1 The California Preschool Curriculum Framework, Volume 1.
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Transcript of 1 The California Preschool Curriculum Framework, Volume 1.
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The California Preschool Curriculum Framework, Volume 1
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Outcomes
• Learn what the Preschool Curriculum Framework (PCF) is and how it fits into the California’s Early Learning and Development System.
• Become familiar with the structure and features of PCF, Volume 1.
• Discover how to use the framework to enrich learning and development opportunities for all of California’s preschool children.
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It’s Here!
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What’s in Volume 1?
• Social-Emotional Development
• Language and Literacy
• English-Language Development
• Mathematics
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In this Volume, Discover Ideas for:
• Environments
• Building on children’s play
• Materials
• Teacher-guided learning activities
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The Curriculum Framework Strategies Are:
• Developmentally appropriate
• Reflective of thoughtful observation and intentional planning
• Individually and culturally meaningful
• Inclusive of children with disabilities and other special needs
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Eight Overarching Principles
1. Relationships are central.2. Play is a primary context for learning.3. Learning is integrated.4. Intentional teaching enhances children’s learning
experiences.5. Family and community partnerships create meaningful
connections.6. Individualization of learning includes all children.7. Responsiveness to culture and language supports
children’s learning.8. Time for reflection and planning enhances teaching.
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Let’s Explore the Framework
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A Message from the State Superintendent of Public Instruction
(p. v) Highlights
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What Does the Framework Do?
“Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children.” p. v
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I believe [this publication] will be a major step in working to close the school readiness gap for young children in our state.Jack O’ConnellA Message from the State Superintendent of Public Instruction
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Acknowledgments (p. vii)
• Project leaders • Principal writers• Community college faculty advisers• Universal design advisers • Project staff and advisers from the WestEd Center for
Child and Family Studies• Staff from the California Department of Education• Early childhood education stakeholder organizations• Participants in the formative and review focus groups• Participants in the Web posting process • Participants in the public hearing process
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Chapter One:Introduction (p. 1) Highlights
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Chapter 1
California’s Children p. 3-5
English-language Development in All Domains p. 10-13
Universal Design for Learning p. 13
Daily Schedule p. 16-19
Curriculum Planning p. 13-16
Overarching Principles
Organization
Curriculum- Planning Process
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15Chapter Two:Early Learning and Development
System (p. 29) Highlights
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Chapters 3-6:The Learning Domains Highlights
• Social-Emotional Development p. 37
• Language and Literacy p. 97
• English-Language Development p. 177
• Mathematics p. 231
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Organization of the Domain Chapters
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Find Your Domain
Place a sticky dot on the first page of the assigned domain.
Hint: Use the top of each page to identify the domain
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What’s First???
• Guiding Principles• Environments and
Materials• Summary of the
Strands and Substrands
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Strands and Substrands
• Place a sticky tab on the first page of each strand.
• Highlight the title of each substrand.
Hint: Notice the strand and substrand on the bottom of each page.
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Vignettes
• Each chapter has numerous vignettes to illustrate typical classroom scenarios.
• Locate and highlight two vignettes in the assigned chapter.
Hint: Vignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.
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Vignettes
• Read through one of the vignettes identified.• Highlight the teachable moment and/or planning
learning opportunities associated with that vignette.
Hints: • Each vignette has at least one
teachable moment and/or planning learning opportunity.
• Where included, they will be identified in the column to the left of the vignette.
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Interactions and Strategies
Following each vignette identified, highlight the paragraph that includes the words “interactions and strategies.”
Hint: Interactions and strategies can be found in the paragraph immediately following each vignette.
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Research Highlights
Find and highlight one research highlight in the chapter.
Hint: Research highlights are in shaded boxes set off from the rest of the text and headed with the words “Research Highlight.”
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End of Each Domain
Find and tab these three features found at the end of each domain.
•Bringing it All Together•Engaging Families•Questions for Reflection
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Finally…
Each chapter ends with:• Teacher Resources• References• Endnotes
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Don’t Overlook…
Appendices • Appendix A. California Early
Learning and Development System (p. 303)
• Appendix B. Reflections on Research: Phonological Awareness (p. 304)
• Appendix C. Reflections on Research: Alphabetics and Word/Print Recognition (p. 313)
• Appendix D. Resources for Teachers of Children with Disabilities or Other Special Needs (p. 319)
Glossary
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Curriculum Planning Process
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Strategies for Dual Language Learners Throughout the Framework
– Modified language– Manipulative and every day objects– Modeling and acting out– Oral descriptors– Respect the listening period– Match questions to the child’s proficiency
level– Use the child’s first language and culture Mathematics in the Early Years, NAEYC
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Strategies for Children with Special Needs Throughout the Framework
• Use all the senses
• Use physical gestures
• Use visual cues
• Use props
• Offer adapted or specialized materials
• Use repeated opportunities - Preschool English Learners Resource Guide
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Scavenger Hunt
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The Framework is for ALL Children
• Not all children learn in the same way.
• But all children will benefit from strategies and concepts in the Curriculum Framework.
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What Will You Take Home with You?
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Thank You for Coming!