what children, birth to five, should know and be able to do

What children, birth to five, should know and be able to do

Social and Emotional Standards as a Tool for Improving School Climate

How can learning standards support a positive and healthy

school climate?

What children, birth to five, should know and be able to do

Child or learning

standards

Program standards

Adult Standards

Content of Learning Standards

• By including multiple domains of development, the focus of a school includes

social and intellectual habits.• By ensuring these areas are a priority, the

school climate can be improved. • Including areas of study that interest

children (science, social studies and the arts) promotes an engaged school community

Common Core State

Standards in English

Language Arts

English Language

Learner

Framework

Healthy & Balanced Living

Curriculum Framework

Physical Development &

Health

Physical

Development and

Health

Socia

l &

Emoti

onal

Deve

lopm

ent

Socia

l & E

moti

onal

Deve

lopm

ent

Cognition

Cognition

Under Development

Crea

tive

Arts

Crea

tive

Arts

Mathematics

Science

PK-8 Science Curr. Standards & Assessment Expectations

Language & Literacy

(Supplementary Dual Language

Development Framework)

Early Language

Communication & Literacy

(Supplementary Dual Lang.

Dev. Framework)

Early Scientific Inquiry

Connecticut’s Birth to Five

Early Learning and Development Domains with Alignment to K-3

Standards

0-3

3-5

K-3

* The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development.

.

Under

De

velop

men

tSo

cial

Stu

dies

Early

Mathematical

Discovery

Common Core State

Standards in Mathematics

CT’s

Arts

K-1

2 Go

als &

St

anda

rds

Soci

al S

tudi

es

Fram

ewor

k

Essential Dispositions: Across all ages and domains, early learning experiences

will support children to be:

INQUISITIVE

Critical Thinkers

Social Learners

Purposeful and Reflective

Creative Arts

0-6 months 6-12 months 12- 18 Months 18-24 Months

Learning Progression

Indicators

This is evident, for example, when children:

Indicators

This is evident, for example, when children:

Indicators

This is evident, for example, when children:

Indicators

This is evident, for example, when children:

Strand: Early learning experiences will support children to engage in and enjoy the arts.

Music CA.6.1 React to music by turning to a sound source, cooing in response, wiggling or moving, soothing one ’s self, etc.

CA.12.1 Show interest in singing, moving, and dancing, using their body

CA.18.1 Use instruments to explore rhythm and melody

CA.24.1 React to changes in music by joining in with more extended segments of familiar music using voice, physical gestures and/or instruments

Learning Progression

Strand

Domain Name Age Range

Indicator

Small Groups Exploring the CT ELDS Social and Emotional Standards

5 minutes to explore individually5 minutes for group talk about why including these learning goals might support a strong

school climateSharing discussions

K-3 Social and Intellectual Habits Standards-Draft Strands

• Develop a positive self-concept• Develop a positive attitude toward learning• Identify and understand emotions of self and

others• Develop positive interpersonal relationships• Executive Function • Logic and Reasoning• Symbolic Representation

Implementation of Learning Standards(connected to adult standards and

program standards)• What the adults and programs do to help children achieve the learning and development

goals may be as important as what the goals are.

• Using developmentally appropriate and effective practices when implementing

standards across all domains and content areas supports a positive and healthy climate.

Early Learning and Development Standards are Guides not Gates

Guides point us in the right direction and provide support to get us where we want to go

Gates block access and give control to the gate

keeper

Guiding Principles

• Reflect developmentally and culturally appropriate and effective practices

• Help families, communities, and schools work together to support children’s early learning and growth and address: – how children learn and grow– the role of families and communities– how early learning environments best support children’s growth and development

Review of the Guiding Principles

• What aspects of these principles promote a positive school climate?

• How do these Guiding Principles match up with the School Climate Standards or the 12 dimensions of School Climate?

The ELDS should be used as a part of the cycle of intentional teaching

Strategies to Support Growth and Development

Guidance linking evidence-based strategies

to the ELDS is currently under development. The

most basic level of this guidance is within the

domain “action pages” included in the document.

Examples of More Detailed Guidance (to come)

Domain: MathematicsStrand: Counting and Cardinality

12-18 Months 3 to 4 years

• Sing songs with numbers such as “One, Two Buckle My Shoe”

• Talk about “how many”, such as you have two eyes, ten toes, etc.

• Ask child to collect materials for a project, requesting that they collect 5 pieces of paper and 3 markers

Dual Language Development Framework: Learning Progressions for 2nd Language Acquisition

This is a framework considering the development of 2nd language learning to be used in conjunction with the Language and Literacy Domain. It outlines learning

progressions that, while common, are influenced by many factors.

Beginning Middle Later

Home Language Beginning Use Increasing Use and first experiences of Second Language of Second Language with Second Language

Alignment to Common Core State Standards

• Learning progressions, including the K Common Core are included in Appendix D

• ELDS are crucial for supporting entering Kindergarten students because: – The kindergarten CCSS are end-of-year goals – Not all children enter kindergarten with the same

skills, knowledge or experiences– To effectively support children one must

understand the necessary foundational skills

Promoting Alignment Through Common Language

and UnderstandingEarly Learning and Development Standards

Questions?

Contact Information

Website: www.ct.gov/oec/elds

Presenter contact: Michelle Levymichelle.levy@ct.gov

(860) 713-6756