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https://www.cde.state.co.us/cosocialstudies/cas-ss-standards-p12-2022

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1, Identify aspects of their immediate environment, such as areas of their preschool classroom, their own room or house, and/or building and roads, trees, gardens, bodies of water, and land formations.

2. Develop an awareness of their own home, classroom, school, neighborhood, and community.

3. Develop an awareness of basic, developmentally appropriate spatial concepts such as near and far.

4. Actively involve preschoolers in exploring their classroom, family, and community. For example: Exploration of the school, neighborhood, and community.

5. Furnish learning centers with literature, activities, and materials for play, based on preschoolers’ experiences with their community. For example: Visit the school office and then create a classroom office.

4. Involve preschoolers in discussions about the homes they live in and the different types of homes and buildings in the community.

5. Have preschoolers use simple maps of the classroom, playground, and neighborhood.

6. Provide materials, literature, and activities that explore different types of homes and aspects of the preschooler’s surrounding environment. For example: Apartments, single-family homes, motels, modular homes, trees, rivers, mountains, and buildings.

7. Display pictures of familiar community buildings and landmarks in block, writing, or other centers.

8. Model and provide opportunities for preschoolers to discuss a time when they have moved or someone they know has moved.

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1. Begin to understand concepts of the past, present, and future.

2. Begin to recall family traditions or personal events that happened in the past (this can include immediate past events from that day or week, or longer) and the present, especially as it pertains to diverse backgrounds, such as race, and individual family traditions.

3. Begin to understand that previous, current, and future events can have an impact on our daily, weekly, or monthly lives.

4. 1. Ask preschoolers to recall events from earlier in the day or from the day before.

3. Provide scaffolding to assist preschoolers to recall prior learning and events from classroom, school, home, and community events.

4. Ask children to identify future plans for center time, bedtime, playdates, etc.

5. Post a visual classroom schedule at eye level. 5. Post a photo-based visual timeline of how preschoolers and their classroom and families change over time. For example: updating the classroom All About Me book.

6. Use and model time-based directions. For example: First, then, beginning/middle/end.

7. Use, model, and tell time-based personal stories and have preschoolers share stories.

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1. Recognize membership in family, neighborhood, school, team, and various other groups and organizations.

2. Understand similarities and respect differences among people of diverse backgrounds within their classroom and community.

3. Identify emotions using age-appropriate vocabulary and correlate cause and effect to those emotions.

4. Utilize positive social skill methods such as communication, trade-offs, common goals, kind actions, etc. to get positive results for obtaining needs and wants from other individuals, classmates, friends, and adults to empathize with others and begin to solve problems.

5. Understand how similarities and differences can make a family, classroom, and community stronger.

6. Through books, class visitors, field trips, and technology, extend children’s knowledge of what people do in the community.

3. Engage in one-on-one and small group conversations about similarities and differences among individuals. For example: Hair, eyes, skin tone, talents, interests, food preferences, use of assistive devices for communication, hearing, ambulation.

4. Provide books, classroom materials, photos, props, music, etc., that support diversity with respect to race, culture, ethnicity, age, ability and nonstereotyping roles.

5. Encourage children to appreciate individual differences by providing diverse materials, literature, and activities. For example: Mirrors and various art supplies, etc.

6. Provide opportunities for children to engage in community building through large-group discussions with problem-solving and cooperative activities such as murals and pair-painting.

7. Develop individualized, nurturing, and responsive relationships with preschoolers.

8. Teach basic emotions directly and indirectly throughout the day. For example: Daily feelings or emotions, student check-in chart, teachers talking about their own emotions, etc.

9. Plan for and implement extended opportunities for free play and child-centered opportunities to help develop basic executive functioning.

10 Facilitate opportunities for preschoolers to have peer-to-peer interactions.

11. . Understand how rules in the classroom, home, and community keep us safe.

12. . Follow classroom routines, rules, and expectations

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jesus loves the little children of the world

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1. Identify the goods and/or services that different types of businesses produce in the local community.

2. Give examples of different types of jobs held by family members and/or individuals in the local community.

3. Compare at least two different job choices that individuals have with respect to the benefits and costs of each job