with hands-on learning and time for planning.

To learn more about the topics, professional learning sessions, and available coaching in your area, contact your local CPIN Regional Lead.

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cpin.us | california preschool instructional network

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

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Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

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Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
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Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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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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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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The Powerful Role of Play in Early Education

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The Powerful Role of Play in Early Education

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Desired Results For Children And Families

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DRDP Online is California's data system for the Desired Results Developmental Profile (DRDP). It is designed for teachers, program administrators, and other designated staff to access DRDP instruments and complete assessments online. DRDP Online stores child data in a secure database and produces a variety of assessment reports to support quality improvement for individual children and groups of children across California.

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DRDP Online is California's data system for the Desired Results Developmental Profile (DRDP). It is designed for teachers, program administrators, and other designated staff to access DRDP instruments and complete assessments online. DRDP Online stores child data in a secure database and produces a variety of assessment reports to support quality improvement for individual children and groups of children across California.

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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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Created as companion volumes to the California Preschool Learning Foundations, the present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children. The California Preschool Curriculum Frameworks include ideas for how to intentionally integrate learning into children's play; implement child-directed and teacher-guided activities; plan environments, interactions, routines, and materials that engage children in learning; and individualize curriculum based on children's knowledge, skills, needs and interests.

The frameworks were developed using an inclusive and deliberate 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 Curriculum Framework, Volume 1

The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

The California Preschool Curriculum Framework, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

Marco de currículo preescolar de California, Volumen 1 (PDF; 4MB)
Spanish translation of the California Preschool Curriculum Framework, Volume 1

California Preschool Curriculum Framework, Volume 2

The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

California Preschool Curriculum Framework, Volume 3

The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.
Return to Publications
Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 26, 2022

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California Preschool Curriculum Frameworks - Child Development (CA Dept of Education)

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Companion volumes to the California Preschool Learning Foundations, the frameworks present strategies for early childhood educators that enrich learning and development opportunities for all California preschool children.

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Principals as Early Learning Leaders End of Series Survey

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Principals as Early Learning Leaders End of Series Survey