Full-time Spots Open Now * Children 2yrs+ * Full-time $275/Week * $75 Daily rate
Full-time Spots Open Now * Children 2yrs+ * Full-time $275/Week * $75 Daily rate
Charmsical Preschool Curriculum alignment with The California Preschool Learning Foundations
The Charmsical Preschool Curriculum follows The California Preschool Learning Foundations, which outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.
The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.
The preschool learning foundations are a critical step in the California Department of Education’s efforts to strengthen preschool education and school readiness and to close the achievement gap in California.
As the word is used in this publication, foundations describe the knowledge, skills, and competencies that children typically attain at around 48 and 60 months of age when they participate in a high-quality preschool program and with adequate support. The foundations define "destination points" for where children are going (in terms of development) during this age range. They also help to inform practitioners about children’s academic and social development so that decisions can be made to support children’s curriculum and growth.
Many pre-school children learn simply by participating in high-quality preschool programs. Such programs encourage active, playful exploration and experimentation. With play as an integral part of the curriculum, high-quality programs include purposeful teaching to help children gain knowledge and skills. In addition, many children in California’s preschools benefit from specific support in learning English. Other children may have a special need that requires particular accommodations and adaptations. To serve all children, preschool programs must work to provide appropriate conditions for learning and individually assist each child to move along a pathway of healthy learning and development.
In California, priority has been placed on aligning expectations for preschool learning with the state’s kindergarten academic content standards. This academic emphasis is complemented by attention to social-emotional development and English-language development. The concepts in social-emotional development and English-language development contribute significantly to young children’s readiness for school.
The preschool learning foundations presented in this document cover the following four domains or areas of emphasis:
When taking an in-depth look at one domain, one needs to keep in mind that, for young children, learning is usually an integrated experience. For example, a young child may be concentrating on mathematical reasoning, but at the same time, there may be linguistic learning that result from the experience.
Together, the four domains represent crucial areas of learning and development for young children. The foundations within a particular domain provide a thorough overview of development in that domain.
The foundations written for each of these domains are based on research and evidence and are enhanced by expert practitioners’ suggestions and examples. Their purpose is to promote understanding of preschool children’s learning and to guide instructional practice.
It is anticipated that teachers, administrators, parents, and policymakers will use the foundations as a guide when helping all young children to acquire the competencies that will prepare them for success in school.
Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.
The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.
The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history–social science and science.
48 Month-1.1 Describe their physical characteristics, behavior, and abilities positively.
60 Month-1.1 Compare their characteristics with those of others and display a growing awareness of their psychological characteristics, such as thoughts and feelings.
48 Month-2.1 Need adult guidance in managing their attention, feelings, and impulses and show some effort at self-control.
60 Month-2.1 Regulate their attention, thought feelings, and impulses more contently, although adult guidance is sometimes necessary.
48 Month-3.1 Seek to understand people’s feelings and behavior, notice diversity in human characteristics, and are interested in how people are similar and different.
60 Month-3.1 Begin to comprehend the mental and psychological reasons people act as they do and how they contribute to differences between people.
48 Month-4.1 Demonstrate concern for the needs of others and people in distress.
60 Month-4.1 Respond to another’s distress and needs with sympathetic caring and are more likely to assist.
48 Month-5.1 Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems.
60 Month-5.1 Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out.
48 Month-1.1 Interact with familiar adults comfortably and competently, especially in familiar settings.
60 Month-1.1 Participate in longer and more reciprocal interactions with familiar adults and take greater initiative in social interaction.
48 Month-2.1 Interact easily with peers in shared activities that occasionally become cooperate with each other.
60 Month-2.1 More actively and intentionally cooperate with each other.
48 Month-2.2 Participate in simple sequences of pretend play.
60 Month-2.2 Create more complex sequences of pretend play that involve planning, coordination of roles, and cooperation.
48 Month-2.3 Seek assistance in resolving peer conflict, especially when disagreements have escalated into physical aggression.
60 Month-2.3 Negotiate with each other, seeking adult assistance when needed, and increasingly use words to respond to conflict. Disagreements may be expressed with verbal taunting in addition to physical aggression.
48 Month-3.1 Participate in group activities and are beginning to understand and cooperate with social expectations, group rules, and roles.
60 Month-3.1 Participate positively and cooperatively as group members.
48 Month-4.1 Seek to cooperate with adult instructions but their capacities for self-control are limited, especially when they are frustrated or upset.
60 Month-4.1 Having growing capacities for self-control and are motivated to cooperate in order to receive adult approval and think approvingly of themselves.
48 Month-1.1 Seek security and support from their primary family attachment figures.
60 Month-1.1 Take greater initiative in seeking support from their primary family attachment figures.
48 Month-1.2 Contribute to maintaining positive relationships with their primary family attachment figures.
60 Month-1.2 Contribute to positive mutual cooperation with their primary family attachment figures.
48 Month-1.3 After experience with out-of-home care, manage departures and separations from primary family attachments figures with the teacher’s assistance.
60 Month-1.3 After experience with out-of- home care, comfortably depart from primary family attachment figures. Also maintain well-being while apart from primary family attachment figures during the day.
48 Month-2.1 Seek security and support from their primary teachers and caregivers.
60 Month-2.1 Take greater initiative in seeking the support of their primary teachers and caregivers.
48 Month-2.2 Contribute to maintaining positive relationships with primary teachers and caregivers.
60 Month-2.2 Contribute to positive mutual cooperation with primary teachers and caregivers.
48 Month-3.1 Choose to play with one or two special peers whom they identify as friends.
60 Month-3.1 Friendships are more reciprocal, exclusive, and enduring.
1.1 Use language to communicate with others in familiar social situations for a variety of basic purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting.
1.1 Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.
1.2 Speak clearly enough to be understood by familiar adults and children.
1.2 Speak clearly enough to be understood by both familiar and unfamiliar adults and children.
1.3 Use accepted language and style during communication with familiar adults and children.
1.3 Use accepted language and style during communication with both familiar and unfamiliar adults and children.
1.4 Use language to construct short narratives that are real or fictional.
1.4 Use language to construct extended narratives that are real or fictional.
2.1 Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and symbolic contexts.
2.1 Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic contexts.
2.2 Understand and use accepted words for categories of objects encountered and used in everyday life.
2.2 Understand and use accepted words for categories of objects encountered in everyday life.
2.3 Understand and use simple words that describe the relation between objects.
2.3 Understand and use simple both simple and complex words that describe the relation between objects.
3.1 Understand and use increasingly complex and longer sentences, including sentences that combine two phrases or two to three concepts to communicate ideas.
3.1 Understand and use increasingly complex and longer sentences, including sentences that combine two to three phrases or three to four concepts to communicate ideas.
3.2 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns, and possessives.
3.2 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns, and possessives.
1.1 Begin to display appropriate book-handling behavior and begin to recognize print conventions.
1.1 Display appropriate book-handling behaviors and knowledge of print conventions.
1.2 Recognize print as something that can be read.
1.2 Understand that print is something that is read and has specific meaning.
2.1 Orally blend and delete words and syllables without the support of pictures or objects.
2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.
3.1 Recognize the first letter of own name.
3.1 Recognize own name or other common words in print.
3.2 Match some letter names to their printed form.
3.2 Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form.
3.3 Begin to recognize that letters have sounds.
4.1 Demonstrate knowledge of main characters or events in a familiar story (e.g., who, what, where) through answering questions (e.g., recall and simple inferencing), retelling, reenacting or creating artwork.
4.1 Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly summarizing, predicting, and inferencing), retelling, reenacting, or creating artwork.
4.2 Demonstrate knowledge from informational text through labeling, describing, playing, or creating artwork.
4.2 Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.
5.1 Demonstrate enjoyment of literacy and literacy-related activities.
5.1 Demonstrate, with increasing and literacy-related activities. independence, enjoyment of literacy and literacy-related activities.
5.2 Engage in routines associated with literacy activities.
5.2 Engage in more complex routines associated with literacy activities.
1.1 Display appropriate book-handling behaviors and knowledge of print conventions.
1.1 Experiment with grasp and body position using a variety of drawing and writing tools.
1.1 Adjust grasp and body position for increased control in drawing and writing.
1.2 Write using scribbles that are different from pictures.
1.2 Write letters or letter-like shapes to represent words or ideas.
1.3 Write marks to represent own name
1.3 Write first name nearly correctly.
Child enjoys being read to and knows when a favorite story has a part left out.
III.A.1. Child engages in pre-reading and reading-related activities.
Child enjoys looking at books and telling a story from the pictures or from memory.
III.A.2. Child self-selects books and other written materials to engage in pre-reading behaviors.
Child notices environmental print and connects meaning to it.
III.A.3. Child recognizes that text has meaning
Note: Phonological awareness is just beginning to develop between the ages of 36 and 60 months.
Children should be engaged in listening to books, poems, nursery rhymes, and songs that feature rhyme and alliteration.
III.B.1. Child separates a normally spoken four-word sentence into individual words.
Child understands and uses increasingly longer sentences.
II.E.5. Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning.
III.B.2. Child combines words to make a compound word.
III.B.4. Child blends syllables into words
III.B.5. Child can segment a syllable from a word.
Child can distinguish when two words rhyme.
III.B.6. Child can recognize rhyming words.
Child can distinguish when two words begin with the same sound.
III.B.7. Child can produce a word that begins with the same sound as a given pair of words.
III.B.8. Child blends onset (initial consonant or consonants) and rime (vowel to end) to form a familiar
one-syllable word with and without pictorial support.
III.B.9. Child recognizes and blends spoken phonemes into one syllable words with pictorial support.
1.1 Attend to an adult reading a short storybook written in the home language or a storybook written in English if the story has been written in the home language.
1.1 Begin to participate in reading activities, using books written in English when the language is predictable.
1.1 Participate in reading activities, using a variety of genres that are written in English (e.g., poetry, fairy tales, concept books, and informal books).
1.2 “Read” familiar books written in the home language or in English when encouraged by others and, in the home language, talk about the books.
1.2 Choose to “read” familiar books written in the home language or in English with increasing independence and, in the home language or in English, talk about the books.
1.2 Choose to “read” familiar books written in English with increasing independence and talk about the books in English.
2.1 Begin to identify and relate to a story from their own life experiences in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).
2.1 Describe their own experiences related to the topic of the story, using telegraphic and/or formulaic speech in English.
2.1 Begin to engage in extended conversations about stories.
2.2 Retell a story in the home language when read or told a story in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).
2.2 Retell a story using the home language and some English when read or told a story in English.
2.2 Retell in English the majority of a story read or told in English.
3.1 Begin to understand that books are read in a consistent manner (e.g., in English, pages are turned from right to left and the print is read from the top to the bottom, left to right; this may vary in other languages).
3.1 Continue to develop an understanding of how to read a book, sometimes applying knowledge of print conventions from the home language.
3.1 Demonstrate an understanding that print in English is organized from left to right, top to bottom, and that pages are turned from right to left when a book is read.
4.1 Begin to recognize that symbols in the environment (classroom, community, or home) carry a consistent meaning in the home language or in English.
4.1 Recognize in the environment (classroom, community, or home) some familiar symbols, words, and print labels in the home language or English.
4.1 Recognize in the environment (classroom, community, or home) an increasing number of familiar symbols, words, and print labels in English.
5.1 Interact with material representing the letters of the alphabet.
5.1 Begin to talk about the letters of the English alphabet while playing and interacting with them; may code-switch (use the home language and English).
5.1 Begin to demonstrate understanding that the letters of the English alphabet are symbols used to make words..
5.2 Begin to recognize the first letter in their own name or the character for their own name in the home language of English.
5.2 Identify some letters of the alphabet in English.
5.2 Identify ten or more letters of the alphabet in English.
6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language English.
6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or English.
6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English.
6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language of English.
6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English, with support.
6.2 Recognize and produce words that have a similar onset (initial sound) in English.
6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, with errors. assistants, or others, with the assistance of an interpreter if necessary).
6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.
6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English with support.
1.1 Begin to understand that writing can be used to communicate.
1.1 Begin to understand that what is said in the home language or in English can be written down and read by others.
1.1 Develop an increasing understanding that what is said in English can be written down and read by others.
1.2 Begin to demonstrate an awareness that written language can be in the home language or in English.
1.2 Begin to use marks or symbols to represent spoken language in the home language or in English.
1.2 Continue to develop writing by using letters or letter-like marks to represent their ideas in English.
1.3 Write marks to represent their own name in a way that may resemble how it is written in the home language.
1.3 Attempt to copy their own name in English or in the writing system of their home language.
1.3 Write their first name on their own in English nearly correctly, using letters of the English alphabet to accurately represent pronunciation in their home language.
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