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NEW- Social and Emotional Development PTKLF

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NEW- Social and Emotional Development PTKLF

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NEW-Preschool Transitional Kindergarten Learning Foundations CDE WEBSITE

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NEW-Preschool Transitional Kindergarten Learning Foundations CDE WEBSITE

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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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Early Education and Development: Professional Learning Services

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Early Education and Development: Professional Learning Services

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Early Education and Development: Professional Learning Services

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Lifelong learning

Use the Cradle to Career Roadmap to identify key milestones in a child's academic and social readiness, while encouraging partnerships with all sectors of the community to support the goal of meeting the educational needs of all students from cradle to career.
Tell us about you:

Success indicators to look for

Academic and Career

Strong developmental foundation birth to 36 months

Read at grade level by 3rd grade

Grade level competent in ELA/Math by the end of 6th grade

Pass algebra I/integrated by 9th grade

Pass college/career readiness measurement exam by 11th grade (EAP)

Graduate from high school college & career ready

Enter & complete college, &/or workforce training with 21st century skills

Enter a sustaining career or Enter & complete advanced education &/or certification.

Personal and Social

Age appropriate interaction with the environment & others

Communicates needs, feelings, & interests

Enjoys & appropriately interacts with others

Makes friends & understands social rules & consequences

Increasing awareness & acceptance of differences in people

Positive self esteem & motivation to succeed

Increasing self awareness & identity, building social problem-solving skills & focus on the future

Exploration of attitudes, values & life possibilities

Lifelong learner & desire to make a lasting impact on future generations.

of the nation's unemployed
(ages 16-21)
are illiterate.

High School
Graduation Rate
increased to 89.3%.

of teachers say there's not enough time in the school day.

Billion spent
annually on
repeating grades.

I'm excited to learn new ways to support my students. This conference, Southern Regional Student Wellness Conference, is amazing.

Read success story

Want to get involved?
We'd like to hear from you.

Contact Us

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Lifelong learning Use the Cradle to Career Roadmap to identify key milestones in a child's academic and social readiness, while encouraging partnerships with all sectors of the community to support the goal of meeting the educational needs of all students from cradle to career.

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

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

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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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Tips for Responding to Challenging Behavior in Young Children

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Tips for Responding to Challenging Behavior in Young Children

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There are a number of reasons why children exhibit negative behaviors from time-to-time. It could be emotional or biological issues, a form of communication, to gain attention, or to obtain something.

If your child is being seen by a behavior specialist, he or she likely has an FBA (i.e., Functional Behavioral Assessment). FBAs typically lists concerning behaviors, hypotheses of why a child might be exhibiting said behaviors, and interventions to target each behavior.

Below is a list of what each function of behavior does for a child, when it typically happens, and what to do to manage behaviors. Note that the list is not all inclusive. If your child's behaviors have yet to be assessed and you are concerned, please contact Honu Intervention today.

Click here if you want to learn more about function-based intervention strategies based on the four functions of behavior.

There are a number of reasons why children exhibit negative behaviors from time-to-time. It could be emotional or biological issues, a form of communication, to gain attention, or to obtain something.

If your child is being seen by a behavior specialist, he or she likely has an FBA (i.e., Functional Behavioral Assessment). FBAs typically lists concerning behaviors, hypotheses of why a child might be exhibiting said behaviors, and interventions to target each behavior.

Below is a list of what each function of behavior does for a child, when it typically happens, and what to do to manage behaviors. Note that the list is not all inclusive. If your child's behaviors have yet to be assessed and you are concerned, please contact Honu Intervention today.

Click here if you want to learn more about function-based intervention strategies based on the four functions of behavior.

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Here's a list of 4 functions of behavior. It describes what each function of behavior does for a child, when it typically happens, and w

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Preschool Special Education Pyramid Model Overview

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Preschool Special Education Pyramid Model Overview

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Preschool Special Eduction Pyramid Model Overview

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SEL 101: What are the core competencies and key settings?

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SEL 101: What are the core competencies and key settings?

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SEL 101: What are the core competencies and key settings?

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A Teacher's Guide to Responding to Challenging Behavior in Young Children

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A Teacher's Guide to Responding to Challenging Behavior in Young Children

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Challenging behavior can create difficulties in the classroom, especially if these issues go unaddressed. When a child displays challenging behavior, your first instinct as their teacher may be to react using a corrective measure such as a time out or revoking a particular privilege. However, no child is the same and they act out differently for various reasons. Therefore, before taking action, it's essential to know what the best approach is and what strategies can help prevent the likelihood of the issue arising in the future.

This article will discuss challenging behavior in early childhood, possible causes, and what steps to take to address them. Keep reading to learn more.

What's considered challenging behavior in early childhood?

Challenging behavior is any persistent behavior that negatively affects a child's learning or interactions with peers and adults. Young children often display a wide range of emotions and have different ways of expressing themselves. As they get older, are put in new social settings, and interact with their peers, they begin to pick up new habits, which could be both good and bad.

Some common forms of challenging behavior include:

Tantrums

Defiance (unwilling to follow directions)

Excessive anger (after not getting their way)

Causing physical harm to themselves or others (kicking, fighting, biting)

Fussiness (refusal to wear certain items or eat certain foods)

Disruption (takes away from other children's learning)

All behavior is communication, and children have different ways of communicating. Displaying challenging behaviors can be one way of expressing an unmet need. These unmet needs fall into two categories: the child doesn't want to do something or they need or want something. Your first instinct may be to use a blanket consequence such as time out or lost privileges for handling these issues. However, this route can be damaging or ineffective.

How to track challenging behaviors

As their teacher, it's important to learn more about the reasons for their actions and determine what steps are needed to guide them in behaving and expressing themselves better. The best approach to get to the root of the issue is to observe and learn more about what could be behind it.

It may be helpful to utilize the ABC formula: antecedent, behavior, and consequence. With this process, you can identify the causes of challenging behavior, strategies to use to prevent or minimize the behavior, and responses or solutions to stop the behavior from happening in the future.

The ABC model of behavior includes:

Antecedent: The events or factors that lead up to the challenging behavior. These could be time of day, settings, or activities.

Behavior: This is the response your child has to the particular antecedent.

Consequence: What happens immediately after the behavior. This could be a response from an adult or the removal of activities or items as a result of the challenging behavior.

Source
Why is it important to address challenging behaviors?

There are multiple reasons why it's important to address challenging behaviors. A child's actions can negatively impact them and their classmates. It can interfere with their learning, make them uncomfortable, and sometimes lead to physical harm. Failing to address, understand, and correct this behavior can lead to bigger issues in the future.

In addition, addressing challenging behaviors can uncover more significant problems. Remember, this behavior is communicating an unmet need, so it's necessary to discover what that need is. For example, a child's behavior might be a result of:

Problems they're experiencing at home

Being in a stressful or overwhelming environment

Major changes in their life or family dynamics

Underlying health issues, social, emotional, or developmental problems, or neurodiversity such as autism, ADHD, Asperger's Syndrome, or learning disabilities

Because some children cannot articulate their wants and needs or may be incapable of controlling their behavior and decisions, it's up to you as their teacher to work with families to figure out what issues they may be facing.

How to address challenging behaviors

Setting rules and boundaries in your classroom is important for you and your children. It ensures that everyone is in an environment where they can learn, and it teaches children what type of behavior is acceptable. How you respond to challenging behavior depends on what the child is doing and what you've observed using the ABC model.

As you address challenging behaviors, make it clear what behavior is expected. There are a few options to discourage challenging behavior, including:

Encouraging empathy: Try incorporating activities that focus on empathy and teach children how their actions might make their classmates feel and ask how they might feel in a similar situation.

Ignoring: When it comes to attention-seeking behavior, ignoring the child can eventually discourage them from continuing since they're not being rewarded with the attention they want.

Distraction: Finding an alternative that appeals to the child or redirecting a challenging behavior to a more positive one might prevent them from continuing the negative behavior.

The difference between guidance and discipline

Responding to challenging behavior with conventional discipline is too closely related to using punishment. This can make the child feel negative emotions such as rejection, hurt, or anger which only worsens the situation.

Consider using guidance to create a more encouraging and positive environment. You can use it more as a teaching moment by helping the children learn from their actions. Building a relationship with your class and individual children helps form a bond and build trust so they'll be receptive to your guidance when conflicts occur.

Classroom management strategies

Instead of responding to challenging behavior with punishment, you can incorporate educational and positive practices into your approach. Some helpful classroom behavior management strategies include:

Demonstrate to children that they can control their behavior. Don't hesitate to show the child their impact on themselves and the class when they misbehave. Let them know they have choices in how they respond and the consequences for each.

Create a calming corner. When stressed or overwhelmed, children can turn to a calm down corner to sort through their feelings and emotions, find coping strategies, and come to a solution in a positive, calm, and safe space.

Turn negatives into positives. When a child displays negative behaviors, it's easy to want to respond with negativity, which can further create an unhealthy relationship and classroom environment. So instead, incorporate positive language into your responses to deter children from these challenging behaviors. For example, if your student is defiant and refuses to sit in their seat, don't tell them to "Sit down." Instead, you can respond, "Let's save some energy to play with your friends during recess."

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Teach your class about positive behavior. Much like a calming corner, displaying examples of what positive behavior looks like around your classroom can encourage better behavior. It also helps to lead discussions about how positive actions can create a happier, more favorable environment for their peers.

Establish rules and boundaries. Set expectations and boundaries for how to behave in your classroom. Don't use negative language and punishment for breaking the rules, but let your class know what is and isn't acceptable. Visual aids such as posters can help them better understand expected behavior.

Addressing challenging behaviors with families

Combating challenging behaviors is a team effort. Little progress will be made if you only address the issues in class, with no reinforcement at home. Meet and communicate regularly with families to share details of how their child is behaving. Share any concerns, offer insights, and gather information on what may be influencing this behavior. Then, together you all can create a plan to address the behavior.

Bringing your concerns to families can be a sensitive subject. However, some things to remember are:

Express your concerns for the child

Avoid negative and offensive language

Don't minimize the issue

Emphasize that you care and want to work with them to improve their child's behavior

Ask if they've noticed the same behavior at home

Don't place blame or tell them to punish the child

When to seek professional support for challenging behaviors

All preschoolers and toddlers are bound to act out at some point; however, some issues are more problematic and may call for more action. If you have children signaling that they may have a more severe problem or it's due to a more significant underlying issue, it may be time to enlist the help of a professional.

Suppose you've met with the family and have incorporated guidance and management strategies into your response, but the challenging behavior continues or worsens. Aggressive behavior, changes in mental health, injuries to self or classmates, and more can be warning signs that call for a professional evaluation. More action may be required, and you must meet with the family again to discuss your concerns and next steps.

In conclusion

It's common for toddlers and young children to go through behavioral changes. As their teacher, be sure to respond constructively to work towards improving their behavior. Setting rules and boundaries and using positive reinforcement can guide children in the right direction.

Brightwheel is the complete solution for early education providers, enabling you to streamline your center's operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center-including sign in and out, parent communications, tuition billing, and licensing and compliance-in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more at mybrightwheel.com.

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A Teacher's Guide to Responding to Challenging Behavior in Young Children

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When a child displays challenging behavior, it's necessary to get to the root of the issue to identify the best ways to address it.

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Challenging Behaviors and the Role of Preschool Education

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Challenging Behaviors and the Role of Preschool Education

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National Institute for Early Education Research

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Policy Brief - Challenging Behaviors and the Role of Preschool Education - National Institute for Early Education Research

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December 1, 2007 This policy brief from NIEER examines the role of preschool education in regard to problem behaviors in young children. By Lisa A. McCabe and Ellen C. Frede NIEER Policy Brief (Issue 16, December 2007) Summary Is there a rise in challenging behaviors among young children in early care and education?

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Baltimore Annapolis Center for Integrative Healing

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How grounded are you?

Do you know what it means to be " grounded"? Not like when your parents said you weren't allowed to go outside and play with your friends. Being grounded means being present in your body. Being in the here and now. Knowing where you are and what is happening around you.

For people who have experienced trauma, sometimes being grounded and present in our bodies is not as easy as it sounds. If you have ever felt like you are floating around above your body, then you know what I mean. Or if you never feel anything in your body, it's just numb. Or if you find yourself zoning out and missing what's happening around you. If the person you are talking to says, "Hello, are you listening to me?" and you suddenly snap back to reality and think Where did I just go?

I'm talking about dissociating, and some people do it more often than others. It's a great way of coping with negative emotions when we have no other way to escape. For that reason, many of us who were abused or neglected in childhood, or have experienced any other type of traumatic event over our lives may find this happening. Or we may not know it's happening, which can be scary. In spite of how effective dissociation can be in helping us avoid our unpleasant feelings, it can get in the way when we want to be focused at work, at home and in relationships.

Sometimes trauma survivors find unwanted thoughts or feelings coming into our heads when we don't want them to. We may even have flashbacks, in which we feel as if we are reliving the event. People often describe this as feeling as if they are watching what happened to them all over again - like a movie. However, unlike a movie that you want to see, this is one that brings up the same feelings of horror, helplessness and fear that you felt when the traumatic event occurred. It can be confusing and sometimes people have panic attacks when flashbacks come up unexpectedly.

It's important to feel grounded.

If any of these things are happening to you, I want you to know that while these are typical responses to trauma, you do not have to suffer alone. Help is available. My practice is focused on helping people who have experienced trauma to recover from the effects. Below is an infographic I created which describes a simple, free and commonly used grounding technique.

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Being Grounded Is A Good Thing! - Baltimore Annapolis Center for Integrative Healing

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How grounded are you? Do you know what it means to be " grounded "? Not like when your parents said you weren't allowed to go outside and play with your friends. Being grounded means being present in your body. Being in the here and now.

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Events and  Functions Associated with Problem Behaviors

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Events and  Functions Associated with Problem Behaviors

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CA Foundations in Social-Emotional Development

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CA Foundations in Social-Emotional Development