Language and Early Literacy
During the
prekindergarten years, children’s experiences with communication and
literacy begin to form the basis for their later school success. Given
adequate opportunities to interact with responsive adults and peers in
language and print-rich environments, young children develop
vocabulary, extended language skills, and knowledge of the world around
them. They develop listening comprehension and phonological awareness;
understanding of the everyday functions of print; motivation to read;
appreciation for literary forms; and print awareness and letter
knowledge. They learn what books are and how to use them. Understanding
the value of literacy as a means of communication, as well as coming to
enjoy reading, are accomplishments typical of the future good reader.
These language and literacy accomplishments are best achieved through
activities that are integrated across different developmental areas:
cognitive development, fine and gross motor development, and social and
emotional development. It is important to consider native language,
augmentative communication, and sensory impairments in accomplishing
these guidelines.
Prekindergarten educators should provide
opportunities to promote language and literacy learning in children who
speak a language other than English. Except where specified, the
following guidelines outline language and literacy accomplishments for
three- and four-year-old children in their native language. For
students whose first language is other than English, the native
language serves as the foundation for English language acquisition.
Specific guidelines for the language and literacy development of
prekindergarten children whose home language is not English in
English-only settings appear below in each domain.
Mathematics
Mathematics
learning builds on children’s curiosity and enthusiasm, and challenges
children to explore ideas about patterns and relationships, order and
predictability, and logic and meaning. Consequently, quality
instruction occurs in environments that are rich in language, encourage
children’s thinking, and nurture children’s explorations and ideas.
These ideas include the concepts of number pattern, measurement, shape,
space, and classification..
Science
Young
children are natural scientists. They are eager to discover all they
can about the world in which they live. In prekindergarten, children
participate in simple investigations that help them begin to develop
the skills of asking questions, gathering information, communicating
findings, and making informed decisions. Using their own senses and
common tools, such as a hand lens, students make observations and
collect information. Through these processes, prekindergarten children
learn about their world.
Children enter the prekindergarten
classroom with many conceptions about the natural and constructed
world-ideas that they have gained from prior experiences. Meaningful
science learning experiences help children investigate those
pre-existing ideas while building a foundation for additional
knowledge. These meaningful experiences increase children's
understanding of the natural world, living things, cycles, change, and
patterns—concepts that organize the learning of science.
Social Studies
Social
studies concentrate on the nature of people and their world, the
heritage of the past, and contemporary living and culture. The social
studies are both integral to young children’s lives and of great
interest to them. Driven by a desire to know and achieve mastery over
self and their environment, children are eager to gain understanding of
the many aspects of their cultural and environmental world. Through
social studies, children begin to develop the self-understanding that
will serve as a foundation for learning about others and the world
around them.
Although all aspects of education have the goal of
preparing children to become contributing members of society, social
studies are particularly well suited to foster the skills and attitudes
necessary for participation in a democracy. Skills such as
problem-solving, decision-making, and working independently and with
others in a classroom prepare children to become fully functioning
citizens.
Fine Arts
Young children express
their ideas, thoughts, and feelings using a variety of symbols. Through
their art, music, and dramatic play, children actively engage in
representing what they know and how they think, using problem-solving
strategies to express ideas in different forms. The fine arts enhance
children’s ability to interpret symbols and are associated with growth
in all areas of development, including academic learning.
Health and Safety
Young
children learn health-promoting habits and routines in prekindergarten.
In these early years, they develop basic concepts, attitudes, and
skills about nutrition, safety, hygiene, and physical activity that
contribute to their well being. Children’s experiences with their
health and discovery of ways to improve it enhance their desire and
ability to make wise decisions for healthy living in the future.
Personal and Social Development
Prekindergarten
children develop personal and social skills that enable them to
function well within the social setting of the classroom. Children
develop a sense of who they are and their capabilities, and establish
positive relationships with others, which enables them to effectively
participate in class and community and accomplish meaningful tasks.
Physical Development
Movement
is at the center of young children’s lives. Prekindergarten children
participate in experiences that foster fundamental motor and movement
skills, such as walking and running, which are necessary for
participation in games and sports throughout life. They begin to
develop gross motor skills that involve throwing, catching, and
kicking, and fine motor skills that involve greater precision and
accuracy of movement.
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