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Correlation of The Pennsylvania Early Learning Standards* for Pre-Kindergarten

with PreschoolFirst.com (Ages 18-66 Months)

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Introduction The PreschoolFirst.com system is a dynamic online play-based curriculum and assessment resource. PreschoolFirst.com utilizes the work of Sally Flagler, Ph.D., a pediatric psychologist and noted specialist in the development of young children. She developed and authored the Infant-Preschool Play Assessment Scale (I-PAS) while at the University of North Carolina. PreschoolFirst.com incorporates Dr. Flagler’s I-PAS behaviors as the foundation of the product, incorporates the American Academy of Pediatrics Developmental Milestones, follows the National Association for the Education of Young Children (NAEYC) Guidelines for Appropriate Curriculum Content and Assessment, and fully supports the Head Start’s Child Outcomes Framework. I-PAS has been validated in a variety of childcare settings using observers of differing skill levels. Early childhood programs and educators use the system to observe and document the development of children in their care. Preschool First is comprised of more than 500 early learning behaviors for children birth to age five. PreschoolFirst.com uses these behaviors as the framework for a set of criteria, curriculum materials, and procedures based on each individual behavior. For early childcare facilities, the system offers an online tool that can document the progress of each child as part of that location’s normal daily activities. Early childhood centers can also use additional theme-based play activities derived from the behavior set and created by PreschoolFirst.com to augment their existing programs. The system offers a secure means of documenting each individual child’s progress in the Sensorimotor, Gross Motor, Fine Motor, Social Emotional, Cognitive, and Communicative developmental domains. Our PreschoolFirst curriculum library consists of over 3000 hands–on activities organized by themes that relate specifically to these important early learning behaviors. This print version of the online correlation relates the PreschoolFirst behaviors and activities (by index number) appropriate for children 18-66 months of age to the Pennsylvania Early Learning Standards for Pre-Kindergarten. NOTE: The online fully integrated and alignment feature is available as an option to PreschoolFirst subscribers. Early childhood programs that implement PreschoolFirst curriculum and observe the behaviors of young children will provide multiple opportunities for those children to accomplish the widely held expectations put forth by the Pennsylvania Early Learning Standards for Pre-Kindergarten The implementation of the PreschoolFirst system will enable early childhood programs to plan high-quality early childhood experiences which help prepare children for success upon entry into kindergarten. Infant and toddler behaviors are not included in this comparison.

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PreschoolFirst developmental domains: Behaviors observed in PreschoolFirst are categorized into developmental domains according to the research of Dr. Sally Flagler. Small groups of these behaviors are observed at specific times appropriate to each child’s development. PreschoolFirst provides a balanced framework of targeted learning experiences that address all areas of early childhood development. Children learn and develop new skills and actions in various categories, these new skills and actions are organized into broad categories called “domains.” PreschoolFirst utilizes six developmental domains. Every behavior in these developmental domains is fully integrated into PreschoolFirst’s curricular library of more than 3,100 developmentally appropriate, hands-on activities.

Cognitive Domain: includes problem solving, thinking and reasoning skills, memory and a child's general attention span.

Communicative Domain: includes the way a child understands, listens, and uses language to express ideas to others.

Socio-Emotional Domain: includes a child's ability to handle his/her feelings toward others in typical situations; and how well he/she interacts, takes turns, and cooperates with others in play.

Gross Motor Domain: includes an infant's ability to lift and turn his/her head, how well he/she can control and use his/her

arms and legs; includes those which show a toddler’s and preschool child's whole body coordination such as: balancing, jumping, walking, running, etc.

Fine Motor Domain: includes an infant’s visual activity such as focusing, tracking and scanning, and the beginning

development of hand-eye coordination; includes toddler’s and preschool child’s further development of hand-eye coordination and finger control.

Sensorimotor Domain: includes how infants experience the world through sight, sound, taste, movement, and touch.

Activities in the PreschoolFirst system are created for use in five different settings. PreschoolFirst organizes activities into five activity types designed by early childhood educators. These types include appropriate activities, materials and equipment, to facilitate a range of child-adult interactions within each age group. Effective planning and a daily routine is an essential component of quality programs. PreschoolFirst contains a planning feature designed to help teachers plan daily and weekly activity schedules. To deepen the learning experience, activities can be extended for more than one activity session or repeated according to the child's interest. PreschoolFirst includes activities which teachers can schedule to provide both indoor and outdoor experiences.

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Project Time activities let teachers observe a small group of children as they create individual or group projects. Most Project Time activities emphasize fine motor and/or cognitive development. A teacher sets up, prepares, and facilitates the projects, and each child completes the project by following a set of steps using his individual abilities. Each child should feel comfortable working at her own pace and ability level. Individual child input ensures that no two projects will look exactly alike, yet they may be similar.

Buddy Time activities allow teachers to observe and work directly with an individual child or a small group of children. Most

Buddy Time play activities ask children to use cognitive, language, and/or some fine motor development. These activities are teacher-facilitated play activities in which children will enjoy special time with their teacher.

Creative Play Time activities provide teachers with a setting for observing children's social/emotional, fine motor and/or

communication development in small groups. The interactive child-directed play of the children is only guided by carefully selected props and by the arrangement of play objects in the imaginative-play area. The teacher can observe and make suggestions or ask questions to guide the play; however, Creative Play Time works best with minimal teacher direction.

Game Time activities allow teachers to observe social/emotional and/or gross motor development while children play outdoor

games. Group size can vary from small to whole class, depending on the number of teachers available to make the observations. The play activities are non-competitive and action packed. These activities allow children to practice and refine age-appropriate gross motor skills, foster a caring attitude toward others, and experience the joy of movement. Game time consists of teacher and child initiated play, teachers are encourages to respect any child initiated actions over any specific teacher directed activities.

Story Circle Time consists of stories, songs and discussions typically teacher

initiated. These activities allow other teachers to observe children in a small group, large group or the whole class as they listen to books, discuss stories, sing songs, follow movement games, and develop “literacy readiness.” It is important to allow each child to respond to any questions, and to let every child know his own ideas are important to the discussions.

Learning Experiences and Theme activities in the PreschoolFirst system PreschoolFirst theme learning experiences and activities are created for children 18-60 months of age. Currently there are 15 themes or topics available online. PreschoolFirst encourages early childhood programs to use these as a framework for curriculum in conjunction with learning experiences inspired by their children’s interests and the cultural make up of the class and community.

PreschoolFirst.com Age Groups

0-4 months 4-8 months 8-12 months 12-18 months 18-24 months 24-30 months 30-36 months 36-48 months 48-66 months

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Sounds – active learning activities that present sounds of letters, musical sounds, and sounds around us

Basic Concepts – playful activities that focus on opposites, positions, shapes, and recognizing simple attributes

Family – a hands-on way to look at different families and basic groups

My Body – fun activities that provide a hands on scientific look at how our bodies work

Transportation – activities that present a playful way to investigate the ways we move around our world

Careers – investigative activities that allow children to discuss and explore various careers and community helpers

Zoo – learning activities that help children think about the creatures in our world

Fall – experiential activities that look at leaves and changes during the autumn

Winter - experiential activities that look at snow and cold weather

Spring - experiential activities that look at new growth and changes in nature

Summer - experiential activities that look at water and hot weather

Stories & Rhymes – literature-based activities that incorporate original versions of popular children’s stories and rhymes

Food – learning activities that include healthy foods and the new FDA food pyramid

Homes- playful activities that focus on different homes and their associated objects from around the world

Insects – fun activities that help children learn about some of nature’s smallest creatures

References: Flagler, S. (1996). I-PAS Infant-Preschool Play Assessment Scale. Lewisville, KY: Kaplan. Flagler, S. (1996). Multidimensional Assessment of Young Children Through Play: Preacademic skills assessment. Lewisville, KY: Kaplan. Pennsylvania Department of Education and Public Welfare/Office of Child Development and Early Learning (2009). Pre-Kindergarten Pennsylvania Learning Standards for Early Childhood. Harrisburg, PA: Author. Retrieved May 18, 2010 from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Pre-Kindergarten%202010.pdf. The Source for Learning, Inc. (2010). PreschoolFirst.com. Reston, VA: Author.

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15.1.1 Curiosity and InitiativeStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Show interest in a growing range of topics, ideas and tasks.

All PreschoolFirst Behaviors provide experiences that support this standard statement.

Utilize all available senses to explore and learn from the environment

Supported by all activities related to behaviors: 160, 161, 167, 184, 217, 249, 276, 302, 319, 347, 349, 383, 411, 439, 444

Asks questions for clarification and to seek meaningful information

Supported by all activities related to behaviors: 190, 313, 318, 357

Show interest and interact with others about their work or actions

Supported by all activities related to behaviors: 168, 208, 257, 311, 379, 406, 449

Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Demonstrate an increased willingness to participate both familiar and new experiences

All PreschoolFirst Behaviors provide experiences that support this standard statement.

Differentiate between appropriate and inappropriate methods for learning information



Engage in simple games with rules Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 405, 449,

Use materials and objects to represent other objects Supported by all activities related to behaviors: 140, 264, 322, 388, 436

Engage in complex play sequences that may be continued over several days

All Creative Play Time activities provide experiences that support this standard statement.


Attend and follow through on adults' one or two step directions


Initiate and extend activities Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 450

Complete short tasks, activities, projects and experiences from beginning to end independently

Supported by all activities related to behaviors: 142, 171, 197, 216, 230, 312, 381, 387, 421

PENNSYLVANIA LEARNING STANDARDS FOR EARLY CHILDHOOD - PRE-KINDERGARTENAPPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE

Standard 15.1: CONSTRUCTING AND GATHERING KNOWLEDGE

15.1.2: Risk Taking

15.1.3: Stages of Play

15.2.1: Engagement, Attention and PersistenceStandard 15.2: ORGANIZING AND UNDERSTANDING INFORMATION

All materials copyright © 2003-2010 by The Source for Learning, Inc.1

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Work towards completing task despite interruptions or classroom disruptions



Test objects to determine their purpose Supported by all activities related to behaviors: 213

Explain a routine sequence to another Supported by all activities related to behaviors: 362.5, 370, 373, 376, 377, 382, 383, 424.5, 425, 440, 458.5

Break simple tasks into steps and complete them one at a time

Supported by all activities related to behaviors: 142, 197, 216, 230, 312


Try different ways to complete a task Supported by all activities related to behaviors: 142, 197, 216, 230, 312, 338, 390, 423, 458

All Project Time and Buddy Time activities support this standard statement.

Attempt to accomplish a difficult task on own Supported by all activities related to behaviors: 142, 197, 216, 230, 312


Use both observation and imitation to understand information

Supported by all activities related to behaviors: 136, 138, 139, 144, 156, 157, 160, 163, 167, 174, 175, 190, 201, 212, 227, 235, 244, 249, 282, 285, 290, 302, 313, 318, 332, 351, 378, 382, 428, 453

Use music, art and stories to express ideas and feeling


All Project Time provide an increasing variety of activities to support this standard statement.

Use materials in unique ways to represent other things

Supported by all activities related to behaviors: 151, 188, 221, 307, 313.5, 336, 337, 341, 341.5, 366, 452, 458, 458.8


Supported by activities: 100, 907, 356, 360, 2511, 2513, 308, 2541, 1351, 1252

Try several ways to complete a task Supported by all activities related to behaviors: 142, 197, 216, 230, 312, 338, 390, 423, 458

All Project Time and Buddy Time activities support this standard statement.

Produce and explain the purpose for a new creation Supported by all activities related to behaviors: 140, 146, 264, 313.5, 322, 341.5, 378.5, 388, 436, 458.5

15.2.4: Reasoning and Problem Solving

15.2.2: Task Analysis

Standard 15.3: APPLYING KNOWLEDGE15.3.1: Creativity, Flexibility and Invention


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Demonstrate culture and home experiences during play


All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.

Relate home or outside-learned knowledge to school experiences


All Family theme activities provide experiences that support this standard statement.

Understand that appropriate activities and event may differ from home to school


All Family theme activities provide experiences that support this standard statement.


Understand how behavior may impact others' response to action

Supported by all activities related to behaviors: 209, 251, 283, 390, 447, 448, 449, 451

Understand who or where there is help when needed

Supported by all activities related to behaviors: 229, 348

Attempt problem solving activities to achieve a positive outcome



Show pride in belonging to a family unit Supported by all activities related to behaviors: 259 All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.

Show understanding that family structures may differ from one family to another


Explore unusual materials that represent other cultures

Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408


Demonstrate awareness of some physical difference among children


All My Body theme activities provide experiences that support this standard statement.

Standard 15.4: LEARNING THROUGH EXPERIENCE15.4.1: Home-School Identity

15.4.2: Resilience

15.4.3: Culture


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9.1a.1: Aesthetic ResponseStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Respond to different forms of music and dance through participation and discussion


Supported by activities: 1753, 1794, 284, 279, 2198, 2202, 2302, 2308, 2304, 2307, 1957, 1958, 2001, 1743, 1747, 1749, 2479, 2325, 2323, 260, 2477, 266, 275, 271, 2396, 2397, 2415, 1877, 2457

Practice rhythms in different forms of music and dance

Supported by all activities related to behaviors: 300, 331, 427

9.1a.2: ExplorationStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Use instruments to accompany music or songs Supported by activities: 659, 3217, 1019, 1830, 1836, 1854, 1855, 1859, 1938, 1919, 848, 1907, 1857, 1864, 1867, 1856, 1861, 1923, 1892, 1897, 1904

9.1a.3: CreationStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Use imagination and creativity or express self through music and dance


Use body to represent form in space Supported by all activities related to behaviors: 300, 427


9.1b.1: Dramatic ExpressionStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Use nonconforming objects to create representations of real life objects or activities


Represent fantasy and real-life experiences through pretend play


Repeat similar play scenarios Supported by all activities related to behaviors: 140, 163, 264, 320, 322, 388, 414, 437

Use pretend play to represent known or anticipated situations


CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTSStandard 9.1a: PRODUCTION AND PERFORMANCE: MUSIC AND MOVEMENT

Standard 9.1b: PRODUCTION AND PERFORMANCE: DRAMATIC AND PERFORMANCE PLAY


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9.1b.2: PerformanceStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Create various voice inflections and facial expressions in play

Supported by all activities related to behaviors: 141, 147, 148, 166, 178, 195, 195.3, 199, 206, 207.5, 228, 255, 269, 281, 306, 311, 317, 412, 412.5

Recreate dramatic play experiences for an audience Supported by all activities related to behaviors: 140, 163, 168, 206, 264, 284, 311, 320, 388, 414, 436


9.1c.1: Dramatic ExpressionStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities

Represent experiences, thoughts and ideas through visual arts



Combine a variety of materials to create new products


All Project and Creative Play Time provide an increasing variety of activities to support this standard statement.


Share how artwork is connected to own personal experience



Identify cultures represented by various art forms Not specifically observed in PreschoolFirst.


Share an opinion about others' art product Supported by all activities related to behaviors: 449

Standard 9.3: CRITICAL RESPONSE TO WORKS OF ART9.3.1: Critical Response

Standard 9.1c: PRODUCTION AND PERFORMANCE: VISUAL ARTS

Standard 9.2: HISTORICAL AND CULTURAL CONTEXT OF WORKS IN THE ARTS9.2.1: Patterns and Themes

9.1c.3: Personal Connections

9.1c.2: Construction


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Recognize and name a variety of art forms All Project Time activities provide experiences that support this standard statement.


Demonstrate emotional response to viewing or creating various art works

Supported by all activities related to behaviors: 253, 323.5, 432, 449


Recognize and name a variety of art forms All Project and Creative Play Time provide an increasing variety of activities to support this standard statement.


Use counting and numbers as part of play and as a means for determining quantity


Rote count to 20 Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454

Count up to 10 objects using one to one correspondence


Name numerals to 10 Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454

Use vocabulary to compare numbers of objects with teacher support



Understand number concepts, vocabulary, quantities and written numerals in meaningful ways


Differentiate numerals from letters Supported by all activities related to behaviors: 377.5, 400, 417, 435, 435.5, 446, 454.5, 459, 460.5

2.1.1 Count and Compare Numbers

2.1.2 Represent Numbers in Equivalent Forms

9.4.1: Emotional Response

9.4.2: Identification

COGNITIVE THINKING & GENERAL KNOWLEDGE

Standard 2.1: NUMBERS, NUMBER SYSTEMS AND NUMBER RELATIONSHIPSMATHEMATICAL THINKING AND TECHNOLOGY: EXPLORING, PROCESSING AND PROBLEM SOLVING

9.3.2: Identification

Standard 9.4: AESTHETIC RESPONSE TO WORKS IN THE ARTS


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Practice combining, separating and naming quantities


Match a numeral to a set 0 to 5 Supported by all activities related to behaviors: 400, 446, 454

Use ordinal number words to describe the position of objects (first, second, last)



Solve oral word problems using concrete objects with assistance


Visually quantify one to three objects Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454

Sort objects by two or more attributes Supported by all activities related to behaviors: 144, 235, 272, 301, 330, 344, 347, 407, 441, 444, 446,

Identify properties of numbers Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454

Apply strategies on "counting on" Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454


Observe adult reading number sentences created with manipulatives



Solve problems using manipulatives to correspond to given number 1 to 6

Not specifically observed in PreschoolFirst.


Make estimates of a set of objects up to 6 Not specifically observed in PreschoolFirst.Practice checking estimates Not specifically observed in PreschoolFirst.

2.2.1 Fluency in Basic Facts

2.2.2 Computation

2.2.4 Numerical Estimation

Standard 2.2: COMPUTATION AND ESTIMATION

2.1.3 Concepts of Numbers and Relationships

2.1.6 Concepts and Applications of Operations


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Practice measuring by attributes Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411

Engage in number conservation experiences Supported by all activities related to behaviors: 225, 263, 408, 418


Practice using standard and non-standard measures in everyday situations

Supported by activities:1393, 1397, 1403, 1210, 1216, 1223, 2031, 2036, 2040, 1805, 1809, 1814, 956, 962, 968, 2265, 2271, 1842, 2055, 2060, 2065, 1822, 971, 979, 2164, 2169, 2275, 2282, 1848, 1405, 1411, 1524, 1530, 1226, 1232, 2043, 2048


Group objects according to common properties Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411

Develop an awareness of seriation through comparison of attributes



Practice using measurement vocabulary with adult support


Practice estimating distance with adult assistance Not specifically observed in PreschoolFirst.


Predict and verify use of environmental objects Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411

Standard 2.4: MATHEMATICAL REASONING AND CONNECTIONS2.4.1 Reasoning

2.3.1 Concepts of Measurement

2.3.2 Units and Tools of Measurement

2.3.4 Conversions

2.3.6 Measurement and Estimation

Standard 2.3: MEASUREMENT AND ESTIMATION


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Use both familiar and new strategies for solving problems

Supported by all activities related to behaviors: 136, 138, 139, 144, 156, 157, 160, 163, 167, 174, 175, 190, 201, 212, 227, 235, 244, 249, 282, 285, 290, 302, 313, 318, 332, 351, 378, 382, 428, 453

Recognize objects, places and ideas by symbols Supported by all activities related to behaviors: 164, 185, 211, 217, 236, 256, 264, 268, 302, 330, 341.5, 361, 371, 372, 388, 391, 410, 411, 436, 458.5


Communicate the findings from the problem solving process using math vocabulary


Use pictures to replicate a process Supported by all activities related to behaviors: 341.5, 370, 383


Use environmental objects for data collection purposes

Supported by activities: 2444, 2445, 2406, 2407, 2614

Create graphs cooperatively with an adult and/or other child



Organize and display objects by one attribute Supported by all activities related to behaviors: 235, 333


Compare groups of one to five objects Supported by all activities related to behaviors: 235, 285, 349, 361, 389, 391

2.6.3 Numerical Summaries

2.5.2 Communication

Standard 2.6: STATISTICS AND DATA ANALYSIS2.6.1 Collection of Data

2.6.2 Organization and Display of Data

Standard 2.5: MATHEMATICAL PROBLEM SOLVING AND COMMUNICATION2.5.1 Problem Solving


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Draw conclusions with adult guidance and questioning



Predict the probability of an event occurring based on observation and prior knowledge with scaffolding



Complete a simple yes/no graph to make a selection with assistance



Compare quantities of concrete objects Supported by all activities related to behaviors: 174, 211, 349, 361, 445


Practice and count using numbers as a means of determining quantity


Practice using concrete objects to portray simple story



Identify and describe patterns Supported by all activities related to behaviors: 144, 157, 176, 177, 201, 208, 223, 235, 236, 244, 263, 268.8, 272, 285, 290, 299, 309, 351, 364, 391, 407, 408, 416, 418, 446, 450

Recognize and extend simple patterns Supported by all activities related to behaviors: 144, 157, 176, 177, 201, 208, 223, 235, 236, 244, 263, 268.8, 272, 285, 290, 299, 309, 351, 364, 391, 407, 408, 416, 418, 446, 450

2.8.3 Patterns

2.7.3 Representations of Probabilities

Standard 2.8: ALGEBRA AND FUNCTIONS2.8.1 Algebraic Properties

2.8.2 Algebraic Manipulations

2.6.5 Interpretations of Data

Standard 2.7: PROBABILITY AND PREDICTIONS2.7.1 Calculate Probabilities


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Identify and name simple three-dimensional shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,

Replicate simple three-dimensional shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,

Determine the attributes of basic shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,


Observe symmetry Supported by all activities related to behaviors: 156, 157, 244, 290, 351, 453

Create a symmetrical design from a model Supported by all activities related to behaviors: 156, 157, 244, 290, 351, 453


Practice using directionality and appropriate vocabulary with assistance


Supported by activities: 2160, 2168

Demonstrate an understanding of directionality, order and positions of objects




Recognize the difference between living and non living things

All Insect, My Body and Zoo theme activities support this standard statement.

Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402

2.9.3 Coordinate Geometry

SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, INQUIRY AND DISCOVERYStandard 3.1a: BIOLOGICAL SCIENCES: LIVING AND NON-LIVING ORGANISMS3.1a.1 Common Characteristics of Life

Standard 2.9: GEOMETRY2.9.1 Identifications, Properties and Relations

2.9.2 Transformations and Symmetry


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Categorize common living things into plants and animals

All Insect and Zoo theme activities support this standard statement.


State that living things need air, food, and water to survive




Identify that plants and animals have life cycles All Insect, My Body and Zoo theme activities support this standard statement.



Identify parts of living things Supported by all activities related to behaviors: 179, 271, 329, 393, 458



3.1a.3 Life Cycles

3.1a.5 Form and Function


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Identify that plants and animals have different kinds of parts




Use the five senses as tools with which to observe, classify, collect information and describe observations

Supported by all activities related to behaviors: 160, 161, 167, 184, 217, 249, 276, 302, 319, 347, 349, 383, 411, 439, 444


Identify similar characteristics of own family such as hair color, eye color and height


All My Body and Family theme activities provide experiences that support this standard


Describe that seeds grow into plants, eggs hatch and babies grow into adults

Supported by activities: 479, 1395, 1398, 1401, 1406, 1414, 1376, 2118, 2120, 2123, 1798, 1441, 1199, 3254


Describe observable patterns in objects Supported by all activities related to behaviors: 416 Supported by activities: 980, 821, 820


Match types of clothing to seasonal weather conditions

All Fall, Spring, Summer and Winter theme activities provide experiences that support this standard statement.

3.1a.8 Unifying Themes

3.1a.9 Science As Inquiry

Standard 3.1b: BIOLOGICAL SCIENCES: GENETICS3.1b.1 Heredity

3.1b.2 Reproduction

3.1b.5 Unifying Themes

Standard 3.1c: BIOLOGICAL SCIENCES: EVOLUTION3.1c.2 Adaptation


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Identify changes that occur in animals during the seasons

All Fall, Spring, Summer and Winter theme activities provide experiences that support this standard statement.


Describe change in home and school environments All Houses theme activities provide experiences that support this standard statement.


Discuss observations and discoveries Supported by all activities related to behaviors: 140, 145, 146, 160, 162, 163, 165, 174, 175, 190, 211, 212, 213, 216, 217, 234, 235, 236, 258, 264, 268.8, 271, 272, 273, 274, 274.5, 280, 285, 300, 301, 302, 313, 318, 320, 321, 322, 330, 341.5, 344, 347, 357, 359, 361, 364, 369, 370, 391, 376, 377, 378, 388, 391, 404, 405, 407, 407.5, 408, 416, 418, 425, 431, 436, 436.5, 445, 460.5


Describe objects according to size, shape, color or properties of matter

Supported by all activities related to behaviors: 144, 176, 184, 201, 223, 224, 235, 263, 272, 285, 301, 309, 341, 359, 366, 441, 452


Recognize the different types of matter Supported by all activities related to behaviors: 184, 288, 347, 456

Supported by activities: 1333, 3287, 1332, 1305


Experiment with changes in matter Supported by activities: 1333, 3287, 1332, 1305, 2251

Experiment with changes in substances when combined


3.1c.3 Unifying Themes

3.1c.4 Science as Inquiry

Standard 3.2a: PHYSICAL SCIENCES: CHEMISTRY3.2a.1 Properties of Matter

3.2a.2 Structure of Matter

3.2a.4 Reactions


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Explore and describe motion of toys and objects Supported by all activities related to behaviors: 211, 357


Observe demonstrations and make predictions about basic energy types and sources



Use magnets to explore and sort materials Supported by activities: 858, 662


Categorize and create sounds based on different attributes

All Sound theme activities provide experiences that support this standard statement.


Predict a reaction based on previous experiences Supported by all activities related to behaviors: 174, 212, 376, 378, 416, 440


Participate in scientific investigations Supported by all activities related to behaviors: 145, 174, 190, 212, 213, 302, 321, 325, 330.5, 357, 370, 376, 378, 414, 440, 451

Supported by activities: 483, 493, 518, 519, 585, 607, 681, 829, 1393, 1403, 1405, 1411, 1842, 1848, 1805, 1809, 1814, 895, 898, 901, 906, 904, 2249, 2206, 2216, 2221, 99, 2250, 1415, 1216, 1254, 1268, 1262, 1266, 85, 116, 188, 119, 120, 121, 177, 195, 17


Identify earth forms in pictures Supported by activities: 484, 424

Standard 3.2b: PHYSICAL SCIENCES: PHYSICS3.2b.1 Force and Motion of Particles and Rigid Bodies

3.2b.2 Energy Storage and Transformations: Conservation Laws

3.2b.4 Electrical and Magnetic Energy

3.2b.5 Nature of Waves and Sound

3.2b.6 Unifying Themes

3.2b.7 Science as Inquiry

Standard 3.3a: EARTH AND SPACE SCIENCES: EARTH STRUCTURE, PROCESS, AND CYCLES3.3a.1 Earth Features and the Processes That Change It


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Sort different types of earth Supported by activities: 1805, 1809, 1814, 1822, 1750, 2509, 972, 733, 709, 481, 1553, 2265, 2271, 2275, 2282, 1878, 1941, 1393, 1397, 1403, 1405, 1332, 1411, 1440, 1346, 1353, 1360, 1513, 1517, 1522, 1524, 1530, 1227, 1483, 1495, 1501, 1503, 1507, 1538,


Observe and explore water in solid and liquid states Supported by all activities related to behaviors: 288 Supported by activities: 1333, 3287, 1332, 1305,

Identify a variety of uses for water Supported by activities: 1805, 1809, 1814, 1822, 99, 3221, 511, 3210, 869, 1031, 3183, 572, 873, 1513, 1517, 1522, 1524, 1530, 2578, 1508, 1546, 1545, 2350, 1738


Identify season that corresponds with observable climate

All Fall, Spring, Summer and Winter theme activities support this standard statement.

Identify how weather affects daily life All Fall, Spring, Summer and Winter theme activities support this standard statement.

Identify different types of precipitation All Fall, Spring, Summer and Winter theme activities support this standard statement.

Identify a thermometer as a tool for measuring temperature



Examine change through simple observation Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440

Supported by activities: 1805, 1809, 1814, 1822, 2457, 2456, 1513, 1517, 1522, 1524, 1530, 1540, 1504, 1547, 1548, 1210, 1216, 1223, 1226, 1232, 1332, 1305, 858, 662, 444, 359, 362, 1314, 2056, 2059, 2066, 2070, 2619, 2523, 1358, 199, 1376, 1395, 1398, 1401, 1406, 1414, 2118, 2120, 2123, 1798, 479,

All Fall, Spring, Summer and Winter theme activities support this standard statement.

3.3a.2 Earth's Resources and Materials

3.3a.4 Water

3.3a.5 Weather and Climate

3.3a.6 Unifying Themes


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Identify the characteristics of the sun, moon, stars and clouds

Supported by activities: 2510, 268, 280, 2082, 2077, 2086, 2089, 2094, 325, 1304


Identify examples of technology Supported by activities: 474, 995, 996, 997, 998, 988


Identify the function of simple technological objects Not specifically observed in PreschoolFirst.

Identify the appropriate technology to complete a task



Use simple tools and materials Supported by activities: 85, 99, 116, 118, 119, 120, 121, 177, 178, 179, 180, 195, 895, 898, 901, 904, 906, 972, 1210, 1216, 1223, 1226, 1232, 1254, 1259, 1262, 1266, 1268, 1274, 1305, 1366, 1368, 1393, 1397, 1402, 1403, 1405, 1410, 1411, 1415, 1442, 1513, 1517, 1522, 1524, 1530, 1761, 1766, 1805, 1809, 1814, 1822, 1842, 1848, 2100, 2101, 2103, 2112, 2104, 2179, 2197, 2206, 2216, 2221, 2249, 2250, 2463


Practice using medical equipment and materials Supported by activities: 590, 611, 1022, 465, 2581, 2582, 224, 225, 226, 238, 249, 250, 272, 227, 228, 286, 200, 233, 2348

Standard 3.3b: EARTH AND SPACE SCIENCES: ORIGIN AND EVOLUTION OF THE UNIVERSE3.3b.1 Composition and Structure

Standard 3.4a: SCOPE OF TECHNOLOGY3.4a.1 Characteristics of Technology

3.4a.3 Technology Connections

Standard 3.4c: TECHNOLOGY AND ENGINEERING DESIGN3.4c.1 Design Attributes

Standard 3.4e: TECHNOLOGY: THE DESIGN WORLD3.4e.1 Medical Technologies


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Explore wind power Supported by activities: 1443, 1358


Identify communication devices in the home Supported by activities: 474, 995, 996, 997, 998, 988

Identify parts of a computer Not specifically observed in PreschoolFirst.Use a computer to run specific software independently



Classify types and uses of transportation vehicles All Transportation theme activities provide experiences that support this standard statement.


Identify construction vehicles, simple tools and materials

All Transportation theme activities provide experiences that support this standard statement.

Build structures using a variety of block types Supported by all activities related to behaviors: 146, 156, 157, 174, 201, 222, 244, 290, 453


Identify bodies of water Not specifically observed in PreschoolFirst.


Identify objects that can be recycled Supported by activities: 270, 342, 343Discuss the purpose of recycling Not specifically observed in PreschoolFirst.


Identify how litter can have a negative impact on animals and the environment

Supported by activities: 270, 342, 343

3.4e.3 Energy and Power Technologies

3.4e.4 Information and Communication Technologies

3.4e.5 Transportation Technologies

3.4e.7 Construction Technologies

Standard 4.1: ENVIRONMENT AND ECOLOGY4.1 Watersheds and Wetlands

4.2 Renewable and Non-Renewable Resources

4.3 Environmental Health

4.4 Agriculture and Society


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Describe the purpose of a farm Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570

Identify the products that are produced on a farm Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570

Describe the people, animals and equipment that are found on a farm

Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570


Observes events that occur in a cycle Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402



Identify some species that are extinct Not specifically observed in PreschoolFirst.


Identify types of shelters that humans use All Houses theme activities provide experiences that support this standard statement.


Discuss rules that protect the environment Supported by activities: 270, 342, 343


State rules and some consequences Supported by all activities related to behaviors: 145, 213, 251, 321, 390, 451

4.6 Ecosystems and Their Interactions

4.7 Threatened, Endangered and Extinct Species

4.8 Humans and the Environment

4.9 Environmental Laws and Regulations

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIESStandard 5.1: PRINCIPLES AND DOCUMENTS OF GOVERNMENT5.1.1 Sources, Purpose and Functions of Law

Standard 5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIPAll materials copyright © 2003-2010 by The Source for Learning, Inc.

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Display awareness of role as a member of a group Supported by all activities related to behaviors: 177, 180, 208, 231, 251, 298, 299, 332, 360, 390, 448, 449, 450, 451

All Game Time and Creative Play Time activities provide experiences that support this standard statement.

Explain how community workers keep us healthy and safe

All Career Theme activities provide experiences that support this standard statement.


Identify one or two solutions to a conflict or a problem

Supported by all activities related to behaviors:: 160, 174, 175, 211, 212, 333, 362, 376, 381, 382, 389, 428, 436

Attempt to independently solve a conflict with a peer Supported by all activities related to behaviors: 177, 253, 323.5, 379, 432


Show interest in leadership opportunities Supported by all activities related to behaviors: 414 Supported by activities: 616, 531, 532, 622, 3267, 265, 2514, 1981,


Recognize equal distribution Supported by all activities related to behaviors: 404 Supported by activities: 804, 678, 1681


Demonstrate knowledge about community workers and their roles


5.2.1 Civic Rights, Responsibilities and Duties

5.2.2 Sources and Resolutions of Conflict

5.2.3 Political Leadership and Public Service

Standard 6.1: ECONOMIC SYSTEMS6.1.2 Traditional, Command and Market Economies

6.1.3 Measures of Economic


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Demonstrate an awareness of the uses of money Supported by activities: 1761, 1766, 1760, 216, 217, 218, 219, 220, 221, 222, 223, 943, 944, 948, 2174, 2181, 2176, 2183, 2186, 2179, 2175, 1855, 1859, 1863, 1363, 1369, 2105, 2097, 2103, 2098, 2102, 1481, 1487, 1480, 1484, 364, 367, 370, 1272, 1277, 1271


Identify where some products originate Supported by activities: 1761, 1766, 1760, 216, 217, 218, 219, 220, 221, 222, 223, 943, 944, 948, 2174, 2181, 2176, 2183, 2186, 2179, 2175, 1855, 1859, 1863, 1363, 1369, 2105, 2097, 2103, 2098, 2102, 1481, 1487, 1480, 1484, 364, 367, 370, 1272, 1277, 1271


Understand that some resources and money are limited


Notice when materials are gone Not specifically observed in PreschoolFirst.


Share or offer items to others Supported by all activities related to behaviors: 152, 257, 299, 379, 422, 449



Understand that one earns money from working All Career Theme activities provide experiences that support this standard statement.

Standard 6.2: MARKETS AND THE FUNCTIONS OF GOVERNMENT6.2.3 Function of Money

Standard 6.5: WORK AND EARNINGS

6.2.5 Changes in Supply and Demand

Standard 6.3: SCARCITY AND CHOICE 6.3.1 Scarcity and Limited Resources

6.3.3 Allocation of Resources

6.5.1 Factors Influencing Wages


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Name businesses and their corresponding goods and services




Practice saving money or tokens Not specifically observed in PreschoolFirst.


Demonstrate a beginning understanding of maps as actual representations of places

Supported by all activities related to behaviors: 236, 268.8, 319, 336, 375, 418, 431, 453, 458

Supported by activities: 1742, 1745, 1751, 1754, 1758, 209, 2189, 2193, 2291, 2297, 2301, 2302, 2308, 2376, 1392, 1396, 1404, 1409


Describe the characteristics of his/her home and frequently visited locations

Supported by activities: 1742, 1745, 1751, 1754, 1758, 209, 2189, 2193, 2291, 2297, 2301, 2302, 2308, 2376, 1392, 1396, 1404, 1409


Describe the location of items/areas in the classroom and areas at home



Identify some similarities and differences of physical and personal characteristics


All My Body and Family theme activities provide experiences that support this standard statement.

6.5.3 Types of Businesses

6.5.7 Costs and Benefits of Savings

Standard 7.1: BASIC GEOGRAPHIC LITERACY 7.1.1 Geographic Tools

7.1.2 Places and Regions

Standard 7.2: PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS7.2.1 Physical Characteristics

Standard 7.3: HUMAN CHARACTERISTICS OF PLACES AND REGIONS7.3.1 Human Characteristics


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Demonstrate an appreciation of one's own characteristics and those of others and others' cultures


All Family, Houses, and My body themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.


Recognize that environmental changes can impact what people do

All Fall, Winter, Spring and Summer themed activities provide experiences that support this standard statement.


Understand how to make simple technology work Not specifically observed in PreschoolFirst.


Demonstrate understanding of a sequence of events Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440

Use words to describe time (yesterday, today, tomorrow)

Supported by all activities related to behaviors: 330.5, 440


Understand how things, people and places change over time

Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440


Understand that information comes from many sources, such as books, computer or newspapers

All PreschoolFirst activities provide experiences that support this standard statement.

Standard 7.4: INTERACTIONS BETWEEN PEOPLE AND THE ENVIRONMENT7.4.1 Impact of Physical Systems on People

7.4.2 Impact of People on Physical Systems

Standard 8.1 HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT8.1.1 Continuity and Change Over Time

8.1.2 Historical Comprehension and Interpretation

8.1.3 Research


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Practice basic hygiene routines with adult reminders Supported by all activities related to behaviors: 171, 396

Supported by activities: 2467, 263, 273, 270, 1285, 1294, 1301, 49, 50, 51, 2539, 2540, 2207, 2219, 2209, 2212, 2217, 2251, 103, 127, 167, 2125, 2011

Identify medicine and know that it is used to stay healthy


Identify fundamental practices for good health Supported by activities:2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 2348, 226, 362, 2182, 2228, 2175, 127, 129, 2584, 2586

Identify how people keep us healthy Supported by activities:2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 2348, 226, 362, 2182, 2228, 2175, 127, 129, 2584, 2586


Identify and locate body parts Supported by all activities related to behaviors: 179, 271, 329, 393, 458

Identify specific practices that support body development and function

Supported by all activities related to behaviors: 135, 138, 143, 153, 154, 155, 161, 169, 170, 181, 182, 182.5, 183, 187, 191, 192, 200, 202, 203, 218, 218.5, 237, 238, 239, 240, 242, 243, 245, 246, 260, 261, 265, 266, 267, 275, 276, 277, 278, 284, 286, 288, 289, 291, 295, 303, 304, 305, 314, 324, 327, 328, 339, 340, 342, 343, 345, 352, 354, 355, 356, 367, 368, 386, 387, 392, 394, 395, 398, 403, 413, 419, 420, 429, 430, 433, 434, 443, 455


Identify and follow basic safety rules Supported by all activities related to behaviors: 405 Supported by activities: 2348, 192, 191, 194, 224, 225, 226, 249, 250, 272, 286, 233, 2351, 173, 178, 179, 180, 2544, 2349, 2350

Identify how people help to keep us safe Supported by activities: 590, 611, 1022, 465, 2581, 2582, 224, 225, 226, 238, 249, 250, 272, 227, 228, 286, 200, 233, 2348

10.1-3.2 Body Awareness

10.1-3.3 Safe Practices

HEALTH, WELLNESS AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODYStandard 10.1-3: HEALTH AND SAFE PRACTICES10.1-3.1 Fundamentals of Good Health


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Identify the consequence of unsafe behavior Supported by activities: 2351, 359, 362, 2348, 2350, 390, 338


Name foods that keep us healthy Supported by activities:2165, 2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2199, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 226, 362, 2182, 2228, 2175, 2586

Classify foods by their food group Supported by activities:2165, 2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2199, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 226, 362, 2182, 2228, 2175, 2586


Combine large motor movements with the use of equipment

Supported by all activities related to behaviors: 169, 170, 182.5, 183, 191, 200, 241, 265, 266, 275, 276, 288, 303, 304, 314, 324, 326, 340, 342, 343, 345, 355, 356, 387, 394, 413, 419, 429, 433, 434

Demonstrate coordination of body movements in active play

Supported by all activities related to behaviors: 153, 169, 170, 171, 181, 182, 182.5, 183, 187, 191, 192, 200, 218, 218.5, 237, 238, 239, 240, 241, 242, 246, 260, 261, 265, 266, 275, 276, 284, 286, 288, 295, 303, 304, 305, 314, 324, 326, 327, 328, 339, 340, 342, 343, 345, 354, 355, 356, 367, 368, 386, 387, 392, 394, 403, 413, 419, 420, 429, 430, 433, 434, 443

Move and stop with control Supported by all activities related to behaviors: 261, 265, 345, 386, 430

All Game Time activities provide experiences to support this standard statement.

Perform a variety of movements skills along side and with a partner

All Game Time activities provide experiences to support this standard statement.

Standard 10.4: PHYSICAL ACTIVITY: GROSS MOTOR COORDINATION10.4.1 Control and Coordination

10.1-3.4 Nutrition


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Exhibit balance while moving on large motor equipment

Supported by all activities related to behaviors: 182.5, 192, 246, 284, 295, 314, 328, 340, 403

Show enthusiasm for mastery of gross motor movements through repetitive practice

Supported by all activities related to behaviors: 153, 169, 170, 171, 181, 182, 182.5, 183, 187, 191, 192, 200, 218, 218.5, 237, 238, 239, 240, 241, 242, 246, 260, 261, 265, 266, 275, 276, 284, 286, 288, 295, 303, 304, 305, 314, 324, 326, 327, 328, 339, 340, 342, 343, 345, 354, 355, 356, 367, 368, 386, 387, 392, 394, 403, 413, 419, 420, 429, 430, 433, 434, 443


Use hands, fingers and wrists to manipulate objects Supported by all activities related to behaviors: 135, 138, 138.5, 143, 151, 154, 155, 156, 157, 158, 161, 172, 173, 176, 184, 186, 188, 189, 193, 201, 202, 203, 204, 219, 220, 221, 222, 224, 243, 244, 245, 247, 252, 254, 263, 267, 267.5, 277, 278, 287, 289, 290, 291, 292, 307, 308, 309, 315, 316, 325, 334, 335, 336, 337, 338, 341, 351, 352, 353, 365, 366, 375, 385, 395, 396, 397, 398, 399, 409, 417, 423, 426, 439, 452, 453, 455, 456, 457, 458, 459, 460

Practice manual self help skills Supported by all activities related to behaviors: 143, 155, 173, 193, 220, 267.5, 278, 308, 325, 335, 338, 352, 353, 365, 385, 395, 396, 426, 455, 459, 460

10.5.1 Strength, Coordination and Muscle Control

10.4.3 Balance and Strength

Standard 10.5: CONCEPTS, PRINCIPLES AND STRATEGIES OF MOVEMENT: FINE MOTOR DEVELOPMENT


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Coordinate eye and hand movements to perform a task

Supported by all activities related to behaviors: 135, 138, 138.5, 143, 151, 154, 155, 156, 157, 158, 161, 172, 173, 176, 184, 186, 188, 189, 193, 201, 202, 203, 204, 219, 220, 221, 222, 224, 243, 244, 245, 247, 252, 254, 263, 267, 267.5, 277, 278, 287, 289, 290, 291, 292, 307, 308, 309, 315, 316, 325, 334, 335, 336, 337, 338, 341, 351, 352, 353, 365, 366, 375, 385, 395, 396, 397, 398, 399, 409, 417, 423, 426, 439, 452, 453, 455, 456, 457, 458, 459, 460


Use writing and drawing implements with correct grip to make pictures

Supported by all activities related to behaviors: 154, 188, 203, 204, 221, 277, 307, 336, 337, 341, 366, 375, 417, 452, 457, 458

Use classroom and household tools independently to accomplish a purpose

Supported by all activities related to behaviors: 154, 155, 173, 175, 176, 193, 204, 220, 243, 252, 254, 278, 308, 315, 334, 335, 397, 423, 455, 456


Use a variety of text during play Supported by all activities related to behaviors: 147, 148, 164, 166, 178, 185, 190, 195, 195.3, 195.5, 195.8, 198, 206, 207, 207.5, 227, 228, 229, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 313, 317, 318, 319, 331, 362, 373, 382, 383, 389, 402, 411, 412, 412.5, 428, 438

Select a variety of genre during play Supported by all activities related to behaviors: 147, 148, 164, 166, 178, 185, 190, 195, 195.3, 195.5, 195.8, 198, 206, 207, 207.5, 227, 228, 229, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 313, 317, 318, 319, 331, 362, 373, 382, 383, 389, 402, 411, 412, 412.5, 428, 438


Standard 1.1: LEARNING TO READ INDEPENDENTLY1.1.1 Purposes For Reading

1.1.2 Word Recognition Skills

10.5.2 Eye/Hand Coordination

10.5.3 Use of Tools

LANGUAGE AND LITERACY DEVELOPMENT: EARLY LITERACY FOUNDATIONS; READING, WRITING, SPEAKING AND LISTENING


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Identify upper case letters Supported by all activities related to behaviors: 377.5, 435, 446, 459.5

Associate some names of letters with their shapes and sounds

Supported by all activities related to behaviors: 377.5, 435, 435.5, 446, 454.5, 459.5

Differentiate words and letters Supported by all activities related to behaviors: 460.5

Continue teacher-initiated word patterns Supported by all activities related to behaviors: 331, 412.5

Identify familiar words and environmental print Supported by all activities related to behaviors: 407.5, 436.5, 446.5, 460.5


Describe pictures in books using detail Supported by all activities related to behaviors: 185, 310, 371, 383, 440, 445

Practice new vocabulary with teacher assistance Supported by all activities related to behaviors: 166, 178, 195, 195.3, 195.5, 195.8, 199, 207, 207.5, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 317, 319, 412

Match vocabulary to picture clues Supported by all activities related to behaviors: 185, 268.8, 370, 408, 445

Use new vocabulary when speaking Supported by all activities related to behaviors: 166, 178, 195, 195.3, 195.5, 195.8, 199, 207, 207.5, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 317, 319, 412


Respond appropriately to directions and stories Supported by all activities related to behaviors: 136, 160, 167, 194, 211, 213, 249, 282, 332, 362.5, 376, 405, 424.5, 427

Use verbs to describe illustrations Supported by all activities related to behaviors: 195.8, 199, 207, 296

Retell a simple story in sequence with picture support

Supported by all activities related to behaviors: 167, 249, 362.5, 370, 373, 382, 383, 376, 440

Identify story details through questioning Supported by all activities related to behaviors: 190, 313, 318, 357

Draw connections between story events and personal experiences

Supported by all activities related to behaviors: 190, 227, 313, 318, 362.5, 424.5, 428

All Story Circle Time activity discussions provide experiences that support this standard statement.


1.1.4 Comprehension and Interpretation

1.1.5 Fluency

1.1.3 Vocabulary Development


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Recite rhymes, songs, and familiar text while using tracking

Supported by all activities related to behaviors: 178, 203, 300, 306, 331, 374.5, 412.5, 427

All Stories and Rhymes Theme activities provide experiences that support this standard statement.

Apply knowledge of letters, words, and sounds to read simple sentences

Supported by all activities related to behaviors: 148, 228, 377.5, 435, 435.5, 446, 454.5, 459.5, 460.5


Identify title and author of a story Not specifically observed in PreschoolFirst.Identify characters in story All Story Time activities provide experiences that

support this standard statement.Discuss events in book or story Supported by all activities related to behaviors: 167,

249, 362.5, 373, 376, 382, 424.5, Explain reasons for liking or disliking a book or story with prompting



Practice book handling skills Supported by all activities related to behaviors: 138.5, 267.5, 391.5

Identify beginning and end of a story Supported by all activities related to behaviors: 370, 373, 376, 377, 382, 383, 416, 425, 440

Practice tracking from top to bottom and left to right with scaffolding

Supported by all activities related to behaviors: 442, 446.5


Differentiate between real and make-believe Supported by all activities related to behaviors: 140, 264, 322, 388, 436


State at least one important fact from informational text



Use illustration clues and story sequence to infer and predict what happens next in a story

Supported by all activities related to behaviors: 268.8, 370, 371, 376, 383, 408, 431, 440, 445

1.2.2 Text Organization

1.2.3 Fact and Opinion

1.2.5 Inferences

Standard 1.2: READING, ANALYZING AND INTERPRETING TEXT1.2.1 Text Analysis and Evaluation


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Decide if predictions were confirmed Supported by all activities related to behaviors: 145, 174, 190, 212, 213, 302, 321, 325, 330.5, 357, 370, 376, 378, 414, 440, 451

Supported by activities: 483, 493, 518, 519, 585, 607, 681, 829, 1393, 1403, 1405, 1411, 1842, 1848, 1805, 1809, 1814, 895, 898, 901, 906, 904, 2249, 2206, 2216, 2221, 99, 2250, 1415, 1216, 1254, 1268, 1262, 1266, 85, 116, 188, 119, 120, 121, 177, 195, 17


Select favorite book from many by same author Supported by all activities related to behaviors: 236.5, 274.5


Identify a variety of literary genre with teacher support



Respond to questions about main characters, settings and event during a read aloud

Supported by all activities related to behaviors: 190, 227,236.5, 313, 318, 357, 362.5, 424.5, 427

All Story Circle Time activity discussions provide experiences that support this standard statement.

Supported by activities: 260, 261, 262, 265, 29, 30, 90, 177, 195, 178, 179, 180, 88, 356, 360, 2511, 2513, 308, 2541, 1351, 1252, 2035, 927


Recognize words in works of literature with teacher support

Supported by all activities related to behaviors: 377.5, 435.5, 436.5, 454.5, 459.5, 460.5

Supported by activities: 90, 406, 1252, 2006, 2254, 2412, 2453, 2511, 2541, 2616, 2617


Create illustrations and write about it Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5

1.4.1 Narrative

1.3.2 Literary Genres

1.3.3 Literary Elements

1.3.4 Literary Devices

Standard 1.4: TYPES OF WRITING

Standard 1.3: READING, ANALYZING AND INTERPRETING LITERATURE1.3.1 Analysis and Evaluation


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Share information through pictures and dictated words

Supported by all activities related to behaviors: 341.5, 370, 371, 383, 440, 445


Illustrate and/or tell about a specific topic Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5


Generate ideas for a picture, story or shared writing Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5

Identify and/or create illustrations that depict story detail

Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5


Write symbols, words or simple phrases that communicate an idea



Experiment with a variety of writing tools and surfaces

Supported by all activities related to behaviors: 378.5, 417, 458.5

Supported by activities: 823, 2460, 2461, 2469, 1006, 1005, 556

Create letter forms using various materials Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5

Print letters in name using letter-like forms or conventional print


1.5.2 Content

1.5.3 Organization

1.5.6 Convention

1.4.2 Informational

Standard 1.5: QUALITY OF WRITING1.5.1 Focus


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Listen and respond attentively to conversations Supported by all activities related to behaviors: 136, 139, 145, 160, 167, 194, 213, 249, 282, 331, 332, 362.5, 373, 376, 377, 424.5, 427

Interactions and discussions in Story Circle and Buddy Time activities provide experiences to support this standard statement.

Ask and answer relevant questions Supported by all activities related to behaviors: 190, 227, 229, 313, 318, 362, 362.5, 424.5, 428

Follow two-step directions Supported by all activities related to behaviors: 144, 136, 139, 145, 160, 194, 199, 213, 282, 294, 300, 331, 332, 427

All Project Time, Buddy Time, and Game Time activities provide experiences that support this standard statement.


Share experience when asked Supported by all activities related to behaviors: 190, 227, 229, 313, 318, 362, 362.5, 424.5, 428

Speak in simple sentences Supported by all activities related to behaviors: 255, 281, 306, 412

Recite rhymes, songs, and familiar text in a group Supported by all activities related to behaviors: 300, 331, 374.5, 412.5, 427

Answer questions Supported by all activities related to behaviors: 227, 362, 428


Communicate using detail when relating personal experiences

Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440

Pose questions and listen to ideas of others Supported by all activities related to behaviors: 190, 227, 313, 318, 362, 428

Contribute to class discussion Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440

1.6.1 DiscussionStandard 1.6: SPEAKING AND LISTENING

1.6.2 Listening Skills

1.6.3 Discussion


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Share information about an item of interest Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440


Use verbal and nonverbal language to communicate for a variety of purposes

Supported by all activities related to behaviors: 209, 210, 215, 250, 253, 283, 323.5, 333, 346, 360, 362, 373, 412, 428, 432

Repeat a few words in a language other than native language



Ask questions about topics of personal interested to gain information



Locate information on identified topics using resources provided by teacher



Produce a simple project based on research with assistance

All Project Time activities provide experiences that support this standard statement.


Identify technology that can be used to gain information


Use age appropriate computer program after training Not specifically observed in PreschoolFirst.

1.6.4 Presentation

Standard 1.7: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE1.7.1 Communicating in More Than One Language

Standard 1.8: RESEARCH1.8.1 Inquiry Based Process

1.8.2 Location of Information and Citing Sources

1.8.3 Organization and Production of Final Product

Standard 1.9: INFORMATION, COMMUNICATION AND TECHNOLOGY LITERACY1.9.1 Media and Technology Resources


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Standard StatementOffer an on-site enrollment meeting where family can meet school personnel and observe the classroom where the child will be attending

Share families' and school routines and discuss any needed accommodations

Provide and regularly review a Parent Handbook thatoutlines program expectations and operating details

Offer parent-teacher school events that provide updates and give families opportunities to participate in school life

PARTNERSHIPS FOR LEARNING: FAMILIES, LEARNING ENVIRONMENTS AND COMMUNITIESStandard 20.1: CONNECTIONS: SHARED UNDERSTANDING OF FAMILY AND SCHOOL VALUES, PHILOSOPHIES AND CULTURES20.1.1 Information Exchange

PreschoolFirst Resource Features PreschoolFirst has a parent component that encourages program staff and parents to work together for the child’s benefit. By working with the families, staff gets to know the children, build trust and an ongoing relationship with parents. This ongoing relationship can begin a dialogue that helps teaching staff understand and work with the children’s families. This relationship help parents learn and better understand reasonable expectations for their child’s growth.

PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the child’s individual page. PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Teachers can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.

PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. This feature then translates parent content in Spanish to families who would prefer to receive information about their child in Spanish.

PreschoolFirst assists childcare/preschool programs work with families on shared child care giving issues. The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. The parent-component allows families to view the child’s developmental progress and helps them understand reasonable expectations for their child’s growth.

PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard.

PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.


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Identify home culture, language, and routines and how they might impact a child's adjustment to school

Discuss schedules, events or past experiences that may impact a child's school experience

Share instructional philosophies that help families understand the school structure

Standard StatementIdentify family practices and traditions that should be included within the classroom

20.1.2 Home to School Connections

Intake Questionnaires generated by the PreschoolFirst system, provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.

The “Enter Notes” and “View Notes” feature in PreschoolFirst additionally supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home.

PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the individual child’s page. When parents look for behaviors a child has not yet mastered, they can learn and better understand reasonable expectations for their child’s growth.

PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Parents can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.

PreschoolFirst allows the childcare/preschool programs to establish practices to foster strong reciprocal relationships with families from the first contact and maintain them over time. Administrators have the ability to print Intake Questionnaires from the PreschoolFirst system for new families. These questionnaires help teachers become acquainted with and learn from families more about them which help to establish a starting point from where they can begin observing the new children.

PreschoolFirst parent component allows staff to engage with families. Intake Questionnaires provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.


PreschoolFirst helps parents and teachers understand a child's development, offers Home Time activities to meet each child's needs, and helps teachers and parents work together in the best interest of each child.

PreschoolFirst Resource Features Although PreschoolFirst encourages family/program interaction, it is up to the program to implement this standard. Many PreschoolFirst themes such as Family, Houses, and Food include activities that encourage teachers to incorporate family traditions.


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Work with families to identify books, songs and finger plays, dances, foods, and toys that should be included I the classroom or school environment; ask for donationsLearn about the family and home setting and incorporate into the school experience, asking for updates and new information regularly

Invite family members into the classroom to discuss cultural information with the children, to participate in classroom life, or to identify community locations or businesses that can be visited

Work with families to determine child's best classroom placement including when to transition from one to the next, personality types

Standard StatementImplement a family-school annual review of program operationDevelop and update annually a Parent Manual that details operational procedures

Establish conflict resolution policies that identify procedures for complaints or suggestions

Standard 20.2: FAMILY ENGAGEMENT

Although PreschoolFirst encourages family/program interaction, it is up to the program to implement this standard. Many PreschoolFirst themes such as Family, Houses, and Food include activities that encourage teachers to incorporate family traditions.

By using the PreschoolFirst parent component, teachers include families in the child's development and help parents and teachers understand the important role of the family home in a child's early learning experiences.

20.2.1 Shared Governance or Decision-MakingPreschoolFirst Resource Features




It is up to the program to decide how to update Parent Manuals that include details of operational procedures. However, when an EC program subscribes to PreschoolFirst, ALL their families also become users of PreschoolFirst system. PreschoolFirst provides a letter to be shared with families and a parent user manual that explains the functions of the parent component of PreschoolFirst system. It also includes guidance on the assessment tool feature as well.

PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish. PreschoolFirst provides the Spanish feature and user guides in Spanish to all subscribers at no additional cost.

The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish.


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Post regulations and program requirements in strategic locations within the school so family members can review it regularly

Offer training to Advisory or Board on shared governance

Standard StatementLearn families' interest and capacity for participation in specific events such as a holiday party, and graduation event

Offer family education events such as parenting classes, sign language, health and safety that reflect families' interests and needs

Incorporated unique cultural events or beliefs into classroom life

Standard Statement


20.2.2 Special Events and Activities

Standard 20.3: SUPPORTING CHILDREN'S LEARNING20.3.1 Screening and Assessment

PreschoolFirst Resource Features PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.


PreschoolFirst Resource Features


PreschoolFirst is ideal to involve busy parents. When in-person communication is not possible, PreschoolFirst can be used as an alternative means to communicate with families. The parent component of PreschoolFirst provides information on the child’s progress 24/7, anytime, anywhere access and also offers the Home Time Activities for parents to use. PreschoolFirst helps parents and providers understand a child's development, offers activities to meet each child's needs.


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Identify screening, assessment and referral processes that include families' involvement

PreschoolFirst is an assessment tool that provides child care/preschool programs an organized method to observe children integrated with a curricular resource. PreschoolFirst is the only research-based early childhood program built from the ground up as a seamless, integrated, online system for administrators, teachers and parents.

• PreschoolFirst assessment tool is an ongoing formative observation system designed to be integrated into everyday activities. PreschoolFirst integrates a set of more than 500 developmentally appropriate behaviors with a curricular resource to help teachers monitor and record children’s developmental progress in their most natural setting- at play.• PreschoolFirst makes obsreving a group of children or an individual child fast and easy by offering a printable observation sheet which displays behaviors for each activity and for an individual child. After the teacher gathers new observation from the classroom, s/he can enter them into PreschoolFirst from either an activity page or from each individual child's page. If a child has not yet mastered a behaviors within an expected time frame, a red flag will appear following that particular behavior number on the observation sheet indicating that this matter needs to be discussed with the child's parents and possibly recommend parents to discuss any potential issues with the child's pediatrician or another child development expert for another opinion.• When a teacher regularly watches children play and enters observations into PreschoolFirst, they create an ongoing record of each child’s growth. This record helps teachers and parents plan appropriate activities so that each child in her class has the opportunity to practice and learn new behaviors.• PreschoolFirst is a completely encrypted system, all data and information entered in the system remains confidential. Only the child care/program administrator has password access to all the features, records, and data in the PreschoolFirst system. Teacher and specialist passwords only allow access to the information for a class and individual children assigned to that person. Administrators have the option of distributing parent passwords, and therefore can control who does and does not have appropriate access to a child’s data. Family member’s user name and password only allow each family to view their child’s records, growth, and appropriate activities.• This system provides a 24/7, anytime, anywhere access to involve busy parents. Parents log in to see information about their child, follow the development of their child, and read notes from the teacher. The parents also have the ability to do observations using the PreschoolFirst printable observation sheet and share their observations with the child care/preschool program.


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Utilize screening and assessment instruments that are aligned with the early learning standards

Assure that children are screened for health, mental health, dental, social-emotional, and cognitive development and the results are shared with families

Be familiar with community agencies that provide additional screenings or assessments upon referral

Provide information on child development and parenting that identifies age-appropriate skill development

PreschoolFirst is an assessment tool, therefore recommends that children’s health records be maintained separately. However, PreschoolFirst “Alert” feature gives the administrator an ability to add a special message to a child’s page in PreschoolFirst for teachers to read which may be related to the child’s health or a child’s special needs.

PreschoolFirst has a feature to log in alerts by an administrator. These alerts are important messages for the teacher (for e.g. information about allergies a child may have or any other special needs). These alerts appear on top on the child’s webpage and is highlighted serving as a reminder to the teacher so that this information is taken into consideration when the teacher plans activities for her class.

EC Programs can enroll specialists from outside agencies connected with their program as users of its PreschoolFirst account. Specialists then can be assigned to the specific children they serve. PreschoolFirst allows teachers and specialists exchange notes and work on a plan to meet the needs and interests of the children and families they serve, thus helping programs develop a partnerships and professional relationships with agencies and organizations in the community.

PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard. PreschoolFirst's parent component allows parents to login to view their child's growth and development.

PreschoolFirst is an online, play-based assessment tool and curriculum resource intended to be used as an integral part of an early childhood program. Progress is recorded using a progressive Likert rating scale. Effective ongoing observation of a group of children or a specific child utilizes printable observation sheets and online observation entry pages for each activity. Teachers can also easily record an anecdotal note that only staff can read by clicking on “Enter a Note” button on the child’s page.

Using PreschoolFirst, teachers can transform collected data into meaningful reports that helps them create a developmentally appropriate curriculum intervention with intervention support for the whole class and/or individual children.

PreschoolFirst's curriculum which is interwoven with the play-based assessment tool is aligned to the Pennsylvania Early Learning Standards for Pre-Kindergarten and is an available option to PreschoolFirst subscribers.


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Conduct age appropriate baseline and ongoing authentic assessments to identify strengths and areas of focus for future learning and development that are culturally-sensitive, delivered in the language requested by the family and whenever possible, incorporate family feedback

Utilize multiple sources of evidence to understand individual children's growth and development, including parent report, observations, and standardized checklists

Standard StatementUse assessment result to lay the framework for understanding individual children's strength and areas of need

Share with parents information about each child, including stages of development, interests and assessed skill levels, identifying those that are on track and those that could use additional attention


Administrators, teachers, and parents can easily track child’s development with PreschoolFirst’s uniform, research-based assessment tool. This tool integrates developmentally appropriate behaviors with play-based curricular resource that provides teachers with options for planning. Teachers use appropriate assessment everyday and they monitor and record children’s progress in their most natural setting-at play. Play is universal and can be observed in all cultures and languages. Content for parents is available in Spanish at no extra cost.

PreschoolFirst is a common framework for administrators, teachers, and specialists that can help them easily track a child’s development with PreschoolFirst’s uniform, research-based assessment tool. The assessment tool in PreschoolFirst allows a team of teachers, administrators, and child specialists to access information, communicate and design appropriate goals for individual children. Thus it ensures that teaching staff share an understanding of the purposes, values, and uses of this assessment tool in their program.

PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at no extra cost.

PreschoolFirst is a common framework for administrators, teachers, and specialists that can help them easily track a child’s development with PreschoolFirst’s uniform, research-based assessment tool. The assessment tool in PreschoolFirst allows a team of teachers, administrators, and child specialists to access information, communicate and design appropriate goals for individual children. Thus it ensures that teaching staff share an understanding of the purposes, values, and uses of this assessment tool in their program.

PreschoolFirst Resource Features 20.3.2 Goal Development

PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at no extra cost.


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Meet periodically to discuss previously determined goals, identify any strengths or improvements and make new decisions about learning goals and activities

Periodically assess the learning environment and provided activities for age, linguistic and cultural appropriateness and modify if needed

Standard StatementClassroom adults and families should work as a team to review children's goals and progress regularly and to develop new strategies that promote children's successful growth and development

PreschoolFirst Resource Features 20.3.3 Ongoing Progress Review

PreschoolFirst is an assessment tool integrated with PreschoolFirst activities that provides child care/preschool programs with an organized method to get current, accurate progress information to easily identify children who need extra attention as early as possible. Teachers then implement appropriate interventions, maximizing school readiness. PreschoolFirst is a cost-effective resource to serve special needs children. It helps teachers plan activities and track children by developmental age, and it transforms the data they are already collecting into meaningful reports.

PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at noextra cost.

PreschoolFirst is designed to help young children develop learning in real everyday situations – not in a skills test environment. This program does not focus exclusively on the child’s performance in one instance, but rather, on the child’s growing abilities. Young children learn new knowledge and skills in a progressive cycle: first a child becomes aware of new information, then s/he explores it by watching and trying to use it, next a child will examine and compare the new information to what s/he already knows about the world, finally, the child will show s/he completely understands the new information and can apply it to new situations. In order for any assessment system to fairly represent a child’s progress, it must demonstrate what s/he can do and is in the process of learning. PreschoolFirst helps create a portrait of the child’s growth rather than pressure a child to do something s/he may or may not be ready to do independently.

PreschoolFirst allows teachers to provide support and information to family members who are legally responsible for the care and well-being of a child.The parent component of PreschoolFirst provides information on the child’s progress 24/7, anytime, anywhere access and also offers the Home Time Activities for parents to use.


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Classroom staff and families should participate in a minimum of two face to face conferences to discuss children's developmental progress and other pertinent updates

Offer informal opportunities for family members to converse with classroom adults as needed about children's progress

Schools should offer a wide variety of materials and ideas that link home and school learning environments, offer information on child development and parenting and support parents' interest and participation in the child's learning process

Standard Statement20.3.4 Community Supports


Intake Questionnaires generated by the PreschoolFirst system, provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.


PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the individual child’s page. When parents look for behaviors a child has not yet mastered, they can learn and better understand reasonable expectations for their child’s growth.

PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Parents can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.

PreschoolFirst highly encourages an open communication with family members to ensure the child's growth and progress within the program. PreschoolFirst assists childcare/preschool programs work with families on shared child care giving issues. The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. The parent-component allows families to view the child’s developmental progress and helps them understand reasonable expectations for their child’s growth.

PreschoolFirst provides a parent component that allows parents to see the developmental observations entered for their child, access teacher notes, see announcements, make observations of their own, and find Home Time activities to foster child development. These features enable parents to check in and feel they are an active part of their child's day.


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Identify and understand the services that are provided within the community and identify contacts within each to facilitate collaborative work

Develop ongoing information-sharing processes with other agencies who work with families

Create information-sharing processes with other educational or youth activity programs such as the local fitness center, or library

Utilize community agency's suggestions to enhance classroom experiences for all children

PreschoolFirst subscribers can use the system to connect directly with specialized consultants from local professional agencies or institutions that help the program serve the needs of their children and families. Administrators can enroll a specialist from such an agency or institution as a user in the PreschoolFirst account and assign those students who receive services accordingly. This allows specialists to monitor specific child progress and support staff and families in developing strategies to achieve the goals for child according to the curriculum, health promotion, children’s transitions, inclusion, and diversity.

Additionally, programs can connect to the community through specific curriculum experiences. PreschoolFirst activities offers opportunities to the childcare/preschool programs to involve community workers like the firefighters, police officers, etc. in their program.

EC Programs can enroll specialists from outside agencies connected with their program as users of its PreschoolFirst account. Specialists then can be assigned to the specific children they serve. PreschoolFirst allows teachers and specialists exchange notes and work on a plan to meet the needs and interests of the children and families they serve, thus helping programs develop a partnerships and professional relationships with agencies and organizations in the community.

Programs can connect to the community through specific curriculum experiences. PreschoolFirst activities offers opportunities to the childcare/preschool programs to involve families as well as community workers like the firefighters, police officers, etc. in their program.

PreschoolFirst system helps teachers identify children with developmental delays, behavioral challenge, or other special needs. When appropriate, the system also allows specialized consultants to become users as well. Teachers and consultants can exchange information about the children with special needs that will help teachers establish relationships with the specialized consultants who can assist all children’s and families’ full participation in the program.


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Standard StatementCreate processes and procedures for welcoming incoming families through enrollment meetings, sharing of expectations and values, parent handbooks and discussion of sensitive issues that may impact school success

Identify welcome strategies that excite children and families about their upcoming, new experience

Establish processes for information-sharing with sending schoolsDevelop strategies for communicating with community agencies with which incoming families have been involved for information exchange as well as parent interest in continuing

Standard StatementDevelop policies and procedures for transferring information about child's program participation to the next school locationHelp family understand the expectations and schedules of the receiving school, mapping out strategies for success whenever possibleWork with receiving school to facilitate pen pals, visits, or other activities where the children can become familiar with the new school and stay in touch with the old school

With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.

It is up to the program to decide how to implement this standard.


PreschoolFirst assists new and existing program staff to work effectively with diverse families. By using the PreschoolFirst parent component, program staff includes families in the child's development and help parents and caregivers understand the important role of the family home in a child's early learning experiences.

PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish. PreschoolFirst provides the Spanish feature and user guides in Spanish to all subscribers at no additional cost


PreschoolFirst contains behaviors and activities in which a teacher can observe a child's expressions and body language. PreschoolFirst does not specifically recommend how a teacher should respond to a child's expressions or body language. However, activities do include Key statements or questions are included in the DAP activity procedures to encourage meaningful and extended conversations.

With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.It is up to the program to decide how to implement this standard.

20.4.2 Program Exit

Standard 20.4: TRANSITION



20.4.1 Program Entry


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Set up information-sharing processes with receiving school to discuss child's goals, progress, and interests

Standard StatementIdentify and include child's participation in other schools or programs on information that is sent to receiving school - in transitionDevelop relationship with local Early Intervention agencies, birth to three and three to five, and create process for information and referral exchange

Participate in the county Community Engagement Group and other community - collaborative agencies that advocate for early childhood locally and statewide earlyAssure the program's representation at county or community daysProcedure regularly-updated program brochures or promotional materials and distribute throughout the communityArrange for information-sharing sessions with local school districts to develop shared expectations for entry and exit into the programsOffer early childhood professional development to other community agenciesInvite community agencies to provide special seminars or workshops for families


Demonstrate awareness of self and one's own preference

Supported by all activities related to behaviors: 150, 230,234, 363, 380,

Know and state independent thoughts and feelings Supported by all activities related to behaviors: 142, 150, 253, 323.5, 363, 432





With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.

PreschoolFirst subscribers can use the system to connect directly with specialized consultants from local professional agencies or institutions that help the program serve the needs of their children and families. Administrators can enroll a specialist from such an agency or institution as a user in the PreschoolFirst account and assign those students who receive services accordingly. This allows specialists to monitor specific child progress and support staff and families in developing strategies to achieve the goals for child according to the curriculum, health promotion, children’s transitions, inclusion, and diversity.




25.1.1 Self Awareness

20.4.3 Community Connections

SOCIAL AND EMOTIONAL DEVELOPMENT: LEARNING ABOUT MYSELF AND OTHERSStandard 25.1: Self Concept (Identity)



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Use socially-accepted ways to express emotions Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432

Recognize and label basic feelings Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432

Express feelings that are appropriate to the situation Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432


Show pride in own accomplishments Supported by all activities related to behaviors: 142, 230, 363, 421

Choose materials and activities independently Supported by all activities related to behaviors: 162, 163, 213, 234, 381

All PreschoolFirst activities provide experiences that support this standard statement.

Participate in new experiences with confidence and independence



Ask for and accept offers of help when needed or appropriate


Know when to withhold expression of feelings in certain situations

Supported by all activities related to behaviors: 253, 323.5, 432, 449

Adjust to changes in routines and activities with guidance

Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,

Begin to understand the consequences of own behavior



Demonstrate increased self-reliance in self-care activities

Supported by all activities related to behaviors: 155, 171, 187, 193, 254, 278, 308, 338, 352, 353, 365, 385, 387, 388, 396, 455, 426, 459, 460,

Follow the rules and routines in classroom and other settings with reminders

Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,

Use materials with purpose, safety and respect Supported by all activities related to behaviors: 326, 449

25.1.2 Understanding Emotions

25.1.3 Competence

Standard 25.2: SELF REGULATION25.2.1 Emotional Regulation

25.2.2 Behavioral Regulation


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Understand and follow simple classroom rules Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,

Make transitions between activities after warning them


Wait for teacher approval before acting in required situations


Recognize unsafe situations and tell an adult Supported by all activities related to behaviors: 251, 390, 448, 449, 451

Supported by activities: 249, 250, 228, 227, 286, 224, 225, 226, 14, 2228, 127, 2056, 2059, 2066, 2070, 2081, 2092, 2098, 2102, 1450, 1452, 1461, 1465, 2350, 390, 2351, 359, 362,

Clean up or put away materials on own with teacher direction


Supported by activities: 707, 1686, 607, 987, 3252, 2831, 668, 518, 2355, 1364, 1999, 2002, 1618, 1650


Seek help from familiar adults when needed Supported by all activities related to behaviors: 137, 162, 229, 318, 348, 448

Respond to familiar adults' questions and directions Supported by all activities related to behaviors: 194, 234, 227, 294, 362, 428

Engage in reciprocal conversation with familiar adults

Supported by all activities related to behaviors: 147, 190, 206, 229, 253, 262, 281, 313, 323.5, 363, 428, 432,

All Story Circle and Buddy Time activities provide experiences that support this standard statement.


Demonstrate affection for familiar adults through hugs, kisses or making gifts



Separate from familiar adults in a familiar setting with minimal distress

Supported by all activities related to behaviors: 180 Supported by activities: 1601, 1628, 2848, 993

Show preference for one adult over another when more than one is present


25.3.2 Attachment

25.3.1 TrustStandard 25.3: PRO-SOCIAL RELATIONSHIPS WITH ADULTS


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Imitate others' actions using social play or dramatic play situations



Initiate play with 1 or 2 peers Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 450

Play cooperatively with a few peers for sustained period of time


Cooperate in both large and small group activities that are facilitated by adults



Respond with empathy to others who are upset Supported by all activities related to behaviors: 253, 323.5, 360

Seek help from peers Supported by all activities related to behaviors: 229, 447

Share and take turns with adult guidance Supported by all activities related to behaviors: 177, 208, 299, 379, 450

Respect feelings and belongings of peers Supported by all activities related to behaviors: 360, 449

Solve simple conflicts with peers with independence With teacher facilitation, all PreschoolFirst activities provide experiences that support this standard statement. While minor conflicts are a regular part of the typical classroom and can be great learning experiences, frequent or repeated issues may indicate larger problems. A review of the intervention conflict resolution practices should be conducted by the Director.

Demonstrate polite and respectful interactions Supported by all activities related to behaviors: 298 Supported by activities: 683, 1003

Demonstrate respect for children's differences Supported by all activities related to behaviors: 449 Supported by activities: 2624

All Family Theme activities provide experiences that support this standard statement.

Standard 25.4: PRO-SOCIAL RELATIONSHIPS WITH PEERS25.4.1 Social Identity

25.4.2 Respect and Empathy


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final pa crosswalk sept 2010 watermarked

Documents

early childhood programs

early childhood centers

behaviors of young children

preschoolfirst behaviors

preschoolfirst system

development of children

curriculum materials

early childcare facilities