Early Learning Standards Framework

Content Standards and Learning Criteria for West Virginia

Pre-Kindergarten (WV Pre-k) (2520.15)

Janet Benincosa, TI Specialist

SOCIAL AND EMOTIONAL DEVELOPMENT
Standard 1: Self Concept
Learning Criteria: Each child will progress in developing self-expression and awareness of self in terms of specific abilities, characteristics, and preferences.
GUIDANCE
Performance Indicators Makes positive statements about self Expresses pride in accomplishments Adjusts to new situations Demonstrates appropriate trust in adults Recognizes and expresses feelings in socially appropriate ways Demonstrates independence Acts out roles by imitating typical actions associated with the roles	Experiences Provide daily opportunities for children to: interact with adults who encourage and support their efforts, accomplishments, ideas and interests interact with adults who use positive verbal and non-verbal language engage in activities that introduce new concepts in the context of familiar ones interact with adults who are dependable and consistent in their expectations engage in supportive conversations about their feelings make choices engage in activities that are self –directed and support discovery use props, puppets and costumes in dramatic role and pretend play

SOCIAL AND EMOTIONAL DEVELOPMENT
Standard 2: Social Relationships
Learning Criteria: Each child will progress in developing and demonstrating pro-social behaviors.
GUIDANCE
Performance Indicators Demonstrates affection in socially appropriate ways Expresses empathy or caring for others Demonstrates respect for others and their property Plays cooperatively Sustains interactions with peers Maintains an ongoing friendship with at least one other child Uses words and actions to assert self in socially acceptable ways Uses and accepts negotiation, compromise, and discussion to resolve conflicts Accepts guidance and directions from a variety of familiar adults Recognizes and respects appropriate authority Follows basic routines and rules for play and group participation	Experiences Provide daily opportunities for children to: observe teachers and other adults who are respectful and empathetic in their interactions engage in purposeful and spontaneous activities that support the development of empathy, sensitivity and respect experience a learning environment where everyone is included, valued, and accepted express their thoughts, emotions, preferences and ideas solve problems and resolve conflicts independently or with appropriate guidance from familiar adults learn in an environment that is organized to promote age appropriate interaction experience guidance that is non-punitive, consistently provided and designed to promote positive behaviors

SOCIAL AND EMOTIONAL DEVELOPMENT
Standard 3: Knowledge of Family and Community
Learning Criteria: Each child will progress in understanding their role and identity in the family and community.
GUIDANCE
Performance Indicators Understands and describes the interactive roles and relationships among family members Identifies and describes the roles and relationships of community members Understands similarities and respects differences among people, such as genders, race, special needs, cultures, language, and family structures Identifies themselves as a member of groups within a community Identifies and describes locations and places in their environment	Experiences Provide daily opportunities for children to: engage in conversations and activities related to their families and other families in the community interact with adults who model respectful and accepting attitudes and behaviors use materials such as books, toys, equipment, computer programs, and illustrations that provide them with images of all people engaged in everyday activities Provide frequent opportunities for children to: be exposed to a variety of experiences portraying community members and their roles, including books, props, and people participate in facilitated discussions related to diversity and acceptance use dramatic play and visual arts that are representative of familiar life situations

SOCIAL AND EMOTIONAL DEVELOPMENT
Standard 4: Approach to Learning
Learning Criteria: Each child will develop an intrinsic motivation for learning.
GUIDANCE
Performance Indicators Participates in classroom activities Makes independent choices Initiates and extends activities Approaches tasks and activities with flexibility, imagination, and inventiveness Persists in and completes tasks, activities, projects, and experiences Maintains increasing concentration over a reasonable amount of time despite distractions, and interruptions Recognizes and solves problems through active exploration, including trial and error and interactions with peers and adults Acknowledges accomplishments positively	Experiences Provide daily opportunities for children to: participate in child initiated learning activities interact with adults who provide support and encouragement for spontaneous exploration and independent problem solving use varying materials and supplies that are interesting and relative experience a range of choices reflective of their interests observe teachers who model a variety of strategies for problem solving experience open-ended challenges and the encouragement to consider multiple solutions to problems engage in activities that are individualized and reflective of a continuum of learning

THE ARTS
Standard 1: Music and Movement
Learning Criteria: Each child will participate in a variety of music and movement activities.
GUIDANCE
Performance Indicators Participates in music related activities Responds to and identifies particular musical elements such as rhythm and style Demonstrates an understanding of movement as it relates to music Sings with a group and on their own Uses a variety of instruments including non-traditional and natural objects Creates music through a variety of techniques	Experiences Provide daily opportunities for children to: · sing, dance, play instruments, and listen to music · hear various types of music · access musical material · respond to music through spontaneous movement Provide frequent opportunities for children to: · experience cultural diversity through music and movement · interact with instruments including child created instruments · express feelings, thoughts and ideas through musical media

THE ARTS
Standard 2: Visual Art
Learning Criteria: Each child will explore and become increasingly proficient in using a variety of art media and materials to create artwork and express ideas.
GUIDANCE
Performance Indicators Creates multi-dimensional artwork Explores color and texture using different mediums Expresses emotion and communicates ideas through creative artwork Shows increasing detail in artwork Creates artwork that reflects an idea, theme, or story	Experiences Provide daily opportunities for children to: · experiment with a variety of media such as, clay, natural materials, wood, paper, crayons, chalk, paints, glue, paste, tape, staples, nails, and scissors · express individuality through the use of art materials · relate artistic expression to real life and imagination · see child-created artwork displayed · talk about their art work · use their imaginations to create stories about the art work they create or observe · enjoy the process as well the product of their work Provide frequent opportunities for children to: · observe art examples across time and cultures

THE ARTS
Standard 3: Dramatic Play
Learning Criteria: Each child will progress in using imagination and creativity to assume different roles in dramatic play.
GUIDANCE
Performance Indicators Engages in spontaneous dramatic play throughout the day in a variety of centers Tells and re-enacts stories Role- plays and improvises to communicate ideas Expresses ideas, feelings and emotions through dramatic play	Experiences Provide children with daily opportunities to: · spontaneously choose dramatic play options or themes · interact with costume pieces, props, puppets, books, and pictures for dramatic play · re-enact stories · use imagination to create stories · engage in dramatic play through manipulation of figures such as small toy people and animals

PHYSICAL HEALTH AND DEVELOPMENT
Standard 1: Fine Motor
Learning Criteria: Each child will progress in performing fine motor tasks with strength and control.
GUIDANCE
Performance Indicators Manipulates small objects with precision Uses opposing hand movements. Uses utensils and writing tools Begins to demonstrate self help skills such as buttoning and zipping Manipulates cutting and fastening tools Increases in accuracy of eye-hand coordination	Experiences Provide daily opportunities for children to: · interact with small manipulatives · manipulate and use tools such as pencils, markers, crayons, chalk, garden implements, and hammers · construct with a variety of materials · practice self help skills with adequate time allowed · work with materials that encourage snapping, lacing, buttoning, and zipping · participate in finger-plays and songs using hand movements

PHYSICAL HEALTH AND DEVELOPMENT
Standard 2: Gross Motor
Learning Criteria: Each child will progress in performing gross motor tasks with proficiency, balance and control.
GUIDANCE
Performance Indicators Demonstrates increased control in walking, running, hopping, and jumping Moves with emergent balance on lines, balance beams, curbs, riding equipment and play structures Ascends and descends stairs working toward the use of alternating feet Throws, catches objects, and bounces balls	Experiences Provide daily opportunities for children to: · move to music or rhymes · practice running, walking, and other mobility activities · play actively outdoors (weather permitting) Provide frequent opportunities for children to: · climb stairs and on structures · play with balls · use riding equipment

PHYSICAL HEALTH AND DEVELOPMENT
Standard 3: Health Practices
Learning Criteria: Each child will progress in recognizing and adopting good health practices.
GUIDANCE
Performance Indicators Identifies and makes healthy food choices Participates actively in games, outdoor play and other forms of exercise that enhance physical fitness Exhibits increased physical growth, strength, stamina, endurance and flexibility Expresses health needs Incorporates good health habits into the routine of their day by following common hygiene practices: washing hands, brushing teeth, covering mouth and nose when coughing or sneezing, using and disposing of tissues and napkins appropriately Uses the toilet independently Demonstrates an understanding of the need for different apparel in different climate and weather conditions	Experiences Provide daily opportunities for children to: · participate in active games, movement opportunities and outdoor time · observe adults making healthy lifestyle choices · practice good health habits such as hand-washing, dental care, nose- blowing, sanitizing surfaces, and personal hygiene · access toileting facilities on demand or or when toilet-need cues are present Provide frequent opportunities for children to: · make appropriate nutritional choices · discuss weather and appropriate apparel · discuss common hygiene practices through songs, stories, rhymes, and games

PHYSICAL HEALTH AND DEVELOPMENT
Standard 4: Safety Practices
Learning Criteria: Each child will progress in identifying, avoiding and responding to common dangers in their environment.
GUIDANCE
Performance Indicators Participates in safety games, songs, and stories Recognizes symbols indicating danger like Mr. Yuk Follows safety procedures during drills Describes and follows classroom and neighborhood safety rules and practices Responds appropriately to common signals for danger	Experiences Provides frequent opportunities for children to: · sing songs, hear stories and rhymes, and play games that promote safety · hear about and meet community workers (firefighters, police, nurses, social workers) · engage in learning experiences related to safety issues · generate and follow classroom and community safety rules · participate in safety drills

LANGUAGE AND LITERACY
Standard 1: Listening and Speaking
Learning Criteria: Each child will progress in using expressive and receptive language for a variety of purposes.
GUIDANCE
Performance Indicators Communicates needs and wants through a variety of verbal and symbolic forms Uses increasingly complex and varied vocabulary/sentences in speaking Comprehends and expands on oral language Non-English-speaking child progresses in speaking and understanding English	Experiences Provide daily opportunities for children to: · interact with peers and adults through spoken and/or signed conversations · discuss cognitively challenging content · hear rich and grammatically correct language from adults · hear quality literature read that introduces the children to a varied vocabulary · recite and create poetry, finger-plays, and songs · relate personal experiences · progressively move from simple to more complex use of language · use listening centers and props such as tape recorders, telephones and microphones · participate in activities where verbal response is not always required · listen without expectations of language responses Children who are non-English speaking will also have daily opportunities to: · engage in play with English-speaking peers · share some of their language and culture with English-speaking peers

LANGUAGE AND LITERACY

Standard 2: Reading