Guidelines for

Preschool Learning
Experiences

Early Childhood Advisory Council

to the Massachusetts Board of Education
Massachusetts Department of Education
This document was prepared by the Massachusetts Department of Education
Dr. David P. Driscoll, Commissioner of Education
Approved April 2003

Board of Education Members

James A. Peyser, Chairman, Dorchester

Henry M. Thomas, III, Vice-Chairman, Springfield

Charles D. Baker, Swampscott

J. Richard Crowley, Andover

Judith I. Gill, Chancellor, Higher Education, Boston

William K. Irwin, Jr., Wilmington

Mr. Jeff DeFlavio, Chair, Student Advisory Council, Belmont

Roberta R. Schaefer, Worcester

Abigail M. Thernstrom, Lexington

David P. Driscoll, Commissioner and Secretary to the Board

Photographs: Thanks to Belvia Wilkerson and the families of Nigel, Jonathan, Raven, Raleen, and Andrew
in the Kids First Early Learning Program in Springfield.

Design: Thanks to Sullivan Creative in Watertown, www.sullivancreative.com

The Massachusetts Department of Education, an Affirmative Action employer, is committed to ensuring that
all of its programs and facilities are accessible to all members of the public. We do not discriminate on the
basis of age, color, disability, national origin, race, religion, sex, or sexual orientation.

Copyright © 2003 Massachusetts Department of Education

Permission is hereby granted to copy any or all parts of this document for non-commercial educational
purposes. Please credit the Massachusetts Department of Education.

This document is printed on recycled paper.

Office of School Readiness, 350 Main Street, Malden, Massachusetts 02148-5023 #781-338-3000
Table of Contents
Guidelines for Preschool Learning Experiences
Acknowledgments 2
Introduction 3
Guiding Learning in English Language Arts 7
Guiding Learning in Mathematics 13
Guiding Learning in Science and
Technology/Engineering 19
Guiding Learning in History and Social Science 27
Guiding Learning in Health Education 31
Guiding Learning in the Arts 39

Appendix A
A: Adaptions for Children with Disabilities 45
Resources 47
List of Contributors 53

1
Acknowledgments

The Department of Education extends its sincere In addition, we want to acknowledge the work
gratitude to the members of the Massachusetts on early childhood learning standards by other
Board of Education’s Early Childhood Advisory State Departments of Education, in particular,
Council and to those who served on the Standards Louisiana, Pennsylvania and Connecticut. We
Subcommittee and Curriculum Workgroup for their also thank the following Massachusetts school
wisdom, guidance, and hard work in developing districts who shared their early childhood curricu-
these standards and guidelines. A complete list of lum materials and gave permission to utilize them
participants may be found at the end of this docu- in developing statewide guidelines: Brockton Public
ment. Thanks also to the staff of Early Learning Schools, Cambridge Public Schools, Greenfield
Services, in particular Elisabeth Schaefer for her Public Schools, Holyoke Public Schools, Mohawk
guidance and vision of this project, the primary Trail Regional School District, Northbridge Public
writer Sandra Putnam Franklin, and to Annette Schools, Plymouth Public Schools, Walpole Public
Lamana and Lisa Van Thiel who assisted in writing Schools, Worcester Public Schools.
the Arts section of the Guidelines.

2
Introduction
The Early Childhood Program Standards and the Guidelines providing experiences that build broad and balanced foundations for
for Preschool Learning Experiences reflect the Massachusetts learning in all content areas. While the terminology in the Guidelines
Department of Education’s commitment to quality, in order to ensure may sound sophisticated for preschool children, teachers should be
a solid foundation for learning and school success. The role of the able to articulate to parents and to the community how early experi-
early years in a child’s development has received a great deal of ences relate to later academic achievement.
attention in recent years. Research on brain development supports
The following principles should serve as a guide in
the value of high quality early childhood education programs for
understanding and implementing the Guidelines for Preschool
young children, while studies of early childhood education also
Learning Experiences:
provide evidence for their benefits. The national Cost, Quality, and
Outcomes study (Helburn, 1995) showed that children who have tradi- 1. All young children are capable of learning. All children are
tionally been at risk of not doing well in school are affected more capable of positive developmental outcomes. Preschool teachers
by the quality of early childhood experiences than other children are. should hold high expectations for all young children.
The Carolina Abecedarian study found that early childhood education 2. Children show individual differences in development. Although
significantly improved the academic achievement of poor children children develop skills and competencies through a generally
even into early adulthood, showing higher reading and mathematics predictable sequence of milestones, they do not develop them in
scores for individuals who had received early intervention. exactly the same way or at exactly the same time. Some children
may have a developmental delay or disability that requires individu-
The Guidelines for Preschool Learning Experiences is based
alized expectations, experiences, and materials.
on the standards for PreK-K (or PreK-Grades 1-4) in the approved
revisions of the Massachusetts Curriculum Frameworks. The Learning 3. Knowledge of child growth and development is essential for pro-
Guidelines are based chiefly on these standards, and are followed gram development and implementation. Decisions about appropri-
by ideas for learning experiences that preschool staff can use to ate curriculum for groups of children and for individual children
design a multitude of foundational learning experiences for young should be based on knowledge of child development and on careful
children. The number of the related standard in the relevant observation of children at play.
Framework appears in a note after each Learning Guideline. Links 4. Children’s language skills are the best predictors of academic
to the Frameworks are primarily needed for aligning curriculum within success. Development of children’s English language skills should
public schools and for others involved in the continuity of curriculum be a major goal of the preschool curriculum. Early childhood is a
from preschool (public and non-public) into kindergarten. If needed, critical time in the development of vocabulary and other language
relevant sections of the Frameworks may be checked on the website skills. These skills provide the foundation for learning to read and
www.doe.mass.edu/frameworks. For the sake of eliminating repeti- write and for later academic achievement.
tion, some areas have been combined when a topic appears in more 5. Developmental domains are highly interrelated. Development
than one Framework. Guidelines focus on what staff should do to help in one domain influences the development in other domains. This
young children develop needed skills and knowledge rather than interrelationship must be considered in planning preschool pro-
on what children are expected to know and do at the age of three grams. For example, children’s mathematical learning may occur on
or four. Although the Learning Guidelines reflect individual content the playground, in dramatic play, and while using sensory materials.
areas, they should be used in an integrated way for curriculum plan- 6. Young children learn by doing. Teachers should provide opportunities
ning and pedagogy. for children to explore materials, to engage in physical activities,
The Guidelines for Preschool Learning Experiences is designed and to interact with peers and adults. A balance of child-initiated
to be used by teachers and program administrators in planning and and teacher-selected activities will maximize children’s learning.
evaluating curriculum. Programs need to demonstrate that they are 7. Families are the primary caregivers and educators of their young
utilizing the Guidelines to plan curriculum by maintaining written doc- children. Program staff must give families the information they may
umentation of goals and curriculum plans. This should not present any need to support their children’s learning and development. Program
additional burden to programs already operating under Community staff and families should also work together to ensure that children
Partnerships for Children because they are already doing this under are provided with the best learning experiences possible at home
the Office for Child Care Services (OCCS) Standards and/or the and at preschool.
National Association for the Education of Young Children (NAEYC)
accreditation criteria, both of which require curriculum planning. The
Guidelines are voluntary to the extent that programs are not expected
to “meet” all of the guidelines but only to demonstrate that they are

3
 Introduction

Guidelines for Preschool Learning Experiences structures Inclusion of Children with Disabilities
learning through play and meaningful activities in a developmental
Many Massachusetts preschool classrooms include children
sequence. The mark of a superior teacher is the ability to select mate-
with disabilities. Teachers need to promote the integration of these
rials and interact with children in ways that help them learn through
children with their peers in regular classroom activities. Emphasizing
their own play and these planned activities. Young children need
what children can do and enjoy doing builds their confidence.
many and varied opportunities to:
Children with disabilities should be viewed as just like other children
■ Plan: children consider what they are going to do with materials
and helped to participate as fully as possible in all areas of the
and how they are going to do it.
preschool curriculum. (See Appendix A for some specific ideas.)
■ Play: children use materials and equipment in ways that best suit
their personal curiosity and understanding. Inclusion of children with disabilities in regular classroom activi-
ties is a full team responsibility that draws on parents’ knowledge of
■ Reflect: children recall things that happened to them, reinforcing
how their child learns, along with the specific areas of expertise of
or questioning their understandings.
other team members. Inclusion is most successful when administra-
■ Revisit: children practice skills and replay experiences in many dif-
tors provide staff with adequate planning time, as well as training
ferent ways, with each activity refining or modifying previous learning.
and support from specialized service providers in making necessary
■ Connect: children, with the help of staff, connect new knowledge modifications. Children with disabilities often attend a variety of set-
with past experiences, creating links among subject areas and tings. They may attend a public school program for part of the day,
areas of skill development. and move to a child care setting for the rest of the day. Or they may
receive specific services through a public school, but attend a center-
Individualizing Curriculum based, school-based, or Head Start early childhood program. There
Early childhood educators need to become aware of children’s needs to be ongoing communication among all the programs and spe-
individual interests and strengths and find ways to engage and cial service providers to ensure consistency in meeting their needs.
expand them. They can do so by arranging for a rich variety of In inclusive programs, the classroom environment or activities
learning experiences that appeal to all the senses — visual, auditory, may need to be modified to enable children with disabilities to partici-
and physical — and by alternating individual, partnered, small group, pate with their peers. Classroom teachers need to plan and/or modify
and large group activities so that children experience various kinds activities depending on the learning needs or strengths of each indi-
of social interaction. vidual child. Thoughtful adaptation of activities will allow children
In early childhood programs, assessment takes place by observing with disabilities to participate with their peers to the fullest extent
children in daily activities and taking note of their skills, understandings, possible. When planning activities teachers can ask themselves
interests, vocabulary, and attitudes toward various tasks. It includes questions such as:
communicating with families regularly to learn about the circum- ■ Can all children access this activity as is?
stances that may affect classroom behaviors or interactions, such ■ How will a child with vision or hearing disabilities relate to
as personal or family illness, injury, and child-rearing beliefs and this activity?
practices. While children exhibit a broad range of individual differ- ■ What adaptations can be made to increase sensory input?
ences and personal interests, assessment should ensure that both
■ How could a child with delayed cognitive development participate
boys and girls have opportunities to participate in a range of activi-
successfully in this activity (e.g., would manipulatives enhance
ties, from block building to musical, artistic, or dramatic play, in order comprehension?)
to stimulate the development of spatial, artistic, musical, and verbal ■ How can group time be relaxed to allow children with short
abilities in all children. attention spans or behavioral issues to participate successfully?

4
 Introduction

Terminology
The language used in the Guidelines draws directly on the
Massachusetts Curriculum Frameworks. For instance, the term
“Physics” in the section on Science and Technology/Engineering may
sound complicated for preschool children; however, physics relates to
concepts in balance and motion, and young children can build begin-
ning concepts in physics through very appropriate experiences such
as block building and exploring wheeled vehicles. These guidelines
are not intended to be implemented through direct instruction but
rather through developmentally appropriate play experiences in the
typical daily preschool setting.

Using the Guidelines

Teachers who work with preschool age children are part of
the larger educational system. One way to demonstrate this is to use
discipline-based language from the Frameworks and to articulate to
others how play links to learning. Using the vocabulary of the content
areas of the school curriculum does not mean abandoning play or
proven methods for engaging young children in learning. It means
only that preschool teachers present the experiences they offer
young children as the beginning of a continuum for academic learn-
ing. Use of Framework terminology will help preschool teachers build
the bridge between early childhood care and formal education for
themselves and help others see that relationship.

Teachers may want to discuss what kinds of evidence they

can collect to document children’s progress or skills. Programs are
not expected to demonstrate implementation of all the Learning
Guidelines. Programs should, however, refer to them in written docu-
mentation of their goals and curriculum plans. The activities are
examples of experiences that build the skills and understandings in
the Learning Guidelines. They are designed for a range of skill devel-
opment and are useful for planning curriculum and self-evaluation.
The examples are not intended as a complete stand-alone curriculum.
Nor should they be interpreted as required activities, or as limitations
on the curriculum. They are offered as a tool to evaluate and enhance
each program’s curriculum.

Note: See Appendix A in the Early Childhood Program Standards for

Three and Four Year Olds for a suggested list of equipment and mate-
rials for preschool programs. These will help teachers implement the
ideas in the Guidelines.

5
6
Guiding Preschool Learning in English Language Arts
The foundations for learning in the English Language Arts are critical to all other curriculum areas as well as to the child’s social and emotional
development. Children develop the basis for verbal communication in early childhood, beginning with nonverbal social exchanges. They begin
to appreciate literature and the joy of reading by being read to in family and early care/education settings. A solid foundation in language
development in the years before a child enters school promotes success in reading and writing in the future. A well-planned program will
encourage children to learn about the world around them. Preschoolers are more likely to want to read and write when their imaginations have
been regularly stimulated by being read to.

Language

Learning Guidelines Ideas for Learning Experiences

1. Observe and use appropriate ways of ■ interact with other children and adults in small groups through informal activities and
interacting in a group (taking turns in everyday routines.
talking; listening to peers; waiting until ■ participate in activities that generate response (e.g., fingerplays, songs, action games).
someone is finished; asking questions
and waiting for an answer; gaining the ■ help to formulate rules for group interactions.
floor in appropriate ways). ■ use a system for taking turns and developing listening skills (e.g., passing a ball around
the circle).
Link to Discussion 1.1
■ respond to social cues appropriately (signaled by eye contact, tone, pitch, volume,
body language).
Note: Group size and time spent in a group need to be limited, appropriate to children’s
age and attention span.
2. Participate actively in discussions, ■ engage in meaningful conversations and discussions with peers and with adults,
listen to the ideas of others, and ask one-on-one, or in small groups.
and answer relevant questions. ■ share their ideas and experiences in small groups (e.g., express what they know or want
to learn about a topic).
Link to Questioning, Listening and
Contributing 2.1 ■ ask questions to further understanding (e.g., “Where did the snow go when it melted?”)
or about daily routines (e.g., “What’s for lunch?” “ Can we play outside today?”)
■ respond to teachers’ conversation-starters such as “I’m trying to make a snake out of
play dough”; “You picked up a blue truck;” “I wonder…; I wish… .”
3. Communicate personal experiences ■ describe experiences to adults or other children in informal conversations.
or interests. ■ create representations (e.g., drawings, paintings, constructions) about their ideas and
describe them to others.
Link to Oral Presentation 3.1;
Evaluation 25.1 ■ complete open-ended questions or statements on a topic (e.g., “The last time I went to
the beach, I… .”)
■ plan, make choices and decisions, and communicate them.
■ after sharing information, children discuss what they remember best about what
was said.
■ describe or represent daily activities as a way of reviewing or reflecting (e.g., explain
why they selected a particular activity area, what they did in that area, and how
materials were used).
■ express what they might do differently the next time an activity is visited.
■ share information about what children learned with others (peers/adults).

7
 English Language Arts

Learning Guidelines Ideas for Learning Experiences

4. Engage in play experiences that involve ■ select an object from a collection of common items, identify it, then use specific words
naming and sorting common words into to describe it (e.g., in terms of color, shape, size, use).
various classifications using general ■ generate collections of words that can be used to describe categories of words
and specific language.
(e.g., footwear could include sneakers, shoes, boots, sandals, socks, slippers).
Link to Vocabulary and Concept ■ look at illustrations to gain clues to the meaning of new or confusing words.
Development 4.1 and 4.2 ■ examine familiar objects closely, then more closely, adding descriptors with increasing
detail (e.g., a child’s shoe; a flower).
■ use a feely box or texture board to name, sort, and categorize various objects.
■ play guessing games in which children use descriptors (“I’m thinking of something
round.”).
■ participate in webbing experiences that expand, break down, and link familiar concepts
(e.g., thinking of many words/concepts related to a specific topic such as dogs).
■ hear new words introduced at the beginning of a story or activity, and reviewed at
the end.
5. Listen to and use formal and ■ use new vocabulary introduced through book reading in their play.
informal language. ■ listen to stories and poems that use formal and informal language.
Link to Formal & Informal English 6.1 ■ freely play with language (e.g., making up nonsense words that rhyme).
■ respond to and/or dramatize different voices for different characters from familiar stories.
■ listen to models of appropriate and correct language by adults (appropriate sentence
structure, grammar, syntax).
■ imitate dialogue of characters in familiar stories such as The Three Bears; The Three
Little Pigs.

8
 English Language Arts

Reading & Literature

Learning Guidelines Ideas for Learning Experiences

6. Listen to a wide variety of age ■ explore a wide variety of printed materials about subjects that interest children
appropriate literature read aloud. (e.g., storybooks, picture dictionaries, factual and informational books such as books
about science, and books that relate to families and cultures), with texts of varying levels
of difficulty.
Link to Beginning Reading 7.1, 8.3
■ listen to age-appropriate stories read aloud frequently and repeatedly.
■ identify favorite books by their cover.
■ use a listening center with books on tape and matching print books.
■ handle books respectfully and appropriately, holding them right-side-up and turning
pages one at a time from front to back.
■ create and re-read class-made books.
■ use “big books” and take part in turning pages.
■ pretend to read by pointing with a finger while reciting text.
7. Develop familiarity with the forms of ■ see alphabet letters displayed at children’s eye level.
alphabet letters, awareness of print, ■ examine upper and lower case letter shapes by their spatial features (e.g., a lower case
and letter forms. “a” can appear differently) using laminated alphabet letters printed in various fonts,
alphabet sorting boxes, alphabet books.
Link to Beginning Reading 7.1 ■ explore letters through sensory experiences (e.g., trace letters made of sandpaper, rice;
use alphabet cookie cutters, alphabet stamps, or pasta alphabets).
■ create letters with materials such as finger paint, string, yarn, clay, pipe cleaners.
■ listen to and explore alphabet books and alphabet puzzles in which children can see and
compare letters and distinguish one from another.
■ observe print (or Braille as appropriate) in everyday activities and routines including
labels on objects and materials; captions on children’s projects or photographs of
children’s activities; nametags on cubbies and coat hooks.
■ dictate words to tell a story (to build awareness that words can be put together to make
sentences).
■ take home the words of familiar songs, rhymes, fingerplays printed out.
■ associate pictorial symbols with objects or actions (e.g., picture recipes; rebus stories).
■ observe adults, teachers, and family members using print to gain meaning and understanding.
■ use alphabet stamps, magnetic letters, alphabet blocks.
8. Listen to, identify, and manipulate ■ differentiate among meaningful sounds (e.g., recorded or environmental sounds; sealed
language sounds to develop auditory listening jars filled with various materials).
discrimination and phonemic ■ break words into syllables (e.g., clap or tap them out with rhythm instruments).
awareness.
■ repeat and manipulate sequences of phonemes using phonological memory (e.g., “bo-be-ba”).
Link to Beginning Reading 7.2 ■ find pictures or think of words that begin with a specific initial sound.
■ fill in rhyming words in stories, poems and songs (e.g., make up new words to the song
Down by the Bay… did you ever see a moose kissing a goose).
■ play with phoneme substitution (changing the first sound in a word) for example, singing
Zee-Zi-Ziddly-I-O instead of Fee-Fi-Fiddly-I-O.
■ use finger plays, games, poems, and stories that include rhyme and alliteration to develop
an awareness of differences in spoken words, syllables, and sounds.
■ For older 4 year olds: Count phonemes (e.g., determine that the word “bat” has three
sounds). Phonemes are the smallest units of spoken language (e.g., there are three
phonemes in man–m/a/n– and four phonemes in enough–/e/n/u/f).

9
 English Language Arts

Learning Guidelines Ideas for Learning Experiences

9. Link letters with sounds in play ■ compare the similarities in sounds of words and letters.
activities ■ listen to letters matched with sounds in meaningful contexts (e.g., “Look, the word on
your shoe starts with N – Nike, just like your name, Nicholas.”).
Link to Beginning Reading 7.3
■ play guessing games using letter sounds (“I spy something that begins with rrrrrrr.”).
■ select alphabet letters that match with their sounds (“Find the letter that says
“mmmmm.”).
■ hear specific letter sounds in the beginning, middle, and at the end of words.
10. Engage actively in read-aloud activi- ■ retell a familiar book from memory or based on the illustrations.
ties by asking questions, offering ■ arrange illustrations of key incidents from the story in order of what happened first, next.
ideas, predicting or retelling important
parts of a story or informational book. ■ make inferences about characters’ motivations.
■ act out a story through flannel board, puppets, or dramatic play with props.
Link to Understanding a Text 8.1, 8.2,
8.3, 8.4, 8.5 ■ describe or represent (e.g., through drawings, constructions) what children remember
after listening to an informational book.
■ respond appropriately to teachers’ questions about stories.
■ listen to stories without illustrations (e.g., chapter books read aloud during rest time) to
give children the opportunity to “make pictures in their minds.”
11. Listen to several books by the same ■ identify similarities in plot, setting or character among various works by the same author
author or using the same illustrator. or illustrator.
■ explore interpretations of the same story by different authors/illustrators (e.g., variations
Link to Making Connections 9.1 and
of a fairy tale/folk tale such as Goldilocks and the Three Bears or The Mitten).
9.2; Fiction 12.1 12
■ create their own stories or illustrations similar to those read to them (e.g., create collages
after hearing a story by Eric Carle).
■ recognize the name or work of particular author or illustrator.
■ make inferences about important characters, settings, or events in stories.
■ take home a class-made book, and describe the story and illustrations to family members.

10
 English Language Arts

Learning Guidelines Ideas for Learning Experiences

12. Listen to, recite, sing, and dramatize a ■ recite, sing, or retell fairy tales, Mother Goose rhymes, poetry, myths.
variety of age-appropriate literature. ■ talk about real versus make-believe characteristics (e.g., do rabbits wear clothing?).
Link to Genre 10.1; Non-Fiction 13.1, ■ compare a factual book with a fictional story (e.g., a scientific book about metamorphosis
13.2, 13.3, 13.4: and 13.5; Myth, and Eric Carle’s, The Very Hungry Caterpillar).
Traditional Narrative, and Classical ■ visit a library and talk with a children’s librarian.
Literature 16.1, 16.2, 16.3; Dramatic
Literature, Reading and Performance ■ make a list of all the important facts children recall after listening to a book or story
17.1 and 18.1 read aloud.
■ create an original work of nonfiction from children’s lists of accumulated facts
(e.g., make a “big book” about a topic of children’s interest).
■ retell information from a class-made book.
■ predict what a book is about from the illustrations.
■ describe or represent the main idea of a story (e.g., verbally or through drawings).
■ sing traditional lullabies.
■ use predictable terms such as “Once upon a time…” or “They lived happily ever after” in
retelling or dramatizing traditional literature.
■ use dialogue from familiar stories in dramatic play (e.g., “Who’s been sleeping in
my bed?”).
13. Relate themes and information in ■ compare events in books to their own experiences.
books to personal experiences. ■ explore themes that grow out of children’s interests/experiences (e.g., staff listen to
children’s conversations and respond to their curiosity/interests by providing
Link to Theme 11.1
related books).
■ offer verbal or pictorial evidence from a book to support understanding.
14. Recognize and supply rhythm and ■ listen to books/poems that include repetitive/rhythmic elements.
rhyme in poetry. ■ listen to and recite Mother Goose and other nursery rhymes.
Link to Poetry 14.1 ■ respond to auditory patterns in poems and stories, songs (e.g., clap out the patterns).
■ contribute real or nonsense words that fit rhythm and rhymes in poems, songs, nursery
rhymes.
15. Listen to, recognize, and use a broad ■ listen to age-appropriate stories, poems, and songs that suggest mood and/or create
vocabulary of sensory words. visual images, or that are rich in descriptive vocabulary (e.g., “mud is very ooey gooey”).
■participate in a wide variety of sensory experiences that reinforce sensory vocabulary
Link to Style and Language 15.1
(e.g., fluffy shaving cream, sticky glue).
■ describe everyday experiences using sensory language (e.g., “the play dough felt sticky;”
“the cotton is soft;” “the sandpaper is scratchy”).
Note: Children with expressive language disabilities or limited English proficiency may be
able to indicate understanding of terms by pointing to appropriate illustrations or sensory
materials.
■ share children’s perceptions about sensory experiences using descriptive vocabulary and
generate a story for the newsletter to share with families.

11
 English Language Arts

Composition

Learning Guidelines Ideas for Learning Experiences

16. Use their own words or illustrations ■ draw pictures or use letters or phonetically spelled words to tell a story or give
to describe their experiences, tell information.
imaginative stories, or communicate ■ dictate words/sentences and have them written and read back by the teacher
information about a topic of interest.
(e.g., labels, messages, news).
Link to Foundations for Writing19.1, ■ use composition in many activity areas including dramatic play, art, and block areas
19.2, 19.3, 19.4, 20.1 (e.g., create captions and notes, make lists related to a topic of interest such as describing
things seen on a field trip; compose notes, invitations or thank you letters).
■ contribute to or create stories from a starter such as “Once upon a time, there was a… .”
■ create original books (e.g., that describe an experience, tell about their likes, dislikes,
capabilities).
■ use computers and age-appropriate software as writing tools (e.g., preschool word
processing programs that allow children to produce enlarged print, hear what they have
written, use the mouse to draw, or make scribbles to accompany their drawings).
17. Add details or make changes to ■ expand ideas or details to make a group story more complex.
published or class-made stories. ■ think up new endings to familiar or original stories.
Link to Framework, Revising 21.1 ■ describe how events might turn out differently with changes in circumstances.
■ revise familiar published stories by changing the characters, details (e.g., creating their
own version of Brown Bear, Brown Bear, What Do You See?).
18. Use emergent writing skills to make ■ use a wide range of materials that encourage writing behaviors including portable
letters in many settings and for many chalkboards, easels, dry-erase boards, magnetic boards, alphabet blocks, letter tiles, an
purposes. alphabet pocket chart, pencils, markers, chalk, colored pencils, crayons, blank books,
paper, stamps, envelopes.
Link to English Conventions (letter ■ include writing as an integral part of daily activities (e.g., signs, name cards, grocery lists,
formation) 22.1
menus, greeting cards, messages, recipes).
■ develop physical skills such as hand strength and coordination needed to grasp and
control writing tools (e.g., use hole punchers, squeeze water out of sponges).
Also see Health guidelines for fine motor development.
■ engage in sensory experiences such as making letters in sand, with finger paint, or
tracing over sandpaper letters.
■ receive guidance from adults in appropriate formation of letters (if requested by children).
19. Arrange events in order when ■ verbally describe or represent through drawings, paintings, or models the sequence in
dictating a story. which events in stories took place (e.g., What happened first? Next? Last?).
■ contribute to group discussions about meaningful events in order to compose a story or
Link to Organizing Ideas 23.1
article for a newsletter.
■ arrange illustrations or photographs of personal experiences in sequence.
20. Generate questions and gather ■ use the “K-W-L” strategy to express what they know; want to know; and have learned
information to answer their questions related to a topic.
in various ways. ■ work with teachers to find logical sources for the information they need (e.g., reading a
fictional story about a spider, consulting non-fiction books, then investigating real spider
Link to Research 24.1
webs through direct observation).
■ describe something learned about a topic (e.g., butterflies, frogs, snow) verbally or
through representations.
■ create, display, and describe representations of their investigations through drawings,
paintings, photographs, constructions, and stories.
■ formulate questions with teacher support to begin to learn the difference between
questions and statements.

12
Guiding Preschool Learning in Mathematics
Mathematics relates to ideas and concepts about quantity and addresses logical and spatial relationships. At the preschool level, the founda-
tions of mathematical understanding are formed out of children’s concrete experiences. Mathematical experiences should not be limited to
“math time.” They can be embedded in almost all daily classroom activities, challenging teachers to be alert to opportunities for facilitating
mathematical understanding. Mathematical thinking can be incorporated into block play, dramatic play, sand and water play, and outdoor play.
Children can also make connections between mathematics and musical experiences or art when they explore rhythmic or visual patterns
or symmetry.

Preschool children can learn to recite numbers in order, compare quantity, comprehend position, and match objects in one-to-one correspon-
dence. Number concepts become significant to children when they develop out of experiences that are functional in their world. Preschool
activities can build their understanding of number concepts, and also build foundations for understanding characteristics and properties of
two- and three-dimensional geometric shapes.

Number Sense

Learning Guidelines Ideas for Learning Experiences

1. Listen to and say the names of numbers ■ play games and listen to stories and poems that contain numbers and counting
in meaningful contexts. sequences.
■ use concrete objects to practice one-to-one correspondence (e.g., say the name of
Link to K.N.1
objects while placing an object in each space in an egg carton; distributing a musical
instrument to each child in a group; putting pegs in each hole of a pegboard).
■ count concrete objects for a meaningful purpose (e.g., three crackers for snack; two
eyes to glue on the bunny; three steps down to the playground).
■ follow visual or rebus recipes (e.g., for making play dough or cookies).
■ point to numbers displayed in the preschool setting (e.g., labels on objects, projects,
activity areas; children’s bus numbers, children’s ages).
2. Connect many kinds/quantities of ■ arrange and count a variety of different kinds of objects to explore the consistency of
concrete objects and actions quantities (e.g., to build understanding of what “3” looks like, whether you are counting
to numbers. blocks, beads or pinecones).
■ participate in fingerplays and action rhymes that associate number concepts with
Link to K.N.2
concrete actions (e.g., Five Little Monkeys Jumping on the Bed).
■ use concrete objects, actions, or drawings to represent quantities (e.g., jump two times;
stack four unit blocks; string three beads, hold up two fingers, get three blocks
on request).
3. Use positional language and ordinal ■ place concrete objects such as nesting or stacking cups, boxes, or dolls in a row and
numbers (first, second, third) in identify their position as first, second, third.
everyday activities. ■ arrange materials in order (seriate) from small to large; short to long, etc.
Link to K.N.3 ■ use ordinal numbers and positional words (e.g., before/after; first, second, third) to
describe the order of daily activities.
■ arrange illustrations from a story or photographs of class events or daily routines
in sequence.

13
 Mathematics

Learning Guidelines Ideas for Learning Experiences

4. Use concrete objects to solve simple ■ distribute and compare concrete objects in meaningful ways (e.g., which bucket has
addition and subtraction problems using more rocks in it; how many more napkins are needed for everyone at the table).
comparative language (more than, fewer ■ sing songs and do fingerplays that involve adding and taking away (e.g., Two Little
than, same number of).
Blackbirds).
Link to K.N.4; K.N.7 ■ use pictorial recipes and discuss how many more cups of cups of flour need to be added
to the cookie dough.
■ make pictorial menus or shopping lists; identify the amount the amount of money needed
to “buy products” in various play areas.
■ figure out how many blocks they have altogether when they join two sets or how many
blocks are needed to make two towers the same size.
■ see and discuss meaningful examples of the concept of “none” (e.g., you have two
cookies left, I have none).
5. Observe and manipulate concrete exam- ■ cut food into two equal parts for snacks.
ples of whole and half.
■ match whole objects to similar objects that have been broken or cut in half.
Link to K.N.5 ■ divide a set of objects into two equal parts (e.g., two for you and two for me).
6. Examine, manipulate, and identify ■ create a grocery store or shoe store in the dramatic play area and use play money to pay
familiar U.S. coins (penny, nickel, dime, for items.
quarter) in play activities.
■ listen to age appropriate books about money and identify the coins.
Link to K.N.6 ■ separate coins by color and size.

Patterns & Relations

Learning Guidelines Ideas for Learning Experience

7. Explore and describe a wide variety of ■ describe the size, shape, color, and texture of everyday materials such as pasta, rocks,
concrete objects by their attributes. shells, unit blocks, attribute blocks, parquetry blocks, crackers.
■ play games that include identifying (pointing to, selecting, or naming) a specified object
Link to K.P.1 from a group of objects (e.g., lotto, concentration cards).
■ listen to and use words that describe the characteristics of objects (e.g., big, small, tall,
short, narrow, thick, thin, deep, shallow, round, flat, straight, crooked, heavy, light).
8. Sort, categorize, or classify objects by ■ sort parquetry blocks or string beads by size, shape, color, or texture (e.g., big
more than one attribute. circles/small circles; blue squares/blue circles; big yellow squares/small yellow squares).

Link to K.P.2

14
 Mathematics

Learning Guidelines Ideas for Learning Experience

9. Recognize, describe, reproduce, extend, ■ repeat clapping or drumbeat patterns.

create, and compare repeating patterns ■ use pattern cards to reproduce patterns with concrete objects such as beads, colored
of concrete materials. cubes, mosaic tiles with pattern cards.
■ find patterns in their everyday environment (plaid, stripes, checks on clothing, floors
Link to K.P.3 or walls).
■ repeat a pattern/sequence in a variety of ways (e.g., an ABAB pattern with stickers,
blocks, or stamps).
■ manipulate objects in and out of patterns.
■ recognize and predict word patterns in familiar rhythms, music or stories.
Note: The ability to recognize and create patterns generally develops over time. The ability
to distinguish multiple attributes also grows over time.

15
 Mathematics

Shapes & Spatial Sense

Learning Guidelines Ideas for Learning Experiences
10. Investigate and identify materials of ■ sort parquetry blocks by one or more attributes.
various shapes, using appropriate ■ place unit blocks on top of their silhouettes.
language.
■ feel and describe parquetry blocks, then try to identify them without looking.
Link to K.G.1, K.G.2 ■ eat snacks cut in various shapes; cut cookie dough into basic shapes.
■ create/represent shapes (e.g., using popsicle sticks, pipe cleaners, unit blocks).
■ find examples of basic shapes such as circle, square, triangle, and rectangle in the
environment (e.g., go on a “shape walk” indoors or outdoors to find examples of basic
shapes in buildings, in the classroom, in nature).
■ locate individual objects in pictures composed of overlapping shapes or find shapes in
magazine illustrations, picture books (e.g., I Spy books).
11. Explore and identify space, direction, ■ illustrate position and relative distance among objects/locations using classroom
movement, relative position, and size materials or outdoor equipment (e.g., up, down, high, low, above, below, in front of,
using body movement and concrete behind, beside, near, far, next to, apart, together).
objects. ■ move their bodies in space by following verbal instructions through an obstacle course
(e.g., crawl under the table, walk around the jungle gym; jump over the block).
Link to K.G.4
■ follow or use directional language related to daily routines and activities or in dance
recordings (e.g., “Put your hands up, down, over your head.”).
■ locate objects based on directional words (e.g., it’s next to the ball; under the basket).
■ play with puzzles of increasing complexity as skills develop.
■ figure out how much space is needed for a task (e.g., to build a construction using large
interlocking panels, or whether two children can fit inside a cardboard box).
■ identify shapes in different orientations (a triangle is still a triangle even though it’s turned
in different directions).
12. Listen to and use comparative words ■ compare and describe objects according to a single attribute (e.g., which is bigger,
to describe the relationships of objects smaller, taller, longer, shorter, same length, wider, narrower, thicker, thinner, deeper,
to one another. shallower, lighter, heavier, holds less, or holds the same amount).
■ measure sand, water, or rice using a variety of containers and compare the amounts.
Link to K.M.1
■ make objects of play dough and compare their size.
■ build structures with blocks and compare their length or height.
■ string beads and compare the length of two necklaces.
■ use simple balance scales to compare the weight of classroom materials.
■ compare the size of various everyday objects (e.g., put various people’s shoes side by
side to see which is longest).
Note: Younger preschool children should focus on a single attribute at a time.

16
 Mathematics

Measurement

Learning Guidelines Ideas for Learning Experience

13. Use estimation in meaningful ways ■ estimate how many steps it will take to cross the room or the sandbox; how many
and follow up by verifying the small containers it will take to fill a larger one, how many mosaic tiles it will take to fill
accuracy of estimations. the board; which cup contains more beans.
■ experiment to verify whether their estimates were accurate.
Link to K.M.2
14. Use nonstandard units to measure ■ measure the circumference of a pumpkin or watermelon using a piece of string.
length, weight, and amount of content ■ measure the length of a table using their hands.
in familiar objects.
■ measure the width of the sandbox with footsteps.
Link to K.M.3 ■ measure a child’s height using large cardboard blocks.
■ compare the length of two play dough snakes or the height of two block towers using
their hands.
■ compare the capacity of two different containers in the sand or water table.

Data Collection & Analysis

Learning Guidelines Ideas for Learning Experience

15. Organize and draw conclusions from ■ construct simple graphs and charts to describe concrete materials (e.g., after sorting
facts they have collected. leaves, children create a graph illustrating the various kinds of leaves, marking the
number of leaves in each category, and describing how they sorted the leaves).
Link to K.D.1 ■ take part in creating and discussing surveys (e.g., survey children’s food preferences
to decide what snack to serve, with children placing marks on graphs indicating
their choice).

17
18
Guiding Preschool Learning in Science and Technology/Engineering
Young children are naturally curious. They wonder what things are called, how they work, and why things happen. The foundations of
scientific learning lie in inquiry and exploration — these are the tools of active learning. Fostering young children’s sense of curiosity about
the natural world around them can promote a lifelong interest in it. Scientific learning should not be limited to a particular “science time.”
Early childhood teachers should look for opportunities to develop children’s understanding of scientific concepts in all content areas. To do
so, children need to observe things first-hand as much as possible. The younger the children, the simpler and more concrete the activities
need to be. Classrooms need to have scientifically accurate books about animals and their environments such as field guides, as well as
fictional stories. In all activities, teachers should make sure they use, and encourage children to use, the precise language of science.

The skills and processes of inquiry and exploration are fundamental to all the sciences. At the early childhood level the processes of
experimentation may require preparation of the classroom environment, routines and materials as well as attention to how children operate
and utilize materials.

The Earth and Space Sciences describe the properties of the earth, ocean, atmosphere, and universe (what things are called; what they do;
how they look, act, and react to various stimuli). It includes geology and astronomy.
■ Geology deals with the formation of the earth, its layers, forms and substances. Although young children can observe, discuss, and
visit features of the earth such as mountains, lakes, beaches, oceans, rocks, and fossils, their concepts are limited to those things they
experience repeatedly.
■ Astronomy deals with the universe beyond the earth’s atmosphere. Children can observe the cycle of day and night, the movement of
the sun, the waxing and waning of the moon, and the stars in the sky.

The Physical Sciences investigate natural forces and the basic elements in natural substances.
■ Physics is the study of matter, energy, motion and force. It deals with speed, leverage, balance, gravity, and mechanical systems.
Young children can grasp these concepts through exploratory play — they drop a toy and watch it fall to the floor; their unbalanced
tower of blocks falls over; a cork floats in the water table while a rock sinks. Many repeated experiences help children grasp that these
are predictable phenomena.
■ Chemistry deals with the composition, properties, and transformations of substances. For example, earth combined with water makes
mud; play dough disintegrates in the water table; oil separates from salad dressing; sugar dissolves in liquid; food coloring combines
with water. Through cooking, mixing, and art experiences, children can observe how chemical transformations take place through heat,
moisture, and combining substances.

The Life Sciences include the study of living things (what they are, how they survive, their life cycles, how they change). Young children need
concrete experiences that enable them to observe, categorize, compare, and contrast living things. The three major components of the life sci-
ences are biology, physiology, and ecology.
■ Biology is the study of plants, animals, their structure, origin, growth, and reproduction.
■ Physiology deals with the processes and functions of living things. Children learn about these concepts by identifying parts of their
bodies, learning about their five senses, and observing a variety of living creatures and plants.
■ Ecology deals with relationships between living things and their environment. Children can be taken on nature walks to see how living
things have adapted to different environments.

Technology/Engineering involves finding out how things are constructed and work, and thinking about what can make them work
differently/better. Science tries to understand the natural world; the goal of engineering is to solve practical problems through the development
of technologies. Technologies developed through engineering include the systems that provide our houses with water and heat; roads, bridges,
tunnels, and the cars that we drive; airplanes and spacecraft; cellular telephones; televisions and computers; many of today’s children’s toys,
and systems that create special effects in movies.

Preschool children can begin to develop concepts in engineering as they design, build, and test solutions through their play — as they
construct sand castles and build cities out of blocks. They can also begin to understand that tools help people do things better or more easily,
or do some things that could otherwise not be done at all.

19
 Science and Technology/Engineering

Inquiry Skills
Learning Guidelines Ideas for Learning Experiences
1. Ask and seek out answers to questions ■ conduct simple investigations, with guidance about what to look for or compare
about objects and events with the (e.g., a leaf hunt using samples of leaves to find others that are the same shape/color).
assistance of interested adults. ■ determine which objects sink or float in the water table (e.g., feather, cork, bottle, pencil,
pine cone, string, nail, marbles, key, soap, eraser) and what the floaters/sinkers have in
Link to Introduction, Inquiry skills
common.
■ answer “what if” type questions (e.g., what will happen if materials are mixed together?).
■ ask questions about materials and the environment (e.g., “Why is it wet?”).
■ work in small groups of 2 or 3 children on a common goal (e.g., look for a specific object
in the classroom or yard and explore it together).
2. Make predictions about changes in ■ predict “what will happen if. . .” (e.g., if play dough is left uncovered overnight; if soap is
materials or objects based on past added to the water table; if the pumpkin is left in the classroom for a month).
experience. ■ test predictions through concrete experiences to confirm or refute them (e.g., use eye
droppers to mix food colors with water or use hand egg beaters in the water table).
Link to Introduction, Inquiry skills
■ discuss reasons why predictions were correct or incorrect.
■ sort objects based on their predictions (e.g., whether they will sink or float or stick to
the magnet).
3. Identify and use simple tools appropri- ■ use hand lenses of varying power to examine shells, leaves, rocks, and describe details
ately to extend observations. observed.
■ use sieves of varying density in the sand table to compare which catches the most debris
Link to Introduction, Inquiry skills
and which sifts faster.
■ experiment with balance scales using a variety of objects.
■ use water wheels, funnels, and tubes in the water table or a hand beater to whip
up bubbles.
■ use eye droppers to add food color to water and mix colors.
■ use woodworking tools (e.g., hammer/nails, hand drill/wood, screwdriver/screws, wire
cutter/wire of assorted sizes, pliers).
■ use a simple microscope to closely examine common materials (e.g., feathers, fabric
scraps, shells, rocks).
■ create a picture dictionary with the names/functions of various tools.
Note: Safety precautions should always be in place and reviewed with children when
using potentially dangerous tools.
4. Record observations and share ideas ■ create representations to illustrate what they learned about materials or the environment
through simple forms of representation (e.g., create a collage, construction or mural showing which objects floated and which
such as drawings. sank).
■ help create charts to describe collections of materials (e.g., leaves from various trees,
Link to Introduction, Inquiry skills
beach rocks) in terms of color, shape, size.
■ draw their own interpretations of materials observed (e.g., the details in a shell or flower).

20
 Science and Technology/Engineering

Earth and Space Sciences

Learning Guidelines Ideas for Learning Experiences

5. Compare and contrast natural materials ■ fill the sand table with earth from the garden, then use magnifying glasses to examine
such as water, rocks, soil, and living and compare various samples.
organisms using descriptive language. ■ dig in soil to discover layers of the earth.
Link to Earth’s Materials 1.1 ■ explore the properties of water in its natural state as found in the daily environment
(e.g., puddles, nearby streams or ponds).
■ make wet sand constructions or mud pies.
■ examine and compare rocks (e.g., compare colors of rocks; smoothness of beach rocks
vs. rocks found in the forest or yard; discuss reasons for differences).
■ look for living organisms (e.g., insects, plants, animals) in their natural environment.
6. Explore and discuss what air is or does ■ blow bubbles.
(air takes up space inside bubbles and ■ use a hand pump to inflate a ball or tire.
beach balls; air can move things; air can
support things such as parachutes ■ explore parachute activities (or make an inexpensive variation from an old sheet).
and kites). ■ try to move objects of varying weights (e.g., feather, paper, rock) by blowing on them.

Link to Earth’s Materials 1.2 ■ construct pinwheels, miniature kites, sailboats.

■ make miniature parachutes out of small squares of cloth.
■ observe air escaping from an empty plastic bottle placed under water or a beach ball
deflating under water.
■ feel air blown through a straw.
■ experiment with air blown through tubes into water.
■ make blow paintings.
■ blow up a paper bag on which a book is set and watch the book rise.
7. Identify the characteristics of ■ walk in the rain, wind, snow, and fog, and use all the senses to describe sensations.
local weather based on first-hand ■ observe characteristics of clouds and make representations using finger paint, easel
observations.
paints, shaving foam, whipped soap flakes.
Link to Weather 1.3 ■ record observations about weather (e.g., create charts to show the number of snowy,
sunny, cloudy days; amount of snow).
■ listen to non-fiction books and scientifically accurate fictional stories related to weather.
8. Explore sunlight and shadows and ■ place objects on blueprint paper and expose them to the sunlight.
describe the effects of the sun ■ observe colors created by sunlight through a prism hung in the window.
or sunlight.
■ listen to age appropriate, scientifically accurate stories related to sunlight and shadows
Link to the Sun as a Source of Light (e.g., Bear Shadow by Frank Asch about a bear that tries to get rid of its shadow).
and Heat 1.4 ■ experiment with ways to “lose” their shadows or change the shape of their shadows.
■ observe what happens to shadows by moving in various positions.
■ trace the outline of their shadows at different times of the day and observe changes.
9. Observe and describe or represent sci- ■ represent their observations of day and night through drawings, paintings, collage.
entific phenomena meaningful to chil- ■ sort familiar objects according to day/night (e.g., do you wear pajamas at night or in the
dren’s lives that have a repeating pat- daytime?)
tern (e.g., day and night).
■ observe and identify the differences between night and day based on what children see
Link to Periodic Phenomena 1.5 in the sky.
■ listen to and retell stories about night and day and things in the sky (e.g., In the Night Sky,
Happy Birthday Moon, Good Night Moon; Papa Please Get the Moon for Me).

21
 Science and Technology/Engineering

Life Sciences

Learning Guidelines Ideas for Learning Experiences

10. Observe and identify the characteris- ■ observe and care for plants and small animals in the classroom (e.g., fish, guinea pig,
tics and needs of living things: salamander) to learn that living things grow, reproduce, and need food, air, and water.
humans, animals, and plants. ■ observe living creatures in their natural environment (e.g., ants, spiders, insects, worms,
snails, birds) to learn about their habits.
Link to Characteristics of Living ■ describe or represent first-hand observations about the characteristics, behavior, and
Things 2.1 growth of plants and animals (e.g., what happens when a plant dries out? How do
fish/animals eat, move, behave, and grow? What detailed characteristic of a flowering
plant do they observe?).
■ visit an orchard at different seasons.
■ visit a farm and help feed the animals.
■ observe plants in various stages of growth (lima beans, when carefully opened, often
show a tiny root and stem).
Note: Children’s allergies need to be taken into account before introducing animals
into the classroom or on a field trip.
11. Investigate, describe, and compare the ■ observe and investigate the characteristics of living things such as plants, insects, birds,
characteristics that differentiate living fish, amphibians, mammals in children’s immediate environment (e.g., they breathe, move,
from non-living things. grow).
■ catch insects and place them in bug catchers, then using a magnifying glass to
Link to Characteristics of Living
observe them.
Things 2.2
■ take walking trips to look for birds/animals/plants (preschool children need to focus on
a single category at a time).
■ classify living things children know on the basis of similarity in appearance and behavior.
■ examine various kinds of plants and flowers and observing how their parts are the same
or different.
12. Observe and describe plants, insects, ■ monitor the life cycles (growth, development, reproduction, death) of plants and living
and animals as they go through pre- creatures (e.g., insects, small animals, tadpoles, a butterfly garden).
dictable life cycles. ■ share photographs of themselves when they were babies and observe ways they have
grown and changed.
Link to Characteristics of Living
Things 2.3 ■ listen to age-appropriate fiction and non-fiction books that relate to life cycles.
■ make a seed book with a picture of a plant on each page along with its distinguishing
feature (flower, leaf, fruit or seed pod), and the actual seed encased in plastic.
■ place pictures of the life cycle stages of an insect or animal in sequence.
■ observe and describe the structures that plants and animals have for survival.
13. Observe and describe ways in which ■ observe offspring of various kinds of animals (first-hand if possible, otherwise photo-
many plants and animals closely graphs or films of real animal babies/parents) and discuss how they are like or different
resemble their parents in observed from their parents.
appearance. ■ observe similarities and variations among individuals of the same species of plants/living
creatures (e.g., are all the worms or caterpillars exactly alike? How are they different?).
Link to Heredity 2.4
■ look for similarities and differences among groups of creatures (e.g., fin, fur, feathers,
number of legs).
14. Describe or represent living things ■ discuss things children have seen or heard related to fossils (e.g., a trip to a museum)
that inhabited the earth years ago, as when these concepts are meaningful to children’s interest/experience.
children express interest. ■ listen to age-appropriate stories about prehistoric creatures such as dinosaurs.
Link to Evolution and Biodiversity 2.5

22
 Science and Technology/Engineering

Living Things & Their Environment

Learning Guidelines Ideas for Learning Experiences

15. Use their senses of sight, hearing, ■ identify familiar materials inside sealed “smelling jars” with holes punched in the lids
touch, smell, and taste to explore their (e.g., orange rind, chocolate, grape juice, peppermint).
environment using sensory vocabulary. ■ match sounds from pairs of sealed “listening jars” filled with paper clips, rice,
metal nuts, gravel.
Link to The Senses 2.6
■ use a “feely box” to identify objects or match textures by touching without looking.
■ listen to age-appropriate books related to the senses such as My Five Senses by Aliki.
■ play with, describe, and compare materials such as various textures of fabrics,
wallpapers.
■ play in a sensory table filled with various materials (e.g., sand, water, snow, ice, mud,
“oobleck”).
■ fingerpaint or paint with shaving cream or liquid starch.
■ stimulate the sense of touch by clicking fingers, tapping, slapping, stroking; touching
textures in the environment (e.g., bricks, walls, gates, leaves, feathers, pets, furniture,
fabric, toys).
Note: Teach children how to “sniff” safely by holding the container away from the face
and bringing the hand toward the nose over the container.
16. Observe and describe seasonal ■ observe and document seasonal changes throughout the year in a neighborhood tree, or
changes in plants, animals and their in birds or animals (e.g., watch birds as they come to the bird feeder in winter, or in the
personal lives. spring as they collect nesting materials; or watch squirrels collect nuts in autumn).
■ follow a consistent route for nature walks in various seasons and collect evidence of
Link to Living Things and Their
seasonal changes (e.g., specimens of leaves, flowers, grass).
Environment 2.7
■ discuss how seasons affect children’s daily lives (e.g., clothes they wear or activities
they participate in during the winter/summer).
■ dress up in a variety of seasonal clothing in the dramatic play area.
17. Observe and describe how natural ■ visit locally accessible forests, ponds, seashores or nature museums to observe the
habitats provide for the basic needs of characteristics that help birds and animals thrive in their natural habitat (e.g., claws for
plants and animals with respect to climbing and digging, fins or webbed feet for swimming; wings for flying, spines for
shelter, food, water, air, and light. protection).
■ create a habitat for children to observe creatures in their natural environment (e.g., fish
Link to Living Things and Their
in the aquarium, a worm or butterfly house indoors; ant farm; terrarium for snails/hermit
Environment 2.8
crab; a bird or butterfly garden outdoors).
■ listen to fiction and non-fiction books that describe various habitats (e.g., fish live in
water; birds nest in trees).
■ match pictures/models of animals with their habitat.

23
 Science and Technology/Engineering

The Physical Sciences

Learning Guidelines Ideas for Learning Experiences

18. Manipulate a wide variety of familiar ■ describe the attributes of common objects (e.g., size, shape, color, weight, texture).
and unfamiliar objects to observe, ■ sort, group, or classify objects in meaningful ways based on one or more properties.
describe, and compare their properties
using appropriate language. ■ match familiar objects to their outlines or make crayon rubbings and identify them.
■ make a “big book” about shapes and textures using materials such as feathers, metallic
Link to Observable Properties of paper, leather.
Objects 3.1
■ observe differences when painting using various tools (e.g., rollers, sponges, feathers) or
surfaces (e.g., foil, freezer paper, sandpaper, three-dimensional objects).
■ examine/compare the texture of materials during cooking projects (e.g., salt, flour, sugar).
19. Explore, describe, and compare the ■ manipulate and describe materials such as water, sand, clay, play dough.
properties of liquids and solids found ■ explore ways materials can be changed by freezing/melting; dissolving (e.g., sugar
in children’s daily environment.
crystals or gelatin in water); combining materials (e.g., earth + water = mud); physical
force (e.g., pushing, pulling, pounding, stretching materials such as play dough or clay).
Link to States of Matter 3.2
■ experiment with “magic mixtures” of common materials (e.g., flour, baking soda, corn-
starch, water, salt, vinegar, food color), observe the results, then describe their
experiments to others.
20. Investigate and describe or demon- ■ describe or demonstrate the various ways objects can move, such as straight line, zigzag,
strate various ways that objects can back and forth, round and round, fast and slow.
move. ■ use body movement to explore and label various positions/motions by (e.g., dancing,
creative movement, and playground activities).
Link to Position and Motion of
Objects 3.3 ■ manipulate, observe, compare, and describe the behavior of various objects on different
surfaces or inclines (e.g., rolling objects such as small cars down ramps covered with
different materials).
■ respond to oral and visual cues (e.g., move your arms back and forth, slowly/quickly).
21. Explore and describe various actions ■ try different ways of moving various kinds of objects such as cotton balls, corks, feathers,
that can change an object’s motion and scarves.
such as pulling, pushing, twisting, ■ experiment with moving a variety of objects such as rolling toy vehicles, or spinning tops
rolling, and throwing.
on different surfaces and inclines.
Link to Position and Motion of ■ respond to verbal prompts related to movement of objects (e.g., roll the ball, twist the lid).
Objects 3.4

22. Experiment with a variety of objects to ■ play with various kinds of blocks (e.g., foam, cardboard, wood, hollow, waffle blocks,
determine when the objects can stand building panels) to make constructions of various sizes.
and ways that objects can be bal- ■ use a simple balance scale.
anced.
■ use body movement to explore balance (e.g., using a balance beam or board).
Link to Position and Motion of ■ manipulate various kinds of concrete objects while observing how they balance and how
Objects 3.5
changes in position or weight will impact balance.
■ explain or demonstrate ways objects can/cannot stand or balance.

24
 Science and Technology/Engineering

Technology & Engineering

Learning Guidelines Ideas for Learning Experiences

23. Explore and describe a wide variety of ■ feel and use a variety of natural (e.g., wood, cotton, fur, wool, stone, leather) and
natural and man-made materials human-made materials (e.g., plastic, styrofoam, paper) to learn their characteristics
through sensory experiences. and capabilities.
■ talk about which materials are natural and which are human made.
Link to Safe and Proper Use of
Materials and Tools 1.1, 1.2 ■ construct structures with various materials to determine which do/don’t work to achieve
the desired purpose (e.g., glue, tape; paper, cardboard, foam, plastic, wood; straws,
spools).
■ express hypotheses about why certain materials are/are not appropriate for making
various objects (e.g., “What is the table made of? Why is it made of wood and not
styrofoam?”).
24. Demonstrate and explain the safe and ■ invent and construct simple objects or structures using common tools and materials in
proper use of tools and materials. a safe manner (e.g., wood, glue, scissors, rulers, pencils, sandpaper, hammer, etc.).
■ describe or demonstrate the reasons for wearing goggles or rules for safe use of tools
Link to Safe and Proper Use of Tools
or materials.
and Materials standard 1.3
25. Explore and identify simple machines ■ play with ramps and vehicles in the block area; pulleys in the sand table.
such as ramps, gears, wheels, pulleys, ■ play with manipulative toys that use gears.
and levers through play experiences.
■ construct something that meets their needs (e.g., use building panels to construct a fort
Link to Design 2.1 to sit in; a parking garage for vehicles out of blocks).
■ examine a common machine (e.g., hand food grinder) and discuss what it does and how
it works.
■ find examples of simple machines such as ramps, wheels, gears, pulleys, and levers in
the environment.
26. Observe and describe ways that ■ observe the ways animals use parts of their bodies compared to humans (e.g., some birds
animals, birds, and insects use various have a hooked bill that they use to open seeds; a person might use a nutcracker to
parts of their bodies to accomplish accomplish a similar task; an animal might tear food apart with its teeth; a person would
certain tasks and compare them to use a knife and fork).
ways people would accomplish a ■ act out animal behaviors (e.g., the way a bird or squirrel eats nuts/seeds; the way a dog
similar task.
laps water).
Link to Framework: Engineering
Design 2.2

25
26
Guiding Preschool Learning in History and Social Science
At the early childhood level, learning in history and social science is built on children’s experiences in their families, school, community, state,
and country. Preschoolers can explore beginning concepts of history and social sciences with questions that are important to their lives such
as “Who are the members of my family?” “Where do we live? Who are our neighbors?” Teachers should be alert to and ready to build on chil-
dren’s immediate interests. Meaningful topics around social studies often emerge spontaneously out of children’s play and conversations, and
teachers can provide materials and resources to help children further explore their interests or questions.

One purpose of the preschool curriculum is to help children to acquire the knowledge, skills, and attitudes needed in community life, as they
learn to cooperate, share, and respect the rules of their classroom. They can also learn about the basis for a democratic society when they
participate in simple decision-making for the group.

A second purpose of the preschool curriculum is to begin the development of their civic identity. Children listen to stories about the people
and events we celebrate in our national holidays and learn why we celebrate them. They also become familiar with our national symbols.
Even before they can read, young children can be exposed to maps and globes, pictures of the President, and the American flag. Holidays
should be presented in ways that are meaningful to three- and four-year olds. Holiday celebrations should be reserved to a day or two before,
and after the actual date, unless the holiday is tied into a more complex theme or project.

Learning Guidelines Ideas for Learning Experiences

1. Discuss and identify the order of daily ■ describe what comes first, next, and last in meaningful contexts such as daily routines
routines. (e.g., “First we wash our hands; then we sit down; then we open our snacks.” “First
we have circle; then choice time; then snacks.”).
Link to Skills & Concepts 1 ■ use photographs as sequencing cards to describe children’s own daily routines and
events such as field trips (describing what came first, next, last).
■ arrange illustrations from familiar stories in order of occurrence.
2. Discuss and use vocabulary related to ■ create timelines to represent events in meaningful experiences using words related
time in relevant activities. to time (e.g., now, long ago, before, after, morning, afternoon, night, today, tomorrow,
yesterday, last or next week, month, year) along with drawings, photographs or objects.
Link to Skills & Concepts 2 and Learning ■ count down days to an event with concrete materials such as removing a link on a
Standard 2
paper chain.
■ develop a sense of personal history by examining evidence of change over time (e.g.,
photographs of themselves; toys, articles of clothing), arranging them chronologically
and describing their growth, development, and preferences.
■ look at photographs of their parents and grandparents as children.
■ listen to age-appropriate stories about things that happened a long time ago.
■ measure time in visual or auditory ways (e.g., setting a timer, using an hourglass) for daily
routines such as cleaning up, transitions.
■ listen to age-appropriate books about the passage of time, morning and night.
■ observe and document changes that take place over time in their immediate environment.

27
 History and Social Science

Learning Guidelines Ideas for Learning Experiences

3. Identify and describe cause and effect ■ relate cause and effect to meaningful personal experience (e.g., explaining what
as they relate to personal experiences provoked/motivated an event in the classroom or playground).
and age-appropriate stories. ■ extract cause and effect from stories read aloud (e.g., explaining reasons why events
occurred in stories read aloud, or why characters felt the way they did).
Link to Skills & Concepts 3
■ describe how personal experiences/events might have had different outcomes through
dramatization, puppetry, representations.
■ listen to age-appropriate stories that describe the consequences of choices by the
characters (happy, unhappy, unexpected) and talk about or dramatize how outcomes
might have been different.
■ predict a range of possible outcomes to real events or those in stories based on changes
in conditions/decisions (“what might happen if…?”).
4. Engage in activities that build under- ■ take walking trips around the neighborhood, making note of geographic features,
standing of words for location and landmarks.
direction. ■ listen to and use locational terms in body movement activities (e.g., up, down, near, far,
left, right, straight, back, behind, in front of, beside, above, below, between).
Link to Skills & Concepts 4 and Learning
Standards 3 & 4 ■ participate in a variety of experiences that build/reinforce concepts related to directional-
ity (e.g., manipulating blocks/vehicles on a “road rug” or class-made map; moving their
bodies through obstacle courses).
■ talk about and dramatize ways they travel from one place to another (e.g., a bus, car,
train, or plane trip with road maps, photographs or brochures of places to visit, souvenirs).
■ talk about important personal information such as street address, town, state, and
country where they live.
5. Construct and describe simple maps of ■ create representations of their classroom, school building, playground, neighborhood,
their immediate neighborhood. home (e.g., simple maps, three-dimensional models, photographic displays, chalk draw-
ings on the playground, block buildings).
Link to Skills & Concepts 5 and Learning ■ describe features of familiar places (buildings, stores, places of business) shown in
Standard 4
children’s representations.
■ use toy vehicles to follow their own maps and describe the features (e.g., “Can you drive
to the post office? The fruit stand? What do you see along the way?”).
■ identify common signs and symbols (e.g., traffic signs, street signs. traffic lights, street
and highway markers) and discuss their purpose.
6. Discuss examples of rules, fairness, ■ talk about why we need classroom and playground rules.
personal responsibilities, and authority ■ take part in developing group goals and rules (e.g., how they will get ready for a walking
in their own experiences and in stories field trip, what needs to happen at clean-up time).
read to them.
■ talk about the consequences of negative behavior.
Link to Skills & Concepts 6 ■ discuss why there may be different rules in different places (e.g., school rules may be
different from rules at home).
■ discuss who are appropriate authority figures in various settings.
■ assume responsibility, choice, and leadership in age-appropriate ways (e.g., self-help
skills, classroom duties).
■ discuss what could happen when children are not considerate of one another when such
situations arise.

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 History and Social Science

Learning Guidelines Ideas for Learning Experiences

7. Talk about the qualities we value in ■ listen to and discuss age appropriate stories with characters that make a difference
a person’s character such as honesty, to others, or situations in which characters take care of each other.
courage, courtesy, willingness to work ■ discuss alternative outcomes of stories if the characters had different traits (e.g.,
hard, kindness, fairness, trustworthi-
honesty/dishonesty).
ness, self-discipline, loyalty, and
personal responsibility. ■ identify positive characteristics observed in classmates’ behaviors in daily routines.
■ engage in dramatic play to act out their ideas, understandings, and personal experiences
Link to Learning Standard 5, also related to human character and relationships.
Health 9.2
8. Discuss classroom responsibilities ■ take responsibility for simple classroom tasks such as watering plants, setting tables,
in daily activities. feeding fish etc.
■ listen to age-appropriate stories that illustrate shared responsibility.
Link to Learning Standard 6, also
Health 5.3, 5.4 ■ take responsibility for cleaning up after their own activities.

9. Discuss roles and responsibilities ■ talk about and dramatize roles of family members (e.g., create a chart listing each child’s
of family or community members family members, and the jobs each person does such as shopping, cooking, cleaning,
who promote the welfare and safety reading bedtime stories, washing clothes, taking out the trash, mowing the lawn, etc.).
of children and adults. ■ visit or be visited by community helpers such as police officers, firefighters, doctors,
dentists, etc.
Link to Learning Standard 6
■ set up dramatic play area with uniforms and accessories (e.g., hats, lunch boxes, brief
cases, boots, tool kits) that promote community roles such as firefighter, postal worker,
librarian.
■ contribute to class-made books or lists of facts about various community roles and
responsibilities.
10. Observe and discuss the various kinds ■ visit or invite visitors to talk about various kinds of work people do, including the work
of work people do outside and inside they do at home (e.g., family members, and local employers).
their homes. ■ visit various places of work in the local community to learn the names of various jobs
and observe first-hand the kinds of work people do.
Link to Skills and Concepts 7,
Learning Standard 8 ■ listen to age appropriate stories about different kinds of jobs and what is required to
perform them.
11. Observe, discuss, and dramatize basic ■ make purchases at a store (e.g., foods for a cooking project; paper goods for snacks).
economic concepts such as buying ■ take neighborhood trips to learn about local jobs and products (e.g., compare bread from
and selling, producing, and consuming. a local baker with bread from the supermarket; link with stories such as Bread, Bread,
Bread).
Link to Skills and Concepts 8, and
Learning Standard 10 ■ create/dramatize roles that include money, buying and selling (e.g., set up a store,
restaurant, doctor’s office, hair salon with accessories such as play money, cash register,
order/receipt book; forms; old checkbooks/credit cards, telephones).
■ give examples of how family members, friends, or acquaintances use money directly
or indirectly (e.g., credit card or check) to acquire things they need/want.
■ listen to age-appropriate stories that relate to economic concepts (e.g., Jack & the
Beanstalk; Uh-Oh It’s Mama’s Birthday; A Chair for My Mother; Epomynandes).
■ talk about what people do with the money they earn from working.
■ conserve materials and goods in meaningful ways (e.g., save paper scraps to use in
new projects; use collections of recycled materials for collage and construction).

29
 History and Social Science

Learning Guidelines Ideas for Learning Experiences

12. Observe some U.S. national ■ listen to age-appropriate stories about national figures and holidays.
holidays and discuss how and ■ participate in developmentally appropriate and meaningful events and activities related to
why we celebrate them.
national holidays such as Columbus Day, Thanksgiving, Martin Luther King, Jr. Day,
Presidents’ Day, and Independence Day.
Link to Learning Standard 1

13. Observe or listen to important ■ play games that build recognition of colors and shapes in the flag.
American symbols including the ■ discuss appropriate ways to use and care for the American flag (e.g., invite a Boy/Girl
American flag and its colors and
Scout troop to demonstrate proper care of the flag).
shapes; the melody of the national
anthem; the picture and name of the ■ sing songs about the flag; march while holding the flag.
current President, and the words of ■ use red, white and blue paint or crayons to make representations of the American flag.
the Pledge of Allegiance.
■ listen to the Pledge of Allegiance recited by staff and adults.
Link to Learning Standard 7 ■ see photographs and listen to the name of the President of the United States.

30
Guiding Preschool Learning in Health Education
In the preschool years, brain and body development are critically linked. It is through physical activity and body movement that the brain
internalizes the foundations of laterality (left, right), directionality (up, down, in, out), and position in space (over, under, behind). These concepts
are critical to mathematical thinking as well as to beginning reading and writing. They lay the basis for the child to “see” how letters are
formed and put together in patterns called words, and to translate this understanding into symbols on paper in the form of writing. Children
should be encouraged to engage routinely in block building, or other spatial and manipulative activities, as well as in music, art, dramatic play,
and language activities, in order to stimulate both sides of the brain.

At the preschool level, there should be strong emphasis on both gross and fine motor development activities. Developing the large
muscles will give support to the small muscles in the hands and fingers. Outdoor play should be an integral part of the daily curriculum, all
year and in all seasons, and should be viewed as an opportunity for learning. Activities that promote sound physical development help children
develop both skills and confidence in using their bodies and the equipment they play with.

Socially, preschool children are moving into a wider circle of relationships with peers and with adults other than family members. Many
children need to learn how to play in a group setting. Three-year-olds are egocentric and have a hard time waiting for a turn. Four year olds
who have had some experience in groups may be aware of group expectations but still need to be reminded of rules and routines. Preschool
children need guidance to develop the ability to share, take turns, lead, follow, and be a friend.

Emotionally, the young child’s growing independence involves taking gradual steps away from the security of an adult’s presence and
protection and fulfilling the drive toward separateness and individuality. Preschoolers’ drive for independence needs to be supported by adults
who set reasonable limits for them and give them security. The foundations for children’s confidence in themselves, their relationships with
other children, as well as their trust in the adults who teach and care for them, are influenced, if not established, in early childhood. Children
need to feel safe in order to feel free to explore, and they need meaningful feedback from significant adults who delight in their successes and
reassure them in their failures. As they begin to exercise independence, it is important to allow children sufficient time to work on tasks until
they are satisfied with the results. These guidelines will help preschool teachers address these needs.

Note: The guidelines for physical development, neurosensory development, social/emotional development, and health education do not align
directly with the Health Framework or reflect its sections. Some guidelines have been added or expanded for social/emotional development,
gross/fine motor development, and neurosensory development because of their particular significance at the preschool level. Others have been
incorporated into other content areas (e.g., the Arts or History and Social Science) in an effort to reduce repetition.

Physical Development

Learning Guidelines Ideas for Learning Experiences

1. Listen to and use appropriate language ■ play games and respond to recordings that ask children to identify and move various
describing the names and functions of parts of the body (e.g., touch your nose, wiggle your arm, tap your foot).
parts of the human body. ■ make representations such as drawings, paintings, collages about parts of the body.
Link to Growth and Development 1.1, 1.2 ■ create life-size drawings of their own bodies and label various parts.
■ examine a model of a skeleton or compare the skeletons of different creatures
(e.g., “fingers” of a bat, a human, a horse etc.).
■ listen to age-appropriate books that use the scientific names of some parts of the body
and various body systems.

31
 Health Education

Physical Development

Learning Guidelines Ideas for Learning Experiences

2. Build body awareness, strength, ■ use various locomotor skills (walking, running, galloping) to move from one place to
and coordination through locomotion another (e.g., across the mat; across the playground).
activities.
■ balance like a flamingo or crane standing on one leg.
Link to Growth and Development 1.1, 1.2 ■ jump in a series of “baby”, “giant”, “elephant” steps or frog hops; pretend to be various
jumping creatures (rabbit, kangaroo, frog, grasshopper); jump to music or the beat of a
tambourine; jump along footprints cut out of contact paper.
■ hop on one leg then the other, or move forward with their hops.
■ combine large muscle movements with equipment (e.g., riding a tricycle, using a slide or
swings).
■ respond to movement challenges (e.g., move across the mat backwards, then find 5 or 6
different way to move across it; walk around holding a beanbag on their head, shoulder,
elbow).
■ engage in activities that involve rocking, swinging, rolling, spinning, jumping, being turned
upside-down (research indicates that such stimulation is critical to attention, memory,
and sensory development).
3. Discuss various aids and accommoda- ■ talk about various aids and accommodations used by people with disabilities and what
tions used by people for the activities of they help them do (e.g., braces, ramps, wheelchairs, crutches, and walkers).
daily life. ■ listen to age-appropriate stories about people with disabilities.
Link to Growth and Development 1.3 ■ tour the building, locating handicap accessible doorways and other accommodations.
■ role play some conditions that require aids and accommodations and discover the
difference in using materials and equipment.
■ play with dolls with physical representations of disabilities.
4. Build awareness of directionality and ■ play games such as “follow the leader” and “Simon says” responding to directional and
position in space. positional words (up, down, over, under, top, bottom, outside, behind).
■ maneuver through obstacle courses (e.g., go up the steps, slide down the slide, go
Link to Physical Activity and Fitness 2.2
around the cube, through the tunnel).
■ move and place objects in various positions (e.g., “put the ball beside the box; over your
head; under your legs”).
■ move their bodies at various levels (high/low) and pathways (straight, curve, zigzag), for
example, stand and walk on a balance board or beam, or walk along a zigzag or curved
chalk line outdoors.
■ throw and catch objects (catching is more difficult) such as beanbags, rings, balls of
yarn, sponge balls of varying size); aim at a target (basket, hoop, carton).
5. Use both sides of the body to strengthen ■ jump with both feet over a line or over a “river” created with two pieces of masking tape
bilateral coordination. (the obstacle can be made progressively wider as children gain skill.
■ jump over a block or other raised object.
Link to Physical Activity and Fitness 2.1
■ lift objects with both hands.
■ push a wheelbarrow or doll buggy with both arms.
■ use both arms simultaneously to draw big circles on a blackboard.
■ carry things with both arms (e.g., a tray full of paper cups, an armful of leaves).

32
 Health Education

Learning Guidelines Ideas for Learning Experiences

6. Alternate the left and right sides of the ■ walk, run, crawl and creep (e.g., pretend to be worms, snakes, lizards, beetles,
body and cross the midline of the body. caterpillars or alligators from familiar stories; crawl to the beat of music).
■ climb steps, low ladders, cargo nets, and climbers using alternating movements of legs
Link to Physical Activity and Fitness 2.1
and arms.
■ progress along an overhead ladder or pedal a tricycle.
■ bounce a ball with each hand or transfer objects from one hand to the other repeatedly
(e.g., a ball or beanbag).
■ use sweeping motions that extend from one shoulder to the other (e.g., paint at an easel,
draw on a large chalkboard).
■ follow a path of criss-cross footprint patterns.
■ transfer objects between two containers placed at opposite sides of the body.
7. Build upper body strength and stability ■ use materials on vertical surfaces (e.g., easels, chalkboards, Lite Brite®).
to gain controlled movement of ■ pour water, sand, etc. from a plastic milk jug, pitcher or watering can into several smaller
shoulders.
containers (within child’s strength limitation).
Link to Physical Activity and Fitness 2.1 ■ carry objects at arm’s length (e.g., a marble or potato in a spoon); carry objects such
as large, hollow blocks.
■ sit, kneel, or lie on a scooter boards (a 12” board with casters), and propel it using arms
or legs, holding head and upper body erect (this encourages upper body strength).
■ hang with both arms, lifting feet off the ground (e.g. holding onto a trapeze bar, monkey
swing, tire swing, or “Tarzan” rope; using an overhead ladder).
■ push objects in a wheelbarrow.
8. Strengthen hand grasp and flexibility ■ use a hand hole punch on materials of increasing thickness to punch as many holes
as they are able; try to constantly better their own record. Move to heavier weight paper
Link to Physical Activity and as strength increases.
Fitness 2.1 ■ manipulate modeling materials of varying consistency (e.g., play dough, clay, plasticine®
or Theraplast®).
■ squeeze squirt bottles, turkey basters, or syringes in the water table or use them to
fill small containers.
■ use a plant sprayer to spray plants or mix water with food coloring to spray snow.
■ pinch clothespins and bulldog clips of various strengths around a paper plate.
■ use a garlic press to force play dough through the grate.
■ play with a variety of manipulative toys (e.g., Tinkertoys®, Legos®, Bristle Blocks®,
pop beads).
9. Use thumb/forefinger in pincer grasp. ■ place small objects into a container one by one (e.g., cotton balls, miniature pompoms,
Cheerios®, beans, small marshmallows).
Link to Physical Activity and Fitness 2.1 ■ use tweezers, strawberry hullers to pick up objects.
■ place small pegs in a pegboard.
■ create designs with stickers, Colorforms®
■ use eyedroppers to squeeze drops of colored water onto absorbent paper or coffee filters.
■ draw with small pieces of crayon or chalk.
■ roll play dough into tiny balls (peas) using only the finger tips.

33
 Health Education

Learning Guidelines Ideas for Learning Experiences

10. Use a variety of tools and materials ■ use tongs, barbecue tools to move objects from one container to another.
to build grasp-and-release skill. ■ use spring-action scissors that assist child in opening/closing.
Link to Physical Activity and Fitness 2.1 ■ use 4-hole teacher’s “helper” scissors if needed.
■ use sharp, blunt scissors with small finger holes and short blades.
■ use scissors that can be used right or left-handed.
■ use scissors that cut fancy patterns.
■ grasp scissors correctly with adult guidance (thumb and middle finger in the handles of
the scissors, and the index finger outside [under] the blades to stabilize).
■ cut materials with a range of resistance (e.g., tissue paper, wallpaper, fabric, cardboard).
■ go through a progressive series of cutting skills including unstructured snipping (e.g.,
snipping pieces of plastic straws or strips of paper); cutting within a “track,” and cutting
on a line and stopping at a marked point.
11. Build finger dexterity. ■ flip coins from “heads” to “tails.”
■ link paper clips to make necklaces.
Link to Physical Activity and Fitness 2.1
■ use dressing frames (snapping, buttoning, zipping).
■ string beads, straw segments, paper clips, Cheerios®.
■ manipulate keys in locks of varying sizes.
■ use one finger at a time in fingerplays (e.g., Where is Thumbkin?).
■ create puppet shows with finger puppets.
■ play with a toy piano, typewriter, or computer keyboard.
■ use thumb and forefinger to spin a top.
12. Use eye-hand coordination, visual ■ play with wind-up toys.
perception and tracking, and visual ■ play with a pounding board, typewriter, or keyboard.
motor skills in play activities.
■ trace around simple stencils and templates.
Link to Physical Activity and Fitness 2.1 ■ use lacing cards or do simple weaving.
■ use pattern cards for pegs, beads or parquetry blocks.
■ play with materials that train the eye to move from left to right (e.g., a marble roll track,
use a toy car or truck to follow a road on large mural paper).
■ follow a left-right movement using an Etch-a-Sketch®; dry-erase board, sand, paints.
■ follow simple mazes using crayons or markers from a left start point to a right end point.
As skills increase, more complex mazes can weave from left to right or curve.

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 Health Education

Learning Guidelines Ideas for Learning Experiences

13. Discuss nutritious meals and snacks ■ grow vegetables in a garden.
and the difference between junk food ■ have a food-tasting party with samples of a wide variety of nutritious foods, especially
and healthy food.
those that may be unfamiliar at home, or “snacks” from other cultures.
Link to Nutrition 3.1 ■ help to prepare a variety of healthy snacks and meals, and talk about ingredients (e.g.,
apple sauce, waffles, fruit salad, sandwiches, cranberry relish, scrambled eggs,
vegetable soup).
■ create books, collages or displays with pictures of healthy/unhealthy foods, or a picture
menu of health food choices.
■ talk about the nutritional value of various foods (i.e., milk is good for strong bones and
teeth, vegetables provide vitamins, breads a cereals provide fiber) and the relationship
between a healthy diet and overall health and fitness.
■ use replicas of healthy foods in the dramatic play area with themes of cooking, grocery
store, or restaurant.
■ create a recipe book including foods made in class and favorite recipes shared by
families.
14. Practice personal hygiene and safety ■ follow consistent routines regarding washing hands and utensils before and after
measures. preparing food and eating.
■ talk about health and safety rules regarding food preparation and eating (e.g., not sharing
Link to Nutrition 3.2, 3.6, 3.7
food or utensils; not sneezing/coughing near food).
■ learn how to use cutting tools safely.
■ help to clean surfaces before and after eating with appropriate cleaning solutions.
15. Discuss gender and growth in age- ■ talk about young animals and humans in age-appropriate terms (e.g., babies, puppies,
appropriate ways. kittens, etc.) and note that we all start out as babies.
■ talk about the differences between boys and girls, boys/men, girls/women as questions
Link to Reproduction &
arise.
Sexuality 4.2, 4.3
■ talk about the constancy of gender throughout life (e.g., boys grow up to be men, girls to
be women; girls will be the mommies, boys will be the daddies).

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 Health Education

Social & Emotional Health

Learning Guidelines Ideas for Learning Experiences

16. Recognize and describe or represent ■ listen to/discuss books about emotions and respond to situations in stories in that evoke
emotions such as happiness, surprise, emotions (e.g., “How is he feeling?”)
anger, fear, sadness. ■ identify emotions in photographs of children and adults.
Link to Feelings and Emotions 5.1, 5.3 ■ reflect on personal experiences that evoked strong emotions.
■ talk about ways to express emotions without harming themselves, others, or property
(e.g., dancing or exercising until out of breath; using pounding toys; manipulating play
dough, talking to an adult).
■ create drawings, paintings, collage, a class book about emotions.
■ use stories, fingerplays, and songs to illustrate emotions (e.g., sing “If you’re happy and
you know it” including “angry, scared, sad,” suggesting gestures/expressions to illustrate
feelings).
■ act out powerful emotions (fear, anger) through dramatic play.
17. Talk about ways to solve or prevent ■ use a variety of methods (e.g., dramatization, painting, collage, and narrative) to represent
problems and discuss situations that solutions to everyday problems (“What could you do if...?”).
illustrate that actions have ■ listen to stories that illustrate negotiation and conflict resolution strategies (e.g., Best
consequences.
Friends Think Alike by Lynn Reiser; Hot Hippo by Mwenye Hadithi).
Link to Decision Making 5.2, 5.5 ■ retell stories of how they successfully solved a problem.
■ predict possible consequences of their own actions or decisions in everyday situations or
the actions/decisions of characters in stories.
■ talk about things they have seen that scare them (e.g., danger, conflict, or violence in the
home, school, or community) and where they can go for assistance (e.g., counselors,
neighbors, law enforcement, clergy, and members of faith-based groups.
18. Talk about how people can be help- ■ listen to age appropriate stories about relationships, helpful/hurtful words or actions.
ful/hurtful to one another. ■ talk about personal experiences of when someone has been either helpful or hurtful.
Link Violence Prevention 11.1 ■ act out what can be done if someone hurts your feelings.
■ predict what might happen next in various situations.
19. Practice independence and self-help ■ take care of their own needs with the support of adults (e.g., wash hands independently
skills. at accessible sinks; handle toileting; dress/undress themselves; hang up clothing).
■ serve themselves snacks and meals (e.g., count out certain number of crackers; pour
Link to Identity 5.3
liquids into cups from small lidded pitchers).
■ manipulate fasteners commonly found on clothing (e.g., buttons, snaps, zippers, laces).
20. Describe members of their family and ■ create representations of family members and their roles (e.g., family portrait, collage,
discuss what parents do for their chil- chart).
dren to keep them safe and healthy. ■ use vocabulary related to titles of various family members (e.g., aunt, uncle, sister,
brother, grandmother, grandfather, grandson, grand-daughter, cousin).
Link Functions and Purpose of Families
6.1, 6.2, 6.3, 6.4 ■ use props and costumes to act out family roles individually or in small groups in
dramatic play.
■ identify things parents do for their children in stories and personal experience.
■ listen to stories about all types of families.

36
 Health Education

Safety & Health Care

Learning Guidelines Ideas for Learning Experiences

21. Discuss strategies to prevent injury ■ listen to stories about germs and disease, immunization, preventive doctor’s visits.
and illness, control the spread of ■ create representations of germs and discuss strategies to fight them.
disease, and promote cleanliness.
■ dramatize dressing appropriately for the weather (e.g., choosing what to wear on a rainy
Link to Disease Prevention & Control day/snowy day from a box filled with various items of clothing).
8.1, 8.3 ■ talk about or invite a health care practitioner to talk about illness, and strategies/habits
for disease prevention (e.g., covering mouth/nose when sneezing and coughing,
disposing of tissues properly; taking medicines, visiting the doctor, immunizations).
■ discuss risks, consequences and prevention strategies related to health and safety (e.g.,
if you go to sleep late, you’ll be tired; if you don’t wear your coat you’ll be cold; if you run
in a crowded space you may bump into something and get hurt; using sunscreen, taking
vitamins, using rubber gloves).
■ talk about the reasons for safety rules (e.g., wearing a seat belt).
■ learn the universal symbol for poison.
22. Talk about the common symptoms of ■ listen to age-appropriate stories about illness, doctors, hospitals.
illness and injury and what they ■ dramatize experiences related to illness and health care (e.g., set up a hospital
should do when they hurt or don’t feel
or doctor’s office with props including stethoscope, forms, bandages).
well.
■ make a get-well kit or card for a sick or injured friend or relative.
Link to Signs, Causes, and ■ role play through puppets, dolls.
Treatment 8.2
23. Discuss tooth care and dental health ■ invite a dentist or dental hygienist to visit the program or visiting a dentist’s office to see
including brushing, flossing, and a demonstration of tooth brushing and tooth care.
healthy foods. ■ create a chart of foods that build healthy teeth.
Link Health Maintenance 8.4 ■ brainstorm all the ways teeth are important (e.g., appearance, chewing, talking).
■ listen to stories about teeth, losing teeth.
■ practice brushing/flossing after snack or lunch.
24. Discuss rules for safety in a variety of ■ visit or be visited by safety officials to explain safety rules in various situations.
settings including fire safety, weapons ■ share stories about when children have been hurt and what could have been done to
safety, bus safety, seat belt use, play- prevent it.
ground safety, as well as safety at
home and in the community. ■ take walking trips to observe traffic signals, signs, and safety rules for crossing streets.
■ set up streets and crosswalks in the classroom to practice safety.
Link to Safety and Injury Prevention
9.1, 9.3 ■ explore ways to reduce hazards and avoid accidents in the classroom, on the playground,
at home and in the community (e.g., shopping cart safety; Halloween safety, around
bodies of water).
■ role play safe play behavior in various situations.
■ dramatize what to do and who to go to for help in case of a fire or an accident (e.g., stop,
drop, and roll).
■ make a mural or chart of things that are and are not safe to touch.

37
 Health Education

Learning Guidelines Ideas for Learning Experiences

25. Talk and listen to stories about safe, ■ talk about “good touch/bad touch” and that some parts of their bodies are private
unsafe, and inappropriate touch and (e.g., those covered by a swimsuit).
ways to protect themselves. ■ discuss that “hands are for helping not hurting.”
Link to Self-protection standard 9.4, 9.5 ■ review strategies for protecting themselves (e.g., assertive language and behavior,
(see History & Social Science #7 for refusal skills).
link to 9.2) ■ develop a “support system” for help or information (e.g., parents, relatives, teachers,
counselors, clergy, police).
■ listen to age-appropriate stories about unsafe/inappropriate touch.
Note: Discussions should be informative but not make children overly fearful.
26. Talk about what to do when someone ■ role play how to wash hands.
gets hurt and the rules for universal ■ role play how to get help if they see or are involved in an emergency situation
precautions (do not touch body fluids;
(e.g., tell an adult; how to call 911).
wash hands after touching body
fluids). ■ visit nurse’s office for demonstration of simple first aid procedures (e.g., boo-boo bunny,
ice pack).
Link to Emergency Intervention 9.6, 9.7
27. Identify and distinguish between ■ become familiar with the poison symbol.
substances that are safe to be taken ■ talk about safety/prevention measure related to poisons.
by mouth.
■ talk about appropriate/inappropriate use of medications (e.g., show some candies that
Link to Effects on the Body 10.1 look like pills and vice-versa).
■ participate in programs such as Mr. Yuck (books, puppets, games, music, group discussion).
■ brainstorm and make a list of safe, unsafe, and questionable substances.
■ share information about substance abuse with families (e.g., young children may begin to
understand the concept of “too much” by trying to carry things that are too heavy, wear
clothes that are too big).
28. Describe the purpose of medicines and ■ talk about medicines and chemical substances that people use or abuse.
how they can be used or misused, and ■ see photographs of medicines commonly found in homes.
what to do in an emergency.
■ invite health care professionals or pharmacists to talk about safety and medicines.
Link to Effects on the Body standard ■ dramatize strategies to handle emergencies (dial 911; give name, address and telephone
10.2, 10.4 number).
Note: Many preschool children will not be able to produce all these elements of information.
29. Talk about some basic ways they can ■ discuss why we need a clean/safe environment and what they can do to make it clean.
keep their environment clean or take ■ walk around the yard/neighborhood and examine things that do /do not belong there;
care of it. identifying things that have been left by people.
Link to Ecological Health 13.1, 13.2, ■ take turns leading small groups to pick up waste paper or other things lying around and
Community & Public Health14.2 throw them away or put them in the right place.

38
Guiding Preschool Learning in the Arts
The goal of arts education for young children is to develop and sustain the natural curiosity, expressiveness, and creativity that very young
children often display. Arts education begins with a foundation that emphasizes exploration, experimentation, and engagement of the senses,
and discussion as paths to understanding. Young children use the arts to explore sensation and their understanding of real and imagined
events. They try to find out all they can about the expressive qualities inherent in different forms of communication. Through what they choose
to dramatize, sing, or paint, children let others know what is important, trivial, appealing, or frightening in their lives. Depictions of faces and
forms develop fairly predictably in young children. Although “realistic” products should not be the goal, preschool-age children can learn some
basic techniques and begin to develop aesthetic preferences.

A portfolio of children’s artwork can be started at the preschool level, to be expanded throughout the early elementary years to produce a
wealth of evidence about a child’s profile of emerging artistic preferences and strengths. The arts also often serve as a vehicle for children to
demonstrate their understanding in other content areas, and teachers should be alert to children’s artwork as potential evidence of learning in
mathematics, science, and other subject areas.

To promote challenging and stimulating art experiences, teachers should be able to say “yes” to the following four questions:
■ Are children able to experiment freely with art materials and explore what happens?
■ Will each child’s work look different from the others?
■ Is the goal of the activity the children’s enjoyment rather than a product to please adults?
■ Will the child’s effort lead to something that is satisfying to the child at his or her level of development?

Movement & Dance

Learning Guidelines Ideas for Learning Experiences

1. Explore activities and vocabulary ■ experiment with locomotor movements that move the body from one place to another
related to movement, balance, strength, including crawling, creeping, walking, running, jumping, hopping, galloping, sliding,
and flexibility. rolling, climbing).
■ try out non-locomotor movements while standing, sitting, kneeling, or lying (e.g., bending,
Link to Movement Elements &
turning, twisting, rolling, stretching, shaking, curling, swinging, rocking, swaying).
Dance Skills 1.1, 1.2
■ walk on a low balance board or a real or imaginary tightrope (e.g., a line of masking
tape, string or chalk on the floor or playground), and as skills increase try moving
sideways, backwards.
■ push, pull, or lift heavy objects or equipment (e.g., a wagon, wheelbarrow).
■ use large outdoor equipment (e.g., climb a ladder or jungle gym, hang from a trapeze).
2. Respond to a variety of musical rhythms ■ move to many different styles of instrumental music (e.g., classical, jazz, country and
through body movement. western, disco, swing, rhythm and blues).
■ play “statues” and “freeze” when the music stops.
Link to Movement Elements & Dance
Skills 1.3, Reading and Notation 2.1 ■ explore contrasts in force (hard/soft; strong/light) such as stamping, clapping, tapping
feet; moving softly “like a feather floating;” being stiff like robots or floppy like rag dolls.
3. Participate in simple sequences of ■ imitate simple (2 or 3 step) movement sequences (e.g., “tap, tap, tap your foot, clap, clap
movements and dance to various kinds clap your hands”).
of music. ■ change one part of a simple movement sequence (e.g., from tap, tap, clap to tap, tap,
stamp).
Link to Movement Elements & Dance
Skills 1.6, 1.7, 1.8, Choreography 2.2, ■ sing songs that contain sequences of body motions (e.g., Head, Shoulders, Knees
2.3, 2.4 and Toes).
■ play traditional games and dances (e.g., Loobie Loo, Hokey Pokey).

39
 The Arts

Learning Guidelines Ideas for Learning Experiences

4. Express themselves freely through ■ move to music at their own pace and style.
movement. ■ invent original ideas through dance, movement, or games such as What Can You Do
Punchinello? or challenges such as “Shake something–shake something different.”
Link to Movement Elements & Dance
Skills 1.9, Choreography 2.1, Dance ■ invent various ways to move from one point to another (e.g., across the mat or
as Expression 3.3, Performance in playground).
Dance 4.2

5. Use props to explore space and ■ use balls, hoops or beanbags to explore the concepts of over, under, around, in front of,
movement. behind.
■ use carpet squares, hoops, masking tape to limit personal space and move around
Link to Movement Elements & Dance
without touching others.
Skills 1.4, 1.5; Choreography 2.5
■ explore how far can they reach up/down, side to side, in front of and behind them. How
many ways can they move their arms in their space?
■ experiment with various ways to move scarves, streamers, or ribbons (e.g., moving them
in small/large circles, swinging, zig-zag, making various shapes in the air, etc.).
■ jump in and out of hoops; step in spaces of a ladder placed on the floor.
Note: Safety factors should always be considered in advance (e.g., beanbags should be
filled with safe items and have reinforced stitching; scarves or ribbons should be trimmed
so children won’t trip on them; hoops should be molded in one-piece).
6. Act out ways that movement and dance ■ express emotions (e.g., tapping feet or clapping hands like they’re happy, angry).
can show feelings or convey meaning. ■ act out various objects, animals, or characters in various conditions (e.g., moving like
a snake, spider, turtle, cat, elephant, frog, dinosaur, a bowl of jello; a very cold person;
Link to Dance as Expression 3.1, 3.2, 3.4, a leaf in the wind; a washing machine, an egg beater, a magical elf).
4.1; Performance in dance 4.3
■ listen or move to music that evokes emotion and talk about how it makes them feel
(e.g., The Sorceror’s Apprentice, Carmen).
7. Develop audience skills by observing ■ attend performances in settings outside the classroom (e.g., a trip to a local rehearsal
performances or artists at work in or performance, puppet shows).
various aspects of the Arts. ■ talk about, observe, and use appropriate audience behaviors (respectful watching/
listening).
Link to Critical Response in Dance 5.4,
Music 5.2, 5.5; Theatre 5.1 ■ watch the teacher or a guest dance, play an instrument, sing, demonstrate art.
■ observe artists in action by visiting studios or inviting various kinds of artists to visit the
classroom and demonstrate their work (e.g., painters, dancers, composers, singers,
sculptors, craftspeople, architects, writers, instrumentalists).

40
 The Arts

Music

Learning Guidelines Ideas for Learning Experiences

8. Sing a variety of songs within children’s ■ sing songs with clear, easy melodies.
vocal range, independently and with ■ sing fingerplays (e.g., Eensy Weensy Spider, Two Little Blackbirds, Where is Thumbkin?).
others.
■ sing independently while music is being played (e.g., during center times and free time).
Link to Singing 1.1 ■ listen to and sing many nursery rhymes, lullabies, and songs from around the world.
■ sing in groups that allow children to respond individually (e.g., good morning songs).
9. Sing expressively. ■ use soft and loud voices at appropriate times when singing.
■ sing chants, action songs and songs that use intonation to set the mood (e.g., If You’re
Link to Singing 1.2
Happy, The Wheels on the Bus, Five Little Pumpkins).
■ sing songs that have personal meaning (e.g., songs about their names, body parts,
clothes, feelings, animal songs and home and family, songs to celebrate special events
and occasions).
■ sing songs that use gestures to illustrate or substitute for words (e.g., Grey Squirrel,
Six Little Ducks).
10. Sing songs with repetitive ■ sing songs with dominant rhythm patterns, repetition and nonsense syllables (e.g., Miss
phrases and rhythmic patterns. Mary Mack, Wibbledy Wobbly Wee).
■ sing songs with rhythmic body movements (e.g., finger plays, Head Shoulders, Knees
Link to Singing 1.3, 1.4
and Toes, London Bridge is Falling Down).
■ sing call-and-response songs (e.g., Did You Feed My Cow? Yes, M’am).
11. Listen to various kinds of instrumental ■ explore the sounds made by various rhythm instruments (e.g., wood blocks, sand blocks,
music and explore a variety of melody notched rhythm sticks, rain sticks) and melody instruments (e.g., tone bar, xylophone,
and rhythmic instruments. hand bells, piano).
■ create hand-made instruments (e.g., pie tin cymbals or guitars, tin can maracas, shakers
Link to Playing Instruments 3.1, 3.3, made with plastic eggs, sandpaper blocks, drums made from boxes).
Critical Response 5.4
■ listen to music made by a wide variety of instruments including wind, string, and
percussion.
■ invite parents and other visitors to demonstrate music, instruments, and dances from
various cultures.
12. Play instruments using different beats, ■ play instruments while marching to various tempos and dynamics (fast/slow, loud/soft;
tempos, dynamics, and interpretation. e.g., March of the Toys from Babes in Toyland, marches by John Phillip Sousa).
■ imitate simple melodic or rhythmic patterns (e.g., use rhythm sticks, wood blocks or
Link to Playing Instruments 3.2, 3.4; tambourines to keep time with a music with a strong beat such as march or samba).
Critical Response 5.5
■ use guided imagery to imitate sounds or a musical beat (e.g., what would a frog jumping
sound like? a rabbit hopping? a clock ticking?).
■ experiment with playing instruments in different ways (e.g., muffling the sounds of
instrument; holding instruments in different positions; striking an instrument hard/softly).
■ use musical instruments to enhance storytelling (e.g., ring bells in response to The
Doorbell Rang or the Polar Express).
13. Listen to, imitate, and improvise ■ create responses to call-and-response songs (e.g., Little Sir Echo, Old MacDonald,
sounds, patterns, or songs. Wheels on the Bus, What Do the Elephants Say Today, Down By the Bay).
■ listen and imitate sounds (e.g., recordings of environmental sounds such as a squeaking
Link to Improvisation and Composition door, a door bell, howling wind, a babbling brook) with voice, body, or musical
4.1, 4.2, 4.3, 4.4 instruments.
■ make up songs about their experiences or make up new words to familiar songs.

41
 The Arts

Theatre Arts

Learning Guidelines Ideas for Learning Experiences

14. Listen to storytellers and watch puppet ■ listen to visiting storytellers.
shows. ■ talk about the characters in puppet shows and what each one said or did.
Link to Acting 1.1; Reading and ■ listen to stories in small and large groups, and tell stories to each other.
Writing Scripts 2.3, 2.4, 2.5

15. Use dramatic play, costumes, and ■ retell or act out stories or folktales through dramatic play, puppets, flannel board.
props to pretend to be someone else. ■ create a character based on stories or through improvisation.
Link to Acting 1.3 ■ play out roles with dolls, prop boxes, costumes (e.g., picnic items; post office material:
stamp pads, envelopes, crayons, pencils; supermarket items: cash register, play money,
grocery boxes).
■ role play characters from familiar songs, stories and nursery rhymes (e.g., Three Bears,
The Three Little Pigs, Humpty Dumpty).
16. Create characters through physical ■ pantomime various characters using body movement, facial expression and gestures.
movement, gesture, sound, speech, ■ use various kinds of puppets to experiment with ways to express different characteris-
and facial expressions.
tics (e.g., hold it in different ways, experiment with different voices, movements).
Link to Acting 1.4, 1.5 ■ use movement, gesture, voice and facial expressions to convey characteristics or roles
of a character (e.g., pretend to be a cook, doctor, ballet dancer, lion, bear, butterfly).
■ act out dialogue from familiar stories (e.g., “Who’s been sleeping in my bed?” “Little pig,
let me come in, I’ll huff and I’ll puff... “) using dramatic play, puppets.
■ make up dialogue in dramatic play (e.g., act out a grocery store clerk saying, “It will cost
10 cents.”).
17. Create scenarios, props, and settings ■ play with other children in dramatic play (e.g., decide who will play various roles).
for dramatizations and dramatic play. ■ act out familiar rhymes in pairs or small groups (e.g., Five Little Monkeys; Little Sally
Walker).
Link to Technical Theatre 4.1, 4.2;
Acting, 1.6, Reading and Writing ■ create simple puppets out of fabric, paper tubes, paper plates, popsicle sticks,
Scripts 2.1, 2.2; Directing 3.1 buttons, yarn.
■ make hats out of paper, fabric material, boxes.
■ paint large appliance cartons to create houses, vehicles.
■ create group-constructed murals (paint on large wallpaper) for use as a backdrop.
■ discuss and create settings of stories (e.g., a farm using blocks and models of people
and animals in the block area; the cottage of The Three Bears in the kitchen area).
■ arrange furniture to create specific effects for scenes (e.g., set chairs in rows with
aisles to recreate a bus or plane; arrange dramatic play area to represent a hospital,
grocery store.)

42
 The Arts

Visual Arts

Learning Guidelines Ideas for Learning Experiences

18. Explore a variety of age-appropriate ■ use different types of paints (e.g., tempera, water colors, finger paints) and various
materials and media to create two- textures of paper.
and three-dimensional artwork. ■ use a variety of painting techniques and tools (e.g., various size brushes, sponges,
cotton balls, Q-tips, fingerpainting, printing with found objects such as sponges, corks).
Link to Methods, Materials, and
Techniques 1.1, 1.3 ■ use found materials to create collages (e.g., feathers, buttons, wool fabric, steel wool,
recycled materials).
■ construct assemblages using wood, glue, and other three-dimensional materials.
■ make sculptures out of play dough, clay, or plasticine.
■ make impressions in clay or play dough with common objects (e.g., clothespins, pine
cones, shells).
■ play with various kinds of modeling materials including play dough, clay, plasticine, pipe
cleaners and wire to construct shapes/objects (e.g., twisting, coiling, wrapping).
■ experiment with combining various materials and media.
■ listen to and use appropriate vocabulary related to materials (e.g., clay, wire, fabric,
yarn, watercolor, tempera, crayon, chalk) and techniques (e.g., collage, painting,
drawing, building, sculpture).
19. Observe the safe and appropriate use ■ discuss how tools such as scissors and brushes should be cared for properly and
and care of art materials. used safely.
■ take responsibility for caring for various art media respectfully (e.g., make sure lids are
Link to Methods, Materials, and on play dough, paint and paste containers securely to prevent evaporation; replace caps
Techniques 1.4 on markers).
20. Explore and experiment with wet and ■ listen to and use the names of primary and secondary colors including black and white
dry media in a variety of colors includ- in various media (e.g., tempera, fingerpaint, watercolors, crayons, markers, chalks).
ing black and white. ■ combine primary colors to discover secondary colors using tempera, watercolors, or
food coloring.
Link to Elements and Principles of
Design 2.1 ■ paint with black and white and combine them with other colors to achieve shades of
light and dark.
■ use various media of a single color and compare the effects in each medium.
■ create tissue paper collages by cutting, pasting and overlapping paper of various colors.
21. Explore how color can convey mood ■ talk about how different colors make them feel.
and emotion. ■ paint to music that evokes various moods using a variety of colors.
Link to Elements and Principles of
Design 2.1
22. Explore various types of lines in ■ draw lines of various sizes (e.g., thin, thick, straight, crooked, curved) using a variety of
artwork and in nature. sizes of paint brushes, markers and crayons and chalk.
■ take a “line walk” to observe and label various kinds of lines in the environment (e.g.,
Link to Elements and Principles of jagged, straight, curved, thick, thin) on walls, ceilings, buildings and fences or explore
Design 2.2 architectural lines in environmental photographs.
■ examine objects in nature to find naturally occurring lines (e.g., lines on sea shells, in
wood, on leaves).

43
 The Arts

Learning Guidelines Ideas for Learning Experiences

23. Experiment with the use of texture in ■ use a single texture theme to create collages (e.g., soft, hard, fuzzy, rough, smooth,
artwork. shiny).
■ create collages using materials of various textures (e.g., pieces of sand paper, fake fur,
Link to Visual Arts/Elements and
velvet, mylar, hard plastic, cotton balls).
Principles of Design 2.3
■ use paper or wallpaper of various textures for painting, weaving, printing.
■ make crayon rubbings by placing shapes or textures under paper and rubbing over
the surface.
24. Use basic shapes and forms of ■ create artwork with a theme of circles, squares or triangles or using natural forms.
different sizes to create artwork. ■ print with sponges cut into shapes or objects that are circles, squares and triangles.
Link to Elements and Principles of ■ paint on easel paper cut into basic shapes.
Design 2.4 ■ use shapes as a starting point in a drawing or design (e.g., “What can you make with a
circle? A triangle?”)
25. Explore concepts of pattern and sym- ■ look at books that illustrate patterns and symmetry.
metry in the environment and artwork. ■ create “ink blot” drawings by folding paper in half, dropping paint in the fold and press-
ing the refolded paper.
Link to Elements and Principles of
Design 2.5 ■ create patterns using shape stickers.
■ explore quilts and observe patterns; then create a class quilt on a mural using
shapes/strips of patterned or colored paper.
26. Create artwork from memory ■ create drawings, sculptures (e.g., of their pet or of an animal they saw in a zoo).
or imagination. ■ create props for use in imaginary play or performance (e.g., wings, magic wands,
snakes).
Link to Observation, Abstraction,
Invention, and Expression 3.2 ■ illustrate a story.
■ draw a picture documenting what they did at school.
27. Choose artwork for display in the ■ create personal books of their artwork (e.g., photographs of their art in process, actual
classroom, school or community or for examples of their artwork).
a personal book, class book or portfo- ■ work collaboratively to create art work for display (e.g., mural, large fence painting, table
lio, and explain why they chose it. top crayon rubbing).
Link to Drafting, Revising, and ■ explain their choice of personal works of art with a teacher, classmate, or parent, and
Exhibiting 4.1, 4.2; Critical Response 5.1 describe how they were made.
■ describe elements of their artwork using words for color, line, textures and shapes with
teacher prompts (e.g., “Tell me about your painting, sculpture, building...”).

44
Appendix A
Adaptations for Children With Disabilities For children with language disabilities:
■ Provide good models of communication (in any language).
Note: These are just a few suggestions for adaptations. Consult ■ Use special or adaptive devices to increase a child’s level of
more comprehensive resources to make sure the curriculum and communication and/or participation.
classroom are adapted appropriately for children with different ■ Use a favorite toy, activity, technology, or person to encourage
disabilities. Many of these strategies are also helpful for children communication and/or participation.
without disabilities and for English language learners.
■ Provide opportunities for interaction with typically developing peers.

For children with vision disabilities: ■ Use a variety of symbols (tactual symbols, object symbols, picture
symbols such as Mayer-Johnson pictures) around the room along
■ Place direct lighting over work areas and locate art area near with various printed materials that support children’s primary lan-
bright indirect light to assist children with visual disabilities. guages while they are learning English (e.g., books, newspapers,
magazines in the dramatic play area).
■ Make sure children identify themselves before speaking.
■ Arrange the room to encourage language and conversations
■ Use thick cord taped to the floor to mark children’s personal space. (e.g., tables pulled away from walls so that children sit or stand
■ Use art materials that provide texture (e.g., gel paint that dries with opposite each other).
a raised surface; tempera paint with sand added); high-contrast
paper (light, dark, shiny, sparkling); bold colors that are easy to
For children with physical disabilities:
differentiate.
■ Use adaptive equipment and furniture so children can participate
■ Provide materials with Braille and tactual symbols along with
in all parts of the curriculum, small and large group activities, circle
opportunities for development of tactile skills.
time, etc., along with their peers.
■ Ensure that classroom space allows for wheelchairs, walkers or
For children with hearing disabilities: other equipment so that children using them can move about the
■ Use visual pictures or symbols to illustrate the words to songs. classroom safely and independently.
■ Provide visual cues such as red and green cards to indicate that the ■ Use adaptive equipment on the playground so that children can play
drumbeat or music has started or stopped. with their peers and benefit from physical exercise.
■ Face children and tap out the rhythm on a drum in their view; invite ■ Make sure that the classroom is arranged so that toys, games, dra-
them to feel the drum. matic play and art materials are equally accessible for all children.
■ Invite children to sit near the speaker or lean against the piano to
feel the vibration as music is played. Also increase the bass.
■ Include visual props to enhance the meaning of songs or stories.
■ Create “storyboxes” for familiar stories. For example, place props
for the story The Three Little Pigs in a box. When the story is read
aloud, the props offer both tactual cues for the words being read,
and the opportunity to act out story components. In this way con-
cepts that might be available only by seeing or hearing will be made
more meaningful while also allowing children more direct involve-
ment with the story. These strategies enhance the activity for all
children, not just those with a disability.

45
46
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52
List of Contributors
The Department of Education extends its sincere gratitude to the members of the Massachusetts Early Childhood Advisory Council to the
Board of Education and those who served on the Standards Subcommittee and the Curriculum Workgroup for their wisdom, guidance, and
hard work in developing these standards. In particular we want to thank the primary writer of these Standards and Guidelines, Sandra Putnam
Franklin, and the staff of Early Learning Services, without whose support and assistance this endeavor could not have been completed.
In addition, we want to thank the following Massachusetts school districts who shared their early childhood curriculum materials and gave
permission to use them in developing statewide guidelines: Cambridge Public Schools, Greenfield Public Schools, Holyoke Public Schools,
Mohawk Trail Regional School District, Northbridge Public Schools, Plymouth Public Schools, Walpole Public Schools, Worcester Public
Schools.

List of Contributors (Listed according to their affiliations at the time of their participation.)

Deborah Amaral
YMCAs of Massachusetts Dr. Julie Culhane Lynne Deschamps
Hampshire RSD MA Dept. of Public Health
Phil Baimas
MA Office of Child Care Services Cynthia Davis Marcia Farris
Associated Day Care Services MA Assoc. for the Education of Young
Dr. Vicki Bartolini Children
Wheaton College Ruth Dealy
Middleton Public Schools Karen Frederick
Sharon Berg MA Association of Day Care Agencies
Douglas Public Schools Patricia deVries
Cape Cod Child Development Head Start Deborah Gleason
Barbara Black Perkins School for the Blind
Northampton Public Schools Andrea Dodge
Administration for Children & Families Peter Gorski, M.D., M.P.A.
Amy Borg American Academy of Pediatrics
New England RAP for Disabilities Donna Dragotakes
Medfield Public Schools Bruce Hamblin
Gillian Budine Administration for Children and Families
Erving School Union #28 Susan DuPuis
Plymouth Public Schools Dr. Tracy Hurd
Sheila Burgess Simmons College
No. Attleboro Public Schools Rosalie Edes
MA Dept. of Public Health Judith Isaaksen
Mary Grace Casey Freetown-Lakeville School District
Parents United for Child Care Milly Gilbert
Northbridge Public Schools Dr. Edgar Klugman
Helen Charlupski Wheelock College
Brookline School Committee Lucy Gilmore
Cape Cod Museum of Natural History Barbara Kozma
Stuart Cleinman Cape Cod Child Development Head Start
Head Start Directors Association Lorraine Granda
Dartmouth Public Schools Martha Lees
Martha Childs Gill-Montague RSD
MA Association of Day Care Agencies Joanne Gravell
Child Care Connection Eleanore Grater Lewis
Gloria Colon New England RAP for Disabilities
Chicopee Public Schools Mary Grinavic
Walpole Public Schools Kay Lisseck
Peter Cross Hampshire Educational Collaborative
Fall River Public School Jone Dalezman
Framingham Public Schools

53
 List of Contributors

Tosha Lomask Alice Reitz Katharine Thomas

Jumpstart Boston MA Trial Court Child Care Project MA Dept. of Public Health

Leonard Lubinsky James Robertson Mary Beth Claus Tobin

MA Superintendents’ Association Plowshares Child Care, Newton MA Independent Child Care Organization

Dr. John MacLean Dory Rourke Mary Tousignant

Superintendent, Essex Public Schools MA Association of Day Care Agencies Plymouth Public Schools

Tom Miller Dr. Kent Rude Mary Jane Webster

Perkins School for the Blind Parent, Needham Taunton Public Schools

Joyce Maguire Janis Santos Karen Welford

Beginning Years Child Development Center Holyoke/Chicopee Head Start MA Department Public Health

Janet McKeon Sharon Semeraro Dr. Mary Wile

MA Office of Child Care Services Medfield School Committee Chicopee Public Schools

Jan McLanahan Linda Schumacher Belvia Wilkerson

North Shore Community College Holliston Public Schools Family Child Care Provider

Mary Mindess Karen Sheaffer Sidney Worthen

Lesley University MA Office of Child Care Services Wheelock College

William Moore Rosemary Shantz

Parent, Brockton Child Care Resource & Referral Agencies

Kathleen Murphy Steve Shuman

Triton Regional School District MA Dept. of Public Health

Anne Nunes Lauren Smith

MA Independent Child Care Organization Parent, Great Barrington

Rosario Alvarez O’Neil Nancy Sprague

Program for Advancing Learning in Math
Framingham Public Schools
& Science
Ann Palches
Brenda Swain
Martha’s Vineyard Regional School District
Falmouth Public Schools
Robie Peter
Karen Talley
Canton Public Schools
NAEYC/ MA Assoc. for the Education of
Young Children
Margaret Reed
Holliston Public Schools Jane Taylor
Old Rochester Regional School District
Elizabeth Reedy
Child Care Resource & Referral Agencies Marylou Theilman
MA Community College Early Childhood
Lynn Regan
Educators
Curriculum Consultant
David Thomas
Lucille Richards
Barnstable Public Schools
Worcester Public Schools

54
 Massachusetts Department of Education
Early Learning Services
350 Main Street, Malden, Massachusetts 02148
Telephone (781) 338-6364
www.doe.mass.edu