V E L S: Ermont Arly Earning Tandards

Vermont Early Learning Standards
Guiding the Development and Learning

of Children Entering Kindergarten
A companion guide to the
Vermont Framework of Standards and Learning Opportunities

Fall 2003
Developed by
Standards, Monitoring & Technical Assistance Sub-Committee of

The Vermont Early Childhood Work Group
Vermonts Vision for

Young Children and
Their Families
Every family in Vermont has the right
to comprehensive, high quality child
development services for its children.
Every Vermont community shall
nurture the healthy development of
young children and strengthen families.
To support communities, the state of
Vermont will create a unified system of
child development services which shares
common standards for quality and
respects the diversity and uniqueness of
individuals and programs.
Richard Cate
Commissioner, Vermont Department of Education
Charles P. Smith
Secretary,Vermont Agency of Human Services
Standards, Monitoring & Technical Assistance Committee

Shawn Dubois, Rutland Head Start
Christina Manna,Vermont Agency of Human Services Child Care Services Division
James Squires,Vermont Department of Education
Janice Stockman,Vermont Head Start State Collaboration Office
Vermont Early Childhood Steering Committee

Brenda Bean, Program Planning Specialist,
Department of Developmental and
Mental Health Services
Julie Cadwallader-Staub, Director,
Child Care Fund of Vermont
Linda Dean, Director, Sunrise Family Resources
Center
Terri Edgerton, Director, Rutland County Parent
Child Center
Cherie Hammond, Coordinator, Lamoille County
Success By Six/ Early Childhood Council
Kim Keiser, Deputy Commissioner, Department of
Social and Rehabilitation Services
Helen Keith, Director, Family,Infant, Toddler Program,
Depts. of Health and Education
Marianne Miller, Director, Central Vermont Action
Council Head Start
Leslie Mitrano, Coordinator, Rutland County
Early Childhood Council
Daphne Moritz, Early Childhood Council of
Orange/Windsor County
Joanne Pye, Early Educator, Rutland Northeast

Supervisory Union
Madge Rossinoff, Coordinator, Orleans/Essex
Success By Six
Karen Ryder, Operations Adminstrator, Dept. of
Prevention, Assistance, Transition & Health Access
Sue Shepard, Public Health Nurse Specialist,
Department of Health
Betsy Shuey, Maternal Child Health Administrator,
Department of Health
Jim Squires, Early Education Programs Coordinator,
Department of Education
Janice Stockman, Assistant Director,Vermont Head
Start State Collaboration Office
Kay Van Woert, Public Engagement Coordinator,
Vermont Parent to Parent
Roy Walker, Liaision, Administration of Children and
Families, US Dept. of Health & Human Services
K.C. Whiteley, Director,Vermont Head Start State
Collaboration Office
The Vermont Early Learning Standards were produced with generous support by the Vermont Department of
Education,Vermont Agency of Human Services, and the Vermont Head Start-State Collaboration Office, and
the A. D. Henderson Foundation.
Table Of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Uses of the Vermont Early Learning Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview of the Vermont Early Learning Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Role of Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guiding Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Vermont Early Learning Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Approaches to Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Social and Emotional Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Language, Literacy and Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Creative Expression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Physical Development and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Vermont Early Learning Standards Quick Reference Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . 25
References and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Appendix 1: Early Learning Standards: Creating the Conditions for Success. . . . . . . . . . . . . . . . . 32
Appendix 2: Advisory Panel Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
The Power of Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Introduction
he importance of quality early childhood education as the foundation for

school success and life long learning has been demonstrated by research
and in practice. Before children enter school, they have accumulated five
years of learning experience with their families, in their communities and
in settings with other children and adults outside their homes. These early
childhood experiences can ensure that all children get a strong and healthy start in life,
which leads to success in school. Throughout these five years, parents, caregivers, teachers,
legislators, schools and community agencies all influence how prepared children are to
enter school eager to learn and ready to succeed.
Sampling System of Child Assessment, and standards from several other states. Rhode
Islands Early Learning Standards was particularly useful because developers had engaged
in a similar process of examining and consolidating various documents and instruments.
The resulting document, Vermont Early Learning Standards: Guiding the Development and
Learning of Children Entering Kindergarten (VELS), is based upon current scientific child
development research and best practice. VELS has the potential to improve program
effectiveness and serve as a means to direct information strategically to parents and
technical assistance to early childhood programs. The immediate and ultimate purpose,
however, is to benefit young children.
The Vermont Childrens Cabinet, created by Executive Order from Governor Dean
with support of the Vermont Legislature, is committed to the goal that All Children
Arrive at School Ready to Succeed regardless of socio-economic status, home language,
special health needs, disabilities, or family situation. With early care and education being
provided in a wide variety of settings, in programs governed by different regulations,
the Vermont Department of Education; Agency of Human Services; the Head Start
State Collaboration Office and Vermont Early Childhood Work Group initiated a
project to collaboratively develop a set of appropriate expectations for children as
they exit preschool programs to enter kindergarten. It is firmly believed that a shared
understanding of the knowledge, skills, and dispositions that children gain through high
quality early childhood experiences leading to success in school should exist, regardless of
where they may spend their waking hours. As parents and programs work from one set
of child-focused standards across all settings, the opportunity to assure greater continuity
across settings and form closer working partnerships will ultimately support the childs
early learning experiences.
Uses of the Vermont Early Learning Standards

The Vermont Early Learning Standards is intended to provide guidance for families,
teachers and administrators on what children should know and be able to do as they
enter kindergarten. While VELS should be used to guide development of curriculum,
it should not be used as a curriculum or assessment in and of itself. It should be noted
that children may meet the standards at different times in a variety of ways. VELS is
intended to be inclusive of all children. The standards are written to include children
with special health care needs, children with disabilities, children living in disadvantaged
environments, English language learners, and children who are typically developing. It is
the educators responsibility to appropriately adapt these standards to accommodate all
children. There are several purposes of these standards:
VELS SHOULD be used to:
Inform families about the development and capabilities of children who are about to
enter kindergarten;
Inform educators in the development of curriculum and educational strategies;
Guide the selection of assessment tools that are appropriate for learners from a variety
of backgrounds with differing abilities;
Support referrals of children to qualified specialists when concerns about development
become apparent;
Provide a framework for administrators to oversee curricular practices and advocate
for resources;
The task of developing a common set of child outcomes was assigned to the Standards,
Monitoring and Technical Assistance Sub-Committee of the Vermont Early Childhood
Work Group. The sub-committee consisted of practitioners drawn from early care
and education programs, Head Start, public schools, state agencies, higher education,
and parents. Information from several documents that are currently being used for the
development of curriculum, instruction and assessment was incorporated to create
a document that reflected the priorities of practitioners in Vermont. These resources
included recommendations of the National Education Goals Panel, Head Start Child
Outcomes, guidelines from the National Association for the Education of Young
Children, the Vermont Frameworks of Standards and Learning Opportunities, The Work
Focus a conversation among families, community members and legislators about the
education of young children; and,
Link the development and learning of young children to the future curriculum goals
and learning outcomes of public schools.
The eight domains in the Vermont Early Learning Standards overlap with the dimensions
of school readiness identified by the National Education Goals Panel, the Head Start
Child Outcomes Framework (HSCOF), and in standards used in other states. They also
align closely with the Vital Results and Fields of Knowledge contained within Vermonts
Framework of Standards and Learning Opportunities (VFSLO) for PreK-Grade 12.
The eight domains include:
VELS SHOULD NOT be used to:

Assess the competence of young children (VELS is not designed to function as a valid
and reliable assessment instrument);
Diagnose and label children;
Mandate specific teaching practices or materials;
Determine rewards or penalties for educational personnel or programs;
Prohibit any child from entering kindergarten; or,
Exclude any child from participating in early childhood programs.
I. Approaches to Learning
II. Social and Emotional Development
III. Language, Literacy and Communication
IV. Mathematics
V. Science
VI. Social Studies
VII. Creative Expression
VIII. Physical Health and Development
Overview of the Vermont Early Learning Standards
Throughout the Vermont Early Learning Standards, relevant standards from both the
Vermonts Framework of Standards and Learning Opportunities and Head Start Child
Outcomes Framework are cross-referenced and cited by the acronyms VFSLO and
HSCOF respectively.
The Vermont Early Learning Standards is comprised of two sections. The first describes a
set of guiding principles that serve as the core for making informed decisions about what
is appropriate for young children and learning standards. The second section describes
the specific standards for children as they prepare to enter kindergarten. In addition, a
section emphasizing the importance of play in childrens development is contained as
well as referencing play in each of the general areas of childrens learning.
The Role of Play in Addressing the Standards

The sub-committee acknowledged the important role of play in how children learn by
including it as a guiding principle and as the first Learning Goal in each of the domains.
There is abundant evidence that children learn best through play. The sub-committee
based its thinking about each domain on the understanding that children should be
provided with opportunities to play in a learning environment that addresses their
developmental needs for movement, problem-solving, creativity, and social interaction
with adults and other children. Teachers and families can best guide learning in all
domains by providing opportunities for children to explore and apply new skills in
natural contexts. Responsive adults teach young children by interacting through play
with each child according to the childs interests, abilities, and cultural preferences.
Through play, children enhance the learning of skills, knowledge and dispositions that
guarantees success in later schooling. In VELS, therefore, play is one way that children can
achieve the Examples described in each of the eight learning Domains.
Guiding Principles
To ensure that the standards reflected an understanding of teaching and learning
based upon current educational research and practice, a set of Guiding Principles was
adopted. These principles frame the Learning Goals and Examples in ways that would
be considered typical for four-year-old children in eight areas of learning. Although this
document focuses on the learning goals for four year olds,VELS has significant value for
persons involved with three-year olds and kindergartners as well. The Guiding Principles
also address the roles played by families, communities, and policymakers in supporting the
development and learning of young children.
Structure of the Standards
The Vermont Standards for Early Development and Learning are written using a fourtier structure:
Domains: general areas of learning
Learning Goals and Definitions: categories of knowledge and skills within each Domain
Examples: examples of behaviors that demonstrate competence in relation to each
Learning Goal.
Support for Learning: descriptions of ways adults can interact with children and design
environments conducive to childrens development and learning.

Guiding Principles
Child development provides a foundation for teaching that
recognizes that learning is sequential, dependent upon experience,
and based upon knowledge of the child, including the childs
culture and individual differences.
Families are respected and supported as partners in the education

and development of their child.
Educational programs will be developed in partnership with
families, teachers, and the community in order to inspire children
to acquire knowledge, build new skills, seek challenges and develop
as citizens.
All children will be regarded and respected as competent

individuals who differ in their learning, their home lives, and in
the ways that they understand and represent their world.
Teachers, families, and children employ play as a valuable way to

develop the whole child, generate knowledge of the larger world,
and support the development of qualities for lifelong learning.
Children learn best in an environment where their physical and

psychological needs are met because they feel safe, valued as
unique individuals, and are actively engaged in acquiring new skills
and knowledge.
Policymakers will take into consideration and be knowledgeable

about the education, care and support of children and families
when developing and assessing legislation, regulation, and funding
of programs for young children.
A childs sense of responsibility to self and others is best supported

when teachers design environments and select materials that take
into consideration the ways that society and culture influence
learning and support citizenship.
Respect for and the well-being of children and families will be

given the highest priority in the organization and planning of
community action.
Educators will base their decisions upon current knowledge of

predictable sequences of child development and how children
learn, the differences among children and families, and subjects that
are related to the interests of children.
The Vermont
Early Learning Standards
Guiding the Development and Learning
of Children Entering Kindergarten
Approaches to Learning
tunities, however, will be as varied as the individuals themselves. It is important for children
to develop a sense of wonder, a willingness to participate, persistence in their efforts, and
the ability to connect past learning to new situations. These dispositions and skills will better enable children to construct meaning about the world around them and attain new levels of mastery. Adults must ensure that every child has the opportunity to direct his or her
own learning in this process as the child nurtures initiative and habits for life-long learning.
s early as infancy, children display some of the dispositions and styles of learning
that lead to success in school. Some children seem to be born well-organized
and bursting with initiative while others require some structure and encouragement as they discover their unique capacity as learners. Some children participate readily in active, hands-on exploration while others may observe quietly as they learn new
information. All children, regardless of innate abilities or the presence of disabilities, are
able to learn and be successful. The ways in which they approach new learning opporDomain
I. Approaches to
Learning
Children demonstrate
positive attitudes, habits and
learning styles.
VFSLO 1
Vital ResultsReasoning and Problem
Solving
Learning Goals & Definition
Examples
1. Play
Children engage in play as a means to develop their
individual approach to learning.
VFSLO A.3-5, B.1, B.3-5, D.1-2, E.1-3
a. Initiate play with peers that is engaging and long lasting.

b. Enter into and play cooperatively with other children.
c. Choose from a variety of play activities.
2. Curiosity and Initiative

Children demonstrate curiosity and a willingness to
participate in tasks and challenges.
VFSLO 2.6, 2.7, 2.8, 2.10 2.12, 2.14
a. Demonstrate an eagerness and interest in learning through questioning and

adding ideas
b. Initiate questions about people, things, and the world around them.
c. Choose to participate in an increasing variety of activities, tasks, and play areas.
d. Engage in activities that are new and unfamiliar.
Learning OpportunitiesAccess, Instruction,

Assessment & Reporting, and
Connections, Best Practices
3. Persistence
Children demonstrate an increased ability to show initiative,
accept help, take risks, and work towards completing tasks.
VFSLO 2.9, 210, 2.11, 2.14, 3.14
HSCOF 2
Initiative & Curiosity,
Engagement & Persistence,
Reasoning & Problem Solving
4. Self-organization
Children demonstrate an increased ability to establish goals,
develop and follow through with plans.
VFSLO B.4, C.3
1Vermont Framework of Standards and

Learning Opportunities
2Head Start Child Outcomes
Framework
a. Invest time in an activity and pursue it for a meaningful period of

time despite distractions and interruptions
b. Seek and/or accept help from another child or adult when
encountering a problem.
a. Increase their ability to understand a task as a series of steps.
b. Increase their ability to organize themselves and materials.
c. Follow through to complete tasks and activities.
5. Reasoning
Children demonstrate an increased ability to identify,
evaluate and provide possible solutions to problems.
VFSLO 2.1 2.14
a. Increase ability to generate several approaches to carry out a task.

b. Pursue alternative approaches to problem-solving.
6. Application
Children use their prior experiences, senses, and knowledge
to learn in new ways.
VFSLO B.4
a. Reflect upon events and experiences.

b. Use prior knowledge to understand new experiences.
Adults Can Support Childrens Approaches To Learning By:
The Environment Can Support Childrens Approaches To Learning By:
Encouraging children to try new experiences.
Offering children a variety of choices appropriate for the different levels of development.
Being responsive to childrens questions, ideas, interests, and concerns.
Being of sufficient interest to the children in order to encourage their engagement.
Serving as models in how to approach new situations and engage in learning.
Offering opportunities for children to explore interests in greater depth by having

activities that expand over time.
Being available as resources without interfering with childrens opportunity to experience and discover things for themselves.
Evolving as time passes to capture interest, increasing in complexity and variety.
Being knowledgeable about and sensitive to individual childrens styles and dispositions and responding accordingly.
Reflecting a sense of order and predictability.
Allowing children enough time to thoroughly investigate and complete tasks and
projects to the childrens satisfaction.
Displaying the efforts and accomplishments of children.

Offering children opportunities to explore interests individually and in groups.
Social and Emotional Development
ocial and emotional development are two distinct domains of childrens

development. Emotional development refers largely to how a child views oneself
as a valuable and valued individual. Social development refers to ways the child
relates to and interacts with others. Social and emotional development are typically
grouped together, however, because of their reciprocal and intertwined relationship.
A shift in one domain can have a tremendous impact on the other.
relationships strongly influences how they feel about themselves, ways they interact
with others, how they approach and respond to new and challenging tasks, and shape
their attitudes toward school and life-long learning. When children feel good about
themselves, they are more inclined to treat others with respect and care.
Childrens interactions with their environment also influence their social and emotional
development. When children are able to safely explore their world and be satisfied by
what it has to offer, they will be more trusting and engaged. Similarly, when children are
able to accomplish meaningful and appropriately challenging tasks presented to them by
their environment, they are likely to gain a sense of achievement, self-worth, and positive
self-esteem.
Although the roots of relationships begin during the childs first days of life, they evolve
rapidly throughout the preschool years as the childs world expands beyond the home
environment. Much of childrens learning occurs through their interactions with others.
Children who develop and maintain strong, positive relationships with other children and
adults are better equipped to be active, successful learners. The quality of preschoolers
Domain
II. Social and Emotional
Development
Children demonstrate a strong
and positive self-concept,
appropriate self-control, and
growth in their awareness of
their responsibilities when
interacting with others.
VFSLO 1
Vital ResultsPersonal Development,
Reasoning &Problem Solving,
and Civic/Social Responsibility
Fields of KnowledgeHistory & Social Science
Learning OpportunitiesConnections
HSCOF 2
Self-Concept, Self-Control,
Social Relationships,
Cooperation, and
Knowledge of Families &
Communities
Examples
1. Play
Children use play as a vehicle to build relationships and to
develop an appreciation for their own abilities and
accomplishments.
VFSLO 3.3, 3.10 3.13, 6.9, 6.12, D.3
2. Self Concept
Children demonstrate and express a positive awareness of self
and confidence in their capabilities.
VFSLO 3.3- 3.5, 6.19
3. Self-Control
Children increase their capacity for self-control and for
dealing with frustrations, and increase their awareness of
their own capabilities.
VFSLO 3.3-3.7, 3.11, 3.12, 6.18
4. Interactions with Others

Children develop successful relationships with other
members of their learning community.
VFSLO 3.3, 3.10 3.13, 4.1-.4.4, 6.9, 6.12, D.3
a. Participate in a variety of individual and group play experiences.

b. Play cooperatively with others by developing rules, solving problems, and
dealing with frustrations and limitations.
c. Explore and understand new experiences and differences among people.
d. Discover unique abilities and preferences through play.
a. Identify self according to such things as: gender, ethnicity and family
membership.
b. Separate from familiar people, places, or things.
c. Demonstrate confidence in their range of abilities and express pride in accomplishments.
a. Understand, accept and follow rules and routines within the learning
environment.
b. Begin to accept the consequences of their behavior.
c. Use materials purposefully, respectfully, and safely.
d. Effectively manage transitions between activities.
e. Progress in expressing feelings, needs and opinions
f. Begin to cope with frustration and disappointment.
a.
b.
c.
d.
Play, work and interact easily with one or more children and/or adults.
Develop friendships with peers.
Demonstrate empathy and caring for others.
Develop ability to take turns and to interact without being overly submissive
or directive.
e. Participate in resolving conflicts and disagreements with others.
5.Sense of Community
Children increasingly demonstrate a sense of belonging to
the classroom/program, family and community.
VFSLO 3.3, 3.10 3.13, 4.1-4.4, 6.9, 6.12, D.3

Framework

a. Begin to understand the rights of others.

b. Demonstrate a growing understanding and appreciation of the relationships,
people and places that make up their communities.
c. Participate in the maintenance of the classroom environment.
d. Demonstrate progress toward an understanding and valuing of similarities
and differences among people, including gender, race, culture, special needs,
language and family membership.
e. Recognize the needs of others and offer help.
Adults Can Support Childrens

Social and Emotional Development By:
The Environment Can Support Childrens

Social and Emotional Development By:
Treating children with unconditional respect.
Providing space and materials for children to be alone or with others.
Accepting and acknowledging childrens feelings, and helping them to identify

those feelings.
Displaying the contributions of each child through their work, photographs,

and words.
Helping children express their feelings appropriately.
Incorporating important elements of childrens lives outside of the program (e.g., their
families, homes, etc.) into the curriculum, reflecting the diversity of the group.
Genuinely praising and encouraging children, appreciating them for who they are
and what they try to do.
Inviting family members to visit the program to talk about special things (e.g., favorite
recipes, occupations, new babies, etc.).
Creating opportunities for children to interact cooperatively with other

children and adults.
Offering dramatic play opportunities for children to pretend and explore other roles.
Providing children with opportunities to do meaningful work, experience success, and
show their accomplishments.
Providing children with a sense of personal security and trust.

Setting clear limits and expectations.
Allowing children to take responsibility for the care of their environment and other
living things.
Assuming responsibility for establishing positive relationships with every child.
Language, Literacy, and Communication
esearch confirms that language has an essential impact on the rapid development
of a childs brain that occurs during the first years of life. When adults speak
with children in a timely, responsive manner, the brain is shaped so that children
understand the construction of speech, learn new words, and become capable conversationalists. It is important that young children have many opportunities to learn language
and practice communication skills in order to obtain information and express themselves
in a variety of ways and settings.
letters, and words to communicate. At the same time, educators may employ intentional
strategies to build childrens literacy skills.
The printed word, whether in a storybook or in the environment, is the bridge that
allows children to connect their own lives to distant places, quality literature, and to
new ideas. Through natural exposure to books and print, and through conversations
that prompt children to discuss the people and important events in their lives, children
discover that written words are another way to share ideas. A child who enters school
having recognized the joy of a storybook, a developing awareness of letters and sounds,
and the ability to write a few letters, is a child well prepared to learn to read and write.
Children increase their language and communication skills by engaging in meaningful

experiences that require them to effectively express their ideas and feelings, listen, and
understand others. Teachers must plan for the many ways that children communicate
verbally and/or non-verbally. Educators must respect and incorporate the rich diversity
of families languages and dialects into the educational environment as children make
progress in speaking and understanding English.
Language, literacy, and communication skills are not developed solely by focusing on
reading, writing and conversation during circle time. There are many avenues for children
to develop and refine their communication skills- when they play with others, engage
in informal conversations during meal times, speak with their dolls, paint at the easel, and
read street signs. It is important for children and adults to understand that communication can take many forms, and that all children can learn to effectively convey their
thoughts, feelings, and desires to others in ways that they feel comfortable and confident.
Literacy is the foundation for creating a well-educated and responsible citizen. It is

essential that each child arrive at kindergarten able to take advantage of the materials,
activities, and interactions in classrooms that nourish literacy. The ways in which children
learn to read and write are similar to how they develop language. In environments
filled with language, symbols, and books, children become excited about using pictures,
Domain
III. Language, Literacy,
and Communication
Children develop skills in
listening and in expressing
their thoughts and ideas.
VFSLO 1
Vital Results- Communication
Standards
Fields of KnowledgeArts, Language & Literature
Standards
Learning Opportunities-
Examples
1. Play
receptive and expressive language skills.
VFSLO A.3-5, B.1, B.3-5, D.1-2, E.1
Children engage in play as a means to develop early reading
and writing skills.
VFSLO 1.1, 1.9, 1.13, 1.15, 5.4, 5.5, 5.7, 5.12, 5.13, 5.16, A.3,
A.4, B.1, B.3-5, C.4, D.1-2
2. Listening and Understanding
Children develop skills in listening and in understanding
language.
VFSLO 1.13, 1.14

10
a. Develop and experiment with conversation during daily activities and

interactions.
b. Represent stories and experiences through play.
c. Think and talk about play experiences.
d. Create play ideas that come from favorite stories, poems, rhymes, songs and
conversation .
e. Use symbols and forms of early writing to create more complex play.
f. Use writing tools and materials in all areas of the learning environment.
a. Listen to and understand stories, songs, and poems.

b. Listen and increasingly understand directions, conversations, and questions.
c. Follow directions that involve multiple steps.
d. Learn to wait and take turns during conversations.
e. Progress in listening and understanding English while maintaining home
language.
Domain
Access, Instruction, Assessment
& Reporting, Connections, and
Best Practices
HSCOF 2
Language Development Listening & Understanding,
Speaking & Communicating
Children develop skills in
writing and reading while
exploring print in books and in
the environment.
HSCOF 2
LiteracyPhonological Awareness, Book
Knowledge & Appreciation,
Print Awareness & Concepts,
Early Writing, Alphabet
Knowledge
Examples
3. Speaking and Communicating

Children will use verbal and non-verbal language to express
and to communicate information.
VFSLO 1.15, 2.1, 2.2, 5.17, 5.19
4. Vocabulary
Children will acquire and use new words to increase their
understanding and express ideas.
5. Early Writing
Children demonstrate an interest in and ability to use
symbols to represent words and ideas.
VFSLO 1.5, 1.8, 1.9, 1.12, 1.17, 5.21
a. Communicate needs or thoughts through non-verbal gestures, actions,

expressions or words.
b. Participate in communication around a topic.
c. Use more complex and longer sentences.
d. Speak clearly enough to be understood by unfamiliar listeners.
e. Begin a conversation with other children and adults.
f. Understand an increasingly complex and varied vocabulary.
g. Progress in communicating and using English while maintaining home
language.
h. Communicate with familiar and unfamiliar adults and children.
a. Increases the number of words understood.
b. Uses new vocabulary and grammatical constructions.
c. Responds appropriately to open-ended questions.
d. Chooses words to convey intended messages with increasing detail and
specificity.
a. Begin to print letters in own name and some other meaningful letters.
b. Understand that writing and pictures convey messages.
c. Experiment with a variety of writing tools and materials.
d. Use scribbles, shapes, letter-like symbols and/or letters to write or represent
words or ideas.
e. Begin to dictate ideas, sentences, and stories.
6. Early Reading
Children demonstrate an interest in:
A. Phonemic and Phonological Awareness
Learning that language is comprised of distinct sounds
and the combination of these sounds; discriminating
sound and sound patterns.
VFSLO 1.1
B. Book Knowledge and Appreciation
Understanding and appreciating that books and other
forms of print have a purpose.
VFSLO 1.1, 1.2, 1.3, 1.4, 1.7, 5.2, 5.3, 5.8 5.10,
5.12 5.15, 5.20

Framework
11
a. Show increasing ability to discriminate and identify the sounds of language.

b. Demonstrate growing awareness of the beginning sounds of words.
c. Show growing ability to hear and discriminate separate syllables in words.
d. Begin to associate sounds with words.
e. Recognize and generate rhymes.
a. Choose to read books for enjoyment without prompting.
b. Begin to read or tell a story and predict what happens next in stories.
c. Listen to and talk about a variety of types of literature.
d. Retell parts of a story using props.
e. Take care of and handle books in a respectful manner.
Domain
Examples
C. Print Awareness and Concepts

Recognizing the association between spoken and
written words by following print as it is read aloud.
VFSLO 1.1
a. Show curiosity about letters and words.

b. Explore and investigate books and other forms of print.
c. Understand that print carries a message.
d. Show an increasing awareness of how books are organized and used.
e. Show an interest and recognize some letters and words captured in books and
in the environment.
f. Recognize own name in print.
D. Alphabet Knowledge
Recognizing that symbols are associated with letters of
the alphabet and that they form words.
VFSLO 1.1
a. Know the names of some letters and words.

b. Identify some letters in print.
c. Know the names of most letters in own name.
12
Adults Can Support Childrens Language, Literacy And

Communication Development By:
The Environment Can Support Childrens Language, Literacy And

Communication Development By:
Providing a variety of rich experiences that will encourage children to talk, read, draw,
and write.
Providing a large variety of high quality childrens books and reading materials.
Providing appropriate spaces for children to use books independently, with peers, and
with adults, including a comfortable book corner that is aesthetically and physically
inviting.
Having informal, meaningful conversations with children regularly throughout the day
and extending rather than directing the conversation.
Asking open-ended questions and encouraging children to ask questions and seek
answers.
Offering materials such as felt boards, story gloves, puppets, and magnetic story boards.
Including print and symbols that identify locations within the classroom, provide
information, or communicate expectations.
Exposing children to varied and progressively more complex vocabulary.

Talking with children beyond the here and now, using language that extends their
world beyond everyday experiences to provide information and explanations related
to topics that are interesting to children.
Building reading time into the schedule and routine of the day.
Including pictures of places, people, and things reflective of the childrens day-to-day
lives as well as life beyond the here and now.
Making storybook reading and discussion a regular part of the day and talking about
the stories.
Having drawing and writing materials always available.

Using computers and educational software selectively to promote childrens development and learning.
Noticing and commenting on letters and their sounds in the words children use and
in the environment.
Displaying childrens work with their dictated descriptions.
Modeling the writing of simple notes, signs, childrens names, childrens conversations
as a tool for communication.
Making available writing tools and literacy props throughout the entire environment.
Modeling positive reading habits by reading for their own enjoyment and
information.
Taking children to libraries and bookstores to look at books together.
Engaging in sound play through rhymes, stories and songs.
Offering children opportunities to create their own books by writing their stories to
pictures they have drawn.
13
Mathematics
athematics helps young children make sense of the world around them and
understand their physical world. Children are inclined to make comparisons,
notice similarities and differences in objects, and group their toys and materials. This ability to organize information into categories, quantify data, and solve problems
helps children to learn about time, space, and numbers.
Mathematics is the ability to think logically, to solve problems, and to notice relationships. It is one
way to make sense of the world because it helps us find order and logic by noticing patterns, making
predictions, and solving problems. (Dodge, Colker & Heroman, 2000, p. 40)
The foundation of childrens mathematical development is established in the earliest years.
Mathematics learning builds on the curiosity and enthusiasm of children and grows naturally from
their experiences. Mathematics at this age, if appropriately connected to a childs world, is more than
getting ready for school or accelerating them into elementary arithmetic. Appropriate mathematical
experiences challenge young children to explore ideas related to patterns, shapes, numbers, and space
with increasing sophistication. (National Council of Teachers of Mathematics, Principles and
Standards for Early Childhood Mathematics, 2000, p. 73).
When children play in the sandbox, cook applesauce, and complete a puzzle, they are
engaging in activities that allow them to develop the thinking skills that are naturally
used in daily life. Children learn the uses of mathematics to describe and explore
relationships among objects and materials in the environment. They increasingly develop
the vocabulary and skills to measure, describe patterns, and to express order and position.
Domain
IV. Mathematics
Children develop ways to solve
problems and to think about
math.
VFSLO 1
Vital Results- Communication,
Reasoning and Problem Solving
Examples
1. Play
Children engage in play to develop and add to their
mathematical thinking and problem solving.
VFSLO A.3-5, B.1, B.3-5, C.4, D.1-2, E.3
a. Begin to group and match objects indicating an understanding of same and

different
b. Use counting and number vocabulary as a natural part of play.
c. Experiment with patterns and shapes.
d. Explore measurement, number, and quantity with various materials.
2. Numbers and Operations

Children show interest and curiosity in counting and
grouping objects and numbers.
VFSLO 1.20, 2.2, 2.3, 2.5, 7.6, 7.8, 7.10
a. Match, sort, put in a series, and regroup objects according to one characteristic.
b. Begin to use numbers and counting as a means for solving problems and
measuring quantity.
c. Use one-to-one correspondence in counting objects and matching groups of
objects.
d. Begin to associate a number of objects with the names and symbols for
numbers.
e. Use such words as more than/ less than and add/subtract to express some
number concepts.
Fields of Knowledge- Science,

Mathematics, & Technology
Learning OpportunitiesAccess, Instruction, Assessment
Best Practices
HSCOF 2
Numbers & Operations,
Geometry & Spatial Sense,
Patterns & Measurement
Framework
3. Geometry and Spatial Sense

Children show an interest in recognizing and creating shapes
and an awareness of position in space.
VFSLO 7.7
4. Patterns and Measurement
Children show an interest in recognizing, creating, and
predicting patterns; comparing objects; and measuring time
and quantity.
VFSLO 1.21, 7.7, 7.11
14
a. Describe and name common shapes found in the natural environment.

b. Use language to understand the arrangement, order, and position of objects such
as: behind, on top of, next to, bottom, underneath, beside, and in front of, etc.
c. Group objects according to their shape and size.
a. Group and name a number of similar objects into simple categories.
b. Begin to understand the concepts of time in terms of past, present, and future.
c. Begin to order, compare or describe objects according to size, length, height,
and weight using standard or non-standard forms of measurement.
d. Place events in a logical sequential order.
Adults Can Support Childrens Mathematical Thinking By:
The Environment Can Support Childrens Mathematical Thinking By:
Becoming knowledgeable about prekindergarten mathematical concepts, principles,

and standards, including:
Numbers and Operations
Algebra
Geometry
Measurement
Data Analysis and Probability
Problem Solving
Reasoning
Communicating
Making Connections
Representing
(From: National Council of Teachers of Mathematics,
Principles and Standards for Early Childhood Mathematics, 2000).
Providing children with a variety of concrete materials to explore, manipulate, and

organize (e.g., blocks, sand/water table, cubes, geoboards).
Scheduling self-directed and teacher-guided activities to promote emergent
mathematics understanding (e.g., circle time, explore time, snack time).
Displaying abundant evidence of childrens mathematical representation (e.g., numbers,
graphs, patterns).
Offering opportunities through a balanced and unhurried daily schedule to engage
in and express evolving mathematical thinking in a manner integrated with other
learning areas.
Bringing mathematics outdoors during everyday activities. (e.g., gardening, shapes
field trip, charting growth of plants)
Supporting children working together to construct and refine mathematical thinking
and expression through everyday activities (e.g., , shopping, dialing the telephone,
set table, sort laundry, cook following recipes).
Fostering mathematical thinking by providing environments rich in mathematical language and concepts through play, problem solving, and expression.
Orchestrating early learning activities that engage children in mathematical experiences in individual, small group, and large group settings.
Helping children to communicate mathematically and represent their thinking.
Observing, listening to, and assessing childrens level of mathematical thinking to plan
developmentally effective experiences for all children.
15
Science
hildren are captivated by the natural world and physical events. They insist that
teachers and family members answer their questions about the world around
them. By cultivating this sense of wonder, we help children to become scientific
thinkers.
how the world works, how insects fly, how to make a shadow, what happens if two paints
are mixed together. Good teachers dont just provide children with answers; they use
these opportunities to provide children with the resources, tools, and attitudes to do
what scientists do- observe, experiment, record, explain, predict and conclude.
Children are natural investigators as they try to make sense of the world, they develop
hypotheses and theories. For young children, science is much more than learning facts
and skills. Its about looking at things and making observations. Its about putting ideas
together to form new ideas. Its wondering about something, forming questions, and
then experimenting to see what happens. Then, its about drawing conclusions about the
world based on the results of those experiments. Children ask many questions about
The contribution of early childhood education toward scientific literacy is to lay a solid foundation
for the continuing development of an interest in and an understanding of science and technology by
ensuring that every childregardless of gender, racial or cultural background, or disabilitiesactively
participates in science experiences and views (one)self as successful in this endeavor.
(Kilmer and Hofman, 1995)
Domain
V. Science
Children will understand and
use the scientific method of
asking questions, observing and
recording their findings
and discussing their
conclusions.
VFSLO 1
Reasoning and Problem Solving
Fields of KnowledgeScience, Mathematics, &
Technology
Learning OpportunitiesAccess, Instruction, Assessment
Best Practices
Examples
1. Play
scientific skills.
VFSLO A.3-5, B.1, B.3-5, D.1-2, E.3
a. Ask questions based upon discoveries made while playing.

b. Use play to discover, question, and understand the natural and physical world.
c. Use scientific tools as props in their play.
d. Investigate different natural habitats.
2. Scientific Knowledge
Children learn about the development of the natural and
physical worlds, including: Space, Time and Matter; The
Living World; The Human Body; The Universe, Earth, and
Environment; and Technology.
VFSLO 7.12 - 19
3. Scientific Skills and Methods
Children begin to use scientific tools and methods to learn
about their world, including design and technology.
VFSLO 1.18, 1.19, 1.20, 1.21, 2.1, 2.2, 2.3, 7.1-3, 7.16
HSCOF 2
Scientific Skills & Methods,
Scientific Knowledge
1Vermont Framework of Standards and Learning Opportunities
2Head Start Child Outcomes Framework
16
a. Collect, describe and learn to record information through discussion, drawings

and charts.
b. Use tools and their senses to make observations, gather and record
information, and make predictions of what might happen.
c. Investigate changes in materials and cause-effect relationships.
d. Answer questions through simple investigations.
a. Explore and describe the natural processes of growing, changing and adapting
to the environment.
b. Make simple observations, predictions, explanations and generalizations based
on real life experiences.
c. Explore describe time, temperature, and cause-effect relationships based on
everyday experiences.
Adults Support The Development Of

Childrens Scientific Thinking By
The Environment Supports The Development Of

Childrens Scientific Thinking By:
Wondering out loud: What do you think will happen if . . . ? What will work
best here . . . ?
Having child-size tools available for children to do real work (e.g., digging, chopping,
sweeping, transporting) and real tools (e.g. microscopes, magnifying glasses, magnets,
scales and, pulleys) to aid in their investigation.
Describing changes taking place around us in the classroom, on the playground, in the
woods.
Including living things that require care and feeding such as non-poisonous plants and
fish.
Waiting before answering childrens questions; allowing children to discover things for
themselves and with each other.
Giving children have access to the outdoors so they may explore changes in weather,
amount of light, temperature, and seasons.
Encouraging children to make a prediction and then comparing their response with
the real-life outcome.
Having sand or dirt, water, and other sensory materials available inside and outdoors
to play and experiment with.
Paying attention to childrens interests and providing opportunities for them to

investigate and think more deeply about what fascinates themwhether its bubbles
or worms or dinosaurs.
Having materials like notebooks or clipboards accessible in learning areas so children

can record their observations and display their documentation.
Modeling how to use new equipment and materials at home and in the classroom to
explore and understand their world more fully.
Encouraging scientific thinking by incorporating a variety of tools in all learning

centers - medicine droppers at the art table, plastic tubing at the water table, pulleys in
the block area, stethoscopes and Band-Aids in the dramatic play area - and allowing
space for objects to be observed over time.
Documenting evidence of childrens scientific exploration and discoveries.
17
Social Studies
self and to view themselves as learners. They willingly explore similarities and differences
among others as they mature. This natural curiosity about other people helps children to
develop a strong sense of identity and provides teachers and families with opportunities
to associate schools and programs with a childs home and community.
Social studies is the study of people and place and how each is connected to the other, now and in
the past. Social studies is the study of people--how people live today and how they lived in the past,
how they work, get along with others, solve problems, shape and are shaped by their surroundings...
Every day experiences pertinent to children's lives are the foundation for learning social studies
(Dodge, Colker & Heroman, 2000, p. 40)
Ideas of citizenship are based upon meaningful daily events and a classroom environment
that ensures that children are aware of and respect another persons interests, preferences,
and cultural background. When children participate in activities that bring the community
into the classroom, they feel good about themselves and find out about how different
groups of children live. Teachers and family members who help children negotiate the rules,
responsibilities, and challenging issues that characterize a vibrant learning environment can
expose children to a community based upon kindness, equity and justice.
uman beings are social creatures. Living in social settings, we develop customs
and traditions that reflect who we are as a community in relation to our
environment. Social studies builds upon a childs social development by
exploring the childs broadening relationship to community, environment, and world. It
examines how children and adults live together as a group, influenced by both the land
they occupy and their moment in history.
Children depend upon their interactions with peers and adults to construct a sense of
Domain
VI.
Social Studies
Children learn about their
place in the world, their relationships with other people
and the environment, and their
connection to the past.
VFSLO 1
Vital ResultsPersonal Development, Civic/
Social Responsibility
Fields of KnowledgeHistory and Social Sciences
HSCOF 2
Knowledge of Families and
Communities, Social
Relationships
Examples
1. Play
Children engage in play as a means to develop an understanding of social studies.VFSLO A.3-5, B.1, B.3-5, D.1-3
2. Spaces and Geography
Children will demonstrate an understanding of and
appreciation for their physical environment.
VFSLO 3.3, 4.5, 6.7, 6.8
a. Engages in play as a means of discovering and experimenting with their

relationship to the environment, other people within the community, and the
customs and traditions of people throughout the world and across time.
a. Matches objects to their usual geographic location (e.g., dishes go in the sink,
cars go on the street, cows live in the barn).
b. Begins to create simple representations of their physical environment (e.g.,
making maps of buildings, murals of the neighborhoods, shoebox houses).
c. Begins to use words to indicate spatial relationships (e.g., behind, near, far).
d. Begins to understand how people can move from place to place.
e. Describes different features of the Vermont landscape.
3. People and How They Live

Children demonstrate skills related to understanding,
communication, sharing, cooperation, and participation with
others in a community.VFSLO 1.18, 2.2, 3.8, 3.10-15, 4.1-4,
6.4-6, 6.7, 6.12-15, 6.18-19
1Vermont Framework of Standards and Learning Opportunities

2Head Start Child Outcomes Framework
18
a. Begins to understand family structure and roles.

b. Begins to have an awareness of technology and how it affects us.
c. Begins to have awareness of money and how it is used to buy things.
d. Describes some jobs and what is required to perform them.
e. Begins to understand rules, why they exist, how they are made, and who
enforces them.
f. Recognizes own characteristics and similarities and differences to others.
Domain
Examples
4. People and Their Environment

Children demonstrate an awareness of and appreciation for
peoples relationship to the environment.
VFSLO 3.9, 3.13, 3.15, 4.6, 6.7-8
5. People and the Past

Children demonstrate an understanding of past events and
their connection to the present and future.
VFSLO 1.19, 4.3, 4.6, 6.4-6, 6.13, 6.19
a. Shows an interest in the environments where they live (e.g., classroom,

neighborhoods, play yards, state)
b. Participates in activities that demonstrate care and respect for their
environment.
c. Demonstrates an understanding of roles played by people within the
community.
d. Describes the reciprocal relationship between people and the environment.
a. Begins to understand that there are different stages of time (e.g., yesterday,
today, tomorrow, past, present, future,)
b. Begins to be aware of how we measure time (e.g., clocks, calendars)
c. Is aware of changes in self and others over time
d. Describes basic similarities and differences of peoples lives throughout time.
The Environment Can Support Childrens Understanding
Of Social Studies By:
Adults Can Support Childrens Understanding

Of Social Studies By:
Providing ample opportunities for children to explore their surroundings by taking
field trips in their neighborhood and beyond.
Displaying photographs of children, teachers, and their families.

Exploring features that make where they live unique from other places (e.g., weather,
geography, geology, cities).
Discussing how people rely upon one another to live in families and communities,
and the need to develop rules and customs for getting along.
Exhibiting and letting children play with culturally diverse materials reflecting people
and ways of living from all over the world.
Inviting community members into the classroom to talk about their jobs.
Modeling, teaching, and facilitating problem solving and conflict resolution.
Supporting childrens play in small and large groups and allowing them to construct
rules for getting along.
Helping children to notice and appreciate similarities and differences among people.
Scheduling ample, flexible dramatic play opportunities that allow children to assume
different roles of families and others living in the community.
Talking to children about their relatives, their heritage, and traditions.

Reading stories and looking at photographs about other people living in different
places and times.
Offering a variety of reading materials and posters reflecting human diversity,

interdependence, and their relationship with the environment.
Providing opportunities for young children to participate in rule-setting and selfgovernance
Designing the learning space and schedule to promote predictability, order, and a
respect for all materials and people sharing the space.
Supporting recycling efforts.
19
Creative Expression
nvestigating and appreciating the arts allows children to integrate a number of

different domains. The arts provide each child with a way to creatively express ones
ideas and feelings. Music, movement, drama, and visual art stimulate children to
use words, manipulate tools and media, and solve problems in ways that simultaneously
convey meaning and are aesthetically pleasing.
appreciate the contributions of other children and the works of others that reflect
different experiences, cultures, and views.
Children learn by being actively engaged in the world around them. Childrens
imaginations are enhanced when given the opportuity to explore and create. They
participate and experiment for the joy of creating and discovering. Children experience
the world through their own eyes and they form their own meanings.
Through experimenting with sounds, colors, forms, motion and words, children
communicate in ways that are distinctly their own and that reflect their individual
learning style. Each painting, dramatic play scenario, and improvised tune provides
teachers and families with insights into a childs interests and abilities and allows children
to express what they know. In an environment that fosters the arts, children learn to
Domain
VII. Creative Expression
Children enjoy, express
themselves, create and
learn about the arts through
experiences with a variety of
art forms and media.
VFSLO
Reasoning and Problem
Solving, Personal Development
Every child is an artist. The problem is how to remain an artist when he grows up.
Pablo Picasso
Examples
1. Play
Children engage in play as a means of self expression and
creativity.
VFSLO A.3-5, B.1, B.3-5, D.1-3, E.1
2. Creative Expression
Children engage in individual or group activities that
represent real-life experiences, ideas, knowledge, feelings and
fantasy.
VFSLO 1.16, 5.22 24, 5.28 37
Fields of KnowledgeArts, Language & Literature,

History and Social Sciences
HSCOF
Music, Art, Movement,
Dramatic Play
3. Tools
Children use a variety of tools and art media to creatively
express their ideas.
VFSLO 1.16, 5.22 24, 5.28 37

Framework
20
a. Engage in pretend play using a variety of materials to dramatize stories and

experiences.
b. Use movement, a variety of media, and music to represent stories, moods, and
experiences while playing.
c. Bring musical instruments and tools from various art forms as props into
dramatic play.
a. Explore various roles in dramatic play through the use of props, language, and
fantasy roles with others.
b. Use movement and a variety of musical styles to express feelings, understand
and interpret experiences.
c. Participate in musical activities using a variety of materials for expression and
representation.
d. Plan and work cooperatively to create drawings, paintings, sculptures, and
other art projects.
e. Demonstrate care and persistence when involved in art projects.
a. Experiment with different tools to creatively express and present ideas.
b. Select and use a variety of tools to accomplish tasks.
Domain
Examples
4. Appreciation of the Arts

Children express interest in and begin to build a knowledge
base in the arts.
VFSLO 1.16, 5.14, 5.22 24, 5.28
21
a. Begin to understand and to develop a vocabulary to share opinions about

artistic creations and experiences.
b. Enjoy participating in a variety of art experiences.
c. Appreciate and demonstrate respect for the work of others.
d. Enjoy looking at works of art from different cultures.
The Environment Can Support Childrens Creative Expression By:
Adults Can Support Childrens Creative Expression By:

Offering materials that foster music and movement such as instruments, scarves,
shakers through which children can experience a variety of music.
Providing space to promote music and movement experiences; including headphones,

cassette recorder, tapes, CD's, scarves, and instruments.
Allowing children ample time to freely explore different ways of expressing

themselves.
Having tools and materials present that encourage the creative process such as
blocks, drawing supplies, paint, dramatic play props, clay, play dough and providing
opportunities to problem solve.
Exhibiting a positive attitude toward creativity and serving as a role model for
children by participating in, initiating, and demonstrating a creative process.
Making the creative process a part of all learning centers. Putting snow in the sensory
table, using music for transitions or recording children's solutions to problems.
Offering children opportunities to follow movements, repeat beats and patterns, and
create new ones of their own.
Having materials like tap shoes, shakers and wood blocks available so children can
explore creating rhythm and patterns.
Encouraging children to experiment with a variety of materials (e.g., clay, playdough,

glue, scissors, woodworking, papier mache, etc.) and talking about the process.
Having a schedule that offers children enough time and materials to freely explore
and manipulate on their own so they may see where their creativity leads them.
Demonstrating the use of different tools or instruments yet allowing children to

design and make their own creations.
Offering a schedule and space that permits children to continue their work over the
span of several days or weeks.
Acknowledging childrens creative efforts.
Having materials and supplies readily available and at children's reach.
22
Physical Development and Health
hildren enthusiastically explore how to move their bodies. They investigate and
practice with intensity the small motions that lead to the mastery of fine and
large motor tasks that adults often take for granted. How a child learns to sit,
walk, or hold a spoon has implications for how the child understands space, coordinates
thinking, and holds a pencil. Children often describe their competence according to their
physical accomplishments.
can take an active role in preparing nutritious snacks, maintaining a clean and healthy
environment, and caring for their bodies, they feel a sense of pride and accomplishment
in their independence.
All children will develop in individual and unique ways. No two children will be
identical in body size, shape, or skills. Some children may never attain the capabilities
that their peers achieve. Rather than focusing on what children cant do and pushing
them to accomplish things that are not possible at that time or ever, it is important to
build upon each child individual physical capabilities, making accommodations when
appropriate.
Children use their senses and bodies to explore their physical environment. Children may
appear uninterested in nutrition and sensible health habits, but they appreciate learning
how to enhance their strength, balance, muscle control, and coordination. When children
Domain
VIII. Physical Development
and Health
Examples
1. Play
Children engage in play as a means to understand healthy
behavior and develop their physical bodies.
VFSLO A.3-5, B.1, B.3-5, D.1-3
Young childrens future health

and well-being are directly related
to the development and strengthening of their large and small
2. Gross Motor
muscles, sensory experiences and Children increasingly move their bodies in ways that
practicing healthy behavior.
demonstrate control, balance, and coordination.
VFSLO 3.4, A.3-5, B.1, B.3-5, D.1-3
VFSLO 1
Vital Results3. Fine Motor
Personal Development
Children use their fingers and hands in ways that develop handeye coordination, strength, control, and object manipulation.
Learning OpportunitiesVFSLO 3.4, A.3-5, B.1, B.5, D.1-3
Access, Instruction (Adaptive
Learning Environments),
4. Senses
and Connections
Children increase their understanding of the use of their
eyes, ears, fingers, nose, and mouth, and how the senses
HSCOF 2
work together.
Fine Motor Skills, Gross Motor
VFSLO 3.4 3.6, A.3-5, B.1, B.5, D.1-3
Skills, Health Status & Practices
5. Healthy Habits
Children begin to understand how daily activity and healthy
behavior promote overall personal health and safety.
VFSLO 3.4-3.6, A.3-5, B.1, B.5, D.1-3
Framework
23
a. Participate in games, outdoor play, and other forms of play that enhance
physical fitness.
b. Use their senses to explore materials and experience activities.
c. Begin to practice safe and healthy behaviors.
d. Initiate activities that challenge their bodies in new ways.
a. Build strength and stamina in movement activities.
b. Demonstrate body and space awareness to move and stop with control over
speed and direction.
c. Develop coordination and balance with a variety of playground equipment.
a. Build strength and stamina to perform fine motor tasks.
b. Use eye-hand coordination to perform fine motor tasks with a variety of
manipulative materials.
c. Show increased awareness and control of tools for various learning activities.
a. Discriminate between a variety of sights, smells, sounds, textures, and tastes.
b. Explore and learn to manage a wide variety of sensory input.
c. Combine and use different senses depending on the activity.
a. Demonstrate safety awareness when purposefully using materials.

b. Increasingly perform self-care skills independently when eating, dressing,
toileting, and washing hands.
c. Care for many personal belongings.
d. Begin to understand that some foods have more nutritional value than others.
The Environment Can Support Childrens

Physical Development and Health By:
Adults Can Support Childrens

Physical Development and Health By:
Helping children to understand their bodies, how they work, and how to care for
them.
Being safe, clean, and well-supervised.

Providing hands-on health-related materials (e.g., toothbrushes, stethoscopes, scales,
dramatic play props) to reinforce childrens ideas about health.
Incorporating health practices (e.g., tooth brushing, hand washing, active play, rest)
into the daily routine.
Giving children opportunities and time to explore health-related ideas and issues
through dramatic play, art, movement, and other everyday experiences.
Ensuring that there are ample hands-on opportunities and sufficient time for children
to practice self-help skills.
Including spaces designed to accommodate relaxation and rest as well as safe, active
physical play.
Being positive role models for healthy behaviors.

Fostering awareness of different types of food and encouraging healthy, nutritious
eating habits.
Encouraging self-help skills and sound health practices by having child-sized

equipment and easily accessible supplies (i.e., paper towels, tooth brush and paste,
tissues).
Including discussions about health and personal safety in all kinds of learning.
Having space dedicated to posting information on resources, health practices, and

other related topics for parents and staff.
Including children during the pick-up and cleaning activities by modeling.

Offering a balance of active and quiet activities throughout the day and permitting
children the option of not participating if they do not feel well.
Including materials, space, experiences and time to foster small and large muscle
development.
Making appropriate accommodations in experiences and the environment so all

children can participate in all activities.
Providing healthy snacks and meals.
Helping children to be familiar and comfortable with community health helpers.

Encouraging children to be physically active and challenge themselves while providing
supervision that ensures their safety.
24

Definition
VFSLO1 Reference
1. Play
Children engage in play as a means to develop their individual approach

to learning.
A.3-5, B.1, B.3-5, D.1-2, E.1-3
2. Curiosity
Children demonstrate curiosity and a willingness to participate in tasks

and challenges.
2.6, 2.7, 2.8,

2.10 12, 2.14
3. Persistence
Children demonstrate an increased ability to show initiative, accept help,

take risks, and work towards completing tasks.
2.9, 210, 2.11, 2.14, 3.14
4. Self-organization
Children demonstrate an increased ability to establish goals, develop and

follow through with plans.
B.4, C.3
5. Reasoning
Children demonstrate an increased ability to identify, evaluate and

provide possible solutions to problems.
2.1 14
6. Application
Children use their prior experiences, senses, and knowledge to learn in

new ways.
B.4
Domain
I. Approaches to
Learning
Head Start Child Outcomes
Framework
Initiative & Curiosity,
Engagement & Persistence,
Reasoning & Problem Solving
Domain
II. Social and Emotional

Development
Head Start Child Outcomes
Framework
Self-Concept, Self-Control, Social
Relationships, Cooperation, and
Knowledge of Families &
Communities
Learning Goals
Learning Goals
Definition
VFSLO Reference
1. Play
Children use play as a vehicle to build relationships and to develop an

appreciation for their own abilities and accomplishments.
3.3, 3.10 3.13, 6.9, 6.12, D.3
2. Self Concept
Children demonstrate and express a positive awareness of self and an

awareness of limitations.
3.3- 3.5, 6.19
3. Self Control
Children increase their capacity for self-control and to deal with

frustrations, and increase their awareness of limitations.
3.3-3.7, 3.11, 3.12, 6.18
4. Interactions with Others
Children develop successful relationships with other members of their

learning community.
3.3, 3.10 3.13, 4.1-.4.4, 6.9,

6.12, D.3
5.Sense of Community
Children increasingly demonstrate a sense of belonging to the

classroom/program, family and community.
3.3, 3.10 3.13, 4.1-4.4, 6.9,

6.12, D.3
25
Domain
III. Language, Literacy

& Communication
Head Start
Child Outcomes Framework
Language Development -Listening
& Understanding, Speaking &
Communicating
Learning Goals
Definition
VFSLO Reference
Children engage in play as a means to develop their receptive and

expressive language skills.
A.3-5, B.1, B.3-5, D.1-2, E.1
Children engage in play as a means to develop early reading and

writing skills.
1.1, 1.9, 1.13, 1.15, 5.4, 5.7,

5.12-.3, 5.16, A.3-4, B.1, B.3-5,
C.4, D.1-2
2. Listening and
Understanding
Children develop skills in listening and in understanding language.
1.13, 1.14
3. Speaking and
Communicating
Children will use verbal and non-verbal language to express and to

communicate information.
1.15, 2.1, 2.2, 5.17, 5.19
4. Vocabulary
Children will acquire and use new words to increase their understanding
and express ideas.
1.5, 1.8, 1.9, 1.12, 1.17, 5.21
5. Early Writing
Children demonstrate an interest and ability in using symbols to represent words and ideas.
1.1
Children demonstrate an interest in:

Phonemic and Phonological Awareness - Learning letters and the
combination of letter sounds with letter symbols
1.1, 1.2, 1.3, 1.4, 1.7, 5.2, 5.3,

5.8 5.10, 5.12 5.15, 5.20
1. Play
6. Early Reading
Book Knowledge and Appreciation Understanding and

appreciating that books and other forms of print have a purpose.
1.1
Print Awareness and Concepts - Recognizing the association between

spoken and written words by following print as it is read aloud.
1.1
Alphabet Knowledge - Recognizing that symbols are associated with

letters of the alphabet and that they form words.
26
Domain
IV. Mathematics
Head Start
Numbers & Operations,
Geometry & Spatial Sense,
Patterns & Measurement
Learning Goals
Definition
VFSLO Reference
1. Play
Children engage in play to develop and add to their mathematical

thinking and problem solving.
A.3-5, B.1, B.3-5, C.4, D.1-2,

E.3
2. Numbers and Operations
Children show interest and curiosity in counting and grouping objects

and numbers.
1.20, 2.2, 2.3, 2.5, 7.6, 7.8, 7.10
3. Geometry and Spatial Sense
Children show an interest in recognizing and creating shapes and an

awareness of position in space.
7.7
4. Patterns and Measurement
Children show an interest in recognizing and creating patterns,

comparing, and measuring time and quantity.
1.21, 7.7, 7.11
Domain
Learning Goals
Definition
VFSLO Reference
V. Science
1. Play
Children engage in play as a means to develop their scientific skills.
A.3-5, B.1, B.3-5, D.1-2, E.3
Head Start
Scientific Skills & Methods,
Scientific Knowledge
2. Scientific Knowledge
Children learn about the development of the natural and physical

worlds.
7.12 19
3. Scientific Skills and

Methods
Children begin to use scientific tools and methods to learn about their
world.
1.18, 1.19, 1.20, 1.21, 2.1, 2.2,

2.3, 7.1-3
Domain
Learning Goals
Definition
VFSLO Reference
VI.
Social Studies
1. Play
Children engage in play as a means to develop an understanding of

social studies.
A.3-5, B.1, B.3-5, D.1-3
Head Start
No corresponding domain
2. Spaces and Geography
Children will demonstrate an understanding of and appreciation for

their physical environment.
3.3, 4.5, 6.7, 6.8
3. People and How They Live
Children shall demonstrate skills related to understanding,

communication, sharing, cooperation, and participation with others
in a community.
1.18, 2.2, 3.8, 3.10-15, 4.1-4,

6.4-6, 6.7, 6.12-15, 6.18-19
4. People and Their

Environment
Children demonstrate an awareness of and appreciation for the

environment.
3.9, 3.13, 3.15, 4.6, 6.7-8
5. People and the Past
Children demonstrate an understanding of past events and their

connection to the present and future.
1.19, 4.3, 4.6, 6.4-6, 6.13, 6.19
27
Domain
VII.
Creative Expression
Head Start
Music, Art, Movement,
Dramatic Play
Learning Goals
Definition
VFSLO Reference
1. Play
Children engage in play as a means of self expression and creativity.
A.3-5, B.1, B.3-5, D.1-3, E.1
2. Creative Expression
Children engage in individual or group activities that represent real-life

experiences, ideas, knowledge, feelings and fantasy.
1.16, 5.22 24,

5.28 37
3. Tools
Children use a variety of tools and art media to creatively express their
ideas.
1.16, 5.22 24,

5.28 37
4. Appreciation of the Arts
Children express interest in and begin to build a knowledge base in the

arts.
1.16, 5.14, 5.22 24, 5.28 37
Definition
VFSLO Reference
Domain
Learning Goals
VIII. Physical Health

and Development
1. Play
Children engage in play as a means to understand healthy behavior and

develop their physical bodies.
A.3-5, B.1, B.3-5, D.1-3
Head Start
Fine Motor Skills, Gross Motor
Skills, Health Status & Practices
2. Gross Motor/ Large Muscle
Children increasingly move their bodies in ways that demonstrate

control, balance, and coordination.
3.4, A.3-5, B.1, B.3-5, D.1-3
3. Fine Motor/ Small Muscle
Children use their fingers and hands in ways that develop hand-eye
coordination, strength, control, and object manipulation.
3.4, A.3-5, B.1, B.5, D.1-3
4. Senses
Children increase their understanding of the use of their eyes, ears,

fingers, nose, and mouth, and how the senses work together.
5. Healthy Habits
Children begin to understand how daily activity and healthy behavior

promote overall personal health and safety.
28
3.4 3.6, A.3-5, B.1, B.5,

D.1-3
3.4-3.6, A.3-5, B.1, B.5, D.1-3
References And Resources

Assessment
Bredekamp, S., & T. Rosengrant. 1992.
Reaching potentials: Appropriate curriculum
and assessment for young children.
Volume 1. Washington, DC: National
Association for the Education of Young
Children.
1995. Reaching potentials: Appropriate
curriculum and assessment for young
children. Volume 2. Washington, DC:
National Association for the Education
of Young Children.
Dodge, D., L. Colker, & C. Heroman.
2000. Connecting content, teaching and
learning. Washington, DC: Teaching
Strategies.
High/Scope Educational Research
Foundation. 1992. High/Scope Child
Observation Record (COR) for children
ages 2 1/2 - 6. Ypsilanti, MI: High/
Scope Press.
Krechevsky, M. 1998. Project Spectrum:
Preschool assessment handbook. New York:
Teachers College Press.
Meisels, S. 1989. High-stakes testing in
kindergarten. Educational Leadership, Vol.
46, No. 7, pp.16 - 22.
1987. Uses and abuses of developmental screening and school readiness

testing. Young Children,Vol. 42, pp. 6873.
1988. Testing of young children: Concerns

and cautions. Washington, DC: National
Association for the Education of
Young Children.
Mesiels, S., J. Jablon, D. Marsden, M.

Dichtelmiller, & A. Dorfman. 1994.
The Work Sampling System.
Ann Arbor, MI: Rebus, Inc.

of Young Children and National
Association of Early Childhood
Specialists in State Departments
of Education. 1991. Guidelines for
appropriate curriculum content and
assessment in programs serving children
ages 3 through 8. Young Children,Vol.
46, No. 1, pp.
21-38.
Work Sampling System for Head Start.

Samuel Meisels, Margo Dichtelmiller,
Judy Jablon and Dorothy Marsden,
Rebus, Inc. Ann Arbor, MI, 2001.
National Association of Early Childhood
Specialists in State Departments of
Education. 2001. Still unacceptable trends
in kindergarten entry and placement:
A position statement of the NAECS/
SDE. National Association of Early
Childhood Specialists in State
Departments of Education
Puckett, M. & J. Black. 1994. Authentic

assessment of the young child: Celebrating
development and learning. New York:
Merrill.
Shepard, L., S. Kagan & E. Wurtz. 1997.
Principles and recommendation for early
childhood assessments. Washington, DC:
US Government Printing Office.
National Association for the Education of

Young Children. NAEYC Position
Statement on School Readiness. Young
Children. Vol. 46, No. 1, November
1990, pp. 21-23.
Curriculum General
Bredekamp, S., & C. Copple. 1997.
Developmentally appropriate practice in
early childhood programs. Revised edition.
Washington, DC: National Association
for the Education of Young Children.
1988. NAEYC position statement on

standardized testing of young children 3
through 8 years of age. Young Children,
Vol. 43, No. 3, pp. 42-47.
Bredekamp, S., & T. Rosengrant. 1992.

Reaching potentials: Appropriate curriculum
and assessment for young children.
Volume 1. Washington, DC: National
Children.
1995. Reaching potentials: Appropriate
curriculum and assessment for young
children. Volume 2. Washington, DC:
of Young Children.
Chen, J., E. Isberg & M. Krechevsky. 1998.
Project Spectrum: Early learning activities.
Volume 2. New York: Teachers College
Press.
Copple, C., I. Sigel, & R. Saunders. 1984.
Educating the young thinker: Classroom
strategies for cognitive growth. Hillsdale,
NJ: Lawrence Erlbaum Associates.
Dodge, D., L. Colker, & C. Heroman.
2002. The Creative Curriculum for
preschool. Fourth edition. Washington,
DC: Teaching Strategies.
2000. Connecting content, teaching and
learning. Washington, DC: Teaching
Strategies.
Helm, J. & L. Katz. 2001. Young investigators:
The Project Approach in the early years.
New York: Teachers College Press.
Jones, E. & J. Nimmo. 1994. Emergent
29
curriculum. Washington, DC: National

Children.
Meisels, S., D. Marsden & Charlotte
Stetson. 2000. Winning ways to learn.
New York: Goddard Press, Inc.
Mitchell, A. & J. David. 1992. Explorations
with young children: A curriculum guide
from the Bank Street College of Education.
Mt. Ranier, Maryland: Gryphon House.
of Young Children and National
Association of Early Childhood
Specialists in State Departments
of Education. 1991. Guidelines for
appropriate curriculum content and
assessment in programs serving children
ages 3 through 8. Young Children,
Vol. 46, No. 1, pp. 21-38.
Curriculum Approaches to
Learning
Gardner, H. 1983. Frames of mind:
The theory of multiple intelligences.
New York: Basic Books.
Helm, J. & L. Katz. 2001. Young investigators: The Project Approach in the early
years. New York: Teachers College Press.
National Education Goals Panel. 1998.
Getting a good start in school. Washington,
DC: US Government Printing Office.
Althouse, R, M. Johnson, & S. Mitchell.

2002. The colors of learning: Integrating
the visual arts into the early childhood
curriculum. New York: Teachers College
Press.
Anderson, B.D. 2001. Learning and growing
with the arts. A resource guide for working
with young children. Montpelier,VT:
Head Start Arts Partnership.
Burton, L. & T. Kudo. 2001. SoundPlay:
Understanding music through creative
movement. Washington, DC: National
Association for Music Education.
Curriculum Mathematics
Koralek, D. 2003. Spotlight on Young

Children and Oral Language. Washington,
DC: National Association for the
Education of Young Children.
Copley, J. 2000. The young child and

mathematics. Reston,VA: National
Council of Teachers of Mathematics.
Owocki, G. 2001. Make way for literacy:

Teaching the way young children learn.
Portsmouth, NH: Heinemann.
Laskey, L. & R. Mukerji-Bergeson. 1999.

Art; Basic for young children. Washington,
2000. Literacy through play. Portsmouth,

NH: Heinemann.
Mcdonald, D. 2000. Music in our lives: The

early years. Washington, DC: National
Children.
Neuman, S, C. Copple, & S. Bredekamp.

2000. Learning to read and write:
Developmentally appropriate practices
for young children. Washington, DC:
of Young Children.
Rickett, P. 2001. For a child, life is a creative

adventure: Supporting development and
learning through art, music, movement,
and dialogue. New York: Educational
Services, Inc.
Schickendanz, J. 1999. Much more than the

ABCs: The early stages of reading and
writing. Washington, DC: National
Children.
Curriculum Language,
Literacy & Communication
Strickland, D. & L. Morrow. 1989. Emerging

literacy:Young children learn to read and
write. Newark, DE: International
Reading Association.
Vygotsky, L. 1934. Thought and language.

London: MIT Press.
U.S. Department of Education. 2000.

Reading: Knowing what works.
Curriculum Creative Arts
30
Washington, DC: US Government

Printing Office.
International Reading Association and

of Young Children. 1998. Learning to
read and write: Developmentally appropriate
practices for young children. Position
statement. Washington, DC: NAEYC.
Baratta-Lorton, M. 1976. Mathematics their

way. Menlo Park, CA:Addison-Wesley.
2002. Mathematics in the early years.

Reston,VA: National Council of
Teachers of Mathematics.
Kamii, C. 1985. Children reinvent arithmetic.
New York: Teachers College Press.
Koralek, D. 2003. Spotlight on Young
Children and Math. Washington, DC:
of Young Children.
National Council of Teachers of
Mathematics. 2000. Principles and
standards for school mathematics. Reston,
VA: National Council of Teachers of
Mathematics.
Curriculum Physical
Development and Health
Aronson, S. 2002. Healthy young children:

A manual for programs. Washington, DC:
of Young Children.
Engstrom, G. 1971. The significance of young
childrens motor development. Washington,
Gallahue, D. 1982. Understanding motor
development in young children. New York:
John Wiley and Sons.
Sanders, S. 1997. Active for life:
Developmentally appropriate movement
programs for young children. New York:
Human Kinetics Publishers.
Smith, C., C.Hendricks, B. Bennett, & R.
Bennett 1997. Growing, growing strong:
A whole health curriculum for young
children. St. Paul, MN: Redleaf Press.
Doris, E.. 1991. Doing what scientists

do. Portsmouth, NH: Northeast
Foundation for Children.
Katz, L. & D. McClellan. 1988.

Fostering childrens social competence:
The teachers role. Washington, DC:
of Young Children.
Ross, M. E.. 2000. Science their way.

Young Children,Vol. 55, No. 2, pp. 6-13.
Chaille, C & L. Britain. 1991. The young
child as scientist: A constructivist approach
to early childhood science education. New
York: Harper Collins.
Meyerhoff, M. 1999. The power of play.

Lindenhurst, IL: The Epicenter, Inc.
Shonkoff, J. 2000. Neurons to neighborhoods.
Bethesda, MD: National Research
Council.
Koralek, D. & L. Colker. 2003. Spotlight on

Young Children and Science. Washington,
Van Hoorn, J., P. Nourot, B. Scales, &

K. Alward. 1993. Play at the center of the
curriculum. New York:
MacMillan Publishing.
Holt, B. 1999. Science with young children.

Revised edition. Washington, DC:
of Young Children.
Curriculum Social Studies

Seefeldt, C. & A. Galper. (2000). Active
experiences for active children: Social studies.
New York: Merrill.
Curriculum Social &

Emotional Development
Torbert, M. & L. Schneider. 2001. Follow

me too: A handbook of movement activities
for three- to five-year-olds. New York:
Addison Wesley.
Mitchell, L. 1991. Young geographers.

New York: Bank Street College of
Education.
National Council for Social Studies 1988.
Position statement: Social studies for early
childhood and elementary school children
preparing for the 21st Century. School
Silver Springs, Maryland: NCSS.
Curriculum Science
Standards And Outcomes
31
American Academy of Pediatrics,

American Public Health Association, &
National Resource Center for Health
and Safety in Child Care, 2002. Caring
for our children-National health and safety
performance standards: Guidelines for outof-home child care programs. Washington,
DC: American Academy of Pediatrics.
Maryland Commission on the Early
Learning Years. 1992. Laying
the foundation for school success:
Recommendations for improving early
learning programs. Baltimore: Maryland
State Department of Education.
National Association for the Education of
Young Children. 2003. Early learning
standards: Creating the conditions for success.
Washington, DC: Author.
National Council of Teachers of
Mathematics. 2000. Principles and
standards for school mathematics. Reston,
VA: National Council of Teachers of
Mathematics.
Rhode Island Early Childhood Task
Force. 2002. Rhode Island Early Learning
Standards. Providence: Author.
U.S. Department of Health and Human
Services. 2001. Head Start Child
Outcomes Framework. Washington, DC:
US Government Printing Office.
Appendix 1
Early Learning Standards:

Creating The Conditions For Success
A Joint Position Statement of
The National Association for the Education of Young Children (NAEYC) and
The National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)
Approved November 19, 2002
Executive Summary
Introduction
Early childhood education has become
part of a standards-based environment.
More than 25 states have standards1
describing desired results, outcomes,
or learning expectations for children
below kindergarten age; Head Start has
developed a Child Outcomes Framework;
and national organizations have developed
content standards in areas such as early
literacy and mathematics. This movement
raises significant educational, ethical,
developmental, programmatic, assessment,
and policy issues. Rather than writing
a new set of standards, in this position
statement NAEYC and NAECS/SDE
address those issues, describing four
features that are essential if early learning
standards are to be developmentally
effective. The recommendations in this
position statement are most relevant to
young children of preschool or prekindergarten age, with and without disabilities,
in group settings including state prekindergarten programs, community child care,
family child care, and Head Start. However, the recommendations can guide
the development and implementation of
standards for younger and older children
as well.
The Position
The first years of life are critical for
later outcomes.Young children have an
innate desire to learn. That desire can
be supported or undermined by early
experiences. High-quality early childhood
education can promote intellectual,
language, physical, social, and emotional
development, creating school readiness and
building a foundation for later academic
and social competence. By defining the
desired content and outcomes of young
childrens education, early learning
standards can lead to greater opportunities
for positive development and learning in
these early years. The National Association
for the Education of Young Children
(NAEYC) and the National Association
of Early Childhood Specialists in State
32
Departments of Education (NAECS/

SDE) take the position that early learning
standards can be a valuable part of a
comprehensive, high-quality system of
services for young children, contributing
to young childrens educational
experiences and to their future success.
But these results can be achieved only
if early learning standards (1) emphasize
significant, developmentally appropriate
content and outcomes; (2) are developed
and reviewed through informed, inclusive
processes; (3) use implementation and
assessment strategies that are ethical and
appropriate for young children; and (4) are
accompanied by strong supports for early
childhood programs, professionals, and
families.
According to this code, early childhood

professionals and others affecting young
childrens education must promote those
practices that benefit young children,
and they must refuse to participate in
educational practices that harm young
children. Thus, a test of the value of any
standards effort is whether it promotes
educationally and developmentally positive
outcomes and whether it avoids penalizing
or excluding children from needed
services and supports.
Because of the educational and developmental risks for vulnerable young children
if standards are not well developed and
implemented, the recommendations in
this position statement are embedded
in and refer to the principles set forth
in NAEYCs code of ethical conduct.
1. Effective Early Learning

Standards Emphasize Significant,
Developmentally Appropriate
Content and Outcomes
Essential Features
A developmentally effective system of
early learning standards must include four
essential features:
Effective early learning standards give

emphasis to all domains of early
development and learning.
The content and desired outcomes

of effective early learning standards
are meaningful and important to
childrens current well-being and later
learning.
Rather than relying on simplifications of standards for older children,
the content and desired outcomes
of effective early learning standards
are based on research about the
processes, sequences, and long-term
consequences of early learning and
development.
Effective early learning standards create
appropriate expectations by linking
content and desired outcomes to
specific ages or developmental periods.
The content of effective early learning
standards, and expectations for
childrens mastery of the standards,
must accommodate variations
community, cultural, linguistic,
and individualthat best support
positive outcomes. To do so, early
learning standards must encompass the
widest possible range of childrens life
situations and experiences, including
disabilities.
2. Effective Early Learning Standards
Are Developed and Reviewed
Through Informed, Inclusive
Processes
The process of developing and
reviewing early learning standards
relies on relevant, valid sources of
expertise.
The process of developing and
reviewing early learning standards
involves multiple stakeholders.

Stakeholders may include community
members, families, early childhood
educators and special educators, and
other professional groups. In all cases,
those with specific expertise in early
development and learning must be
involved.
of young childrens progress with

respect to standards must be used to
benefit children. Assessment and
accountability systems should be used
to improve practices and services and
should not be used to rank, sort, or
penalize young children.
4. Effective Early Learning Standards
Require a Foundation of Support
for Early Childhood Programs,
Professionals, and Families
Once early learning standards have

been developed, standards developers
and relevant professional associations
ensure that standards are shared with all
stakeholders, creating multiple opportunities for discussion and exchange.
Research-based standards for early

childhood program quality, and
adequate resources for highquality programs, build environments
where standards can be implemented
effectively.
Early learning standards remain

relevant and research based by using
a systematic, interactive process for
regular review and revision.
Significant expansion of professional

development is essential if all early
childhood teachers and administrators
are to gain the knowledge, skills, and
dispositions needed to implement early
learning standards.
3. Early Learning Standards Gain

Their Effectiveness Through
Implementation and Assessment
Practices That Support All Childrens
Development in Ethical, Appropriate
Ways
Early learning standards have the

most positive effects if families
key partners in young childrens
learningare provided with respectful
communication and support.
Effective early learning standards

require equally effective curriculum,
classroom practices, and teaching
strategies that connect with young
childrens interests and abilities, and
that promote positive development and
learning.
1 NCRESST defines standards as the
Tools to assess young childrens

progress must be clearly connected to
important learning represented in the
standards; must be technically, developmentally, and culturally valid; and must
yield comprehensive, useful information.
Information gained from assessments
33
broadest of a family of terms referring to

expectations for student learning. This
position statement uses the term early
learning standards to describe expectations
for the learning and development of young
children. Narrower terms included in
standards and early learning standards are
content standards (summary descriptions
of what it is that students should know
and/or be able to do within a particular
discipline [McREL]); benchmarks
(specific description of knowledge or skill
that students should acquire by a particular
point in their schooling [McREL]-usually
tied to a grade or age level); performance
standards (describes levels of student
performance in respect to the knowledge
or skill described in a single benchmark
or a set of closely related benchmarks
[McREL]). Important, related standards that
are not included in this position statements
definition of early learning standards are
program standardsexpectations for the
characteristics or quality of schools, child
care centers, and other educational settings.
It should be noted that Head Start uses
the term Performance Standards in a way
that is closer to the definition of program
standards, describing expectations for the
functioning of a Head Start program and
not the accomplishments of children in the
program. A working group of representatives from NAEYC, CCSSO, ERIC, and
other groups is developing a more complete
glossary of terms related to standards,
assessment, and accountability.
Appendix 1I

Advisory Panel Members
The Vermont Early Learning Standards were reviewed by over 100 principals, early education coordinators, preschool teachers, child care providers,
faith-based preschool educators, kindergarten teachers, educational consultants, higher education faculty, and parents.
Judy Adams
Robin Amber
Christopher Ashley
Catherine Audette
Christine Barnes
Judy Bartlett
Julie Benay
Carol Birdsall
Laura Brines
Mary Jane Broughton
Karen Burnell
Jane Cameron
Susan Cano
Anne Cerasoli
Pat Chamberlin
Mary Charbonneau
Martha Clavelle
Bonnie Coulter
Elaine Daniels
Kathy Davidow
Linda Dean-Farrar
Mary Drew
Barbara Dune
Early Education Faculty
Early Education Coor.

Gr. 1-2 Teacher
Principal
Student
Principal
Early Educator
Asst. Principal
Early Educator
Director/ Teacher
Kindergarten Teacher
Early Education Coordinator
Early Education Director
Dir. of Student Support
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Director
Director
Cami Elliot-Knaggs
Elizabeth Fairchild
Lynn Fitzgerald
Pat Fitzsimmons
Carol Fjeld
Wendy Fjeld
Joyce Gagne
Cindy Gauthier
Julie Gebo
Theresa Giffin
Early Educator
Science Enrich. Teacher
Early Educator
Early Educator
Early Educator
Early Educator
Bennington Rutland SU
Calais Elementary School
White River School
Greenfield Community College
Twinfield Elementary School
Orange East SU
Swanton Elementary School
Addison Northeast SU
Springhill School
Bristol Elementary School
Southwest Vermont SU
Good Shepherd Catholic School
Lamoille North SU
White River School
Georgia Elementary School
Addison Central SU
Lamoille South SU
Orange East SU
Sunrise Parent Child Center
Union Elementary School / Mont.
Magic Mountain Childrens Center
University of Vermont PreK
Grade 3 Teacher Prep. Program
Putney Central School
Addison Northeast SU
Highgate Elementary School
Barre Town Schools
Rutland Northeast SU
Richford Elementary School
Berlin Elementary School
Addison Central SU
Irene Gilles
Theresa Gleason
Elaine Gordon
Carolyn Guest
Hope Hutchinson
Birdi Kaplan
Bev Keck
Beth Kinney
Paula Kitchel
Joan Knight
Mary Koen
Sharon Ladago
Michele LaRouche
Susan Lavigne
Sally Lawyer
Mary Leadbetter
Shauna Lee
Deb Lendway
Marion Leonard
Susan Linskey
Ellen Livingston
Mary Macomber
Carol Mandracchia
Diane Marcoux-LaClair
Jean Mayer
Dona Meltzer
Diane Minton
Sue Moore
Carmen Murray
Patti ODonohue
Sue Owings
Jean Peterson
Carol Pickett
Joann Pye
Rob Reade
34
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
EEE Coordinator
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Coordinator
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Early Educator
Principal
Early Educator
Early Educator
Principal
Early Educator
Early Educator
Sherburne Elementary School

Westminster Central School
Essex Caledonia SU
Orange East SU
Orange East SU
Windham Southwest SU
Caledonia Central SU
St. Albans Elementary School
Charlotte Central School
Guildhall ElementarySchool
Addison Central SU
Addison Central SU
CVOEO Head Start
Lamoille Family Center
Miller's Run School (Sheffield)
Deerfield Valley Elem. School
Hyde Park Elementary School
Randolph Elementary School
Lamoille North SU
Lamoille South SU
Brighton Elementary/Island Pond
Addison Central SU
Deerfield Valley Elem. School
Bridgewater Elementary School
Orange East SU
Amy Rider
Sue Rogers
Ellen Rose
Kathleen Rowe
John Rowell
Linda Rowell
Lesley Rower
Ebeth Scatchard
Allison Shantz
Chris Schillhammer
Vicki Shaw
Sue Smiel
Carolyn Smith
Paulette Staats
Lesley Stanley
Sue Stanley
Mark Sustic
Deborah Tewksbury
Sue Tougas
Lowell VanDerlip
Early Education
Curriculum Com.
Cill Waterhouse
Rebecca Webb
Cathi Weist
Beth West
David White
Kate Williams
Alice Worth
Wendy Wright
Early Educator
Early Educator
Special Services Coor.
Early Educator
Speech/ Lang. Pathologist
Parent / Success By Six
Early Educator
Early Educator
Early Educator
Child Care Trainer
Instructor
Reading Specialist
Principal

Chelsea Elementary School
Orange East SU
Windham South SU
Franklin County Success By Six
Lamoille North SU
Randolph Elementary School
Townsend Elementary School
Family Center of NW Vermont
University of Vermont
Berlin Elementary School
Early Educator
Early Educator
Early Educator
Early Educator
Science Consultant
Early Educator
Curriculum Coordinator
Early Educator
Washington West SU
Grand Isle SU
Grand Isle SU
Vergennes Union Elem. School
Vermont Institutes
Orange East SU
Brighton Elementary/Island Pond
35
For additional copies, contact Jim Squires at the Vermont Department of Education,
jsquires@doe.state.vt.us or 802-828-3892
or visit the Vermont Early Childhood web site, www.ahs.state.vt.us/EarlyChildhood

V E L S: Ermont Arly Earning Tandards

Uploaded by

Copyright:

Available Formats

V E L S: Ermont Arly Earning Tandards

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

V E L S: Ermont Arly Earning Tandards

Uploaded by

Copyright:

Available Formats

Vermont Early Learning Standards

Guiding the Development and Learning

A companion guide to the

Vermont Framework of Standards and Learning Opportunities

Standards, Monitoring & Technical Assistance Sub-Committee of

Vermonts Vision for

Standards, Monitoring & Technical Assistance Committee

Vermont Early Childhood Steering Committee

Joanne Pye, Early Educator, Rutland Northeast

Vermont Early Learning Standards

Vermont Early Learning Standards

he importance of quality early childhood education as the foundation for

Uses of the Vermont Early Learning Standards

Vermont Early Learning Standards

VELS SHOULD NOT be used to:

Overview of the Vermont Early Learning Standards

The Role of Play in Addressing the Standards

Vermont Early Learning Standards

Vermont Early Learning Standards

Families are respected and supported as partners in the education

All children will be regarded and respected as competent

Teachers, families, and children employ play as a valuable way to

Children learn best in an environment where their physical and

Policymakers will take into consideration and be knowledgeable

A childs sense of responsibility to self and others is best supported

Respect for and the well-being of children and families will be

Educators will base their decisions upon current knowledge of

Vermont Early Learning Standards

Vermont Early Learning Standards

Learning Goals & Definition

a. Initiate play with peers that is engaging and long lasting.

2. Curiosity and Initiative

a. Demonstrate an eagerness and interest in learning through questioning and

Learning OpportunitiesAccess, Instruction,

1Vermont Framework of Standards and

a. Invest time in an activity and pursue it for a meaningful period of

a. Increase ability to generate several approaches to carry out a task.

a. Reflect upon events and experiences.

Vermont Early Learning Standards

Adults Can Support Childrens Approaches To Learning By:

The Environment Can Support Childrens Approaches To Learning By:

Encouraging children to try new experiences.

Being responsive to childrens questions, ideas, interests, and concerns.

Being of sufficient interest to the children in order to encourage their engagement.

Serving as models in how to approach new situations and engage in learning.

Offering opportunities for children to explore interests in greater depth by having

Evolving as time passes to capture interest, increasing in complexity and variety.

Reflecting a sense of order and predictability.

Displaying the efforts and accomplishments of children.

Vermont Early Learning Standards

Social and Emotional Development

ocial and emotional development are two distinct domains of childrens

Vermont Early Learning Standards

Learning Goals & Definition

4. Interactions with Others

a. Participate in a variety of individual and group play experiences.

1Vermont Framework of Standards and

a. Begin to understand the rights of others.

Vermont Early Learning Standards