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action steps

show how to hold the spoon.

using playdoh

using hand activity

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50% of the children are at Building Later in Health.

3 out of the 5 days the children will identify which fruit or veggie will be having for lunch

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11% of the children were at Building Earlier in Approaches to Learning.

Three days this week I will provide marble mazes in the classroom for children to interact with

ALT-2 1 time per month family will use playdough for self comforting technique when child needs to calm their body

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33% of children were in Building Earlier in Language and Literacy Development.

Encourage family to read to child 15 minutes at bedtime each night to help develop language and literacy skills.

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-Sort leaves by number of points on leaves.

-Make a table to document their findings.

-Trace leaf shapes onto paper.

-Art projects/painting leaves.

-Tally findings on paper by individuals and groups.

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*activities*

1. Play dough-group activity - using play dough as an interaction- calm down strategy

2. emotions- feeling cards- feelings buddies

3. good bye ritual- see you later alligator, hugs, bye bye butterfly

*Family engagement activities*

1. Breathing activity between parent and child

2. Visual Schedule board

1. what is going to happen next

3. at home activity for parents and children

1. Handouts- GGK, CD

Environment Change

1. Going to a 3rd party location

2. Parent Change- dad, sibling, grandparent- someone different

3. Location within the home

4. Temperature

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Group 2: LLD – Listening and Speaking- vocabulary

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Group 2: LLD – Listening and Speaking- vocabulary

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Activities

Simon Says

Finger play songs

I spy game

spotting differences between pictures

Family Engagement

following directions

Labeling items around the house

Using prepositional words when setting the table

Environmental changes

Activities outside of the home such as going to the library

Following family and children's interests

Incorporating families home language as well as school language into activities

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Group 1: Math- Algebra/Functions- patterns

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Group 1: Math- Algebra/Functions- patterns

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Activities

1.) Nature Walk outside collecting leaves.

2.) Making Bracelets with beads/patterns.

3.) Sorting leaves.

Family Engagement

1.) Family Nature Walk.

2.) Make Bracelets.

3.) Trip to park to collect objects to sort together (leaves, rocks, etc).

Environment Change

1.) Location-New location or brainstorm location together.

2.)Changing out activities in location and making them new.

3.) Weather/Temperature

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Leaves- different shapes, different colors, different sizes, different textures

different tree items- bark, acorns, helicopters, slab of a tree( growth rings)

matching based on the type of leaf

using leaves based on patterns

using leaves in different stage

different sounds

count the leaves

pass leaves out and have kiddos find their leaf friend

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Nature walk, scavenger hunt, collecting items from nature, nature collage

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Editing :) testing

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85% of our class is at Building earlier in MATH

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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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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 Head Start Early Learning Outcomes Framework: Ages Birth to Five (ELOF) presents five broad areas of early learning, referred to as central domains. The framework is designed to show the continuum of learning for infants, toddlers, and preschoolers. It is grounded in comprehensive research around what young children should know and be able to do during their early years. To explore the ELOF, as well as resources within each of the central domains, check out the Interactive Framework.

There's the ELOF for That is a short and fun video that can help Head Start leaders and others share information about how program staff can use the ELOF in their work with children and families.

The Head Start Program Performance Standards require grantees to implement program and teaching practices that are aligned with the ELOF. Education managers can use the ELOF Implementation Toolkit to guide the alignment process and help their programs strengthen practices to promote children's development in all ELOF domains.

Teaching staff and home visitors can find resources to help them implement effective teaching practices in support of children's development across the ELOF domains. The ELOF Effective Practice Guides provide information about domain-specific teaching practices that support children's progression within the ELOF developmental domains. The guides describe teaching practices, show practices in early learning settings (including home-based), and offer a framework for reflection on and improvement of effective teaching practices.

Explore Resources
Print the full Head Start Early Learning Outcomes Framework and the Getting Started Guides

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Head Start Early Learning Outcomes Framework | ECLKC

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The new ELOF framework is designed to show the continuum of learning of infants, toddlers, and preschoolers. It is grounded in comprehensive research around what young children should know and be able to do during their early years.

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The learning domains in the Early Childhood Indicators of Progress (ECIPs) are research-identified areas of learning in the birth to age 5 years. The ECIPs represent a shared set of expectations for what children can know and do prior to kindergarten. This set of expectations was developed and shared in a way that shows learning as a continuum of children's growth and development, that knowledge supports more knowledge, and skills beget more skills. It's important to note that young children do not necessarily acquire knowledge and skills in a linear way because the developing brains of young children require time to create strong connections and consolidate knowledge and skills. Sometimes, skills will appear and disappear only to reappear later, fully integrated into a child's capacity. Because of this, the indicators of learning within the ECIPs should not be used as a high-stakes assessment; instead, they inform patterns of growth and areas needing support for the child. The use of the ECIPs in the selection of curriculum, instructional approaches and assessments give teachers the tools needed to support all children's learning through high-quality play and teacher-directed learning. The ECIPs ensure equitable access to high-quality learning throughout the early childhood system.

The learning domains include: 1. Social and Emotional Development; 2. Approaches to Learning; 3. Language, Literacy and Communications; 4. The Arts; 5. Social Systems (Cognitive); 6. Physical and Movement Development; 7. Mathematics (Cognitive); and, 8. Scientific Thinking (Cognitive). The domain numbers identify the location of an indicator within the domain, component and subcomponent.

The organization of the domains is designed to be easy-to-understand and aid in planning by teachers for individual children, small groups, and classroom-wide. The ECIPs are displayed as an age continuum (birth to age 5) within each domain and include the following elements:

Domains are major areas of development and learning.

Components are specific areas of learning within each domain.

Subcomponents are consistent strands within a component across the full age-range continuum.

Indicators are expectations for observable outcomes for the child at specific ages. For quick reference, indicators are now numbered within the domain and subcomponent.

An Introduction to the ECIPs - 5/6/20
Background of Revision, How to Use the ECIPs

Arts (The) - 4/29/20
Exploration of the Arts, Using the Arts and Self Expression

Approaches to Learning - 4/29/20
Initiative and Curiosity, Attentiveness, Engagement and Persistence, Creativity, Processing and Using Information

Language Literacy Communications - 4/29/20
Listening and Understanding, Communicating and Speaking, Emergent Reading, Writing

Mathematics Cognitive - 4/29/20
Number Knowledge, Measurement, Patterns, Geometry and Spatial Thinking, Data Analysis

Physical and Movement - 4/29/20
Gross Motor, Fine Motor

Social and Emotional - 4/29/20
Self and Emotional Awareness, Self-Management, Social Understanding and Relationships

Social Systems Cognitive - 4/29/20
Community, People and Relationships, Change Over Time, Environment, Economics, Technology

Scientific Thinking Cognitive - 4/29/20
Discover, Act, Integrate

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The learning domains in the Early Childhood Indicators of Progress (ECIPs) are research-identified areas of learning in the birth to age 5 years. The ECIPs represent a shared set of expectations for what children can know and do prior to kindergarten.