Virginia's Early Childhood Development Alignment Project PDF
Preview Virginia's Early Childhood Development Alignment Project
A Guide to Young Children’s Milestones of Child Development Learning and Development from Birth to Kindergarten Virginia’s Early Childhood Development Alignment Project Milestones of Child Development A Guide to Young Children’s Learning and Development from Birth to Kindergarten Virginia’s Early Childhood Development Alignment Project COPYRIGHT 2008 Office of Early Childhood Development Virginia Department of Social Services We encourage replication and use of these materials for non-profit purposes. Office of Early Childhood Development Virginia Department of Social Services 7 North Eighth Street Richmond, Virginia 23219 Table of Contents Introduction .........................................i Sub-StrandDShapes ..........................91 Sub-StrandESpatialSense......................93 OverviewofDomainIndicatorsandStrands ...............1 Sub-StrandFDataCollectionandAnalysis..........94 Sub-StrandGTimeandSequence ................96 ComprehensiveMilestonesofChildDevelopment..........45 Strand2LearningAbouttheWorld..................98 Sub-StrandAScientificKnowledge ...............98 SocialandEmotionalDevelopment....................47 Sub-StrandBScientificInquiryandExploration......100 Strand1RelationshipswithOthers..................48 Strand3LearningAboutFamiliesandCommunities....103 Strand2LearningaboutSelf(Self-Perceptions).........51 Sub-StrandAHistory..........................103 Strand3ExpressionofFeelingsandSelf-Regulation ....54 Sub-StrandBGeography.......................105 Sub-StrandCEconomics.......................107 ApproachestoLearning .............................57 Sub-StrandDFamiliesandCommunities ..........108 Strand1Persistence..............................58 Strand2InitiativeandCuriosity.....................60 FineArts...........................................111 Strand3CreativityandInventiveness ................62 Strand1DanceArts .............................112 Strand4ReasoningandProblem-Solving.............65 Strand2Music .................................114 Strand3TheatreArts ............................116 LanguageandLiteracy ..............................69 Strand4VisualArts..............................118 Strand1ListeningandSpeaking ....................70 Strand2PhonologicalAwarenessand PhysicalDevelopmentandHealth ......................121 AlphabeticKnowledge.....................73 Strand1GrossMotorDevelopment.................122 Strand3PrintAwarenessandConcepts ..............76 Strand2FineMotorDevelopment..................125 Stand 4Comprehension ..........................78 Strand3HealthandWell-Being ...................128 Strand5EarlyWriting ............................80 Glossary............................................131 CognitionandGeneralKnowledge ....................83 Strand1LearningAboutMathematicalConcepts.......84 References.........................................135 Sub-StrandANumbersandOperations............84 Sub-StrandBMeasurement .....................86 DocumentsReviewed................................137 Sub-StrandCPatternsandRelationships...........89 Virginia’s Alignment Project Introduction Guiding Principles Withoutadoubt,theearlyyears–frombirthtokindergarten– TheAlignmentProjectdocumentsreflectasetofguidingprinciples comprisethemostextraordinaryperiodofdevelopmentinachild’s thathaveservedasavaluablecompassindevelopingthese lifetime. resources: Learningbeginsininfancywhenachild’sdevelopmentof 1.Familiesarethefirstandmostinfluentialteachersofyoung knowledge,skills,andattitudestowardlearningservesasthebasis children. forhealthydevelopmentandlifelongachievement.Infantsand 2.Everychilddevelopsatanindividualrate,possessesunique youngchildrenarebynatureavidlearners–enthusiastic,creative characteristics,andexhibitsanarrayoftalentsandinterests scientistswhoobserve,explore,experiment,andpracticeskillsuntil regardlessoffamilybackground,culture,specialneed, theyaremastered,andthencontinuetothenextchallenge. experience,orability. 3.Optimallearningoccurswhenwerecognizethatallaspectsofa Althoughtheylearnmuchthroughindependentexploration, child’sdevelopment(i.e.,socialandemotional,approachesto infantsandyoungchildrenneedcompetentadultguidestoprovide learning,languageandliteracy,cognitive,andphysical)are thecriticalelementsofhighqualitylearningenvironmentsat inextricablyinterrelatedandnurturedthroughacombinationof optimaltimes.Skillfuladults–whetherparents,grandparents,child activeexploration,play,socialinteraction,andthoughtfully careprovidersorteachers-providethesafetyandsecurity,both plannedactivitiesthatcapitalizeonchildren'snaturaltendencyto physicalandemotional,thatsupportyounglearnersthrough seekeverhigherlevelsofchallengetomaster. adventuresofdiscoveryandmastery.Skillfuladultsprovidemore 4.Earlylearningexperiencesdrawuponandenhancethe thanaffectionaterelationshipsthatsupportandfosterconfidence; connectionsbetweenfamilies,earlychildhoodprogramsand theystructuretheenvironmenttoprovidechallenges,coachthe services,schools,andthecommunity. learningprocessbyprovidingfeedback,andofferinterpretationto confirmandtoinspire.Theseskillfuladultsbecomelearning 5.Qualityearlylearningexperiencesforchildrenareguidedby partnerswhomentoryoungchildrenastheyexploretheworldin research-basedknowledgeandpractice. whichtheylive. 6.Allchildrenarecapableandcompetentlearners,andtheylearn bestwhentheyareincludedwiththeirpeers. ItisvitalthatwesupportVirginia’syoungchildrenasthey prepareforschoolandlifesuccess.TheAlignmentProject documentsserveasguidestoassistadultsintheirimportant roleswithyoungchildren. i Developing the Acknowledgements Alignment Project Documents TheAlignmentProjectTeamwishestoexpressgratitudetothe followingindividualswhocontributedtothedevelopmentof Theseframeworksweredevelopedthroughacomprehensiveand Virginia’sMilestonesofChildDevelopment: collaborativeprocessinvolvingmanysourcesofinformation, expertise,andguidance. Alignment Project Team TheprocessbeganinFebruary,2006,throughanintensiveinitiative MarkAllan,VirginiaDepartmentofEducation knownastheAlignmentProject.Thoughspearheadedbythe ZeldaBoyd,VirginiaDepartmentofSocialServices VirginiaDepartmentofSocialServices,theAlignmentProjectteam TanyaHighBrooks,UnitedWaySuccessby6 iscomprisedofdedicatedprofessionalsfrommanyagenciesand *ElizabethCrawford,2006Governor’sFellow organizations,bothpublicandprivate.Eachoftheteammembers KathyGillikin,VirginiaDepartmentofSocialServices broughtinsightandwisdomreflectingyearsofexperience, KathyGlazer,VirginiaDepartmentofSocialServicesand expertise,andcommitment. SecretariatofEducation *TeresaHarris,JamesMadisonUniversity Followingthedevelopmentoftheinitialdraftdocuments,critical CoriHill,PartnershipforPeoplewithDisabilities reviewswereconductedbynumerousearlychildhoodprofessionals ArleneKasper,VirginiaDepartmentofSocialServices whoprovidedfeedbackandsuggestionsforimprovement.In AletaLawson,VirginiaDepartmentofSocialServices addition,sixfocusgroupswereheldinsixdifferentregionsacross theCommonwealthtogatherbroadfeedbackontheAlignment KathyMassie,VirginiaHeadStartAssociation work,aswellasspecificfeedbackconcerningdraftdocuments.The DavidMills,VirginiaDepartmentofMentalHealth, participatingindividualsrepresentedvariousrelevantconstituent MentalRetardationandSubstanceAbuseServices groups,selectedtoofferafullrangeofperspectives,thereby PhyllisMondak,VirginiaDepartmentofEducation ensuringinclusionandintegrationofvariedneeds,programs,and HelenO’Beirne,2006Governor’sFellow culturestothegreatestextentpossible.Workingwithinatight DebraO’Neill,VirginiaDepartmentofSocialServices timeframe,thereviewersprovidedvaluableeditsandadditions, *CosbySteeleRogers,VirginiaPolytechnicInstituteand contributingsubstantivelytothefinalproducts. StateUniversity KarenSchulman,NationalWomen’sLawCenter Finally,theAlignmentProjectbenefitedinsignificantwaysby CarolynneStevens,VirginiaDepartmentofSocialServices reviewingandincorporatingguidelinesandcompetenciesgleaned CherylStrobel,VirginiaDepartmentofEducation fromearlychildhoodinitiativesfromnumerousstatesandlocal BarbaraTayman,NationalChildCareInformationCenter coalitions.Thankstothegraciousnessandgenerosityofkey MaryJoThomas,VirginiaDepartmentofSocialServices representativesfromeachstateandlocalityingrantingpermission fortheteamtolearnfromtheirrespectiveprocessesandproducts, CaroleWhitener,TidewaterCommunityCollege theAlignmentTeamfeelsassuredthatVirginia’sframeworksreflect bestpracticesacrossthenation. *SpecialthankstoElizabethCrawford,TeresaHarris,andCosby Rogers,whocontributedthelion’sshareofthewritingand developingofdraftsfortheteam. ii Independent Reviewers JayWilkins,VirginiaPolytechnicInstituteandStateUniversity MarthaAnnBell,VirginiaPolytechnicInstituteandStateUniversity Thanksalsotothefollowingcolleaguesfortheirvalued contributionstotheAlignmentProjectinitiative: BarbaraF.Boyd,RadfordUniversity KatherineKersey,OldDominionUniversity JudyApostolico-Buck,ArlingtonPublicSchools MarciaKraft-Sayre,UniversityofVirginia GailBjorklund,FairfaxCountyOfficeforChildren JenniferLocasale-Crouch,UniversityofVirginia IsabelBradburn,VirginiaPolytechnicInstituteandStateUniversity MarieMasterson,OldDominionUniversity RosemaryBurton,Minnieland AmeliaKableMoody,UniversityofVirginia ToniCacace-Beshears,VirginiaAssociationfor EarlyChildhoodEducation LoriMorris,VirginiaEarlyChildhoodFoundation LoriConnors-Tadros,NationalChildCareInformationCenter BobPianta,UniversityofVirginia BrendaCubero,FamilyChildCareProviderandmother Focus Group Participants MaryMargaretGardner,VirginiaAssociationfor EarlyChildhoodEducation Morethanonehundredparents,teachers,directors,childcare KimGregory,VirginiaWesternCommunityCollege resourceandreferralagencystaff,andotherinterestedpartners PatHenry,EarlyHeadStart,TAPRoanoke attendedthefocusgroupsinAbingdon,Fairfax,Harrisonburg, Richmond,Roanoke,andSouthHamptonRoads. KathrynA.Hoover,RadfordUniversity JohnnieHumphrey,JohnTylerCommunityCollege Anadditionalfocusgroupcomprisedofearlychildhoodeducators CathyJacobs,VirginiaPolytechnicInstituteandStateUniversity DebraDaily,ReneeDino,ReginaIhsane,ClaudiaKnapp,and SusanJakob,VirginiaWesternCommunityCollege RowenaSeamanfromWilliamsburg-JamesCityCountyoffered DianneKoontzLowman,Region5T/TACat importantfeedbackconcerningthecontentandformatofthe JamesMadisonUniversity CompetenciesforEarlyChildhoodProfessionals. SarahLeMoine,NationalChildCareInformationCenter PatsyMoon,VirginiaCommonwealthUniversity, Wearegratefulforthecontributionofallfocusgroupparticipants MCVChildCareServices tothisprojectinprovidingvaluablefeedbackandguidance. RobinPanneton,VirginiaPolytechnicInstituteandStateUniversity AnniePapero,JamesMadisonUniversity Finally,theAlignmentProjectTeamwishestoexpressgratitudeto BoyoungPark,RadfordUniversity thefollowingforencouragementandsupport: JanetK.Sawyers,VirginiaPolytechnicInstituteandStateUniversity TheHonorableThomasR.Morris,SecretaryofEducation RachelSchumacher,CenterforLawandSocialPolicy TheHonorableMarilynB.Tavenner,SecretaryofHealthand KristiSnyder,RainbowRiders HumanResources MarshannSnyder,FairfaxCounty,OfficeforChildren, JudyHeiman,DeputySecretaryofEducation InstituteforEarlyLearning GailJaspen,DeputySecretaryofHealthandHumanResources KarlaSprouse,EarlyHeadStart, AnthonyConyers,CommissionerofVirginiaDepartmentof ChildDevelopmentResources,Williamsburg SocialServices EdythWheeler,VirginiaAssociationforEarlyChildhoodEducation EleanorSaslaw,BoardofEducationPre-KCommittee PennyWhite,Training&CurriculumSpecialist,FortLee iii Milestones of Child Development WelcometoVirginia’sMilestonesofChildDevelopment! Adultsofvaryingrolesinthelivesofyoungchildrenmayusethe Milestonesasaresourceforbetterunderstandingandsupporting Thisdocumentisacomprehensiveresourceforthosewhowork thecontinuumofyoungchildren’sgrowthanddevelopmentacross withandcareaboutyoungchildren.Wehopeyouwillfindthis variousdomainareas. TheMilestonesmayalsobeofparticular documentvaluableandthatyouwillshareitwithothers. valueto: Purpose and Goals •Parentsandfamiliesastheysupporttheirchildren’sgrowthand developmentinthehomeandcommunity; Inrecognitionoftheimportantlearningthattakesplaceinachild’s •Earlychildhoodprofessionalsfortheselectionandplanningof earliestyears,theAlignmentProjectaddressestheopportunityto appropriatecurricularmaterials,qualitylearningexperiencesand articulateasetofMilestonesforparents,grandparents,childcare familysupportservices; providers,educatorsandotherinvolvedadultsthatfocuson children’sobservablebehaviorsandinteractionsduringtheperiod •Childcaredirectorsandotherschoolandearlychildhood frombirthtokindergarten,aswellasasetofrecommended administratorstoassesstheirprogramsandtoinformthe strategiesforadultstoprovideoptimallearningenvironmentsand professionaldevelopmentofstaff;andto experiencesforyoungchildren. •Providersworkinginthefieldofearlyinterventionwhoseek newstrategiestoprovideindividualizedsupportforinfantsand Broadlydefined,theMilestonesareasetofchilddevelpment toddlersofvaryingabilitiesandfortheirfamilies. indicatorsandstrategiesforadultsdesignedtosupportthegrowth anddevelopmentofyoungchildrenfrombirthtokindergarten Byspecifyingtheknowledge,skills,anddispositionsoftenacquired entry.Specifically,theMilestonesareorganizedbydomainarea orexhibitedinyoungchildren,theMilestonesoffera (e.g.,SocialandEmotionalDevelopment);withineachdomainare comprehensivereferencetoconsolidateourunderstandingof relatedstrands(e.g.,RelationshipwithOthers)andindicators, youngchildrenandtheirneeds,andtohelpreduceinequitiesin examples,andstrategiesarrangedinagradualprogressionby achievementaschildrenmature.Further,theMilestoneshighlight approximateagerange(i.e.,birthto18months;18monthsto36 theessentialneedforpartnershipsamongfamilies,earlychildhood months;36monthsto48months;and48monthstokindergarten programsandservices,schools,andthecommunity.Together,we entry).Theseagerangesareintentionallybroadbecauseyoung canmakeapositivedifferenceinthelivesofyoungchildren. children’sdevelopmentishighlyepisodic;suchflexibility,therefore, permitsvariationwithindevelopmentalranges. iv TheMilestonesofChildDevelopmentweredevelopedforyoung Virginia’sMilestonesofChildDevelopmentarenot: children,agesbirthtokindergarten.Toinformone’suseofthe •Adevelopmentalchecklistoranexactsequenceofdevelopmental Milestones,itisessentialtounderstandtheirintendedpurposeand indicators; features. •Acurriculum,althoughtheycanbeadaptedbycaregiversand educatorstosupplementmanydifferentcurricula; Virginia’sMilestonesofChildDevelopmentare: •Anassessmenttooltodeterminechildren’seligibilityforvarious •Research-based,withemphasisonrequirementstouseadult- programsorservices;togaugechildren’sfunctioningorskillsfor childrelationshipsasthekeyingredientforcreatingalearning anIndividualizedFamilyServicePlan(IFSP)oranIndividualized environmentforyoungchildren; EducationProgram(IEP);ortocollectstatewideinformationon •Builtupon,butnotduplicating,licensingstandards; theoverallstatusofchildrenintheCommonwealthofVirginia; •Aresourcemeanttostiflethecreativityoffamilies,childcare •AlignedwithVirginia’sPre-K-12system,Virginia’sFoundation providers,orteachers. BlocksforEarlyLearning,andtheHeadStartChildOutcomes Framework; Structure and Content of the Milestones: •Writtentobereadilyunderstandableforusers; Becausechildrenlearnanddevelopbyexperiencingtheworldasa •Focusedonprovidingage-andstage-appropriate,multi- whole,theVirginiaMilestonesofChildDevelopmentcoversix dimensionalopportunitiesforpromotingandenhancingchild majordomains–orareas–ofdevelopment.Thesesixdomains development; representacommonlyheld,andresearch-based,organizationof •Developedwithconsiderationtochildren’sindividualratesat thedimensionsofchildren’soveralldevelopment. whichtheyprogressthroughcommondevelopmentalmilestones, aswellasthedifferentpatternsexhibitedinchildren’sstrengths Thoughpresentedseparately,thesixdomainsofchildren’s acrossthelearningdomains.Thegoalmustbetofitlearning developmentareinextricablyinterrelated.Childrendevelop opportunitiestothechildratherthantofitthechildinto holistically;growthanddevelopmentinoneareaofteninfluences preconceived,“one-size-fits-all”paths. and/ordependsupondevelopmentinotherareas.Itis,therefore, imperativetorecognizetheinterconnectednessofchildren’searly AsimportantasitistounderstandwhattheMilestonesare,itis developmentinotherareas.Forthatreason,nosingledomainis equallyimportanttostatewhattheyarenot. moreimportantthananother. v The domains used to organize Virginia’s Milestones of Importantly,theMilestonesofChildDevelopmentarearranged Child Development are: alongacontinuumofdevelopment,apredictablebutnotrigid progressionofaccomplishmentsthataresequencedintheorderin •SocialandEmotionalDevelopment; whichtheyemergeinmostchildrenaccordingtocurrentresearch. •ApproachestoLearning; Weknow,however,thatchildrenareuniqueindividualswho •LanguageandLiteracy; developatdifferentrates—and,therefore,theagerangesare intentionallybroadandoverlap.Thesuggesteddevelopmental •CognitionandGeneralKnowledge; continuumservesasageneralguidetohelpadultsidentifya •FineArts;and progressivesetofknowledge,skills,anddispositionsthatarelikely •PhysicalDevelopmentandHealth. tooccurasachildmatures.Colorshadingisusedalongeachstrand todenotetheapproximateagerangeduringwhichachildmay exhibitagivenindicator.Additionally,caregiversandearly Eachofthesixdomainsbeginswithanintroductionthatdefines childhoodprofessionalsshouldbeawarethatthedevelopmentof therationaleanddefinitionsforeachdomain.Withineachdomain skillsinoneareaisrelatedtoandinfluencesdevelopmentinother arestrandsorcomponentsofadomainareathat,whencombined, areas—consequently,dailyroutinesandplannedlearning representthecomprehensiveelementsofthedomain. experiencesshouldintegrateskill-buildingacrossdomainsand relatedstrands. Eachindividualstrandisbrokendownbyindicator,example,and strategy: Tohelpacquaint youwiththeMilestonesofChildDevelopment, Indicator–Ageneralstatementthatindicatestheknowledge,skills, anoverviewsectionisincludedbeginningonPage1—detailingthe and/orattitudestowardlearningthatachildmayexhibitduringa comprehensivelistofindicatorsforeachdomainplusrelated givendevelopmentalstage. “Strands-at-a-Glance,”one-pageguidesforeachstrandthatoffer Example–Defineswhatachildisdoingtodemonstrateheis asampleoftheindicators,examples,andstrategiesincludedwithin acquiringtheknowledge,skills,and/orattitudestowardlearning thecomprehensivesetofMilestones. addressedinthespecificindicator. Strategy–Asuggestedlearningactivityorinteractiveapproachfor adultstohelpchildrendeveloptowarddesiredindicatorsandgoals. TheMilestonesofChildDevelopmentprojectwassupportedbytheVirginiaDepartmentofSocialServiceswiththe federalChildCareDevelopmentFundprovidedthroughtheAdministrationforChildrenandFamilies,U.S.Department ofHealthandHumanServices. Pointsofviewcontainedinthisdocumentdonotnecessarilyrepresenttheofficial positionorpoliciesoftheU.S.DepartmentofHealthandHumanServices. Anelectronicversionofthisdocumentisavailableathttp://www.dss.virginia.gov/family/cc/index.html. FormoreinformationontheMilestonesofChildDevelopment,contacttheOfficeofEarlyChildhoodDevelopment, VirginiaDepartmentofSocialServices,7NorthEighthStreet,Richmond,VA 23219. vi
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