Activity Plans
Introduction
Activity plans assist you in setting up the learning that will occur in your classroom. This assignment will help you focus on clearly describing all the key components of developmentally appropriate curriculum and assist you with your upcoming key assessment.
The Assignment
You will create activity plans that cover a wide variety of curriculum topics. .You will have a total of 2 plans to submit. You will choose 2 of the following: a music plan for Infants, an art plan for Toddlers, a math plan for Younger Preschoolers or a language/literacy plan for Older Preschoolers. (Page 5in NC FELD lists age periods)
For each plan list the following:
(Example:)
1.Type of plan: Art
2.Age Range: Toddlers
3.NC FELD Domain and Subdomain: Approaches to Play and Learning, Attentiveness, Effort and Persistence
4. Goal: APL-7: Children demonstrate initiative
5. Developmental Indicator:Show and or tell others what they have done. APL7g
6. Activity: Discuss in detail an age appropriate activity you would do with the children. (minimum of 7 sentences) For your activity, consider the following:
When/where will this take place: small group? centers? outdoors?
What will your role be as the facilitator? what will you do with the child/children?
What will the child be doing during this hands on activity?
What prior knowledge will the child need to have? what prior knowledge would you have discussed?
What open ended questions will you ask?
7.Assessment
How will you assess the activity/children? How will you document the children’s progress in meeting the indicator you chose to focus on in the activity? (Examples include: Anecdotal notes, pictures, videos, voice recordings, work samples, checklists, but NO TESTS!) Your method of assessment should be pulled from our text
What will you look for in order to know if the children understood and mastered the concept?
What is the expected outcome?
****Be sure the assessment method you choose matches the indicator you have chosen. While taking pictures of a child cutting will document a child’s scissor skills, you can’t take a picture of a child asking for a turn. You will have to document this with anecdotal notes or a voice recording. Be sure to include WHAT you are looking for when you assess the child!
8. Family Involvement
Think of ways that children’s families could be involved in the activity, how they might do this activity (or something similar) at home, or at the very least, how you will let them know that their child participated in the activity and what they learned from doing it.Suggest 3 opportunities, for each activity, for families to observe/participate with children working on this standard in the home environment (can be natural activities or routines such as meals, bed time routines, etc, or planned activities they do with their children). List how families can share their assessment of their children’s progress with the teacher.
Grading Criteria
20 points- Two age appropriate activity plans included for the learning areas specified.
20 points- All categories are includedon the plan (type of plan, age of child(ren), domain, subdomain, goal, developmental indicator, description, assessment, family involvement)
20 points (10 points per activity)- Domain, subdomain, goal, developmental indicators identified are supported by the activity
20 points (10 points per activity)- Activity descriptions are detailed and clear
10 Points- MeasurableAssessment is noted for each activity
10 Points- Family Involvement methods are discussed for each activity
**Points are deducted for Spelling and Grammar. Also noted is clarity of the submission and students comprehension of the content.
Resources
NC FELD, textbook chapters from previous modules and chapters 5, 6, & 10, previous lesson plan from module 6
NC_Foundations_ADA.pdf NC_Foundations_ADA.pdf – Alternative Formats
North Carolina
Foundations for
Early Learning
and Development
North Carolina Foundations Task Force
North Carolina
Foundations for
Early Learning
and Development
North Carolina Foundations Task Force
ii
North Carolina Foundations for Early Learning and Development
North Carolina Foundations for
Early Learning and Development
2013. North Carolina Foundations
Task Force.
Writers
Catherine Scott-Little
Human Development and Family Studies Department
UNC-Greensboro
Glyn Brown
SERVE Center
UNC-Greensboro
Edna Collins
Division of Child Development and Early Education
NC Department of Health and Human Services
Editors
Lindsey Alexander
Lindsey Alexander Editorial
Katie Hume
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Designer
Gina Harrison
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Photography
Pages:
60 and 143 courtesy of
UNC-Greensboro, Child Care Education Program.
36, 54, 135, 136, front cover (group shot), and
back cover (infant) courtesy of
NC Department of Health and Human Services,
Division of Child Development and Early Education.
All others:
Don Trull, John Cotter
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
The North Carolina Foundations for Early
Learning and Development may be freely
reproduced without permission for non-profit,
educational purposes.
Electronic versions of this report are available
from the following websites:
http://ncchildcare.dhhs.state.nc.us
http://www.ncpublicschools.org/earlylearning
Suggested citation: North Carolina
Foundations Task Force. (2013). North
Carolina foundations for early learning and
development. Raleigh: Author.
Funding for this document was provided by
the North Carolina Early Childhood Advisory
Council using funds received from a federal
State Advisory Council grant from the
Administration for Children and Families, U.S.
Department of Health and Human Services.
http://www.ncpublicschools.ort/earlylearning
http://www.ncpublicschools.ort/earlylearning
iii
North Carolina Foundations for Early Learning and Development
Table of Contents
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Organization of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Domains, Subdomains, and Goals Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Effective Use of Foundations with All Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Foundations and Childrens Success in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Helping Children Make Progress on Foundations Goals:
It Takes Everyone Working Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Approaches to Play and Learning (APL) . . . . . . . . . . . . . . . . . . 26
Curiosity, Information-Seeking, and Eagerness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Play and Imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Risk-Taking, Problem-Solving, and Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Attentiveness, Effort, and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Emotional and Social Development (ESD) . . . . . . . . . . . . . . . . 48
Developing a Sense of Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Developing a Sense of Self With Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Learning About Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
iv
North Carolina Foundations for Early Learning and Development
Health and Physical Development (HPD) . . . . . . . . . . . . . . . . 66
Physical Health and Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Safety Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Language Development and Communication (LDC) . . . . . . 88
Learning to Communicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Foundations for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Foundations for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Cognitive Development (CD) . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Construction of Knowledge: Thinking and Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Creative Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Social Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Mathematical Thinking and Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Scientific Exploration and Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Supporting Dual Language Learners (DLL) . . . . . . . . . . . . . . 149
Defining Dual Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
The Dual Language Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
DLL and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150
The Importance of Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
DLL and Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Selected Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
v
North Carolina Foundations for Early Learning and Development
Acknowledgments
I
n 2011, the North Carolina Early Childhood
Advisory Council (ECAC) launched and
funded the important project of revising
the Infant-Toddler Foundations and
Preschool Foundations to create the North
Carolina Foundations for Early Learning and
Developmenta single document that describes
childrens development and learning from birth
to age five. Leaders from the Division of Child
Development and Early Education as well as
the Office of Early Learning in the Department
of Public Instruction provided critical advice,
oversight, and vision on the Foundations and its
implementation. As listed below, many individuals
from across the state devoted their time and
expertise to this task force. We are grateful to
everyones work on this important resource for
our state.
This publication is dedicated to North Carolinas
early childhood professionals, teachers, and
caregivers who nurture and support the
development of many young children while their
families work or are in school.
Expert Reviewers
Laura Berk
Professor Emeritus, Psychology Department
Illinois State University
Sharon Glover
Cultural Competence Consultant
Glover and Associates
Melissa Johnson
Pediatric Psychologist
WakeMed Health and Hospitals
Patsy Pierce
Speech Language Pathologist
Legislative Analyst
NC General Assembly Research Division
NC Foundations Task Force
Inter-Agency Leadership Team
Division of Child Development and Early Education
NC Department of Health and Human Services
Deb Cassidy
Anna Carter
Edna Collins
Jani Kozlowski
Lorie Pugh
Office of Early Learning
NC Department of Public Instruction
John Pruette
Jody Koon
Human Development and Family Studies Department
UNC-Greensboro
Catherine Scott-Little, Co-Facilitator
Sheresa Boone Blanchard
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Kelly Maxwell, Co-Facilitator
vi
North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont .)
Foundations Revisions Expert
Workgroup
Norm Allard
Pre-K Exceptional Children Consultant
Office of Early Learning
NC Department of Public Instruction
Joe Appleton
Kindergarten Teacher
Sandy Ridge Elementary School
Cindy Bagwell
Co-Chair of Cognitive Development Workgroup
Early Childhood Education Consultant
Office of Early Learning
NC Department of Public Instruction
Harriette Bailey
Assistant Professor
Birth-Kindergarten Program Coordinator
Department of Education, Shaw University
Sheila Bazemore
Education Consultant
Division of Child Development and Early Education
NC Department of Health and Human Services
Bonnie Beam
Director
Office of School Readiness, Cleveland County Schools
Gwen Brown
Regulatory Supervisor
Division of Child Development and Early Education
NC Department of Health and Human Services
Paula Cancro
Preschool Director
Our Lady of Mercy Catholic School
Deborah Carroll
Branch Head
Early Intervention, Division of Public Health
NC Department of Health and Human Services
Kathryn Clark
Professor, Child Development Program Coordinator
Child Development, Meredith College
Renee Cockrell
Pediatrician
Rocky Mount Childrens Developmental Services Agency
Lanier DeGrella
Infant Toddler Enhancement Project Manager
Child Care Services Association
Sherry Franklin
Quality Improvement Unit Manager
Division of Public Health
NC Department of Health and Human Services
Kate Gallagher
Child Care Program Director
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Khari Garvin
Director, Head Start State Collaboration Office
Office of Early Learning
NC Department of Public Instruction
Cristina Gillanders
Scientist
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Pamela Hauser
Child Care Licensing Consultant
Division of Child Development and Early Education
NC Department of Health and Human Services
Ronda Hawkins
Chair of Emotional and Social Development Workgroup
Early Childhood Program Coordinator
Sandhills Community College
Patricia Hearron
Chair of Approaches to Learning Workgroup
Professor, Family and Consumer Sciences
Appalachian State University
Staci Herman-Drauss
Infant Toddler Education Specialist
Child Care Services Association
Vivian James
619 Coordinator
Pre-K Exceptional Children, Office of Early Learning
North Carolina Department of Public Instruction
LaTonya Kennedy
Teacher
Mountain Area Child and Family Center
Dor LaForett
Investigator
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Beth Leiro
Physical Therapist
Beth Leiro Pediatric Physical Therapy
Gerri Mattson
Pediatric Medical Consultant
Division of Public Health
NC Department of Health and Human Services
Janet McGinnis
Education Consultant
Division of Child Development and Early Education
NC Department of Health and Human Services
vii
North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont .)
Margaret Mobley
Manager, Promoting Healthy Social Behavior in
Child Care Settings
Child Care Resources, Inc.
Judy Neimeyer
Professor Emerita
Specialized Education Services
UNC-Greensboro
Eva Phillips
Instructor, Birth-Kindergarten Education
Winston-Salem State University
Jackie Quirk
Chair of Health and Physical Development Workgroup
Project Coordinator
NC Child Care Health and Safety Resource Center
UNC Gillings School of Global Public Health
Amy Scrinzi
Co-Chair of Cognitive Development Workgroup
Early Mathematics Consultant
Curriculum and Instruction Division
NC Department of Public Instruction
Janet Singerman
President
Child Care Resources, Inc.
Diane Strangis
Assistant Professor
Child Development, Meredith College
Dan Tetreault
Chair of Language and Communication Workgroup
K2 English Language Arts Consultant
Curriculum and Instruction Division
NC Department of Public Instruction
Brenda Williamson
Assistant Professor, Birth-Kindergarten Teacher Education
Program Coordinator
NC Central University
Gale Wilson
Regional Specialist
NC Partnership for Children
Catherine Woodall
Education Consultant
Division of Child Development and Early Education
NC Department of Health and Human Services
Doyle Woodall
Preschool Teacher
Johnston County Schools
Dual Language Learners Advisory
Team
Catherine Scott-Little, Chair
Associate Professor, Human Development and Family Studies
UNC-Greensboro
Tanya Dennis
Telamon Corporation
Shari Funkhouser
Pre-K Lead Teacher
Asheboro City Schools
Cristina Gillanders
Scientist
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Belinda J. Hardin
Associate Professor, Specialized Education Services
UNC-Greensboro
Norma A. Hinderliter
Special Education Expert
Adriana Martinez
Director
Spanish for Fun Academy
Tasha Owens-Green
Child Care and Development Fund Coordinator
Division of Child Development and Early Education
NC Department of Health and Human Services
Gexenia E. Pardilla
Latino Outreach Specialist
Child Care Resources Inc.
Jeanne Wakefield
Executive Director
The University Child Care Center
Strategies Workgroup
Sheresa Boone Blanchard, Chair
Child Development and Family Studies
UNC-Greensboro
Patsy Brown
Exceptional Children Preschool Coordinator
Yadkin County Schools
Kristine Earl
Assistant Director
Exceptional Childrens Department
Iredell-Statesville Schools
Cristina Gillanders
Scientist
Frank Porter Graham Child Development Institute
UNC-Chapel Hill
Wendy H-G Gray
Exceptional Children Preschool Coordinator
Pitt County School System
viii
North Carolina Foundations for Early Learning and Development
NC Foundations Task Force (cont .)
Patricia Hearron
Professor, Family and Consumer Sciences
Appalachian State University
Staci Herman-Drauss
Infant Toddler Education Specialist
Child Care Services Association
Tami Holtzmann
Preschool Coordinator
Thomasville City Schools
Renee Johnson
Preschool Coordinator
Edgecombe County Public School
Jenny Kurzer
Exceptional Children Preschool Coordinator
Burke County Public Schools
Brenda Little
Preschool Coordinator
Stokes County Schools
Karen J. Long
Infant Toddler Specialist
Child Care Resources, Inc
Jackie Quirk
Project Coordinator
NC Child Care Health and Safety Resource Center
UNC Gillings School of Global Public Health
Brenda Sigmon
Preschool Coordinator
Catawba County/Newton Conover Preschool Program
Teresa Smith
Preschool Coordinator
Beaufort County Schools
Susan Travers
Exceptional Children Curriculum Manager and
Preschool Coordinator
Buncombe County Schools
Rhonda Wiggins
Exceptional Children Preschool Coordinator
Wayne County Public Schools
1
North Carolina Foundations for Early Learning and Development
Introduction
North Carolinas young children. This document,
North Carolina Foundations for Early Learning
and Development (referred to as Foundations),
serves as a shared vision for what we want for our
states children and answers the question What
should we be helping children learn before
kindergarten? By providing a common set of
Goals and Developmental Indicators for children
from birth through kindergarten entry, our
hope is that parents, educators, administrators,
and policy makers can together do the best job
possible to provide experiences that help children
be well prepared for success in school and life.
This Introduction provides important
information that adults need in order to
use Foundations effectively. We discuss the
purpose of the document, how it should be
used, and whats included. Weve also tried
to answer questions that you might have, all
in an effort to help readers understand and
use Foundations as a guide for what we want
children to learn during their earliest years.
Foundations
can be used to:
Improve teachers knowledge of child
development;
Guide teachers plans for implementing
curricula;
Establish goals for childrens
development and learning that are
shared across programs and services;
and
Inform parents and other family
members on age-appropriate
expectations for childrens development
and learning.
C
hildrens experiences before they
enter school matterresearch
shows that children who experience
high-quality care and education,
and who enter school well prepared,
are more successful in school and later in
their lives. Recognizing the importance of the
early childhood period, North Carolina has
been a national leader in the effort to provide
high-quality care and education for young
children. Programs and services such as Smart
Start, NC Pre-K, early literacy initiatives, Nurse
Family Partnerships and other home visiting
programs, and numerous other initiatives
promote childrens learning and development.
Quality improvement initiatives such as our
Star Rated License, Child Care Resource and
Referral (CCR&R) agencies, T.E.A.C.H. Early
Childhood Scholarship Project, and the Child
Care W.A.G.E.S. Project are designed to improve
the quality of programs and services and, in turn,
benefit children. Although the approaches are
different, these programs and initiatives share a
similar goalto promote better outcomes for
2
North Carolina Foundations for Early Learning and Development
Purpose of
Foundations
North Carolinas Early Childhood Advisory
Committee, Division of Child Development and
Early Education, and Department of Public
Instruction Office of Early Learning worked
together to develop Foundations to provide
a resource for all programs in the state.
Foundations describes Goals for all childrens
development and learning, no matter what
program they may be served in, what language
they speak, what disabilities they may have,
or what family circumstances they are
growing up in. Teachers and caregivers can
turn to Foundations to learn about child
development because the document provides
age-appropriate Goals and Developmental
Indicators for each age levelinfant, toddler,
and preschooler. Foundations is also intended
to be a guide for teachingnot a curriculum
or checklist that is used to assess childrens
development and learning, but a resource
to define the skills and abilities we want
to support in the learning experiences we
provide for children. The Goals for children
can be used by teachers, caregivers, early
interventionists, home visitors, and other
professionals who support and promote
childrens development and learning. It is,
A Note About Terminology
Foundations is designed to be useful
to a broad range of professionals who
work with children. In this document we
refer to teachers and caregivers. This
terminology includes anyone who works
with childrenteachers, caregivers, early
educators, early interventionists, home
visitors, etc. The document also refers to
children generically, which is intended
to include infants, toddlers, and preschool
children.
however, important to remember that while
Foundations can help you determine what
is typical for children in an age group, the
Developmental Indicators may not always
describe a particular childs development.
When a childs development and learning
does not seem to fit what is included in the
continuum under his/her age level, look at the
Developmental Indicators for younger or older
age groups to see if they are a better fit for the
child. Your goal is to learn what developmental
steps the child is taking now, and to meet the
individual needs of that child on a daily basis.
Foundations can also be used as a resource
for parents and other family members. All
parents wonder if their child is learning whats
needed in order to be successful in school.
Parents will find it helpful to review the Goals
and Developmental Indicators to learn what
most early educators in North Carolina feel are
appropriate goals for young children.
Finally, Foundations is a useful document
for individuals who do not work directly
with children, but who support teachers
and caregivers in their work. It is important
to take stock to see if a programs learning
environment, teaching materials, learning
activities, and interactions are supporting
childrens development in the areas described
3
North Carolina Foundations for Early Learning and Development
in Foundations. Administrators can use
Foundations as a guide to evaluate the types
of learning experiences provided in their
program. Foundations can also be a resource
to identify areas where teachers and caregivers
need to improve their practices and as a
basis for professional development. Training
and technical assistance providers should
evaluate the support they provide to teachers
and caregivers to ensure that the professional
development is consistent with the Goals and
Developmental Indicators. Furthermore,
Foundations can be used as a textbook in
higher education courses and a training manual
for in-service professional development. In
summary, Foundations is designed to be a
resource for teachers, caregivers, parents,
administrators, and professional development
providers as we work together to support the
learning and development of North Carolinas
youngest children.
Organization of
This Document
This document begins with this Introduction,
which provides background information
on the use of Foundations. Following the
Introduction, you will find the Goals and
Developmental Indicators, which describe
expectations for what children will learn prior
to kindergarten, starting with infancy and
covering all ages through kindergarten entry.
A glossary with definitions of key terms that
are used throughout Foundations is included
at the end of the document.
The Goals and Developmental Indicators are
divided into five domains:
Approaches to Play and Learning (APL)
Emotional and Social Development (ESD)
Health and Physical Development (HPD)
Language Development and
Communication (LDC)
Cognitive Development (CD)
Because infants, toddlers, and preschool
childrens bodies, feelings, thinking skills,
language, social skills, love of learning, and
knowledge all develop together, it is essential
that we include all five of these domains in
Foundations. None of the domains is more
or less important than others, and there is
some overlap between what is covered in one
domain and whats covered in other domains.
This is because childrens development
and learning is integrated or interrelated.
The progress that a child makes in one
domain is related to the progress he or she
makes in other domains. For example, as
a child interacts with adults (i.e., Social
Development), she/he learns new words
(i.e., Language Development) that help her/
him understand new concepts (i.e., Cognitive
Development). Therefore, it is essential that
Foundations address all five domains, and
that teachers and caregivers who are using
Foundations pay attention to all five domains.
At the beginning of each domain section,
you will find a domain introduction that
describes some of the most important ideas
related to the domain. This introductory
information helps you understand what
aspects of childrens learning and development
are included in the domain. The introduction
is followed by the Goal and Developmental
Indicator Continuum (sometimes called a
Continuum for short in this document) for
each domain. The Continuum for each domain
is a chart that shows the Goals for the domain,
and the Developmental Indicators related to
each Goal for each age level. As the sample
chart on the next page shows, North Carolina
has elected to arrange our Developmental
Indicators along a continuum so that all of
the Developmental Indicators for the age
levels between birth and kindergarten entry
are included on the same row. This format
allows teachers and caregivers to easily look
across the age levels to see the progression
that a child might make toward the Goal.
4
North Carolina Foundations for Early Le
