1

The California Preschool Curriculum Framework, Volume 1

2

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.

3

It’s Here!

4

What’s in Volume 1?

• Social-Emotional Development

• Language and Literacy

• English-Language Development

• Mathematics

5

In this Volume, Discover Ideas for:

• Environments

• Building on children’s play

• Materials

• Teacher-guided learning activities

6

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

7

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.

8

Let’s Explore the Framework

9

A Message from the State Superintendent of Public Instruction

(p. v) Highlights

10

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

11

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

12

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

13

Chapter One:Introduction (p. 1) Highlights

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

15Chapter Two:Early Learning and Development

System (p. 29) Highlights

16

17

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

18

Organization of the Domain Chapters

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

What’s First???

• Guiding Principles• Environments and

Materials• Summary of the

Strands and Substrands

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.

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.

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.

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.

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.”

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

Finally…

Each chapter ends with:• Teacher Resources• References• Endnotes

28

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

Curriculum Planning Process

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

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

Scavenger Hunt

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.

What Will You Take Home with You?

35

Thank You for Coming!