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Prekindergarten Learning Guidelines


Table of Contents

Foreword

Acknowledgments

Part 1. Background

Chapter 1. Introduction
  • Need for the Guidelines
  • Related Publications
  • Organization of the Content
Chapter 2. Current Issues in Early Childhood Education
  • General Issues
  • The California Context
Chapter 3. The Preschool Child
  • Social Development
  • Cognitive Development
  • Physical Development
  • The Role of Play in Children's Learning and Development
  • Creativity and Self-Expression
Chapter 4. The Role of the Teacher
  • Understanding Children 's Needs and Capabilities
  • Creating an Environment for Social and Emotional Learning
  • Accommodating a Wide Range of Abilities and Learning Styles
  • Balancing Teacher-Initiated and Child-Initiated Activities
  • Assessing How Well the Program Meets Children's Needs
  • Developing Strong Links with Families

Part 2: Guidelines

Chapter 5. Program Foundations
  • Planning the Preschool Environment
  • Addressing Cultural Diversity
  • Planning for Assessment
  • Including Children with Disabilities or Other Special Needs
  • Involving Parents and Families
  • Organizing Staff Preparation and Development Programs
Chapter 6. Curriculum
  • Integrated Curriculum
  • Emergent Curriculum
  • Foundational Skills
  • Social and Emotional Development
  • Language and Literacy Development
  • Mathematics Learning and Development
  • Physical and Motor Development
  • Other Curriculum Content Areas

Part 3: Resources

  • Organizations
  • Further Reading
  • Program Quality Standards
  • References

Appendixes

  1. Summary of the Guidelines
  2. Desired Results for Children and Families
  3. California Department of Education Initiatives
  4. Continuum of Teaching Behaviors
  5. Effective Observation Strategies
  6. Special Needs Legislation and Services
  7. Map to Services for Children with Special Needs and Their Families
  8. NAEYC Code of Ethical Conduct and Statement of Commitment
  9. Child Development Permit Matrix

List of Tables

  1. Rethinking the Brain
  2. Relationship of Prekindergarten Activities and Competencies to California Language Arts Standards
  3. Relationship of Young Children 's Informal Mathematical Knowledge to the Mathematics Content Standards
Questions:   Early Education and Support Division | 916-322-6233
Last Reviewed: Tuesday, December 29, 2015
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