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Leanna Rodriguez, M.Ed
Early Childhood Education Consultant
Kings County Office of Education
Email: leanna.rodriguez@kingscoe.org
Office: 559-589-2640

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Rebecca Villa
Director of Early Childhood Education
Kings County Office of Education
Email: rebecca.villa@kingscoe.org
Office: 559-589-7075

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Save the dates! July 25th and July 26th, the ECE department will be hosting a UPK Summit. Registration information will be available soon.

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ELA/ELD Framework, Chapter 3 Curriculum Frameworks (CDE)

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ELA/ELD Framework, Chapter 3 Curriculum Frameworks (CDE)

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The strands of CA CCSS for
ELA/Literacy and the CA
ELD Standards are not only
integrated among themselves,
they are deeply interwoven
with content learning. Reading,
writing, speaking, listening,
and language are inextricably
linked to every area of the
curricula.

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The Child and Adult Care Food Program (CACFP) is a state and federally funded Child Nutrition Program designed to provide nutritious meals and snacks served to infants, children, and adults.

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Child Care Transition

The Early Childhood Development Act of 2020

The State of California is committed to building and strengthening an equitable, comprehensive, quality, and affordable child care and development system for the children and families in our state. In support of this goal, the Budget Act of Fiscal Year 2020-21 transfers the following child care and development programs to the California Department of Social Services (CDSS):

Stages 2 and 3 of the California Work Opportunity and Responsibility to Kids (CalWORKs) Child Care Programs

General Child Care and Development Programs (CCTR)

Alternative payment programs (CAPP)

Migrant alternative payment programs (CMAP)

Migrant Child Care and Development Programs (CMIG)

Child Care and Development services for children with severe disabilities

Child Care and Development facilities capital outlay

The Early Learning and Care Workforce Development Grants Program

The California Head Start State Collaboration Office funded by collaboration grants

The Early Head Start-Child Care Partnerships Grant from the United States Department of Health and Human Services

Child Care Resource and Referral

Local Child Care and Development Planning Councils

The California Child Care Initiative Project

Other Child Care Quality Improvement Projects

The Child and Adult Care Food Program

The Child Development Management Information System and other related data systems as they pertain to the programs, services, and systems

These changes will become effective July 1, 2021.

Contact Information

For questions contact CACFPinfo@dss.ca.gov

CACFP Meal Patterns and Mandatory Training

CACFP Meal Patterns

The CACFP Meal Patterns web page includes:

Meal pattern resources

Meal pattern and prospective sponsor training opportunities, and

Policy guidance

2021-22 Mandatory Training

The 2021-22 Mandatory Training covers Food Safety and Civil Rights for CACFP Operators. To access the training visit the CDSS Mandatory Training web page.

Preschools SHINE Program

Preschools Shaping Healthy Impressions through Nutrition and Exercise (SHINE) program is a recognition program that showcases the outstanding work CACFP sites (i.e., child care centers and family child care homes) do every day to support the health and well-being of young children. For more information, access the CDSS Preschools SHINE web page.

CACFP Waiver Requests

Find information about the waiver requests made from the State of California to the U.S. Department of Agriculture and the waiver request protocol on the U.S. Department of Agriculture Waiver Requests page.

Child and Adult Care Food Program

Program Summary

The Child and Adult Food Care Program (CACFP) is a state and federally funded Child Nutrition Program (CNP) designed to provide nutritious meals and snacks served to infants, children, and adults. CACFP providers are reimbursed for meals and snacks that are served. The goal of the program is to enhance participants health and well-being. There are four components to the CACFP: (1) Child Care, (2) Adult Day Care, (3) Emergency Shelter, and (4) At-risk Afterschool Care.

1. The Child Care component provides reimbursement to licensed and unlicensed child care centers and day care homes for healthy meals and snacks served to eligible child care centers that meet the meal pattern standards. Examples of providers include: Early Head Start centers, Head Start centers, Even Start centers, infant centers, preschool centers, and outside-school-hours centers.

2. The Adult Day Care component is available to public or private nonprofit organizations or certain for-profit organizations that provide healthy meals that meet the meal pattern standards in a nonresidential day care facility to functionally impaired adults or adults who are 60 years of age or older. Examples of providers include adult day care centers, support day care centers, adult day health centers, and approved Alzheimer centers.

3. The Emergency Shelter component is available to public or private nonprofit organizations that provide healthy meals that meet the meal standards in temporary shelter and food services to homeless children and their parents or guardians. Examples of providers include those offering emergency housing shelter for families.

4. The At-risk Afterschool Care component provides a much-needed service to their communities. They provide children a safe place to go after school and nutritious food that gives them the energy they need to concentrate on homework and join their friends in physical, educational, and social activities. The At-risk Afterschool care component provides reimbursement to public or nonprofit organizations for meal and or snacks served. Examples of providers include: school food authorities, military organizations, Boys and Girls Clubs, Young Men's Christian Association sites, and Young Women's Christian Association sites.

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The State of California is committed to building and strengthening an equitable, comprehensive, quality, and affordable child care and development system for the children and families in our state.

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Center for District Innovation and Leadership in Early Education

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Center for District Innovation and Leadership in Early Education

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Enhancing the Visibility of Early Education in California School Districts toolkit

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The California education ecosystem has many groups, such as school districts, charter schools, professional organizations, early education stakeholders, advocacy groups, research centers, funders, and more, that make up the early education and K-12 systems. School districts with early learning programs must navigate and operate within these two complex systems and set of regulations mandated by the Federal and State governments. Some districts identify innovative ways to work within both systems and governance frameworks to develop effective early education programs. However, leaders in these districts primarily operate in relative isolation limiting the diffusion of innovation and lessons. The Center for District Innovation and Leadership in Early Education acts as a convener and facilitator between school districts and various groups to align and integrate early education and K-12 systems.

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The California education ecosystem has many groups, such as school districts, charter schools, professional organizations, early education stakeholders, advocacy groups, research centers, funders, and more, that make up the early education and K-12 systems. School districts with early learning programs must navigate and operate within these two complex systems and set of regulations mandated by the Federal and State governments.

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ECE Competencies

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California Early Childhood Educator Competencies (PDF; 2MB) California Early Child Educator Competencies Supplemental Add-On (PDF; 1.5 MB)
The California Early Childhood Educator (ECE) Competencies describe the knowledge, skills and dispositions that early childhood educators need in order to provide high quality care and education to young children and their families. The California ECE Competencies are organized into twelve overlapping areas: (1) Child Development and Learning; (2) Culture, Diversity and Equity; (3) Relationships, Interactions, and Guidance; (4) Family and Community Engagement; (5) Dual-Language Development; (6) Observation, Screening, Assessment, and Documentation; (7) Special Needs and Inclusion; (8) Learning Environments and Curriculum; (9) Health, Safety, and Nutrition; (10) Leadership in Early Childhood Education; (11) Professionalism; and (12) Administration and Supervision. The term early childhood educator includes everyone responsible for the care and education of young children.

The California ECE Competencies are research-based, and are aligned with the California Preschool Learning Foundations and the California Infant/Toddler Learning & Development Foundations to guide professional development and related quality improvement activities.

This revised version of the California ECE Competencies now includes a second section (Focus 2) that displays the same information found in Focus 1 in an alternate grid format. The Focus 1 section gives us a grid-format chapter for each of the 12 competency areas (12 chapters). The Focus 2 section provides an alternate grid chapter for each of the 4 competency contexts (4 chapters).

Development of the California ECE Competencies began in June 2008 in collaboration with First 5 California, and has involved expert advisors including representatives from the California Community Colleges and California State University systems to ensure that the competencies are based on current research and practice.

ECE Competencies Videos

An Introduction to Early Childhood Educator Competencies (video; 6:42)
Introducción a las competencias de los educadores de la infancia temprana de California (Video; 6:43)

Child Development and Learning (Video: 16:32)
This video addresses "Knowledge About Child Development and Learning" and "Facilitating Child Development and Learning."
El desarrollo y el aprendizaje infantil (Video; 16:33)

Adult Learning (Video: 14.14)
This video addresses "Adult Learning."

Coaching (Video: 9:23)
This video addresses "Coaching."
Return to Top
Last Reviewed: Monday, July 17, 2023

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California Early Childhood Educator Competencies

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The California Early Childhood Educator (ECE) Competencies describe the knowledge and skills that early childhood professionals need in order to support the development and learning of young children.

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Find data about the health and well being of children in communities across California.

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Find data about the health and well being of children in communities across California:

A-Z Index

PDF Fact Sheets

Well-Being During the Pandemic

Investigate the COVID-19 pandemic's impacts on children and families.

Safeguards for Youth

Explore protective factors and supportive services that safeguard children and youth.

Youth in Schools

Examine educational environments and youth well-being from the viewpoint of students and staff.

Recent Data Releases

Access new and recently updated data.

Receive Kidsdata News

Please enter a valid email address

New and notable data findings delivered regularly to your inbox.

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Kidsdata: Data and Resources about the Health of Children

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Kidsdata.org promotes the health and well being of children in California by providing an easy to use resource that offers high-quality, wide-ranging, local data to those who work on behalf of children.

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Competencies for Effective Principal Practice

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Bridging ECE and PreK-12 Systems

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Bridging ECE and PreK-12 Systems We work to improve the education continuum children experience from birth (Pre-school) through 3rd grade. We believe that gaps in children's opportunities and learning outcomes demand organization and system level reform in states, districts, and communities. Learn More P-3 Leadership Certificate (2023-24)Applications Open Designed for elementary principals, school district administrators, ...

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Resource & Referral Program Service Data Report

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Resource & Referral Program Service Data Report

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While the California Department of Education continues to operate the California State Preschool Program, the Early Childhood Development Act of 2020 (Senate Bill (SB) 98, Chapter 24, Statutes of 2020) authorized the transfer of many childcare programs from the California Department of Education to the California Department of Social Services (CDSS) effective July 1, 2021. The content on this page may include programs that have moved to CDSS. For additional assistance you can either visit the CDSS Child Care Transition web page or call 1-833-559-2420 for more information.

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Resource & Referral Program Service Data Report

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While the California Department of Education continues to operate the California State Preschool Program, the Early Childhood Development Act of 2020 (Senate Bill (SB) 98, Chapter 24, Statutes of 2020) authorized the transfer of many childcare programs from the California Department of Education to the California Department of Social Services (CDSS) effective July 1, 2021.

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TK Implementation Guide - Child Development (CDE) 

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TK Implementation Guide - Child Development (CDE) 

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A Resource for California Public School District Administrators and Teachers

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TK - Professional Resource Guide for Administrators 

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TK - Professional Resource Guide for Administrators 

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A Toolkit for Early Educators

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As each new school year begins, adults who work with children in the year before kindergarten have much to think about. Research in recent years highlights the importance of early education, and we all want to give children educational and social experiences throughout the pre-kindergarten years that will give them the best possible start. What you might not realize, however, is that the start of the pre-kindergarten year is also the perfect time to begin thinking about kindergarten.

Too often, preparation for kindergarten does not begin until a month or two just before kindergarten begins. However, transition to kindergarten is a process that is most successful when it is carefully planned out over the entire pre-kindergarten year. Whether a child is in preschool, child care or spending time with parents or caregivers at home, the transition to kindergarten can be a stressful time for parents, educators and children.

This toolkit, created by the AFT and the National Center for Learning Disabilities, includes tools and materials that will help you implement strategies to facilitate this process and enhance children's transition to kindergarten. View this video to learn how educators and parents are using T2K tools. Whether you are a school administrator, early childhood professional, child care provider or kindergarten teacher, you will find practical and easy-to-use tools, materials to pass along to parents, and resources and guides to steer you through the process. You can use everything in this toolkit, or just pick a few pieces that will be most helpful for your particular situation.

School Readiness
How do you know if a child is ready for kindergarten? The time that you spend with a child every day can give you lots of information about how he or she is progressing. This section contains a helpful guide on creating an "Early Learning Passport," a kindergarten readiness indicator checklist, an observation and activity guide, and a drawing and writing sample template.

Get Ready to Read!
The Get Ready to Read! Screening Tool is intended to provide early childhood professionals and parents with a "snapshot" of where a child is on the path to developing important early literacy skills. This section includes the screening tool, as well as instructions on how to use the tool and how to score a child's answers. Also included are 36 engaging, skill-building activities for use in group settings.

Visit the Get Ready to Read! online interactive screening tool.

Transitioning to Kindergarten Booklist
The AFT Early Childhood Education Cadre has recommended some of their favorite books. Each booklist pairs a set of learning activities (included in this section of the toolkit) with books that explore similar ideas and skills. Many of the titles are available through First Book.

Transitioning to Kindergarten Multicultural Booklist
This booklist contains book recommendations available in English and Spanish. Also including selections from Colorín Colorado, this booklist encompasses children's stories and characters from a rich array of cultures. Each booklist in this guide pairs a set of learning activities (included in this section of the toolkit) from the "Transitioning to Kindergarten" toolkit with books that explore similar ideas and skills. Many of the titles are available through First Book.

For Parents
This section guides you through the process of sharing what you know about your child with the kindergarten teacher who will be working with your child in the new school year. It gives you the opportunity to pass on important information about your child's likes and dislikes, strengths and weaknesses and any concerns that you may have. If your child is receiving any special services, the information that you provide here can help to ensure that those services continue without gaps into the new school year. Also included are 36 engaging, skill-building activities for you to try at home.

Para Los Padres
Este cuadernillo le servirá de guía para transmitir lo que usted conoce acerca de su hijo al maestro de jardín infantil que trabajará con el niño en el nuevo año escolar. Es la oportunidad para que usted comparta información importante sobre lo que le gusta y no le gusta al niño, los puntos fuertes y débiles del niño, y cualquier otra preocupación que usted tenga. Si su niño recibe atención especial, la información que aquí se proporciona servirá para asegurar que esos mismos servicios continúen sin interrupción durante el nuevo año escolar. Las siguientes páginas contienen 36 actividades para el desarrollo de las destrezas de ¡Prepárate para leer! Estas actividades son divertidas, atractivas, actividades de lectoescritura temprana amenas para los niños y que usted puede usarlas en casa.

Other Resources
There are many free resources available on the internet about transitioning to kindergarten. Some provide ideas for introducing children to new experiences at home and in the community. Others include information about research and best practice in early childhood education. This section contains some helpful resources on the Web for parents, educators and child care providers.

Training Guidelines Training Guidelines PowerPoint presentation . Feel free to customize this guide for your particular group.
This section of the Toolkit is for people who will be conducting workshops for early childhood educators on how to use this Toolkit. Before conducting a training workshop, make sure to become very familiar with both the Toolkit and the accompanying

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Transitioning to Kindergarten: A Toolkit for Early Childhood Educators

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As each new school year begins, adults who work with children in the year before kindergarten have much to think about. Research in recent years highlights the importance of early education, and we all want to give children educational and social experiences throughout the pre-kindergarten years that will give them the best possible start.

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Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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CELLpops and posters | Center for Early literacy Learning : CELL

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The mini-posters provide parents and teachers with simple ways to enhance daily activities and routines with literacy specific opportunities. The CELL Pops are interactive versions of the mini posters and are for use with infants, toddlers or preschoolers.Go here for the Classroom versions.…

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List of Local Child Care and Development Planning Councils

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List of Local Child Care and Development Planning Councils

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Local child care and development planning councils (LPCs) support the overall coordination of child care services.

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Description

The primary mission of the Local Planning Councils (LPCs) is to plan for child care and development services based on the needs of families in the local community. LPCs are intended to serve as a forum to address the child care needs of all families in the community for all types of child care, both subsidized and non-subsidized. There are currently LPCs representing each county in California. (See Education Code, Chapter 2.3, Article 1, Section 8499 and Article 2, Sections 8499.3, 8499.5 and 8499.7.)

LPCs responsibilities include but are not limited to the following:

Conduct an assessment of child care needs in the county no less than once every five years.

Prepare local comprehensive countywide child care plans designed to mobilize public and private resources to address identified needs.

Identify local funding priority areas for child care services for General Child Care and Development Programs and the State Preschool Program for new state and federal funds.

Conduct local forums to encourage public input in the development of local priorities.

Foster local partnerships with subsidized and non-subsidized providers, local and state children and families commissions, county welfare departments, human service agencies, regional centers, job training programs, employers, parent organizations, early start family resource centers, family empowerment centers on disability, local child care resource and referral programs, and other interested parties.

Coordinate part-day programs, including state preschool and Head Start, with other child care and development services to provide full-day child care.

Design a system to consolidate local child care waiting lists. (Note: Nine LPCs participated in a pilot project regarding the development of a centralized eligibility list in 2001 to 2003.)

Collaborate with local First Five Commission and other entities to carry out child care staff retention initiatives.

For more information about LPCs, please contact the Early Education Division, at 916-322-6233, or by e-mail at LPC-Reports@cde.ca.gov.
Return to Child Care and Development Programs
Questions: Early Education Division | 916-322-6233

Last Reviewed: Friday, February 17, 2023

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Local Child Care and Development Planning Councils - Child Development (CA Dept of Education)

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Local child care and development planning councils (LPCs) support the overall coordination of child care services.

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From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.

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Centers for Disease Control and Prevention

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From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.

Act Early Ambassadors work to integrate LTSAE across the country.

A federal effort to encourage healthy child development.

Here you'll find the agency to contact in your state if you have a concern about your young child's development.

See how others help their communities "Learn the Signs." and "Act Early."

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free materials to track child development

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free materials for early care and education

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"Learn the Signs. Act Early." has FREE child development tools

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Use CDC's "Learn the Signs. Act Early." tools to track and celebrate children's developmental milestones from 2 months to 5 years and learn what to do if you ever have a concern.

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Resource and Referral Program Service Data Report

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Resource and Referral Program Service Data Report

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While the California Department of Education continues to operate the California State Preschool Program, the Early Childhood Development Act of 2020 (Senate Bill (SB) 98, Chapter 24, Statutes of 2020) authorized the transfer of many childcare programs from the California Department of Education to the California Department of Social Services (CDSS) effective July 1, 2021. The content on this page may include programs that have moved to CDSS. For additional assistance you can either visit the CDSS Child Care Transition web page or call 1-833-559-2420 for more information.

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Resource & Referral Program Service Data Report

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While the California Department of Education continues to operate the California State Preschool Program, the Early Childhood Development Act of 2020 (Senate Bill (SB) 98, Chapter 24, Statutes of 2020) authorized the transfer of many childcare programs from the California Department of Education to the California Department of Social Services (CDSS) effective July 1, 2021.

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Raising the Quality of Early Learning Care

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Families

Learn about quality early learning and care and connect to your local Resource and Referral Agency to help you find high-quality child care.

Child Care Providers

Find resources and support to assist you in your commitment to quality early learning and care.

Quality Partners

Access Quality Rating and Improvement System (QRIS) resources (for coaches and trainers, higher education faculty, assessors and observers, and QCC consortium members).

Policymakers

Access information to help communicate the value and importance of quality early learning and care.

Quality Counts California (QCC) is a statewide effort to strengthen California's early learning and care system to support young children and their families, including:

Provides access to tools and resources for quality partners like QRIS administrators, coaches, trainers, and higher education faculty.

Links child care providers to resources and support to assist them in their commitment to quality early learning and care.

Informs parents and families about the importance of quality early learning, and helps them identify quality early learning and care environments (i.e. family child care home or child care centers).

Offers information and research to help policymakers communicate the value and importance of quality early learning and care.

Quality Counts

QCC focuses on quality early learning and care experiences because those experiences build the foundation for skills children need in school, work, and life. (Reference: Harvard University's Center on the Developing Child)

Quality early learning and care programs have environments, relationships, interactions, and activities to support all children's growth and development to prepare them for success in school and life.

Research continues to show that children who attend a quality early learning and care program are more likely to do well in school and less likely to drop out or need remedial supports later in their education.

More About QCC

Learn more about how Quality Counts California (QCC) fits within the landscape of early learning and care for children.

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Quality Counts California is a statewide system of locally-implemented quality rating and improvement systems (QRIS), which helps to connect parents and families to high-quality early learning and care programs, and ensures that infants, toddlers, and preschool-age children have quality early learning experiences in their local communities.

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Video - Families and Community Partners

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Chapter 7: Involving Families and Community Partners in a Transitional Kindergarten Program - TKIG

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

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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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PK-3 Early Childhood Education Specialist Credential FAQ

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PK-3 Early Childhood Education Specialist Credential FAQ

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Child Development Permit Overview

California has a multiple level Child Development Permit authorizing services in the care, development, and education of young children in a variety of settings. Each permit level has its own requirements and options for meeting these requirements. The Child Development Permit structure serves as a career ladder so that permit holders can progress towards higher levels of the permit over the course of their career in early childhood education.

Child Development Permit Information and Resources

Child Development Permits Data Dashboard

The Child Development Permits Data Dashboard provides information on child development permits issued in the last five years.

Reframing Preparation for the Early Childhood Workforce

California has been working over the past six years on several foundational activities to reframe the preparation of the early childhood workforce from a system now largely based on seat time and units to a competency-based system of preparation, assessment, and licensure leading to sustained professional growth and development of the trajectory of an early childhood educator's career.

As part of this work, the Commission has developed several significant pieces of supporting infrastructure, including the development and adoption of Child Development Permit job-role based candidate competencies, or " Early Childhood Education Teaching Performance Expectations" and a set of standards for preparation program quality known as the " Early Childhood Preparation Program Guidelines (April 2019)." Under the auspices of the Preschool Development Grant-Renewal (PDG-R) funding, the Commission is also working to develop a new ECE Teaching Performance Assessment for formative use with permit candidates completing an ECE preparation program at the Teacher level of the permit, and a new Program Quality Peer Review process to replace the current transcript-based licensure process. For further information on this work, see the description of the PDG-R grant in the following section.

Child Development PDG-R Grant Activities

The Commission was invited in 2019 to join the state's successful federal Preschool Development Grant-Renewal (PDG-R) application as a partner in the renewal grant. Initially received three years ago by the California Department of Education, the Preschool Development Grant-Renewal provides an additional three-year opportunity for the state to focuses on preparation, professional development and advancement for the early care and education workforce.

The Commission's focus and role within the PDG-R grant is a $3 million effort from 2020-2022 to (1) promote the implementation of the ECE TPEs and the Program Guidelines through outreach and technical assistance to ECE preparation programs and program sponsors, (2) to develop and pilot a formative TPE-based Teaching Performance Assessment for the Teacher level of the permit, and (3) to develop and pilot a new ECE program Quality Peer Review Process. The ECE Teaching Performance Assessment will initially be for formative use in the field as programs become more familiar with TPE-based performance-oriented candidate assessments embedded within the program's coursework and fieldwork/practicum experiences. The activities under the PDG-R grant, including working with the field within the context of the four ECE pilots described below, will take several years to implement and complete.

Pilot Activities and Opportunities for ECE Workforce Preparation Programs

Four distinct pilot opportunities are available under the auspices of the PDG-R grant for interested two-and four-year institution of higher education that offer preparation for the ECE workforce. The pilots will be operational during the PDG-R grant funded period of July 1, 2020-December 31, 2022. For those institutions interested in applying to be a part of the Pilots, applications are available ( Application to participate in the ECE Pilots). The four pilots are:

1.TPEs implementation pilot
2.Program Guidelines (accreditation) pilot
3.ECE formative Teaching Performance Assessment pilot
4.Program Quality Peer Review

Because of the interrelated nature of the first two pilots, institutions choosing to participate in pilot 1 must also participate in pilot 2. The expectations and obligations for participating in any of the pilots are outlined in the Pilots Guidance Document. Pilot participation is voluntary on the part of individual institutions and programs. The ECE pilots include participants currently represent 59 institutions of higher education, including both two-year community colleges and four-year colleges and universities. Our participating institutions represent the full range of California higher education segments preparing the early childhood workforce: California Community Colleges, the California State University, the University of California, and Independent California Colleges and Universities.

Design Team for Development of the new ECE Teaching Performance Assessment (Pilot 3)

The Design Team for the new ECE Teaching Performance Assessment was appointed by the Commission's Executive Director in January 2021 and had its first meeting on March 2021. The Design Team will be meeting monthly for a period of at least two years to develop and pilot a new ECE formative Teaching Performance Assessment based on the adopted Teaching Performance Expectations for candidates for the Teacher level of the Child Development Permit. When the new assessment is ready for initial piloting with candidates, all higher education institutions preparing the ECE workforce will be invited to participate in the pilot activities.

Design Team for Development of the new ECE Program Quality Peer Review Process (Pilot 4)

The Design Team for the new ECE Program Quality Peer Review Process was appointed by the Commission's Executive Director in January 2021 and held its first meeting on February 2021. The Design Team has drafted a proposed Program Quality Peer Review process that blends a supportive collegial inquiry group process with a more formal program approval (accreditation) process. The work of the Program Quality Peer Review Team is being presented for information at the August 5-6, 2021, Commission meeting and it is intended that the new process will be piloted during winter-spring 2022.

Informational Webinars for the Field About the ECE Work and the ECE Pilots

Informational webinars about the Commission's ECE work were presented and discussed with the field via a series of six webinars. The webinars can be access through the links below:

The Master Plan for Early Learning and Care

California's new Master Plan for Early Learning and Care, published in December 2020, provides a new statewide direction for developing and supporting the ECE wrokforce. The Master Plan includes a framework and implementation plan to realize the vision of ensuring that all California children thrive physically, emotionally, and educationally in their early years through access to high-quality early learning and care resources; equitable opportunities for the workforce that advance equitable outcomes for children; and greater efficiencies to the state today and every day through structures for continuous improvement. The Commission's work under the PDG-R grant is consistent with the vision and direction embodied in the Master Plan.

UPK Teacher Pipeline Resource Compendium

The Resource Compendium provides summaries of the key investments and policy changes included in the 2021-22 State Budget that support the professional development and recruitment of the California State Preschool Program (CSPP), Transitional Kindergarten (TK), and Kindergarten workforce. These investments can be leveraged to serve the goal of building a highly qualified, culturally, and linguistically diverse early education workforce. Several of these investments highlight the opportunities to utilize funds for activities specifically designed to support diversifying the workforce-for example, the Teacher Residency Grant Program and the California Classified School Employee Teacher Credentialing Program.

Bimonthly P-3 Newsletter Available from the California Department of Education

The California Department of Education provides bimonthly newsletters that share information on department news related to the CDE's P-3 initiative, and include new resources and funding opportunities, spotlights on local P-3 implementation in action, and information on upcoming and recent P-3 related events. Please note that partner content is not endorsed by the CDE.

To subscribe to the CDE's P-3 listserve, email "subscribe" to subscribe-cdep3updates@mlist.cde.ca.gov.

Communications with the Field

The Commission offers multiple ways for the field to contact staff and to stay in touch with ECE-related news, events, and activities. Communication links include:

Subscribe to the ECE News List

Information from the Professional Services Division regarding the Child Development Permit and the work under the Preschool Development Grant-Renewal relating to the ECE TPEs, Program Guidelines, formative Teaching Performance Assessment, and Peer Review Process pilots is provided through ECE News Updates. Please Subscribe to the ECE News to receive these updates.
The previous ECE News Updates are provided here for reference:
ECE Update November 2021
ECE Update January 2022
Special ECE News Update

Contact Commission staff via the ECE Mailbox

The ECE@ctc.ca.gov mailbox is for general questions about child development permit preparation programs and activities relating to the Preschool Development Grant.-Renewal. For questions about permit requirements and applying for a Child Development Permit, please email credentials@ctc.ca.gov.

Take Advantage of ECE Office Hours

Commission staff have established office hours for the ECE stakeholder community. Office hours provide an opportunity when ECE staff will be available to respond to questions, comments, and other informational needs. ECE office hours will be held from 12-1 p.m. on the first and third Tuesday of the month. Here is the zoom link for accessing ECE office hours on the first Tuesday and the zoom link for the third Tuesday.

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California has a multiple level Child Development Permit authorizing services in the care, development, and education of young children in a variety of settings. Each permit level has its own requirements and options for meeting these requirements.

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Early Childhood/Permits Issued by the Commission

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Early Childhood/Permits Issued by the Commission

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California issues three types of credentials and permits that authorize service with young learners: 1) Early Childhood Specialist Credentials, 2) Early Childhood Special Education Credentials, and 3) Child Development Permits.

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Update to the Commission on Teacher Credentialing on the California

Agenda Item 2D - December 2020
The Education Preparation Committee presented Item 2D at the December 3, 2020 Commission meeting. This agenda item presents an update on Year One of the Teacher Residency Grant Programs. WestEd is conducting an evaluation of the Teacher Residency programs and an update on their evaluation to date has been included in this item.

Update on State-Funded Grant Programs

Agenda Item 4E - April 2019
The Educator Preparation Committee presented item 4E at the April 2019 Commission meeting. This agenda item presents an update on two state-funded grants administered by the Commission on Teacher Credentialing: The Local Solutions to the Shortage of Special Education Teachers Grant Program and the Teacher Residency Grant Programs - Capacity, Expansion, and Residency.

Update on State-Funded Grant Programs

Agenda Item 3B - November 2018
The Educator Preparation Committee presented item 3B at the November 2018 Commission meeting. This agenda item presents an update on five state-funded grant programs: The California Classified School Employee Teacher Credentialing Program; The Integrated Undergraduate Teacher Preparation Program; The California Center on Teaching Careers; The Teacher Residency Grant Programs (Capacity, Expansion, and Residency); and the Local Solutions to the Shortage of Special Education Teachers Grant Program

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Update to the Commission on Teacher Credentialing on the California Agenda Item 2D - December 2020 The Education Preparation Committee presented Item 2D at the December 3, 2020 Commission meeting. This agenda item presents an update on Year One of the Teacher Residency Grant Programs. WestEd is conducting an evaluation of the Teacher Residency programs and an update on their evaluation to date has been included in this item.

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Summaries of the key investments and policy changes included in the 2021-22 State Budget that support the professional development and recruitment of the TK workforce.

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Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

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Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

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This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of educators to teach in programs serving children birth to age 5.

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Decades of research have established that early childhood education (ECE) for children birth through age 5 can have a positive effect on children's development and school readiness. In order for ECE programs to support this development, they need educators who are prepared to create engaging, inclusive, and developmentally grounded learning environments and who can effectively reach and teach diverse learners. Many successful ECE programs call for educators to have a B.A. and specialized training in ECE, but requirements for early educators in many states are less ambitious, and access to comprehensive preparation programs is limited.

A number of states are considering policy proposals to update credential or degree requirements for early educators. There is concern, however, that well-intentioned policies to raise educator qualifications without sufficient supports may have negative consequences for the adequacy; stability; and racial, ethnic, cultural, and linguistic diversity of the ECE workforce and may result in a shortage of educators.

The report on which this brief is based describes three promising programs that recruit and prepare diverse cohorts of educators through innovative, affordable pathways in California-a state that is actively considering investments to further develop its ECE workforce. They include the Family Child Care Apprenticeship program; the Education/Child Development Program at Skyline College, a traditional community college; and EDvance, a pathway preparation program at San Francisco State University that supports students earning a B.A. in ECE. The report also identifies common features of these models and, building on insights from policies enacted at scale in New Jersey, provides recommendations for policy.

Background and Context

Evidence from k-12 settings indicates that teachers who participate in comprehensive preparation and induction experiences are better prepared when they enter the classroom and are more likely to remain in the profession. However, relatively few early educators participate in preservice preparation (i.e., in-depth formal training before working in the field), in part because those experiences are not required or supported by states.

In California, as in many states, educational requirements for the educators of children birth through age 5 vary widely by program. Most early educators in the state-including those who teach in licensed child care centers or preschools-must hold a California Child Development Permit, which does not require teachers to attain a degree. Educators in Head Start must have an associate or bachelor's degree with a specialization in ECE. Special education preschool and transitional kindergarten teachers, both of whom work in school districts, must hold a teaching credential, which is often obtained through a 1-year postbaccalaureate program.

Early educator preparation occurs at both 2- and 4-year colleges and universities. Community colleges tend to be an important resource for many early educators because they are available across the state, have low tuition relative to other institutions of higher education, and offer relevant coursework. Many 4-year colleges and universities also have ECE programs, although not all of them focus specifically on preparing students for classroom teaching. In many states, early childhood degree programs at 2- and 4-year colleges do not require supervised student teaching, despite research showing that clinical practice is an important element of high-quality teacher preparation.

Because there is no single permit or credential to work in ECE programs, there is no "typical" path to a career in ECE in California, as in most states. Instead, early educators enter the field with a range of education and experiences and pursue credits, permits, or degrees at various points throughout their careers. Many early educators return to school while working in the field to gain knowledge and advance their careers. (See Figure 1.)

Ensuring that early educators take efficient paths in higher education is important given that they often encounter challenges paying for school and balancing school, work, and family commitments. Further, higher education processes and systems can be complex and difficult to navigate, and college students of color and students from low-income households are disproportionately more likely to encounter these challenges.

The case studies in the full report offer examples of programs striving to overcome these challenges to ensure that students of all backgrounds succeed. Though each model is unique, all were selected for having a focus on preparing diverse early educators and having research-based design features, such as a focus on foundational knowledge in child development and sustained, supported clinical experience. They also represent different geographic regions.

Family Child Care Apprenticeships: Supporting Providers' Advancement

The Early Educator Apprenticeships are an innovative pilot project aimed at increasing the qualifications of early educators through coursework paired with on-the-job training and support. The program was launched by the Service Employees International Union in partnership with ECE employers, child care resource and referral agencies, and institutions of higher education. It offers apprenticeships to locally recruited educators in three distinct settings: family child care, Head Start, and child care centers. The Family Child Care On-the-Job Training Program (FCC Apprenticeship), the focus of this case study, is designed for licensed family child care providers-small-business owners who care for children in their homes-and is implemented at four sites across California.

The FCC Apprenticeship helps apprentices develop as ECE professionals and acquire California Child Development Permits through accessible college coursework. (See Figure 2.) Apprentices enroll in college courses offered during evening hours at community sites, in partnership with local community colleges. Child development courses support educators' skill development, and the program identifies required general education courses that are accessible and relevant for educators. The program has developed an onboarding process for instructors who teach apprentices, especially general education instructors who lack early childhood expertise. Apprentices are grouped into cohorts of 25 peers who act as a network of support in their classes.

The program offers bilingual and bicultural coaching from staff who visit apprentices' homes to provide feedback and guidance on their programs and pedagogy using tools aligned with California's quality rating and improvement system. It also provides site coordinators who help apprentices choose classes and access other support as needed.

The FCC Apprenticeship incentivizes participation by providing apprentices with a monthly wage enhancement that ranges from $100 to $500 per month, depending on their length of tenure in the program. The financial support is particularly salient for family child care providers, whose earnings are very low. The program additionally provides stipends for tuition, books, a laptop, and fees, making college coursework free for apprentices.

The layering of multiple supports into a coherent approach makes the FCC Apprenticeship a powerful learning experience, and early program data are promising. In the FCC program's 2-year existence, 95 apprentices have earned new permits, most of whom are Spanish-speaking and identify as Latino/a. Since many of the apprentices care for mixed age groups, the approach has promise to help address California's shortage of high-quality care for children under age 3.

Skyline College: A Community College Connecting Theory to Practice

Skyline College's Education/Child Development Program is an example of a traditional community college department creating a supportive, hands-on learning community with an explicit focus on preparing early educators for classroom teaching in a variety of settings, including child care centers and preschool programs. (See Figure 3.) It serves a range of students, from high school students to current educators, as they work toward an associate degree or California Child Development Permit.

Skyline ECE courses, which are similar in content to those at other California community colleges, are responsive to the specific needs of Skyline ECE students. The program's guided pathway offers a prescribed set of general education and ECE courses that helps students progress efficiently toward permits and degrees, and the college offers a general education math course specifically designed for early educators. Further, faculty use engaging teaching strategies tied to practice. Coursework is regularly modified to meet students' needs, and faculty and staff collaboration encourages alignment of coursework and field experiences.

Skyline's on-campus Child Development Laboratory Center, or "lab school," provides students high-quality mentoring and teaching practice early in their academic careers. Many Skyline ECE students have some experience there through course observations, internships, or student teaching. A recently developed Teacher Track Learning Community allows some students to gain early student teaching experience and earn a Child Development Associate Teacher Permit in their first year of community college. Early experience in the classroom provides students an invaluable opportunity to connect coursework to practice. Faculty and staff meet monthly to support lab school mentors and share advice about supporting their students.

To promote student success, Skyline's faculty and staff cultivate caring relationships with students and provide a variety of supports. ECE-specific academic and career advising helps students choose the appropriate classes to meet their goals and connects them to campus resources, and courses are offered at a low cost. While the college, like community colleges in general, struggles with meeting institutional goals to raise graduation rates, alumni speak highly of their preparation and readiness for teaching.

EDvance at San Francisco State University: Building a Pathway to a B.A. in ECE

EDvance is an early childhood teacher preparation program housed within the Marian Wright Edelman Institute for the Study of Children, Youth and Families at San Francisco State University. The program supports early educators in earning a bachelor's degree and focuses its recruitment on groups historically underrepresented in higher education, including Black and Latino/a students.

EDvance offers two thoughtfully constructed pathways for students. The lower division pathway is designed to support aspiring educators during their first 2 years of college; the upper division pathway, Promoting Achievement Through Higher Education (PATH), is for continuing San Francisco State students as well as students who transfer from community colleges. To participate in PATH, a student must work at least part time as an early educator. By the end of the program, lower division students are eligible for a California Child Development Teacher Permit and upper division students earn their B.A. In both pathways, courses are cohort-based, strategically chosen and scheduled, and incorporate a focus on social justice and equity. (See Figure 4.)

All EDvance students gain hands-on experience in early childhood classrooms. For lower division students, an early practicum program offers a supervised clinical experience in which students work one full day per week alongside a mentor teacher in a subsidized program. Upper division PATH students work at least 25 hours per week in an early childhood setting. They use videos of their work with children to reflect on their practice and get tailored feedback from faculty and peer mentors.

Across both pathways, EDvance offers specialized academic advising and educational planning, as well as financial aid that allows many students to attain a degree without incurring debt. These supports are offered by a team of dedicated staff and faculty, many of whom are current ECE practitioners with deep relationships with the community and are well positioned to teach students about the latest tools of the profession. They are supported by strong local partnerships and philanthropy.

EDvance has graduated more than 90% of its PATH students in just 2 years. The program provides proof of concept that 4-year institutions can provide pathways to a bachelor's degree that support both the existing workforce and aspiring educators in preparing to teach in ECE settings.

Common Features of Promising Preparation Models

The early educator preparation models described in the report target different segments of the early childhood workforce and employ a range of mechanisms to support participants in achieving professional milestones, suggesting that there is no one approach to early educator preparation. Yet the models share the following common features:

Local early educator pipelines and pathways. The programs have adopted highly localized recruitment strategies to target educators who reflect the diversity of local communities. The three programs have developed clear pathways aligned with recognized credentials and degrees to prepare students as effective ECE professionals.

Relationship-building to promote persistence and success. Each program prioritizes relationship-building among program staff, faculty, and students to create safe, inclusive, and supportive learning communities. They also create cohorts of students who advance through their preparation together. The programs encourage the use of interactive and collaborative pedagogical approaches in courses to engage students, build rapport, and deepen student learning.

Opportunities for clinical practice in feedback-rich environments. All the models provide opportunities to participate in clinical practice with support from instructors, mentors, and peers. Coursework and clinical experiences incorporate knowledge of tools and frameworks that are used in day-to-day practice in California, preparing students to work in ECE settings.

Multifaceted supports that promote college persistence and success. Supports include individualized academic and career advising from specialized staff; courses offered on evenings or weekends in convenient locations; dedicated tutoring; courses that are intentionally sequenced and coursework that is scaffolded by instructors in response to individual students' needs; and financial supports that reduce or eliminate higher education costs for students.

Well-supported and diverse staffs of instructors, advisors, and coaches. Programs intentionally recruit and utilize faculty and staff who have experience in ECE classrooms and who reflect the racial, ethnic, cultural, and linguistic diversity of the field. They support continual professional learning opportunities and collaboration among instructors and coaches to help them deliver strong, coherent programs of study.

Community partnerships and funding to strengthen preparation. Program staff cooperate with a variety of stakeholders, including colleges and universities, community organizations, ECE providers, philanthropy, and local agencies. These partnerships provide resources that they leverage to build a comprehensive system of support for students.

The features shared by these programs may be developed locally by dedicated staff who understand their local context and may also be supported at the state level, as New Jersey's example shows.

New Jersey's Investments in P-3 Credentialing: Preparing an ECE Workforce at Scale

In the late 1990s, the New Jersey Supreme Court mandated in Abbott v. Burke, the state's watershed school finance case, that the state create a high-quality, universal preschool program for 3- and 4-year-olds in 31 of the state's poorest school districts. One of the requirements for preschool programs in the so-called "Abbott districts" was that all preschool teachers-including educators in Head Start and community-based organizations receiving state funds-hold a bachelor's degree and a preschool to 3rd-grade (P-3) credential. The state's policies fostered a significant and rapid shift in the supply of credentialed educators: While in 1999-2000 only 38% of preschool teachers in Abbott districts met credential requirements, by 2006 nearly all (97%) of the 2,900 teachers met this requirement. (See Figure 5.) Many of these teachers came from the existing ECE workforce.

To meet the new mandate and to build a robust pipeline of future educators, New Jersey expanded its investments in higher education and ongoing professional learning. To begin, it created multiple pathways to a P-3 credential, including traditional 4-year B.A. programs; postbaccalaureate programs; and the Alternate Route program, which allowed students with a B.A. to earn a credential while working in state preschool programs. State-funded scholarships and stipends enabled most early educators to go back to school. Finally, pay parity with k-12 teachers-mandated by the court for all teachers with P-3 certification, including educators in Head Start and private preschool centers-was a critical incentive to attract and retain educators who otherwise might leave for better-paying k-12 positions.

The state additionally expanded the size and capacity of higher education programs through two grant programs administered through the New Jersey Commission on Higher Education. The grants, totaling $13 million across preschool to grade 12 education programs, allowed institutions of higher education to develop their credentialing programs and hire more ECE faculty. The state Department of Education and institutions of higher education also made supports available to students already working in the field, such as providing academic tutoring and advising and holding courses at convenient locations and times. State support also enabled school districts to provide extensive professional development, overseen by an early childhood supervisor and master teachers, to in-service teachers after degree completion.

High expectations coupled with a significant increase in systemic financial support proved to be a successful combination for rapidly raising the qualifications of the ECE workforce, and the resulting preschool program was shown to have significant long-term benefits for children. New Jersey's preschool workforce reforms also generated lessons learned, such as the importance of developing pathways for educators without a bachelor's degree and for educators in rural areas. Another lesson learned is the importance of gathering data to understand the implications of reforms for the diversity of the educator workforce, since data suggest that the reforms' impact on workforce diversity was mixed across racial and ethnic groups.

Implications for Policy

As New Jersey's example shows, states can play an important role in ensuring that early educators have access to the supports they need to complete their higher education programs successfully. Specific steps that states can take include the following (see Figure 6):

1. Build the capacity of higher education programs and ECE faculty to prepare a diverse workforce. States should consider providing institutions of higher education with funds for capacity-building, as was done in New Jersey. Funding could be used to hire and train well-qualified, diverse faculty with expertise in ECE and develop high-quality content that meets the needs of diverse learners. Funds could also be used to support flexible scheduling and the provision of courses in alternative locations to make coursework accessible to more students.

2. Support high-quality clinical practice. At the core of the programs described here are intensive student teaching experiences under the guidance of a mentor, yet many ECE degree programs do not require supervised student teaching. States can support the development of promising models for clinical practice such as apprenticeships, lab schools, and paid practicum experiences by providing funding and technical assistance.

3. Develop clear pathways to progress from 2- to 4-year colleges. Many ECE students complete their initial college coursework at community colleges. Many states have begun to facilitate transfer agreements between 2- and 4-year colleges. However, there is often a lack of clarity as to how the ECE coursework offered in a B.A. program should differ from or build on coursework offered at community colleges. States can provide funding to incentivize 2- and 4-year institutes of higher education to develop these pathways and align coursework.

4. Fund academic supports for ECE students, including specialized advising. To help students complete rigorous coursework on time, especially students from groups historically underrepresented in higher education, states can provide funding for specialized ECE advising and academic tutoring.

5. Offer financial assistance to educators earning an early childhood permit, degree, or credential. Increasing financial support for early educators' higher education, from tuition to books and student fees, is essential, particularly given the low earnings of most early childhood educators.

6. Set clear, high expectations for early childhood educators. Minimum preparation requirements in many states are inconsistent across types of ECE programs, and these requirements are typically insufficient for preparing high-quality early educators. States that do not currently have an early childhood-specific teaching credential aligned to preparation standards, such as the P-3 credential in New Jersey, could develop one to advance both the coherence of preservice preparation and the professionalization of the field. A formal accreditation process for ECE preparation programs can further ensure that programs offer students a coherent plan of study.

In addition to supporting educators as they increase their qualifications, states must have policies in place to retain teachers once they are in the field. Most importantly, programs must compensate early educators adequately. In a field in which educators are often paid one third the wages of their k-12 counterparts, compensation increases must accompany increases in qualification requirements or taxpayers will be filling a leaky bucket, as trained educators leave for higher-paying jobs. Higher compensation was an important part of New Jersey's success in raising the qualifications of its workforce. States must also provide ongoing professional development to deepen educators' knowledge and skills in the classroom. Finally, states should collect better data on the ECE workforce, including information about early educators' higher education paths, their permit or degree completion, the barriers they encounter, and their ensuing wages. With this information, states can better understand where they are and where they need to go to build a diverse and skilled early educator workforce.

Conclusion

ECE programs have the potential to dramatically change the course of children's lives, especially when programs are led by highly skilled educators. The examples in this report offer lessons for policymakers about how to ensure that all children have teachers who meet high standards and who reflect the racial, ethnic, cultural, and linguistic diversity of young children and their families.

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce (research brief) by Madelyn Gardner, Hanna Melnick, Beth Meloy, and Jessica Barajas is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This research was supported by the David and Lucile Packard Foundation and the Heising-Simons Foundation. Core operating support for the Learning Policy Institute is provided by the Sandler Foundation and the William and Flora Hewlett Foundation.

Photo credit: Jaqueline Eligio, EDvance.

Updated January 28, 2020. Revisions are noted here.

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Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

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Decades of research have established that early childhood education (ECE) for children birth through age 5 can have a positive effect on children's development and school readiness. In order for ECE programs to support this development, they need educators who are prepared to create engaging, inclusive, and developmentally grounded learning environments and who can effectively reach and teach diverse learners.

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Raising the Quality of Early Learning Care

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Families

Learn about quality early learning and care and connect to your local Resource and Referral Agency to help you find high-quality child care.

Child Care Providers

Find resources and support to assist you in your commitment to quality early learning and care.

Quality Partners

Access Quality Rating and Improvement System (QRIS) resources (for coaches and trainers, higher education faculty, assessors and observers, and QCC consortium members).

Policymakers

Access information to help communicate the value and importance of quality early learning and care.

Quality Counts California (QCC) is a statewide effort to strengthen California's early learning and care system to support young children and their families, including:

Provides access to tools and resources for quality partners like QRIS administrators, coaches, trainers, and higher education faculty.

Links child care providers to resources and support to assist them in their commitment to quality early learning and care.

Informs parents and families about the importance of quality early learning, and helps them identify quality early learning and care environments (i.e. family child care home or child care centers).

Offers information and research to help policymakers communicate the value and importance of quality early learning and care.

Quality Counts

QCC focuses on quality early learning and care experiences because those experiences build the foundation for skills children need in school, work, and life. (Reference: Harvard University's Center on the Developing Child)

Quality early learning and care programs have environments, relationships, interactions, and activities to support all children's growth and development to prepare them for success in school and life.

Research continues to show that children who attend a quality early learning and care program are more likely to do well in school and less likely to drop out or need remedial supports later in their education.

More About QCC

Learn more about how Quality Counts California (QCC) fits within the landscape of early learning and care for children.

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Quality Counts California is a statewide system of locally-implemented quality rating and improvement systems (QRIS), which helps to connect parents and families to high-quality early learning and care programs, and ensures that infants, toddlers, and preschool-age children have quality early learning experiences in their local communities.

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TK - Implementation Guide - Video Series

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TK - Implementation Guide - Video Series

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UPK - Teacher Pipeline Resource Compendium

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UPK - Teacher Pipeline Resource Compendium

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California Building Standards Code

The 2019 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2019, with an effective date of January 1, 2020. Information Bulletin 19-04 and Information Bulletin 19-05 provide detailed information concerning the 2019 publication.

The active links below will take you to each publisher's website. Please contact CBSC at cbsc@dgs.ca.gov if you have challenges accessing the codes.

PART 1-CALIFORNIA ADMINISTRATIVE CODE-Including Updates (HTML) (PDF)
PART 2-CALIFORNIA BUILDING CODE

Current Printing-Part 2 Volume 1 & 2-Including Updates (HTML)

Current Printing-Part 2, Volume 1-Including Updates (PDF)

Errata-Part 2, Volume 1 (non-substantive corrections) Effective January 1, 2020

Errata-Part 2, Volume 1 (non-substantive corrections) Effective October 1, 2020

Supplement-Part 2 Volume 1 Effective July 1, 2021

Current Printing-Part 2, Volume 2 -Including Updates (PDF)

Errata-Part 2, Volume 2 (non-substantive corrections) Effective January 1, 2020

Errata-Part 2, Volume 2 (non-substantive corrections) Effective October 1, 2020

Supplement-Part 2 Volume 2 Effective July 1, 2021

Part 2.5-CALIFORNIA RESIDENTIAL CODE-Including Updates (HTML) (PDF)
PART 3-: NFPA requires creation of a user login to view its free online resources. CALIFORNIA ELECTRICAL CODE
PART 4-CALIFORNIA MECHANICAL CODE
PART 7-Vacant - formerly California Elevator Safety Construction Code (see Cal. Code Regs., Title 8)
PART 6-CALIFORNIA ENERGY CODE-Including Updates (HTML) (PDF)

PART 8*-CALIFORNIA HISTORICAL BUILDING CODE-Including Updates (HTML) (PDF)

PART 9-CALIFORNIA FIRE CODE-Including Updates (HTML) (PDF)

PART 10*-CALIFORNIA EXISTING BUILDING CODE-Including Updates (HTML) (PDF)

PART 11-CALIFORNIA GREEN BUILDING STANDARDS CODE also referred as -Including Updates (HTML) (PDF)
*The printed versions of Parts 8, 10 and 12 are located in a shared binder featuring Part 10.
PART 12*-CALIFORNIA REFERENCED STANDARDS CODE-Including Updates (HTML) (PDF)

The 2016 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2016, with an effective date of January 1, 2017. Additionally, the intervening supplement was published January 1, 2017 with an effective date of July 1, 2018. Information Bulletins 16-01 and 17-06 provide detailed information concerning changes to the 2016 publication. If you would like a copy of our cross reference table to help you identify relocated code sections, please send an email to cbsc@dgs.ca.gov.

The links below will take you to the publisher's website. Please contact CBSC if you have challenges accessing the codes.
PART 1 - CALIFORNIA ADMINISTRATIVE CODE PART 2 - CALIFORNIA BUILDING CODE
PART 2.5 - CALIFORNIA RESIDENTIAL CODE
PART 7 - Vacant - formerly California Elevator Safety Construction Code (see Cal. Code Regs., Title 8)
PART 10* - CALIFORNIA EXISTING BUILDING CODE

PART 11 - CALIFORNIA GREEN BUILDING STANDARDS CODE also referred as
*The printed versions of Parts 8 and 10 are located in the back of the California Building Code, Part 2, Volume 2.

The California Building Standards Code is a compilation of three types of building standards from three different origins:

Building standards that have been adopted by state agencies without change from building standards contained in national model codes;

Building standards that have been adopted and adapted from national model codes to address California's ever-changing conditions; and

Building standards, authorized by the California legislature, that constitute amendments not covered by national model codes, that have been created and adopted to address particular California concerns.

All occupancies in California are subject to national model codes adopted into Title 24, and occupancies are further subject to amendments adopted by state agencies and ordinances implemented by local jurisdictions' governing bodies.

Contact us and we'll send you a printable version of our 2022-23 calendar commemorating the publication and effective dates of the 2022 edition of Title 24.

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The 2016 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2016, with an effective date of January 1, 2017. Additionally, the intervening supplement was published January 1, 2017 with an effective date of July 1, 2018. Information Bulletins 16-01 and 17-06 provide…

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Fiscal information to aid nutrition sponsors and to provide information about claiming meal reimbursements.

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Fiscal information to aid nutrition sponsors and to provide information about claiming meal reimbursements.

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Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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Development of the California Arts Education Framework for Public Schools, Transitional Kindergarten Through Grade Twelve

The State Board of Education (SBE) adopted the California Arts Education Framework for Public Schools, Transitional Kindergarten Through Grade Twelve (Arts Framework) on July 8, 2020. The Arts Framework supports the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve, (Arts Standards), which were adopted by the SBE in January 2019.

SBE-Adopted Arts Framework

To download the SBE-adopted chapters that have been edited for publication, select the links below.

Arts Framework Resources

California Arts Education Framework Resources for Implementation

A resource hub for educators provided through collaboration among the California County Superintendents Educational Services Association's Statewide Arts Initiative, The California Arts Project, and the California Department of Education. Resources include recorded excerpts of the March 2022 virtual launch, with others to be added.

PowerPoint presentations for selected chapters summarize content from the Arts Framework and may be helpful for use in professional learning sessions.

The California Arts Standards

The Arts Framework provides guidance for implementing the 2019 Arts Standards. The California Arts standards web page includes the PDF of the published standards and information about the standards development process.

Schedule of Significant Events

Curriculum Framework and Evaluation Criteria Committee

On January 9, 2019, the SBE appointed 20 members to the Visual and Performing Arts Curriculum Framework and Evaluation Criteria Committee (VAPA CFCC) to assist in the development of the Arts Framework.

Visual and Performing Arts Framework Focus Group Report

Pursuant to the California Code of Regulations, Title 5, Section 9511(c), the CDE convened four focus groups across California to inform the content and guidance in the VAPA Framework.

Additional Resources

Questions: Curriculum Frameworks and Instructional Resources Division | VAPA@cde.ca.gov | 916-319-0881

Last Reviewed: Monday, May 2, 2022

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California Arts Education Framework - Visual & Performing Arts (CA Dept of Education)

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Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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CDE - Digital Learning Integration & Standards Guidance

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CDE - Digital Learning Integration & Standards Guidance

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Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus

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Digital Learning Integration & Standards Guidance - Distance Learning (CA Dept of Education)

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Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

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Implementation Supports for Grades TK- 1

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Implementation Supports for Grades TK- 1

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A Compilation of Resources for Grades TK–1 Aligned with the ELA/ELD Framework.

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Implementation Support for Grades TK-1 - ELA/ELD Framework (CA Dept of Education)

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A Compilation of Resources for Grades TK–1 Aligned with the ELA/ELD Framework.

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TK - Grade 3: Health Education Framework

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TK - Grade 3: Health Education Framework

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As students progress in their pivotal primary education years, they are excited and ready to learn about the many aspects of health supported by the Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve (health education standards) (CDE 2008) and this framework.

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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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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 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.

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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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The Preschool Program Guidelines draw both upon current research and the collective professional wisdom of California’s numerous early childhood educators who have contributed to the creation of the California Early Learning and Development System.

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The overall goal of the California Next Generation Science Standards (CA NGSS) in early childhood education is not to produce “little scientists” that act and talk like professionals, but instead put students on a track to become “big scientists .”

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CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California’s children.

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success. To help achieve this goal, CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California's children.

The CDE is committed to using equity, inclusion, and quality standards that support effective learning experiences as guiding principles for data-driven decision-making about key P-3 strategies to meaningfully impact systems, programs, schools, and policies across the state. Specifically, the CDE's P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally-informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The resources on this page reflect areas of focus to achieve these goals.

June 3, 2021 - Building Back Better: Using P-3 Strategies that Support the Whole Child (Video; 1:30:19)

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Preschool through Third Grade (P-3) Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success.

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The state resource center offers quality guidance and adaptable resources that are organized by our state theory of action. The focus areas can help align SEL policies and practices at every level, from state capitals to classrooms. Explore each activity to find recommended resources from CASEL, partner organizations, and state education agencies.

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State education agencies can play a critical role in creating the necessary, equitable conditions for social and emotional learning (SEL) to thrive in

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The DRDP-K (2015) is an assessment instrument designed for teachers to observe, document, and reflect on the learning, development, and progress of all children.

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Social and Emotional Foundations for Early Learning

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Social and Emotional Foundations for Early Learning

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The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

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California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

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Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

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A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Introduction to Head Start Center for Inclusion
A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Rectangle Introduction to Head Start Center for Inclusion A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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This second edition of Inclusion Works! includes updated information about recent policies and position papers pertaining to inclusive programs, and additional resources and updated references. A companion video series is available at www.cdevideos.org.

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A vetted selection of resources and best practices specifically for educators who support young Multilingual Learners.

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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

For Teacher
Education Faculty

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

Starter Guide

Foundational Principles

Instructional Strategies

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.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

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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To support educators’ use of developmentally appropriate practice, this statement identifies guidelines for decision making in six key areas of responsibility that correspond to the Professional Standards and Competencies for Early Childhood Educators.²

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This statement's primary focus is on the decisions early childhood educators make that result in developmentally appropriate practice.

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To be an effective teacher, remember that regardless of individual needs, children are first and foremost children—and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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We find these joys to be self-evident: That all children are created whole, endowed with innate intelligence, with dignity and wonder, worthy of respect. The embodiment of life, liberty, and happiness, children are original blessings, here to learn their own song. Every girl and boy is entitled to love, to dream, and belong to a loving “village.” And to pursue a life of purpose. —Raffi , “A Covenant for Honoring Children”

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NAEYC - Understanding Anti-Bias Education

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NAEYC - Understanding Anti-Bias Education

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Anti-bias education works as an underpinning perspective, which permeates everything that happens in an early childhood program—including your interactions with children, families and coworkers—and shapes how you put curriculum together each day.

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Anti-bias education is not just doing occasional activities about diversity and fairness topics (although that may be how new anti-bias educators begin). To be effective, anti-bias education works as an underpinning perspective, which permeates everything that happens in an early childhood program-including your interactions with children, families and coworkers-and shapes how you put curriculum together each day.

This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards. An NAEYC bestseller, this book helps early childhood educators fulfill their mission of helping all children reach their full potential. The new edition-with major updates to all chapters, including gender identity-will be available early in 2020.

The four core goals of anti-bias education

Four core goals provide a framework for the practice of anti-bias education with children. Grounded in what we know about how children construct identity and attitudes, the goals help you create a safe, supportive learning community for every child. They support children's development of a confident sense of identity without needing to feel superior to others; an ease with human diversity; a sense of fairness and justice; the skills of empowerment; and the ability to stand up for themselves or for others.

Goal 1: Identity

Teachers will nurture each child's construction of knowledgeable, confident, individual personal and social identities.

Children will demonstrate self-awareness, confidence, family pride, and positive social identities.

This goal means supporting children to feel strong and proud of who they are without needing to feel superior to anyone else. It means children will learn accurate, respectful language to describe who they and others are. Teachers will support children to develop and be comfortable within their home culture and within the school culture. Goal 1 is the starting place for all children, in all settings.

Adding to early childhood education's long-term commitment to nurturing each child's individual, personal identity, anti-bias education emphasizes the important idea of nurturing children's social (or group) identities. Social identities relate to the significant group categorizations of the society in which we grow up and live and which individuals share with many others. Social identities include (but are not limited to) gender, racial, ethnic, cultural, religious, and economic class groups. (In the forthcoming book, social identity is described in detail in Chapter 2.) A strong sense of both individual and group identities is the foundation for the three other core anti-bias goals.

Goal 2: Diversity

Teachers will promote each child's comfortable, empathetic interaction with people from diverse backgrounds.

Children will express comfort and joy with human diversity, use accurate language for human differences, and form deep, caring connections across all dimensions of human diversity.

This goal means guiding children to be able to think about and have words for how people are the same and how they are different. It includes helping children feel and behave respectfully, warmly, and confidently with people who are different from themselves. It includes encouraging children to learn both about how they are different from other children and about how they are similar. These are never either/or realities because people are simultaneously the same and different from one another. This goal is the heart of learning how to treat all people caringly and fairly.

Some teachers and parents are not sure they should encourage children to "notice" and learn about differences among people. They may think it is best to teach only about how people are the same, worrying that talking about differences causes prejudice. While well intentioned, this concern arises from a mistaken notion about the sources of bias. Differences do not create bias. Children learn prejudice from prejudice -not from learning about human diversity. It is how people respond to differences that teaches bias and fear.

Another misconception about Goal 2 is that exploring differences among people ignores appreciating the similarities. Goal 2 calls for creating a balance between exploring people's differences and similarities. All human beings share similar biological attributes, needs, and rights (e.g., the needs for food, shelter, and love; the commonalities of language, families, and feelings) and people live and meet these shared needs and rights in many different ways. A basic premise in anti-bias education is " We are all the same. We are all different. Isn't that wonderful! "

Goal 3: Justice

Teachers will foster each child's capacity to critically identify bias and will nurture each child's empathy for the hurt bias causes.

Children will increasingly recognize unfairness (injustice), have language to describe unfairness, and understand that unfairness hurts.

This goal is about building children's innate, budding capacities for empathy and fairness, as well as their cognitive skills for thinking critically about what is happening around them. It is about building a sense of safety, the sense that everyone can and will be treated fairly.

Learning experiences include opportunities for children to understand and practice skills for identifying unfair and untrue images (stereotypes), comments (teasing, name-calling), and behaviors (isolation, discrimination) directed at themselves or
at others. This includes issues of gender, race, ethnicity, language, disability, economic class, age, body shape, and more. These are early lessons in critical thinking for children, figuring out what they see and hear and testing it against the notions of kindness and fairness.

These lessons build on young children's implicit interest in what is "fair" and "not fair."

As children come to identify unfair experiences and as they learn that unfair can be made fair, children gain an increased sense of their own power in the world. Children cannot construct a strong self-concept, or develop respect for others, if they do not know how to identify and resist hurtful, stereotypical, and inaccurate messages or actions directed toward themselves or others. Developing the ability to think critically strengthens children's sense of self, as well as their capacity to form caring relationships with others.

Goal 4: Activism

Teachers will cultivate each child's ability and confidence to stand up for oneself and for others in the face of bias.

Children will demonstrate a sense of empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.

Goal 4 is about giving children tools for learning how to stand up to hurtful and unfair biased behavior based on any aspect of social identity. Biased behavior may be directed at oneself or another. It may come from another child or adult or from children's books, television, and films. This goal strengthens children's development in perspective taking, positive interactions with others, and conflict-resolution education.

Actions of teasing, rejection, and exclusion because of some aspect of a child's social identities are a form of aggressive behavior. They are just as serious as physical aggression. The old saying "Sticks and stones may break my bones, but names will never hurt me" is false. Children's developing sense of self is hurt by name-calling, teasing, and exclusion based on identity. And children who engage in such hurtful behaviors are learning it is acceptable to hurt others, the earliest form of bullying. An anti-bias approach calls on teachers to intervene gently but firmly, support the child who is the target of the biased behavior, and help both children learn other ways of interacting.

Children's growth on Goal 4 strengthens their growth on the other three goals. If a child is the target of prejudice or discrimination, she needs tools to resist and to know that she has worth (Goal 1). When a child speaks up for another child, it reinforces his understanding of other people's unique feelings (Goal 2). When children are helped to act, it broadens their understanding of "unfairness" and "fairness" (Goal 3).

Guidelines for your curriculum

Just about every subject area in the typical early childhood program has possibilities for anti-bias education themes and activities. For instance, early childhood education themes of self-discovery, family, and community are deeper, and more meaningful, when they include explorations of ability, culture, economic class, gender identity, and racialized identity. So, too, issues of fairness (Goal 3) and acting for fairness (Goal 4) arise as children explore various curriculum topics.

Differences do not create bias. Children learn prejudice from prejudice -not from learning about human diversity. It is how people respond to differences that teaches bias and fear.

The ideas for specific anti-bias education content and activities come from three major sources. One is from children's questions, interests, or interactions with each other that classroom teachers see as important to respond to and develop. Teacher-initiated activities are a second source of anti-bias activities, based on what classroom teachers and families think is important for children to learn. A third source is significant events that occur in the children's communities and the larger world that classroom teachers think need to be explored with children.

Here is an example of an anti-bias education topic at snack time.

It is snack time in the 4-year-old room. The teacher sets a small pitcher of water on the table for children to pour and drink. Lupe, whose home language is Spanish, looks up and asks, "Agua?" Casey, sitting next to her, says with annoyance, "No! It's water-not ahhgwa" (exaggerating the pronunciation). The teacher stops what she is doing and turns to Casey and says, "Lupe is right. What you call 'water' her family calls 'agua.' There are many words for water, for crackers, for oranges, for everything! We all have words. We have different words. It's pretty wonderful!"

At group time, the teacher follows up by asking children about the different words they have for people in their family. As the children call out Grandma, Oma, Pops, Daddy, Papa, Abuelita, and more, she writes them on a chart. She assures them that none of the words are wrong. They are just different. And they all mean someone who loves them.

Meet anti-bias goals in every corner of the classroom

The ongoing examination of how people are simultaneously the same and different provides children with a conceptual framework for thinking about the world they live in. For example, children playing with blocks can learn that although some children like to build tall towers and some like to build long, flat structures on the floor, all the children like to build. Art projects can show enthusiasm and admiration for blacks and browns along with all the other wonderful colors of the spectrum. The common curriculum topic of harvest time can include respecting and making visible the people who grow, pick, and transport our food.

Everyday activities offer opportunities for Goals 3 and 4 as well. Arguments over toys can include discussion of fairness and kindness. Exclusionary play, stereotypes in books, or teasing are experiences open to critical thinking about hurtful behavior and for problem solving toward just solutions.

Planning Anti-Bias Education Activities for Your Program's Curriculum

An anti-bias education approach is not a recipe. Rather, teachers include anti-bias issues in their planning by considering the children and families they serve and the curriculum approach their program uses. Here are key questions to ask yourself as you and your colleagues plan learning activities and environments. Begin by asking yourself these questions for one or two activities a week, and see how they change what you do and how the children respond.

Where do I best fit anti-bias goals and issues into my curriculum plans for the day and the week?

Who might be left out of this curriculum? How will I use the topic to include each child, connecting to the diversity of their social identities and to their individual needs? How can I be sure no one is invisible or unnoticed?

What ideas, misconceptions, and stereotypes might children have about this topic? How can I learn what these are and provide accurate information and counter misinformation and stereotypes?

How can I use this topic to support and strengthen children's innate sense of justice and their capacity to change unfair situations to fair ones?

What learning materials do I need to gather to incorporate an anti-bias perspective into this curriculum topic?

Use child-initiated and teacher-initiated activities

Children's questions, comments, and behaviors are a vital source of anti-bias curriculum. They spark teachable moments as well as longer-term projects. However, it is not sufficient to do anti-bias activities only when a child brings up a relevant issue. Teacher-initiated activities are also necessary-be they intentionally putting out materials and books to broaden children's awareness or planning specific learning experiences around issues that matter to families and the community.

You do not wait for children to open up the topic of reading or numbers before making literacy and numeracy part of the daily early childhood curriculum. Because you have decided that these understandings and skills are essential for children, you provide literacy and numeracy discussions and activities in your classroom. A balance between child-initiated and teacher-initiated activities is as vital in anti-bias education as in any other part of the early childhood curriculum.

Here's an example of how a teacher begins with a children-generated teachable moment and follows up with teacher-initiated activities:

After a windstorm broke dozens of small branches off of the trees surrounding their preschool, several 4- and 5-year-old boys begin building a "club house" by dragging branches and bunches of leaves to a corner in the playground fence. Valeria (4 years old) starts dragging a branch to join them and the boys shout, "No girls allowed! No girls allowed!"

The teacher considers encouraging the boys to welcome their classmate into their play-but then she hesitates. There are larger societal issues embedded in this interaction. As an anti-bias educator, she decides she needs to address the underlying ideas, especially that girls can't or shouldn't engage in play that emphasizes physical strength or that "real boys" don't include girls in their play.

Deciding to find out what the children are thinking, the teacher asks, "Why do you think no girls are allowed?" She listens carefully to the boys' responses: "Girls can't move the big branches." "And they can't build high!" "We're going to be superheroes! Girls can't be heroes." And, finally, "We don't like girls." All these statements reflect commonly held stereotypes about girls. Additionally, she thinks, not seriously addressing the situation reinforces the additional stereotype that boys don't have to pay attention to the feelings of others.

Seeing an opportunity to expand their thinking, the teacher suggests testing these claims. She says, "Well, let's find out if girls can move the big branches and build high or not." Since many of the children are now gathering around, she invites everyone to join in the challenge. "What do you think is going to happen?" she asks. With much laughter the children run and gather branches. Some girls are faster than some boys, some boys are faster than some girls. Everyone is able to add branches to the club house, which is suddenly much higher!

Bringing the children back together, the teacher says, "It looks like both girls and boys can lift big branches and build high. Thinking that boys would be better at these things than girls was a stereotype." Several children repeat the word stereotype (preschoolers love big words!). Still holding their attention, the teacher clarifies and gives words to the program's values: "Stereotypes are unfair. In our school we want everyone to be treated fairly. What can we do so that we can be sure that we play together fairly?" The next steps are suggested by the children. One suggestion is a sign that says "Everyone can play here." "How about," says one of the boys who began this episode, "how about if we want to play alone, we just say 'you can have a turn in a few minutes'?"

Knowing that one interaction is never enough to help children think in new ways, the teacher plans and carries out further activities. She adds to the classroom library books in which female athletes and firefighters are strong and fast. At circle time, she reads books in which girls and boys play together in big muscle games. She invites a female carpenter in to help the children build with real tools. And she begins a curriculum on "Being a hero," about all the ways boys and girls can be powerful helpers.

In the next staff meeting, the teacher relates what she has done and is planning to do, and why. She asks her colleagues to consider the frequency of gendered exclusionary play in the program and they agree to take the important step of identifying how (explicitly and implicitly) they may be supporting a binary view of gender (see Chapter 9 in the forthcoming book) in their classroom. For example, how often do they call out "boys and girls" rather than "children"? Do they ask "strong boys" to help move furniture and big blocks? Do they comment on girls' clothing or hair instead of asking about their interests and accomplishments?
Do they support boys' tender, sharing, inclusive behaviors or mainly comment on their noisy, power-focused play? The teachers agree to observe each other as well as the children and see what changes they can make to avoid the damage that gender stereotypes have on children's sense of themselves and of others.

Using a combination of child-initiated, teachable moments and teacher-initiated, pre-planned activities is the most effective way to expand children's ability to grow in the four anti-bias education goals and to talk about, think about, and understand the world around them.

Pay attention to the realities of children's lives

While the four core anti-bias education goals are the same for all children, specific activities should be relevant to the children's backgrounds and their lives. Some children need support to resist messages of racial or cultural inferiority; others need guidance to develop a positive self-concept without absorbing social messages that they are the "normal" ones and other children are less than, strange, or negatively different. Children of wealthy families need help resisting the message that material accumulation defines their worth and that of others; children of families with fewer resources need support to resist messages that undercut their families' worth. Some girls may need extra support to develop confidence and interest in experiences that are math and science related; some boys may require help to develop skills for having nurturing, cooperative interactions with their peers
and to engage in play that reflects these attitudes.

Closing thoughts

As in all other areas of the curriculum, teachers tailor and scaffold anti-bias education materials and activities to each child's cognitive, social, and emotional developmental capacities. They plan and choose learning experiences that stimulate children to explore the next step of new ideas and skills and allow each child to apply new understandings and behaviors in his or her daily life.

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Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum

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This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards.

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This resource guide, Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning (Second Edition), provides teachers with the knowledge and tools they seek to educate preschool English learners most effectively.

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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.)

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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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The Powerful Role of Play in Early Education, an important publication filled with practical strategies teachers can use right away to create high-quality play-based early learning environments that prepare all children to thrive from their earliest years.

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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.

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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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TK - Implementation Guide - Video Series

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TK - Implementation Guide - Video Series

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Child Development Training Consortium (CDTC) provides services, training, technical assistance, and resources to students and professionals working with and for children. In doing so, we help promote professionalism and high-quality early care and education programs that benefit California’s children and families.

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Child Development Training Consortium

Child Development Training Consortium (CDTC) provides services, training, technical assistance, and resources to students and professionals working with and for children. In doing so, we help promote professionalism and high-quality early care and education programs that benefit California's children and families.

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Child Development Training Consortium (CDTC) provides services, training, technical assistance, and resources to students and professionals working with and for children.

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Building Partnerships to Support High-Quality P-3 Teacher Preparation in California

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Building Partnerships to Support High-Quality P-3 Teacher Preparation in California

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This event was designed for leaders in school districts, county offices, and institutions of higher education that offer early childhood and/or elementary teacher preparation programs as well as community-based early childhood education organizations. This event was intended to help strengthen partnerships to build a strong and diverse pipeline of early childhood educators who can provide high-quality learning experiences for California’s children and families.

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A Tool for California School Districts

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Strengthening and Sustaining Family Engagement through Integrated, Systemic Practice

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Find research-based resources, tips, and ideas for families-from child development to reading, writing, music, math and more.

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Find research-based resources, tips and ideas for families-from child development to reading, writing, music, math, and more!

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Parent Toolkit for Multilingual Education

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Parent Toolkit for Multilingual Education

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The parent toolkit includes PowerPoint presentations and printable parent guides about the benefits of multilingual education, multilingual programs, and how to become involved in their children's education.

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The Parent Toolkit includes PowerPoint presentations and printable parent guides about the benefits of multilingual education, multilingual programs, and how to become involved in their children's education.

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Parent Toolkit for Multilingual Education

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The Parent Toolkit includes PowerPoint presentations and printable parent guides about the benefits of multilingual education, multilingual programs, and how to become involved in their children's education.

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Continuous Improvement through an Equity Lens

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Early Education Teacher Development Grant 

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Early Education Teacher Development Grant 

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Are you living and/or working in Kings County and taking CD or ECE courses? You may be eligible to earn a $250 stipend per each course. Click on image for more information. | Application Materials

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The Hechinger Report embarked on a reporting project to explore the often-overlooked yet deeply consequential role of play in child development. Although play is natural for children, opportunities to play in a school setting can be minimal and uneven. In this series, we examined the importance of play and highlighted efforts around the country to infuse play into the school day.

Research shows play has enormous learning and social benefits across all ages

More Hechinger Report stories from past years about play and physical activity at school:

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The Power of Play - The Hechinger Report

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The Hechinger Report embarked on a reporting project to explore the often-overlooked yet deeply consequential role of play in child development. Although play is natural for children, opportunities to play in a school setting can be minimal and uneven. In this series, we examined the importance of play and highlighted efforts around the country to [...]

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California Department of Education
Email: UPK@cde.ca.gov

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Autism Focused Intervention Resources and Modules (AFIRM)

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Autism Focused Intervention Resources and Modules (AFIRM)

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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Select by Topic:

Our one-hour webinars are conducted via Zoom-an easy, reliable cloud platform for video and audio conferencing and chat. Once you have registered for a webinar, a confirmation email is sent with instructions to join the meeting. All webinars qualify for professional growth hours through the California Early Care and Education Workforce Registry. To receive professional growth hours, please use the workforce registry link provided in the webinar confirmation email at least 24 hours before the webinar. The California Workforce Registry no longer accepts registration after the webinar has occurred.

Collaborative Conversations with Desired Results and DR Access Projects

Desired Results (DR) and DR Access are partnering to provide webinars specific to the implementation of the DRDP assessment for all children. These webinars will highlight the importance of early childhood educators and early childhood special educators/service providers partnering to support children's authentic assessment and ways to share children's learning and development with families.

Using the Early Learning Foundations and the DRDP Together
Learn how to use the Early Learning Foundations and the DRDP to understand children's development and plan intentional invitations to learning.

January 25, 2023, 4:00 - 5:00 pm Register

DRDP Online Webinars (The Data System)

DRDP Online for Teachers "How to Input Ratings"-Review how teachers can view their class in the data system and input DRDP ratings. Please download this document before the webinar: Getting Started for Teachers PDF DRDP Online PDF

DRDP Online for Admin-Review the importance of roles and permissions, creating users, sites, and classrooms for administrators inside the DRDP Online system. Please download this document before the webinar: Getting Started for Administrators PDF DRDP Online PDF

DRDP Online Introduction-Learn four important steps to setting up a DRDessentialaccount DRDP Online PDF

DRDP Online Data and Understanding Reports-Review DRDP Online reports, how to pull reports and guidance on analyzing the data. Please download these documents before the webinar: DRDP Online Reports PDF | Child Report Guidance PDF Group Report Guidance PDF; Sample Parent Report

DRDP Online Upload Templates- Learn how DRDP Online administrators and data entry analysts can upload mass quantities of users, classes, and children into the DRDP Online system.

California Early Childhood Online (CECO)

California Early Childhood Online (CECO) provides free training modules on multiple topics, including the DRDP and the Integrated Nature of Learning. Access comprehensive resources in one centralized location to meet the ever-changing needs of the early childhood field. Join a virtual tour of how to sign up as a new user and view available modules.

DRDP Webinars (Special Topics)

DRDP for Family Child Care Providers- This one-hour session is designed specifically for family child care providers who are new to the DRDP. Network with other family child care providers as we discuss the power of the DRDP in the home setting, soft start options for implementation, and free, easy-to-use resources.

December 17 at 9:00 a.m. Register

January 21, at 9:00 a.m. Register - Conducted in Spanish

Observation and Collection-This one-hour webinar reviews essential tips for observing in the classroom, including strategies for remote collection of documentation for DRDP. Also, discuss the importance of family partnership for gathering meaningful information about children's development. Collection and organization of the documentation are essential! Resource Document Intro -17. Resource Document Spanish

January 11 at 5:00 p.m. Register - Conducted in Spanish

DRDP Online Ask the Expert -Bring all questions about the Desired Results process (observation, the assessment, DRDP Online)

Using Frameworks to Plan-Dive into the curriculum frameworks! Review classroom data and create a lesson plan using strategies from the curriculum framework to modify the environment, teacher strategies, and more. PPT HO

January 25 at 5:00 p.m. Register - Conducted in Spanish

Summary of Findings-Review the process of completing the Classroom Summary of Findings using DRDP Online group reports. EED 3900 Summary of Findings Sample Questions for Reflection
Engaging Families/Parent Survey
DRDP and Parent Conferences-Review strategies for planning a positive conference experience. Topics include the DRDP Online Parent Report, Child Developmental Progress Report, and how best to use these documents together. Learn strategies for planning a successful parent conference built on relationships and supporting children's learning and development. Child Developmental Progress form ( English and Spanish). Sample Child Developmental Progress form ( English and Spanish)

Environment Rating Scales (ERS)-Review the connections between the DRDP assessment and the Environment Rating Scales. Also, share resources to support the implementation of the Environment Rating Scales. Please download this document before the webinar: The DRDP and the Environment Rating Scales PDF

DRDP for School Age Programs-This webinar will review the DRDP School Age Assessment basics. The layout of the assessment, how to complete the assessment, and resources available to support teachers.

January 9 at 11:00 a.m. Register - Conducted in Spanish

Interactive Meetings (1.5 hours)

DRDP Online: How to use DRDP Online Reporting Tools to Inform Classroom Practice (1.5 hours)-Discuss strategies to connect findings in the DRDP Online reports to classroom-level planning for individuals and groups. PPT HO

Play, Reflection, and Curriculum All Working Together in the Same Sandbox (1.5 hours)

December 12 at 5:30 p.m. Register

January 9 at 5:30 p.m. Register - conducted in Spanish

Family Partnerships and Culture: Reflect and Learn First, Teach Second (1.5 hours)

December 8 at 5:00 p.m. Register

January 18 at 12:00 p.m. Register - Conducted in Spanish

The Powerful Role of Play (1.5 hours) - Discover the purpose of this publication, The Powerful Role of Play in Early Education, through reading and discussion.

DRDP Portfolio App Webinars

The DRDP Portfolio App is a free electronic portfolio. This teacher job aide allows teachers to attach multiple measures to pieces of documentation and organize it all electronically. Learn all the useful features of the portfolio app.
DRDP Online Onsite Training
Go to Training/Scheduled Training for information and to request training at your site.

Transcripts Available
Live transcripts for webinars are available upon request with prior notice. Please get in touch with desiredresults@wested.org desiredresults@wested.org for assistance or call 1-800-770-6339.

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desired results for children and families | webinars

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Select by Topic: Our one-hour webinars are conducted via Zoom-an easy, reliable cloud platform for video and audio conferencing and chat. Once you have registered for a webinar, a confirmation email is sent with instructions to join the meeting. All webinars qualify for professional growth hours through the California Early Care and Education Workforce Registry.

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Kings County Cares About Quality (KCCAQ) 

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Kings County Cares About Quality (KCCAQ) 

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CARES Program Goals? The ultimate aim of the Cares program is to promote high-quality standards within the early care and education field; to work with child care agencies and community partners to determine the best course of action to leverage knowledge and resources and eliminate duplication of services, and to inform the public on what high-quality programming includes.

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 CA UPK PPT Slide Deck: Key information for implementers.pptx

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Universal Prekindergarten FAQs

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Frequently asked questions (FAQs) regarding California state law relating to Universal Prekindergarten (UPK) and Transitional Kindergarten (TK).

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HiMama Blog - Resources for Daycare Centers

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The HiMama Helps Webinar series is designed with early childhood educators in mind. Join us every other Thursday at 2 PM ET and listen to child care and child development experts discuss practical strategies for your classroom. Our experts will also answer your burning questions LIVE!

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Presentations Archive - Early Childhood Webinars

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Sponsored by Brookes Publishing. Are you an early education program leader who is ready to start transforming your program to be more equitable? Or are you already actively pursuing programmatic changes to ensure inclusion and justice? If the answer to either of these questions is yes, this energizing webinar will help you strategize and act [...]

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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 variety of webinars and trainings that build professional development and highlight important topics in the early childhood education field

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Hatch Early Learning | Resources | Webinars

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Webinars - Hatch Early Learning - Play-based technologies help prepare children for success in kindergarten and beyond. Get a free demo today!

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A Parent Outreach and Communications Resource for School Districts and Local Education Agencies Implementing Transitional Kindergarten.

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TK Parent Engagement Toolkit ENGLISH.pdf