Nevada

Pre-Kindergarten Content Standards

Approved March 20, 2004

Nevada State Board of Education

Nevada State Board for Occupational Education

Keith Rheault

Superintendent of Public Instruction

 

Gloria Dopf, Deputy Superintendent, Instructional,

Research and Evaluative Services

 

Douglas C. Thunder, Deputy Superintendent, Administrative and Fiscal Services

 

Nevada Department of Education

Office of Special Education, Elementary and Secondary Education, and School Improvement Programs

700 East Fifth Street, Suite 113

Carson City, NV 89701-5096

(775) 687-9171 Fax (775) 687-9120

 

The State of Nevadais an equal opportunity employer and does not discriminate or deny services

onthe basis of race, color, national origin, sex, disability, and/or age.

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
1.PK.1  Recognize environmental print and symbols.	1.K.1 Use high-frequency words and environmental print to read simple texts.	Oral Reading
1.PK.2  Identify some letters in own name.	1.K.2 Identify and use letter/sound relationships to identify some words.	Phonics
1.PK.4 Identify the initial sound of own name.	1.K.4 Identify initial and final sounds in words.  Recognize and sequence letters of the alphabet.	Word Patterns and Meanings
1.PK.7  Demonstrate an awareness that print carries a message.   L 4.PK.1		Print Awareness

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
2.PK.1 Use pictures to aid comprehension.	2.K.1 Use prior knowledge and picture clues as pre-reading strategies to aid comprehension.	Pre-Reading Strategies
2.PK.2  Ask questions or make comments pertinent to the story being read.		During Reading- Reading Comprehension
2.PK.6 Identify the front of the book and know how to turn the pages when reading.		Concepts of Print

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
3.PK.1 Retell a story with the aid of pictures, props, or a book.    L 9.PK.4		Literary Elements
3.PK.2 Predict what will happen next in a story and respond.		Inferences and Predictions
3.PK.3  Listen and respond to stories from different cultures and eras.	3.K.3 Listen to stories from different cultures and eras.	Historical/Cultural Context
3.PK.5 Listen and respond to rhythm or rhyme.	3.K.5 Listen for rhythm, rhyme, and alliteration.	Stylistic Devices
3.PK.6  Listen and respond to age-appropriate material for a variety of purposes.		Author's Use of Stylistic Devices to Achieve Purpose
3.PK.7  Listen and respond to poetry and prose.	3.K.7 Listen and respond to poetry and prose.	Genres

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
4.PK.1  Demonstrate an understanding that printed material provides information.	4.K.1 Demonstrate an understanding that texts, pictures, and graphs provide information.	Text Features
4.PK.2 Recall information from an event, text, or picture.	4.K.2 Recall information from texts, pictures, and graphs.	Rhetorical Strategies
4.PK.3  Respond to or ask a question about an event, text, or picture.	4.K.3 Distinguish between statements and questions.	Location of Information
4.PK.6  Follow, with teacher assistance, a simple pictorial direction.	4.K.6 Follow, with teacher assistance, a simple pictorial/written direction.	Directions

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
5.PK.1  Experiment with writing tools and materials in response to information.	5.K.1 Respond to information by drawing or writing with teacher assistance.	Information
5.PK.2  Experiment with writing tools and materials to communicate.	5.K.2 Draw or write, with teacher assistance, to communicate.	Personal/Business
5.PK.3 Experiment with writing tools and materials in response to a familiar experience.	5.K.3 Draw or write, with teacher assistance, stories about familiar experiences and events.	Narration
5.PK.4 Experiment with writing tools and materials in response to literature.	5.K.4 Draw or write, with teacher assistance, responses to literature.	Literary Analysis

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
6.PK.1  Share ideas for class writing.	6.K.1 Select, with teacher assistance, ideas for writing.	Pre-writing
6.PK.2  Organize ideas, through group discussion, with teacher assistance.	6.K.2 Organize and sequence, with teacher assistance, ideas generated through group discussions.	Organizing
6.PK.3 Dictate words, phrases, or sentences to an adult recording on paper.	6.K.3 Draw or write simple stories with teacher assistance.	Drafting
6.PK.7 Share drawings with others.	6.K.7 Share drawings or writing with others.	Sharing

By the end of Pre-Kindergarten, students know and are able to:		By the end of Kindergarten, students know and are able to:
	7.PK.4 Attempt, with a model, to write the first letter of first name.	7.K.4 Capitalize first letters of own first and last names.	Capitalization
	7.PK.5 Attempt to spell own first name.	7.K.5 Use correct spelling of own first and last names.	Spelling
	7.PK.6 Use letter-like approximation to write name and/or other words or ideas.	7.K.6 Form letters correctly.	Penmanship
	7.PK.7a Demonstrate beginning techniques for using various writing materials. P 6.PK.2; P 6.PK.3		Physical Education Fine Motor Skills
	7.PK.7b Trace and progress to copying basic shapes (e.g. horizontal line, vertical line, X, plus sign, circle, etc.). P 6.PK.2; P 6.PK.3

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
8.PK.1  Listen for a variety of purposes.	8.K.1 Listen for a variety of purposes such as to obtain information, to solve problems, or enjoyment.	Message
8.PK.2  Listen and respond appropriately to stories and group discussions.	8.K.2 Attend to and respond to stories and group discussions.	Content
8.PK.4  Listen to and follow a two-step oral direction.	8.K.4 Listen to and follow an oral direction.	Following Directions
8.PK.5  Listen with increasing attention span.		Attention Span

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
9.PK.1 Use and expand vocabulary.   G 2.PK.2; S 22.PK.3	9.K.1 Use and expand vocabulary to communicate ideas.	Vocabulary Choice
9.PK.2 Speak with increasing clarity, ease, and accuracy.   G 2.PK.2; S 22.PK.3	9.K.2 Speak clearly at an understandable pace.	Public Speaking Techniques
9.PK.3  Initiate conversation and respond to others.   G 2.PK.2; S 22.PK.3	9.K.3 Share and respond to ideas.	Types of Speeches
9.PK.4  Use language to repeat simple stories, songs or rhymes, or to relate experiences.	9.K.4 Relate experiences and retell stories.	Interpretive Speech
9.PK.5  Give a clear direction.	9.K.5 Give clear directions to complete a simple task.	Giving Directions
9.PK.6 Speak in complete sentences, using at least three words.		Language

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
10.PK.1  Engage in conversation and sometimes follow conversational rules.	10.K.1 Demonstrate turn-taking in conversations and group discussions.	Conversations and Group Discussions
10.PK.2 Ask and answer simple questions.	10.K.2 Ask and answer questions.	Examination of Evidence
10.PK.3  Share ideas and information from personal and shared-group experiences.   G 2.PK.2; S 22.PK.3; M 7.1	10.K.3 Share ideas and information.	Group Protocol
10.PK.5 Engage in dramatic play to convey experiences, feelings, ideas, or stories. D 1.PK.1; D 1.PK.2b; D 2.PK.3; D 5.PK.3		Dramatic Play

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
11.PK.1  Identify and explore an area of interest.	11.K.1 Formulate questions, with teacher assistance, to explore areas of interest.	Choosing a Research Topic
11.PK.2  Use, with teacher assistance, a variety of sources to obtain information.	11.K.2 Use, with teacher assistance, reference materials and technology.	Locating Information

 

Mathematics Introduction

Young children are natural mathematical learners (NAEYC and NCTM, 2002).  They naturally look for pattern and shape, make comparisons, and explore relationships within their environment. In early childhood mathematics education, children need to be actively engaged in meaningful and purposeful activities.  These activities should capitalize on children's natural curiosity and need to understand the world around them.  Young children should engage in activities that help them develop and use key mathematical concepts, language, and processes.  These activities should enable children to expand their understanding of number, shape, size and pattern as it has meaning in the world around them.

Goals of Pre-Kindergarten Mathematics:

• Children develop an understanding of number and number sense.
• Children develop knowledge of spatial concepts, e.g. shapes and measurement.
• Children develop understanding of patterns and relationships.
• Children develop knowledge of sequence and temporal awareness.
• Children develop the ability to use mathematical knowledge to sort, classify, represent, communicate, and solve problems.

To achieve these goals, children's exploration of mathematics should not be isolated, but rather imbedded in rich, authentic tasks that allow them to integrate new understanding with language development and other developmentally appropriate learning needs. Mathematics is integrated into all aspects of daily routines.  Early educators provide these experiences through individual and small-group choices and transitions, and they also allot time for in-depth planned small-group experiences that include interaction, problem-solving and reflection.  There must be a strong connection between and among math and literacy and the other content areas.  The ultimate goal is to provide children a foundation and the tools to achieve mathematical proficiency in what the National Research Council's "Helping Children Learn Mathematics" (August 2002) outlines and describes as understanding, computing, applying, reasoning, engaging and useful.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Numbers, Number Sense, and Computation

Content Standard 1.0:  To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions.

Estimate - To give an approximate and reasonable answer for an arithmetical exercise without the need of calculating the exact answer.

Verify - The process of demonstrating or proving that a response is correct.

Patterns, Functions, and Algebra

Content Standard 2.0:  To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations.

Attribute - Characteristic of an object, such as color, shape, size, etc.

Measurement

Content Standard 3.0:  To solve problems, communicate, reason and make connections within and beyond the field of mathematics, students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements.

Spatial Relationships and Geometry

Content Standard 4.0:  To solve problems, communicate, and make connections within and beyond the field of mathematics, students will identify, represent, verify, and apply spatial relationships and geometric properties.

Two-Dimensional - A figure that is two-dimensional is one which can be represented on a coordinate grid.

Congruent -Figures that have the same size and shape.

Line of Symmetry - When an object can be folded in half to form two mirror objects.

Data Analysis

Content Standard 5.0:  To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections.

 

Data - Information represented in the form of symbols, objects, sounds, etc.

Process Standards

Please note that there are two types of Mathematics Standards: Content and Process.  Content Standards cover 1.0 to 5.0 and Process Standards cover 5.0 to 9.0. 

The Process Standards are constructed differently from the Content Standards.  Many of the Process Standards span over several grades and in some instances, up to the 12^th grade. 

Process standards illustrate how a child approaches learning math.  Process Standards are the essence of learning and exploring mathematics.  With these standards, we not only describe what a child learns (content) but how (process) they are learning mathematics. 

Problem Solving

Process Standard 6.0:  Students will develop their ability to solve problems by engaging in developmentally appropriate problem solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts in order to: formulate their own problems; find solutions to problems from everyday situations; develop and apply strategies to solve a wide variety of problems; and integrate mathematical reasoning, communication and connections.

 

Mathematical Communication

Process Standard 7.0:  Students will develop their ability to communicate mathematically by solving problems in which there is a need to obtain information from the real world through reading, listening, and observing in order to: translate this information into a mathematical language and symbols; process this information mathematically; and present results in written, oral and visual formats.

Mathematical Reasoning

Process Standard 8.0:  Student will develop their ability to reason mathematically by solving problems in which there is a need to investigate significant mathematical ideas and construct their own learning in all content areas in order to justify their thinking; reinforce and extend their logical reasoning abilities; reflect on and clarify their own thinking; and ask questions to extend their thinking.

 

 

Mathematical Connections

Process Standard 9.0:  Students will develop the ability to make mathematical connections by solving problems in which there is a need to view mathematics as an integrated whole, identifying relationships between context strands, and integrating mathematics with other disciplines, allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics.

 

 

 

Social Studies Introduction

Early education often focuses only on academic subject matter such as reading, mathematics, and science.  However, recent reports in early childhood education clearly indicate that children who develop self-confidence and positive social skills early in life are more successful learners later on (The National Academies, Eager to Learn, NRC, 2001a; Neurons to Neighborhoods, 2000; Katz & McClennan, 1997; Ladd, 1990).  For this reason, social-emotional development during the early years of childhood is critically linked to the other, more traditional, content areas in early education.

Goals of Pre-Kindergarten Social Studies:

• To support and promote children's self-confidence and self-direction
• To encourage children to express and identify their feelings
• To give children the skills to persevere and maintain their focus
• To develop positive relationships with individuals and the community

                                                                                                                                                            

Social-Emotional growth and learning develops through interactions with others and is interconnected to other domains, such as cognitive and physical development.  Social relationships between adults and children exert a powerful positive influence on children's development.  Children initially learn about themselves and how to behave in society from their families, but are also influenced by peers and other adults in early childhood settings (Kagan, 2000).  The literature indicates that children need emotionally warm and positive environments with caregivers who nurture self-concept, independence, and self-control in order to be successful learners (Berk, 2001).  (McGraw-Hill)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Social-Emotional Development

Content Standard 1.0:  Self-Confidence Students will participate in activities that foster independence, self-expression, and persistence.

 

Social-Emotional Development

Content Standard 2.0:  Self-Direction Students will demonstrate self-direction by attaining skills in self-management, self-help, and routines.

 

Social-Emotional Development

Content Standard 3.0:  Identification and Expression Feelings.  Students will identify and express feelings.

Social-Emotional Development

Content Standard 4.0:  Interactions With Other Children and Adults - Students will develop positive interaction skills with other children and adults.

 

Social-Emotional Development

Content Standard 5.0:  Pro-Social Behaviors: Students will demonstrate positive social behaviors in play and group settings.

Social-Emotional Development

Content Standard 6.0:  Attending and Focusing Skills: Students will demonstrate attending and focusing skills.

 

Civics

Content Standard 1.0: Rules and Law: Students know why society needs rules, laws, and governments.

 

Economics

Content Standard 1.0: The Economic Way of Thinking: Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
1.PK.3  Decide between two choices. C 1.PK.4		Cost versus Benefits

Choice - A selection from a set of alternatives.

Cost - Anything given up when a choice is made.

Economics

Content Standard 5.0: Money: Students demonstrate an understanding of various forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

 

Money - Anything widely accepted as a final payment for goods and services, including currency, coins, or checks.  Credit cards, while accepted for payment, are not a final form of payment.  Credit card loans are short-term loans, not money.

Economics

Content Standard 6.0: The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.

 

Consumer - Aperson who buys and uses goods and services.

Geography

Content Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

Geography

Content Standard 2.0: Places and Regions-Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.

 

Geography

Content Standard 3.0: Physical Systems-Students understand how physical processes shape Earth's surface patterns and ecosystems.

 

 

 

Science Introduction

Pre-Kindergarten Science is a time of discovery (Bredekamp & Copple, 1997).   Science concepts need to be concrete, observable, and within the realm of the child's experience and pre-operational thinking (Piaget & Inholder, 1967).  Science concepts are encompassed throughout all the domains in the Pre-Kindergarten Standards.  Children use literacy to gain information and language to express their wonder in the world around them while using research to answer questions prompted by their imaginations.  Through creative arts, children use a variety of media to share ideas and express understanding (The Hundred Languages of Children, Edwards, Dandini and Forman, 1998).  Through play, children experiment and test their hypotheses.  "… the concepts children gain from their early explorations, questions, observations, and descriptions of their physical world will serve as the foundation on which they will build the abstract and scientific concepts of their physical world (McGraw-Hill, 2003)." 

Goals of Pre-Kindergarten Science:

• To enhance children's natural and instinctual observational skills
• To support and guide children's curiosity and their need to experiment
• To encourage exploration and discovery
• To highlight the wonders of the world around them 

Pre-Kindergarten children learn science concepts through active play and exploration of their environment.  Responsive adults facilitate discovery by inviting questions, asking open-ended questions, encouraging hands-on experiences, and providing opportunities to experiment and observe the world through a variety of media and realia (McGraw-Hill, 2003).

The 6 science strands are identified as Physical, Life, Earth and Space, Environment, Nature and History, and Scientific Inquiry.  Although appropriate levels of learning can be adopted for each of these strands, the Pre-Kindergarten Standards have been linked with the Kindergarten Standards and are not meant to limit or exclude children's exploration or experiences with science concepts that have not been included in this document (National Science Education Standards, 1996).]

 

 

 

 

 

 

 

 

 

Physical Science

Content Standard 1.0: Forces and Motion-Students understand that forces such as gravitational, electrical, and magnetic influence the motion of objects.

           

 Physical Science

Content Standard 2.0: Structure and Properties of Matter-Students understand that materials have distinct properties which depend on the amount of matter present, its chemical composition, and structure.

 

Physical Science

Content Standard 3.0: Energy and Matter: Interactions and Forms-Students understand that changes in temperature and pressure can alter states of matter.  Energy exists in many forms, and one form can change into another.

 

Life Science

Content Standard 6.0: Structure and Function-Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life's needs.

 

 

Identify - Distinguish by pointing, gesturing, or vocalizing or verbalizing.

Life Science

Content Standard 7.0: Internal and External Influences on Organisms-Students understand that organisms respond to internal and external influences.

 

 

 

Life Science

Content Standard 8.0: Heredity and Diversity-Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

 

 

Earth and Space Sciences

Content Standard 13.0: Cycles of Matter and Energy-Students understand that Earth systems have a variety of cycles through which energy and matter continually flow.

 

 

Environmental Sciences

Content Standard 15.0: Ecosystems-Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the life forms and the physical components of the Earth.

Ecosystem - A system of relationships between organisms in an environment, and between organisms and the environment.

 

Scientific Inquiry: Processes and Skills

Content Standard 21.0:  Scientific Values and Attitudes-Students understand that science is an active process of systematically examining the natural world.

Scientific Inquiry: Processes and Skills

Content Standard 22.0: Communication Skills-Students understand that a variety of communication methods can be used to share scientific information.

 

Creative Arts Introduction

During the early years, imagination and creativity are at their height. Early childhood programs should value and recognize these attributes in children, and build on them as a way to facilitate development and learning.  Opportunities for creativity should be integrated throughout all areas of the early childhood curriculum.  Children should be provided with a wide range of materials and time to explore them.  It is the process rather than the end product that is most important, since children experience and learn many skills through the process.  Depending on their previous experiences, individual dispositions, age or developmental level, and unique interests, children will express their creativity in a variety of ways.  Children learn by interacting with the environment, their peers, and significant adults.  This interaction often is in the context of play.  Creativity is particularly supported through play, when children use imagination, experiment with roles, use a wide range of tools and props, find creative solutions to problems, and gain insight into the world around them.

           

Creativity presents itself in many ways. The following standards consider creativity in four distinct areas:

• Visual Arts
• Music and Movement
• Dramatic Play
• Creative Thinking

Research supports the importance of the arts in academic achievement (CNAEA, 1994).  By expressing and appreciating the arts, one develops thought processes and communication skills (Althouse, Johnson, & Mitchell).  Arts involve all content areas.  Early childhood curriculum is not taught in isolated segments, but is integrated across content areas.  The arts connect the content areas, and give children a means of developing new ways of understanding their world. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Creative Thinking

Content Standard 1.0 Children approach problems in a creative manner.

Creative thinking - Looks for solutions to problems in a variety of ways.

Creative - Ability to express original and imaginative ideas or products. 

Creative Thinking

Content Standard 2.0:  Children demonstrate motivation to learn and persistence in approaching tasks.

 

Creative Thinking

Content Standard 3.0:  Children create a variety of connections between and among activities, domains, ideas, experiences and/or people.

           

Music and Movement

Singing

Content Standard 1.0:  Students sing a varied repertoire of music alone and with others.

 

Music and Movement

Playing Instruments

Content Standard 2.0:  Students perform a varied repertoire of music on instruments alone and with others.

Musical Instruments- Rhythm instruments such as drums, rhythm sticks, tambourines, and simple melodic instruments such as a xylophone.

 

Music and Movement

Improvisation

Content Standard 3.0:  Students improvise melodies, variations, and accompaniments.

Improvise - To compose, recite, or perform spontaneously.

 

Music and Movement

Listening

Content Standard 6.0:  Students listen to, analyze, and describe music.

Music and Movement

Evaluation

Content Standard 7.0:  Students evaluate music and music performances.

Criteria - a musical characteristic or standard on which a judgment is based.

Music and Movement

Application to Life

Content Standard 8.0:  Students demonstrate relationships between music, the other arts, and disciplines outside the arts.

Arts - Dance, drama, visual arts, music.

 

Music and Movement
Cross-curricular

Content Standard 10.0:  Students demonstrate an understanding of movement through skills, techniques, choreography, and as a form of communication.

 

Dramatic Play

Content Standard 1.0:  Students recognize the components of theatrical production including script writing, directing, and production.

Act out - The process by which an individual uses the entire self-body, mind, voice, and emotions-to interpret and perform the role of an imagined or assumed character.

Direct - To integrate an entire production, from the basic interpretation of the text through all the acting and technical phases, up to the time of performance.

Costumes - An actor's clothing which denotes or suggests character.

Props - Any object used on the stage (excluding scenery, lights, and costumes) such as furniture, utensils, ornaments, and personal possessions.

Dramatic Play

Content Standard 2.0:  Students understand and demonstrate the role of the actor in the theater.

By the end of Pre-Kindergarten, students know and are able to:	By the end of Kindergarten, students know and are able to:
2.PK.1  Discriminate among persons, animals, and objects by identifying characteristics (e.g., the sounds animals make).   S 6.PK.1		Character Analysis
2.PK.2 Imitate roles observed in child's life experiences.		Acting Skills
2.PK.3 Assume the role of a familiar person or thing and talk in the language/tone appropriate for that person or thing.   E 10.PK.5		Characterization

Acting - The process by which an individual uses the entire self-body, mind, voice, and emotions-to interpret and perform the role of an imagined or assumed character.

Dramatic Play

Content Standard 3.0: Students apply and demonstrate critical and creative thinking skills in theater, film, television, or electronic media.

           

 
Dramatic Play

Content Standard 5.0:  Students make connections with theater, the other arts, and academic disciplines.

           

Visual Arts

Knowledge

Content Standard 1.0:  Students know and apply visual arts media, techniques, and processes.

 

Media - Categories for grouping artworks according to the materials used, e.g., drawing, painting, sculpture.

Techniques - Methods used in creating works of art, e.g., applying thick opaque paint vs. thinning paint for transparency.

Processes - A progression of activities using several techniques, e.g., taking pictures, developing the film, then printing the photographs.

Visual Arts

Application

Content Standard 2.0:  Students use knowledge of visual characteristics, purposes, and functions. 

Visual Arts

Content

Content Standard 3.0:  Students choose, apply, and evaluate a range of subject matter, symbols, and ideas.

Visual Arts

Context

Content Standard 4.0:  Students understand the visual arts in relation to history and cultures

Visual Art

Interpretation

Content Standard 5.0:  Students analyze and assess characteristics, merits, and meanings in their own artwork and the work of others.

Merit - Praiseworthy quality.

Visual Arts

Cross-curricular

Content Standard 6.0:  Students demonstrate relationships between visual arts, the other arts, and disciplines outside the arts.

Visual Arts - Include a variety of media such as painting, drawing, clay, paper-mache or other materials that children use to express their thoughts, memories, ideas and feelings.

Physical Development Introduction

 

Young children's future health and well-being are directly related to the development and strengthening of their large and small muscles. The National Association for Sports and Physical Education suggests that, in addition to children's enjoyable active free play in and out of doors and moving to music, children need to experience explicit teaching in order to learn a variety of movement skills, initially as individuals, then with partners, and finally in a small group (NASPE, 2002). The NASPE suggests that all young children from birth though age five engage in at least sixty minutes of physical activity daily, designed to promote health-related fitness and movement skills.  "Recognizing that preschoolers are naturally active individuals, the NASPE suggests that the 'duration, frequency and intensity of movement and physical activity depends on the child's age, developmental status, ability level, personal interest, prior experience, and normal tendency to alternate short bursts of activity with intervals of rest and recovery' (2002, p.8)." (CTB/ McGraw-Hill LLC).   

Beginning with the freedom to walk, run, jump, climb, hop and do other physical activities in and out of doors, children are introduced to exploring different ways they can move. Throughout the preschool years, children are focusing on large muscle development that includes:

• Strengthening of muscles
• Balance
• Coordination
• Muscle control

Children have a natural desire to learn about their environment through touch and manipulation. Eye-hand coordination, manipulation skills, strength, dexterity and control are essential for the physical development of fine motor skills.  Through active participation in these small muscle activities, children will develop:

Eye-hand coordination

Strength and dexterity

Control of writing utensils

Tasks may be given to children, such as "jump high and hold one part of your body low." While completing these tasks, children are learning the names of different movements and developing specific movement skills (Sanders, 2002). Simple noncompetitive games, those with rules as well as those that involve children in imaginative thinking, should be introduced during the preschool years.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Physical Development

Content Standard 1.0: Students understand and apply movement concepts and principles to the learning and development of motor skills.

Physical Development

Content Standard 2.0: Students demonstrate competency in many movement forms and proficiency in a few movement forms.

LocomotorMovement - Locomotor skills are used to move the body from one place to another or to project the body upward, including:  walking, running, jumping, leaping, hopping, skipping, sliding, and galloping.

Manipulative Skills - Movement that occurs in conjunction with an object (i.e. dribbling a basketball).

Motor Skills - Utilization of  the body's muscles to enact a movement form.

NonlocomotorMovement - Movement that is organized around the axis of the body, including:  bending and stretching, pushing and pulling, raising and lowering, twisting and turning, shaking, bouncing, circling, and swinging.

Physical Development

Content Standard 3.0: Students demonstrate an understanding of dance through skills, techniques, choreography, and as a form of communication.

 

Physical Development

Content Standard 4.0: Students achieve and maintain a health-enhancing level of individual fitness for an active lifestyle.

Cardiorespiratory- Involves the ability of the heart and lungs to supply oxygen to the working muscles for an extended period of time.

Physical Development

Content Standard 5.0: Students demonstrate personal responsibility, positive social interaction, and respect for diversity in physical activity settings.

Diversity - Quality of being different.

Physical Development

Content Standard 6.0: Students demonstrate the ability to perform a variety of fine motor skills.

 

Health Introduction

 

Children cannot learn well if they are not physically healthy.  The National Research Council and the Institute of Medicine (NRC and IM, 2000) indicate that health services must be made available in culturally appropriate ways for all our nation's children. Further, the National Research Council (NRC, 2001a) strongly advocates that programs for young children include health education and physical education.

Knowledge and habits of healthful living begin early in life. While young children are not in charge of providing themselves with a healthy environment and lifestyle, they can begin the life-long process of developing habits of healthy living and physical activity.  Taking an active role in preparing nutritious snacks, maintaining a clean and healthy environment, and caring for their bodies, children feel a sense of pride and accomplishment. They begin to understand how daily activities promote overall personal health and safety when they are able to:

• Distinguish between healthy and non-healthy foods
• Care for personal hygiene
• Follow basic safety rules
• Identify feelings

Children learn as they live. Every program for young children needs to have established routines involved in healthy living.  Children are able to choose from healthy snacks and lunches, and begin to recognize the necessity of food and water for life. Habits of washing hands, brushing teeth and keeping their environment clean, safe and healthy are established during the period of early childhood.  While children are engaging in these activities, teachers interact with them, informally introducing information and facts about healthy living.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Health

Content Standard 1.0: Students will comprehend concepts related to health promotion/disease prevention (Core Concepts).

Health

Content Standard 3.0: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks (Self-management).

Health

Content Standard 5.0: Students will demonstrate the ability to use interpersonal communication skills to enhance health (Interpersonal Communication).

Glossary

Act out - The process by which an individual uses the entire self-body, mind, voice, and emotions-to interpret and perform the role of an imagined or assumed character.

Acting - The process by which an individual uses the entire self-body, mind, voice, and emotions-to interpret and perform the role of an imagined or assumed character.

Alliteration - Repetition of the same letter or sound at the beginning of two or more consecutive words near one another; as in silly Sally simply sang.

Appropriately - Relevant to topic of discussion.

Arts - Dance, drama, visual arts, music.

Attribute - Characteristic of an object, such as color, shape, size, etc.

Cardiorespiratory - Involves the ability of the heart and lungs to supply oxygen to the working muscles for an extended period of time.

Choice - A selection from a set of alternatives.

Congruent - Figures that have the same size and shape.

Consumer - A person who buys and uses goods and services.

Conversational rules - Take turns, stay on topic, and refrain from interrupting.

Cost - Anything given up when a choice is made.

Costumes - An actor's clothing which denotes or suggests character.

Creative - Ability to express original and imaginative ideas or products. 

Creative thinking - Looks for solutions to problems in a variety of ways.

Criteria - A musical characteristic or standard on which a judgment is based.

Data - Information represented in the form of symbols, objects, sounds, etc.

Demonstrate - To show, to do by action.

Dictate - Spoken word recorded on paper.

Direct - To integrate an entire production, from the basic interpretation of the text through all the acting and technical phases, up to the time of performance.

Diversity: Quality of being different.

Ecosystem - A system of relationships between organisms in an environment, and between organisms and the environment.

Engage - To be involved in or occupied.

Environmental Print and Symbols - Print and other symbols, other than books, found in the physical environment, such as street signs, billboards, cereal boxes, beverages, commercial logos, etc.

Estimate - To give an approximate and reasonable answer for an arithmetical exercise without the need of calculating the exact answer.

Experiment - Use a variety of tools in an exploratory manner.  For example, children need to become familiar and comfortable with a variety of writing tools in literacy.

Explore - To investigate systematically

Genres- Types of literature (e.g., poetry, fiction, non-fiction, etc.). 

Identify - Distinguish by pointing, gesturing, vocalizing or verbalizing.

Improvise - Compose, recite, or perform spontaneously.

Inferences - Conclusions arrived at by reasoning from evidence.

Investigate - Observe and ask questions about.

Label - Name, express and/or verbalize.

Letter-like approximation - Symbols (squiggles) that bear some semblance to a letter.

Line of Symmetry - When an object can be folded in half to form two mirror objects.

LocomotorMovement - Locomotor skills are used to move the body from one place to another or to project the body upward, including:  walking, running, jumping, leaping, hopping, skipping, sliding, and galloping.

Manipulative Skills - Movement that occurs in conjunction with an object (i.e. dribbling a basketball).

Media -Categories for grouping artworks according to the materials used, e.g., drawing, painting, sculpture.

Merit - Praiseworthy quality.

Money - Anything widely accepted as a final payment for goods and services, including currency, coins, or checks.  Credit cards, while accepted for payment, are not a final form of payment.  Credit card loans are short-term loans, not money

Motor Skills - Utilization of the body's muscles to enact a movement form.

Musical Instruments - Rhythm instruments such as drums, rhythm sticks, tambourines, and simple melodic instruments such as a xylophone.

NonlocomotorMovement - Movement that is organized around the axis of the body, including:  bending and stretching, pushing and pulling, raising and lowering, twisting and turning, shaking, bouncing, circling, and swinging.

Participate - Join in, share with, engage in.

Phonics - The system by which symbols represent sounds in an alphabetic writing system.

Processes - A progression of activities using several techniques, e.g., taking pictures, developing the film, then printing the photographs.

Props - Any object used on the stage (excluding scenery, lights, and costumes) such as furniture, utensils, ornaments, and personal possessions.

Prose - Anything not written in poetry form.

Realia - Real objects that are used in the classroom.

Recognize - Identify receptively; distinguish by pointing, gesturing, or vocalizing or verbalizing.

Respond - Exhibit some action (e.g., verbally, pictorially, etc). 

Techniques - Methods used in creating works of art, e.g., applying thick opaque paint vs. thinning paint for transparency.

Two-Dimensional - A figure that is two-dimensional is one that can be represented on a coordinate grid.

Verify - The process of demonstrating or proving that a response is correct.

Visual Arts - Include a variety of media such as painting, drawing, clay, paper-mache or other materials that children use to express their thoughts, memories, ideas and feelings.