Approaches to Learning

Social and Emotional Development

Foundational Language Development

English Language Development

Mathematics

Science

Physical Development

Health

Social Science

Visual & Performing Arts

Learning Foundations (PTKLF) in the domain of Social and Emotional Development describe the social and emotional competencies children can demonstrate and develop through their early learning experiences. In early childhood, a child develops understanding of their social and emotional qualities, including their own emotions, thoughts, and behaviors, as well as awareness of their abilities and identities. Once a child develops a concept of self, they extend this understanding to others. Children’s social and emotional development is shaped in the context of interactions with adults and peers. Supporting children’s healthy social and emotional development helps them build strong, respectful relationships with others, appreciate people’s similarities and differences, and learn to collaborate and solve problems with others. These qualities promote social awareness and lay the groundwork for equity and prosocial behaviors, contributing to children’s sense of belonging, inclusion, love, and acceptance.

interact with others and their environment, they are constantly encountering opportunities to investigate and solve problems related to science phenomena. Children explore concepts related to living things and nonliving things, the weather,

objects in the sky (for example, the sun, moon, and stars), and how their actions impact the environment around them. Children identify everyday problems in play and learning experiences that they solve through trial and error and by employing their prior knowledge. As children explore their environment, they use tools, digital devices, and mathematics skills to measure, document, and make sense of their observations.

navigate spaces. Children’s physical development is influenced by their physical growth (for example, height, muscle development, general body mass) and their experiences and interactions with the world around them. Because physical development is recorded in growth charts, it is often thought of as

something that happens naturally, with all children achieving skills in the same way or predetermined order. However, young children’s physical development is much more complex than growth charts suggest. While the California PTKLF in Physical

Development each describe one discrete skill or behavior, these skills develop within a larger context. Physical development does not happen in isolation, but rather is influenced by a child’s culture, community, and experiences, and by their own body.

appropriately. They also learn about protecting the health of the group by following health practices like covering their cough. Additionally, young children learn about safety, including preventive behaviors such as using a car seat, wearing a helmet on bicycles or tricycles, and responsive behaviors such as seeking help when needed.

are in the world and how they relate to other people in space and across time.

and movements—sing, color, dance—and engage in pretend play as they go about their day. The visual and performing arts (visual arts, music, drama, and dance) offer young children many ways to experience playful exploration, self-expression, creativity, and the joy of learning. Such play is the natural “work” of young children and contributes to their overall development and learning in addition to expanding their artistic abilities.

Introductions by the California Department of Education and WestED. This provides an overview of the updated PTKLF and the introduction of the publication.