6 9CAPreschoolCurriculumFrameworkv3 PDF

California
Preschool
Curriculum
Framework
Volume 3
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California
Preschool
Curriculum
Framework
Volume 3
History–Social Science
Science
Publishing Information
The California Preschool Curriculum Framework, Volume 3, was

developed by the Child Development Division, California Depart-
ment of Education (CDE). This publication was edited by Faye Ong
and John McLean, working in cooperation with Laura Bridges,
Child Development Consultant. It was designed and prepared
for printing by the staff of CDE Press, with the cover designed by
Juan D. Sanchez. The document was published by the Department
of Education, 1430 N Street, Sacramento, CA 95814-5901. It was
distributed under the provisions of the Library Distribution Act
and Government Code Section 11096.
© 2013 by the California Department of Education
All rights reserved
ISBN: 978-0-8011-1733-6
Reproduction of this document for resale, in whole or in part, is

not authorized.
Ordering Information
Copies of this publication are available for purchase from the Cali-
fornia Department of Education. For prices and ordering informa-
tion, please visit the Department Web site at http://www.cde.
ca.gov/re/pn/rc/ or call the CDE Press sales office at 1-800-
995-4099.
Notice
The guidance in the California Preschool Curriculum Framework,
Volume 3, is not binding on local educational agencies or other en-
tities. Except for the statutes, regulations, and court decisions that
are referenced herein, the document is exemplary, and compliance
with it is not mandatory. (See Education Code Section 33308.5.)
Contents
A Message from the State Superintendent Sense of Time (History) ............................. 86

of Public Instruction ................................. v 1.0 Understanding Past Events ............... 88
Acknowledgments ........................................vii 2.0 Anticipating and Planning Future
Events ............................................... 91
3.0 Personal History ................................ 94
CHAPTER 1 4.0 Historical Changes in People and
Introduction the World .......................................... 97
to the Framework ............ 1 Bringing It All Together .......................... 100
California’s Preschool Children ...................... 3 Engaging Families ................................. 101
Overarching Principles ................................... 5 Questions for Reflection ......................... 102
Organization of the Framework ...................... 9 Sense of Place (Geography and
English-Language Development and Ecology)................................................ 103
Learning in All Domains ........................... 11 1.0 Navigating Familiar Locations .......... 105
Universal Design for Learning ...................... 14 2.0 Caring for the Natural World............ 108
Curriculum Planning ................................... 15 3.0 Understanding the Physical World
The Daily Schedule ...................................... 24 Through Drawings and Maps........... 112
The Curriculum-Planning Process ................ 29 Bringing It All Together .......................... 115
Endnotes ..................................................... 38 Engaging Families ................................. 115
Bibliography ................................................ 40 Questions for Reflection ........................ 116
Marketplace (Economics) ......................... 117
1.0 Exchange......................................... 118
Bringing It All Together .......................... 121
CHAPTER 2
Engaging Families ................................. 121
History–Social
Questions for Reflection ........................ 122
Science............................. 43
Concluding Thoughts ............................... 123
Guiding Principles ....................................... 45 Map of the Foundations ............................. 124
Environments and Materials ........................ 46 Teacher Resources ..................................... 125
Summary of the History–Social Science Endnotes ................................................... 126
Foundations ............................................ 49 Bibliography .............................................. 130
Summary of the Strands and Substrands .... 50
Self and Society ......................................... 51
1.0 Culture and Diversity ........................ 53
2.0 Relationships .................................... 60 CHAPTER 3
3.0 Social Roles and Occupations ............ 63 Science........................... 135
Bringing It All Together ............................ 66 Guiding Principles ..................................... 138
Engaging Families ................................... 67 Environments and Materials ...................... 142
Questions for Reflection ........................... 68 Summary of the Science Foundations ........ 151
Becoming a Preschool Community Summary of the Strands and
Member (Civics) ..................................... 69 Substrands............................................ 152
1.0 Skills for Democratic Participation ..... 70 Scientific Inquiry ..................................... 153
2.0 Responsible Conduct ......................... 75 1.0 Observation and Investigation .......... 154
3.0 Fairness and Respect for Other 2.0 Documentation and
People ............................................... 78 Communication ............................... 166
4.0 Conflict Resolution ............................ 80 Bringing It All Together .......................... 172
Bringing It All Together ............................ 83 Engaging Families ................................. 173
Engaging Families ................................... 84 Questions for Reflection ......................... 175
Questions for Reflection ........................... 85
iii
Physical Sciences ..................................... 176 Earth Sciences ......................................... 215
1.0 Properties and Characteristics of 1.0 Properties and Characteristics of
Nonliving Objects and Materials ...... 178 Earth Materials and Objects ............ 216
2.0 Changes in Nonliving Objects 2.0 Changes in the Earth ...................... 221
and Materials .................................. 186 Bringing It All Together .......................... 227
Bringing It All Together .......................... 193 Engaging Families ................................. 227
Engaging Families ................................. 194 Questions for Reflection ......................... 229
Questions for Reflection ........................ 195 Concluding Thoughts ............................... 230
Life Sciences ............................................ 196 Map of the Foundations ............................. 231
1.0 Properties and Characteristics Teacher Resources ..................................... 232
of Living Things............................... 198 Appendix: Suggested Materials .................. 234
2.0 Changes in Living Things ................ 206 Endnotes ................................................... 237
Bringing It All Together .......................... 212 Bibliography .............................................. 241
Engaging Families ................................. 213
Glossary .................................................... 244
Questions for Reflection ......................... 214
iv
A Message from the State
Superintendent of Public Instruction
I am pleased to present the California Pre-

school Curriculum Framework, Volume 3,
a publication I believe will be a major step
need to be intentional in supporting learn-
ing in all domains, young children learn
through play, and young children’s fami-
in working to close the school-readiness lies are their first teachers. Young chil-
gap for young children in our state. Cre- dren benefit greatly from comprehensive
ated as a companion to the California and integrated curriculum planning that
Preschool Learning Foundations, Volume includes history–social science and sci-
3, this framework presents strategies and ence. As young children play, they express
information for educators to enrich learn- themselves by exploring ideas about the
ing and development opportunities for all past, where they live, fairness and respect
of California’s preschool children. for others, their families’ cultural tradi-
Like the third volume of the preschool tions, and how to use money to purchase
learning foundations, this third volume things. They also are naturally interested
of the curriculum framework focuses in scientific inquiry, the properties and
on two learning domains: history–social characteristics of nonliving objects and
science and science. It includes guiding materials, living things, and the earth and
principles; the vital role of the family in materials. Observation of young children’s
early learning and development; the diver- play gives insights into how to build on
sity of young children in California; and their interests and expand their learning.
the ongoing cycle of observing, document- Early educators also enrich young chil-
ing, assessing, planning, and implement- dren’s learning through ongoing collabora-
ing curriculum. The preschool curriculum tion with families. Together, early educa-
framework takes an integrated approach to tors and family members can create mean-
early learning and describes how curricu- ingful learning experiences for children in
lum planning considers the connections preschool and at home.
between different domains as children The preschool curriculum framework
engage in teacher-guided learning activi- speaks to new early childhood educators
ties. as well as experienced ones. It recognizes
Chapters 2 and 3 focus on the learning the best practices already used by pre-
domains. Each chapter provides an over- school programs and provides new ideas
view of a domain, the foundations for that that bring the preschool learning founda-
domain, principles in planning curriculum, tions to life for everyone responsible for the
and curriculum strategies illustrated by care and education of young children. Vol-
vignettes. The strategies pertain to both ume 3 completes the preschool curriculum
the learning environment and teachers’ framework and should prove to be instru-
interactions with children. These chap- mental in preparing children for school.
ters offer key principles and a rich variety
of ideas for early childhood educators to
support the learning and development of
preschool children. Additionally, there are
specific principles and strategies for teach-
ing children who are English learners. TOM TORLAKSON
Three themes are interwoven through- State Superintendent of Public Instruction
out this volume: early childhood educators
v
Acknowledgments
T he development of the preschool

curriculum framework involved many
people. The following groups contributed:
Community College Faculty
Advisers
Special thanks are extended to the
project leaders; principal writers;
faculty advisers for their expertise and
community college faculty advisers;
contributions:
advisers on English-language development
and cultural diversity; universal design Caroline Carney, Monterey Peninsula
advisers; additional consultants and College
reviewers; project staff and advisers Amy Obegi, Solano Community College
from the WestEd Center for Child and
Family Studies; staff from the California Advisers on English-Language
Department of Education; early childhood Development and Cultural
education stakeholder organizations; Diversity
participants in the formative and review
Particular thanks are extended to the
focus groups; and participants in the Web-
following advisers for their involvement in
posting process.
the project:
Project Leaders Gisela Jia, City University of New York,
The following staff members are gratefully Lehman College
acknowledged for their contributions: Antonia Lopez, National Council of
Peter Mangione and Katie Monahan, La Raza
WestEd. Alison Wishard Guerra, University of
California, San Diego
Principal Writers
Universal Design Advisers
Special thanks are extended to the
principal writers for their expertise and The following universal design experts
contributions. are gratefully acknowledged for their
contributions:
Chapter 1: Introduction to the
Framework Maurine Ballard-Rosa, California State
University, Sacramento
Peter Mangione, WestEd
Linda Brault, WestEd
Mary Jane Maguire-Fong, American River
College Additional Consultants
Marie Jones, American River College
and Reviewers
Chapter 2: History–Social Science Particular thanks are also extended to the
Janet Thompson, University of California, following consultants for their involvement
Davis in the project:
Ross Thompson, University of California,
Gay Macdonald, University of California,
Davis
Los Angeles, Early Care and Education
Kelly Twibell, University of California,
Susan Wood, California Institute of
Davis
Technology (Caltech), Children’s Center
Chapter 3: Science
Osnat Zur, WestEd
vii
WestEd Center for Child and Gloria de Napoli Peropat, LCSW-R,
Family Studies—Project Staff Prekindergarten Social Worker/Early
Childhood Specialist, New York City
and Advisers
Department of Education
Linda Brault
Melinda Brookshire Early Childhood Education
Caroline Pietrangelo Owens Stakeholder Organizations
Teresa Ragsdale
Representatives from many statewide
Amy Schustz-Alvarez
organizations provided input that affected
Charlotte Tilson
various aspects of this curriculum
Ann-Marie Wiese
framework.
California Department Action Alliance for Children
of Education Alliance for a Better Community
Asian Pacific Islander Community Action
Thanks are extended to the following
Network (APIsCAN)
staff members: Richard Zeiger, Chief
Association of California School
Deputy Superintendent of Public
Administrators
Instruction; Lupita Cortez Alcalá,
Baccalaureate Pathways in Early
Deputy Superintendent, Instruction and
Childhood & Education (BPECE)
Learning Support Branch; Camille Maben,
Black Child Development Institute (BCDI),
Director, Child Development Division;
Sacramento Affiliate
Cecelia Fisher-Dahms, Administrator,
California Alliance of African American
Quality Improvement Office, Child
Educators (CAAAE)
Development Division; Desiree Soto,
California Association for Bilingual
Administrator, Northern Field Services,
Education (CABE)
Child Development Division; and Laura
California Association for the Education of
Bridges, Consultant, Child Development
Young Children (CAEYC)
Division, for ongoing revisions and
California Association for Family Child
recommendations. During the lengthy
Care (CAFCC)
development process, many CDE staff
California Association of Latino
members were involved at various
Superintendents and Administrators
levels. Additional thanks are extended to
(CALSA)
Deborah Sigman, Deputy Superintendent,
California Child Care Coordinators
District, School, and Innovation Branch;
Association (CCCCA)
Gavin Payne, former Chief Deputy
California Child Care Resource and
Superintendent; Gail Brodie, Sy Dang
Referral Network (CCCRRN)
Nguyen, Luis Rios, Mary Smithberger, and
California Child Development
Charles Vail, Child Development Division;
Administrators Association (CCDAA)
and Meredith Cathcart, Special Education
California Child Development Corps
Division.
California Commission on Teacher
The following individuals are also Credentialing (CCTC)
acknowledged for their contributions to the California Community College Early
vignettes: Childhood Educators (CCCECE)
Aleksandra Klitinek, Prekindergarten California Community Colleges
Teacher, New York City Department of Chancellor’s Office (CCCCO)
Education California Council for the Social Studies
(CCSS)
viii
California County Superintendents Head Start State-Based Training and
Educational Services Association Technical Assistance Office for
(CCSESA) California
California Early Childhood Mentor Program Infant Development Association of
California Early Reading First Network California (IDA)
California Federation of Teachers (CFT) Learning Disabilities Association of
California Head Start Association (CHSA) California
California Kindergarten Association (CKA) Los Angeles Universal Preschool (LAUP)
California Preschool Instructional Network Mexican American Legal Defense and
(CPIN) Educational Fund (MALDEF)
California Professors of Early Childhood Migrant Education Even Start (MEES)
Special Education (CAPECSE) Migrant Head Start
California School Boards Association National Council of La Raza (NCLR)
California Science Teachers Association Packard Foundation, Children, Families,
(CSTA) and Communities Program
California State PTA Preschool California
California State University Office of the Professional Association for Childhood
Chancellor Education (PACE)
California Teachers Association Special Education Administrators of
Californians Together County Offices (SEACO) Committee
Campaign for High Quality Early Learning Special Education Local Plan Area (SELPA)
Standards in California (CHQELS) Committee
Child Development Policy Institute (CDPI) TeenNOW California
Child Development Training Consortium University of California, Child Care
(CDTC) Directors
Children Now University of California, Office of the
The Children’s Collabrium President (UCOP)
Coalition of Family Literacy in California Voices for African American Students, Inc.
Council for Exceptional Children/California (VAAS)
Division for Early Childhood (Cal-DEC) ZERO TO THREE
Council of CSU Campus Childcare
(CCSUCC) Public Input
Curriculum Alignment Project (CAP) Ten focus groups consisting of 115
Curriculum & Instruction Steering participants provided valuable feedback,
Committee (CISC) and others offered suggestions during a
Desired Results access Project public review of the draft that was posted
Early Learning Advisory Council online.
English Language Learners Preschool
Coalition (ELLPC) Photographs
Federal/State/Tribes Collaboration Many photographers contributed to a large
Workgroup pool of photographs that were taken over
Fight Crime: Invest in Kids California the years and collected by WestEd. Special
First 5 Association of California thanks are extended to WestEd and the
First 5 California, California Children & photographers. The following child care
Families Commission agencies deserve recognition for allowing
photographs to be taken of staff members,
children, and families:
Note: The names, titles, and affiliations of the individ-
uals named were current at the time the publication American River College, Sacramento
was developed.
ix
Antelope Elementary School, Antelope Supporting Future Growth, Site III, Child
Elementary School District, Red Bluff Care Center, Oakland
Brooklyn Early Education Center, Los Little People’s After School Learning Land,
Angeles Unified School District, Los Sacramento
Angeles Oakland Head Start Lion Creek’s Crossing,
Chinatown Community Children’s Center, Oakland
San Francisco Oakland Head Start West Grand Avenue
El Jardín de Los Niños, University Prepa- Center, Oakland
ration School at California State Univer- Poplar Avenue Elementary Campus Pre-
sity, Channel Islands schools, Thermalito Family Involvement
Friends of St. Francis Child Care, San & Literacy Center Preschool, Thermalito
Francisco Union School District, Thermalito
Fruitvale Elementary School, Oakland Roosevelt Infant Center, Los Angeles
Unified School District, Oakland Small Wonders Daycare, Buellton
Harrison Elementary School, Los Angeles Walnut Park Elementary, Los Angeles Uni-
Unified School District, Los Angeles fied School District, Huntington Park
Hoopa Valley Tribal Head Start, Hoopa West Street Elementary School, Corning
Valley Tribe, Hoopa Union Elementary School District,
Kidango Ohlone Lab Center, Fremont Corning
x
CHAPTER 1
Introduction
to the Framework
1
INTRODUCTION TO THE FRAMEWORK
Y
oung children enter preschool with a sense of wonder and a love of
learning. They have an insatiable appetite for knowledge when they
have learning experiences that are engaging and enjoyable. Posi-
tive experiences in which children are able to make choices and explore
can help them to feel competent and confident. How can we offer them
engaging and enjoyable learning experiences that fuel their intellectual
engines and build their confidence? How can we connect children’s fasci-
nation with learning to history–social science and science domains? How
can we integrate learning in those two domains with learning in all other
domains and make the most of children’s time
in preschool? With these ques-
tions in mind, the California
Department of Education (CDE)
developed this third volume
of the curriculum framework
for preschool programs, which
include any early childhood
setting where three- to
five-year-old children
receive education and
care.
Like volumes 1 and 2 of the preschool The framework presents ways of set-
curriculum framework, volume 3 provides ting up environments, encouraging and
an overall approach for teachersa to sup- building upon children’s self-initiated
port children’s learning through environ- play, selecting appropriate materials,
ments and experiences that are: integrating learning experiences across
s DEVELOPMENTALLY Appropriate; domains, and planning and implement-
s REmECTIVE OF THOUGHTFUL OBSERVATION AND ing teacher-guided learning activities. As
intentional planning; much as possible, the writers of this doc-
s INDIVIDUALLY AND CULTURALLY MEANINGFUL ument have used everyday language to
s INCLUSIVE OF CHILDREN with disabilities or describe curriculum concepts and strate-
other special needs. gies that pertain to history–social science
and science. However, some technical ter-
a. In this document, the term teacher is used to minology appears in the text. The use of
describe any adult who has education and care TECHNICAL TERMS REmECTS THE NEED FOR PRE-
responsibilities in an early childhood setting. cise language and offers the reader the
Teachers include adults who interact directly with
opportunity to connect practice to theory
young children in preschool programs and family
child care home settings, as well as those who and abstract ideas. To aid the reader,
provide special education services. In family child technical words that appear in boldface
care, teachers may be referred to as caregivers. are defined in the glossary.
2
What children learn in the history– Two domains are the focus of volume 3
social science and science domains dur- of the CDE’s preschool learning founda-
ing the preschool years is presented in tions and this volume of the preschool
the California Preschool Learning Founda- curriculum framework: history–social sci-
tions, Volume 3.1 As preschool teachers ence and science.
plan learning environments and experi-
ences, the foundations provide back-
ground information to: California’s Preschool
s UNDERSTAND CHILDRENS DEVELOPING Children
knowledge and skills;
A
s CONSIDER APPROPRIATE WAYS TO SUPPORT fundamental consideration in plan-
children’s learning and development. ning curriculum for individual chil-
In essence, curriculum planning dren is being responsive to the competen-
should offer children learning opportuni- cies, experiences, interests, and needs
ties that are attuned to their developing each child brings to the preschool setting.
abilities and connected with their experi- The state’s preschool population includes
ences at home and in their communities. children who are culturally diverse, speak
The National Association for the Educa- languages other than English, possess
tion of Young Children’s accreditation different abilities, and come from diverse
criteria state that a curriculum includes socioeconomic backgrounds. When teach-
the goals for the knowledge and skills to ers and other program staff collaborate
be acquired by children and the plans for with families, they make curriculum indi-
learning experiences through which such vidually and culturally meaningful. An
knowledge and skills will be acquired.2 A increasingly prominent factor in the diver-
preschool curriculum typically defines a sity of California’s children is their early
sequence of integrated experiences, inter- experiences with language. Language and
actions, and activities to help young chil- literacy development contributes to young
dren reach learning goals. In contrast, a children’s learning and long-range suc-
curriculum framework provides general cess in many different ways. Children
guidance on planning learning environ- who enter preschool with competence in a
ments and experiences for young chil- language other than English rely on their
dren. Thus, as a curriculum framework, home language as they learn English.
this document provides: While building competence in English and
continuing to build competence in their
s PRINCIPLES FOR SUPPORTING YOUNG CHIL-
home language, children are able to draw
dren’s learning;
on all of their knowledge and skills as they
s AN OVERVIEW OF KEY COMPONENTS OF CUR-
engage in learning in every domain. In
riculum planning for young children,
response to the need to support children
including observation, documentation,
with diverse early language and literacy
AND REmECTION
experiences, the CDE has developed the
s DESCRIPTIONS OF ROUTINES ENVIRONMENTS
preschool English-language development
and materials that engage children in
foundations; a chapter in the California
learning;
Preschool Curriculum Framework, Volume
s SAMPLE STRATEGIES FOR BUILDING ON CHIL-
1, on curriculum planning that supports
dren’s knowledge, skills, and interests
English-language development;3 and Pre-
in the domains of history–social sci-
school English Learners: Principles and
ence and science.
3
Practices to Promote Language, Literacy, under the age of five. For 2009–10, more
and Learning4 (hereafter referred to as the than six million children were enrolled in
PEL Resource Guide). The third volume of California’s K–12 schools; 50.37 percent
the curriculum framework offers strate- were Hispanic, 27.03 percent were white,
gies that are aligned with the English- 8.51 percent were Asian, 6.85 percent
language development foundations, the were African American, and 2.53 percent
first volume of this curriculum frame- were Filipino.7 Similarly, in 2008 there
work, and the content of the PEL Re- were more than three million children
source Guide. ages zero to five living in California, and
Socioeconomic diversity is another 53 percent were Hispanic, 28 percent
trend that requires attention. The per- were white, 10 percent were Asian Ameri-
centage of children who live in low- can, and 6 percent were African Ameri-
income homes is high; almost 20 percent can.8 This trend is anticipated to con-
live below the poverty level.5 At the same tinue over the next several decades.
time, the benefits of high-quality pre-
school are more pronounced for children English learners
from low-income backgrounds than for Data for the 2008–09 school year
other population subgroups. Children indicate that, in California, there are
from diverse socioeconomic backgrounds more children who are English learners
are more likely to benefit from preschool enrolled in younger grades than in older
when the curriculum is attuned to their grades.9 In the 2010 California Report
learning strengths and needs. Card, Children Now estimated that 40
Children with disabilities or other spe- percent of children in California’s kinder-
cial needs are another part of California’s garten classrooms are English learners.10
preschool population. Children with dis- Children Now also reports that “Over
abilities or other special needs benefit one-third (39 percent) of California’s zero-
from learning in inclusive environments to-five population live in families where
with typically developing children. Stud- the most knowledgeable adult does not
ies have shown that children in inclusive speak English well.”11 These families are
environments, with appropriate sup- referred to as living in “linguistically iso-
port and assistance, achieve more than lated homes.”12 In an earlier report, Chil-
children in segregated environments.6 dren Now and Preschool California indi-
Inclusive environments benefit not only cated that young children living in lin-
children with disabilities or other special guistically isolated homes are less likely
needs, but also children who are typically to be enrolled in preschool programs.13
developing. As the following information The broad range of languages spoken
suggests, the diversity of young children by children in the state is clearly a sig-
means that every preschool program nificant factor in developing curriculum
NEEDS A mEXIBLE APPROACH TO CURRICULUM for preschool children who are learning
in order to be responsive to all children English. During the 2009–10 school year,
who enter its doors. 84.6 percent of California children in kin-
dergarten through twelfth grade who were
Demographics learning English spoke Spanish, followed
Compared with most other states, by Vietnamese (2.5 percent), Filipino (1.4
California has an extraordinarily diverse percent), Cantonese (1.4 percent), Hmong
population of children, particularly those (1.1 percent), and Korean (1.0 percent).14
4
Many families may come from similar children at risk of a disability or develop-
geographic regions outside the United mental challenges. Children with disabili-
States but may not necessarily speak ties represent the diversity of California’s
the same language.15 Preschool offers an entire preschool population and require
important opportunity for children whose unique considerations in the preschool
families speak a different language at setting. Three-, four-, and five-year-old
home to learn English while continuing children with identified disabilities have
to learn their home language. Compe- individualized education programs (IEPs)
tence in two languages will allow children that are consistent with the CDE’s pre-
to become adults who can contribute to school learning foundations. Under the
both the global economy and their local Individuals with Disabilities Education
communities. Preschool programs can Act (2004), all children must have access
best support young children by planning to the general curriculum and have their
curriculum that fosters English-language progress measured accordingly.21 In
development and supports the children’s California, the CDE’s preschool learning
continuing development of their families’ foundations inform curriculum planning.
language. Together, the foundations and curricu-
lum framework offer a comprehensive
Socioeconomic status approach to planning access to inclusive
The National Center for Children learning opportunities for all children.
in Poverty documented that, in 2008,
approximately 45 percent of children in
California under the age of six lived in Overarching Principles
a low-income family.16 In addition, com-
pared with other states, California ranks
20th in the nation in the number of chil-
dren under age eighteen living in pov-
A ll three volumes of the preschool cur-
riculum framework were developed
with eight principles in mind—principles
erty.17 According to the National Center that are grounded in early childhood
for Children in Poverty, younger children research and practice. The following prin-
(birth to six years) are more likely to live ciples emphasize individually, culturally,
in a low-income household than older and linguistically responsive learning
children.18 Young children of immigrant experiences and environments for young
parents are 20 percent more likely to live children:
in a low-income family than children of s 2ELATIONSHIPs are central
native-born, English-speaking parents. s 0LAY IS A PRIMARY CONTEXT FOR LEARNING
Young African American, Hispanic, and s ,EARNING IS INTEGRATED
Native American children in California s )NTENTIONAL TEACHING ENHANCES CHIL-
are also more likely than white children dren’s learning experiences
to live in very-low-income families.19 s &AMILY AND COMMUNITY PARTNERSHIPS
create meaningful connections
Children with disabilities or
s )NDIVIDUALIZATION OF LEARNING INCLUDES
other special needs
all children
In 2009–10, over 78,000 children in s 2ESPONSIVENESS TO CULTURE AND LAN-
the birth-to-five age range with identified guage supports children’s learning
disabilities attended preschool in Cali- s 4IME FOR REmECTION AND PLANNING
fornia.20 This number does not include enhances teaching
5
These principles have guided the devel- ties for social interactions (with familiar
opment of each volume of the preschool adults, peers), group participation, and
curriculum framework. Because these cooperation and responsibility. A climate
principles play a central role in the over- of caring and respect that promotes nur-
all development of the curriculum frame- turing relationships between children and
work, they are repeated in each volume. within the community of families sup-
Explanation of the principles follows. ports children’s learning in all domains.
Relationships are central Play is a primary context

Relationships with others are at the for learning
center of young children’s lives. Caring Play is at the heart of young children’s
relationships with close family members explorations and their engagement in
provide the base for young children to learning experiences.22 During play, chil-
engage with others, to explore with con- dren maximize their attention span as
fidence, to seek support when needed, they focus on self-selected activities that
and to view interactions with others as they regulate themselves. When children
likely to be positive and interesting. Rec- make their own choices, engage other
ognizing the power of early relationships, children in interaction, and spend time
preschool teachers and programs build amusing themselves on their own, they
strong relationships with children and learn much about themselves, their own
families. Just as important, preschool capabilities, and the world around them.
teachers nurture the social–emotional At the preschool level, play and learn-
development of young children through ing should be seamless. Children need to
those relationships. Research shows that be engaged to learn. As Zigler observes,
healthy social–emotional development children bring more than their brains to
helps young children learn, for example, school.23 When children’s hearts, minds,
to sustain attention more easily, to make and bodies are engaged, adults can help
and maintain friendships, and to com- them learn almost anything they are
municate needs and ideas. Under the ready to learn. In a program where play
guiding eye of teachers in close partner- is valued, children’s interests, engage-
ship with families, young children build ment, creativity, and self-expression are
their ability to engage in relationships supported through a balance of child-
with adults and other children. Preschool initiated and teacher-guided activities.
offers children a variety of opportuni- 4HE ENVIRONMENT REmECTS AN APPRECIATION
for the value of pretend play, imaginary
play, dramatic play, and physically chal-
lenging play. Play not only provides the
context for thinking, building knowledge,
being attentive, solving problems, and
increasing social and physical skills, it
also helps children to integrate their emo-
tional experiences and internalize guid-
ance from their teachers. For some chil-
dren, it may be necessary to make special
adaptations to create access to learning
through self-initiated activities and play.
6
areas of strength. Integrated learning

is further described in the section titled
“Curriculum Planning.”
Intentional teaching enhances

children’s learning experiences
Effective curriculum planning occurs
when teachers are mindful of children’s
learning and are intentional in their
efforts to support it. In the National
Association for the Education of Young
Children (NAEYC) publication titled The
Intentional Teacher, Ann Epstein offers
the following description:
Learning is integrated
[T]he intentional teacher . . . acts with
Learning engages young children in knowledge and purpose to ensure that
every possible way. Young children con- young children acquire the knowledge
tinually use all their senses and compe- and skills (content) they need to
tencies to relate new experiences to prior succeed in school and in life. Intentional
experiences and to understand things teachers use their knowledge, judgment,
and create meaning. Their learning is and expertise to organize learning
integrated while often having a specific experiences for children; when an
focus. For example, during book read- unexpected situation arises . . . they can
ing children use their knowledge and recognize a teaching opportunity and are
able to take advantage of it, too.24
thinking abilities, emotional responses,
understanding of language, physical With an understanding of early learn-
skills, and the full range of experiences at ing and development, the teacher sup-
home and in the community to make new ports learning in areas identified by Cali-
connections and understand. Children fornia’s preschool learning foundations.
come to preschool as experts about many 4HE INTENTIONAL TEACHER IS mEXIBLE IN ORDER
things—among them, their families, their to accommodate differences in children’s
home language(s), and their belongings. learning strengths and needs. Intentional
When learning builds on what children teaching strategies span from planning
know and allows them to expand their learning environments, experiences, and
skills playfully, they are happy to partici- routines to spontaneous responses sug-
pate in any learning experience or activ- gested by the moment-to-moment focus
ity, to recite any rhyme, to count any set, of the children.
to take on any appropriate new physical
challenge. That is why offering children Family and community
experiences that are personally mean- partnerships create meaningful
ingful and connected is so important. In connections
addition, since children learn using all of
Strong connections with families grow
their sensory modalities in an integrated
from respecting and valuing the diverse
way, it is essential to strengthen the
views, expectations, goals, and under-
modalities with which individual children
standings that families have for their
need special help and build upon their
children. Programs demonstrate respect
7
hips are central

Relations .
a pr im a ry context for le
y i s a rning
Pla .
Learning is integrated.
nces children’s lea
g enha rning
achin exp
nal te
it y p a erships create mean
r t n eri
ntio m un le arning in
ingf
ul c ence
t e om tio n o f cludes s
In c liz a all c o
d
an ividua and language suppor hild nnec .
ily d tu re re ti
In ul ts c
hild n. on
Fa
m to c n and planning enhanc s.
n ess eflectio es t ren’s
ive r r ea le
o ch
ns ef ing arn
es po Tim Eight . in
g
R
Overarching
.
Principles
for families by partnering with them are meaningful, connected, and develop-
to exchange information about their mentally attuned to each child. Creating
children’s learning and development an environment in which all children feel
and to share ideas about how to sup- welcome is important. When children
port learning at home and at preschool. with disabilities or other special needs
Partnerships with families extend to are included, the partnership with fami-
the community where the families live, lies is especially important. The family is
come together, and support one another. the primary bridge between the preschool
Building connections to the surrounding staff and special services the child may
community allows a program to become be receiving.
known and make use of community The family, teacher, and other pro-
resources. Getting to know the commu- gram staff can team together and include
nity also gives teachers insights into the other specialists in the preschool setting.
learning experiences and competencies Adapting to an individual child may mean
that children bring to the preschool set- modifying the learning environment to
ting and informs efforts to make pre- “increase a child’s access, potential and
school meaningful and connected for availability for learning through thought-
children. ful organization of materials and space.”25
Specifically designed professional support
Individualization of learning and development opportunities, as well
includes all children as specialized instructional strategies,
Each child is unique. Preschool teach- can help teachers deliver individualized
ers use their understanding of each education and care to meet the needs of
child’s blend of temperament, family and all the children in a program.
cultural experiences, language experi-
Responsiveness to culture and
ences, personal strengths, interests,
abilities, and dispositions to support the
language supports children’s
child’s learning and development. By learning
recognizing and adapting to each child’s Responsive preschool programs cre-
individual development, teachers are ate a climate of respect for each child’s
able to offer learning experiences that culture and language when teachers and
8
In this introduction, curriculum plan- s A BRIEF Overview of the substrand;

ning for these domains is presented in an s SAMPLE INTERactions and strategies
integrated manner. Within this integrated (e.g., conversations, activities, experi-
approach to planning learning activities ences, routines) for helping children
and environments, each specific domain make progress in the specific area of
is the focus of a chapter. Each chapter learning identified by the substrand;
provides a look at integrated curricu- s VIGNETTES THAT ILLUSTRATE THE STRATE-
lum through the lens of the particular gies in action. (It is important to note
domain addressed by that chapter. For that the interactions illustrated by
example, chapter 3, “Science,” highlights the vignettes might take place in any
how promoting the use of different forms language; individual children would
of communication to record and docu- appropriately engage in such commu-
ment information may include encourag- nication using their home language.)
ing children to create a representation The sample strategies range from
by drawing, making a three-dimensional spontaneous to planned. Some sample
model, or taking a photo. While learning strategies focus on how teachers build
how to record scientific information, chil- on children’s interests during interac-
dren will also practice their developing tion and instruction; some rely on plan-
skills related to the Visual Arts strand of ning and teacher initiation; and others
the Visual and Performing Arts domain REmECT A COMBINATION OF TEACHER PLANNING
as well as the Measurement strand of and spontaneous responses to children’s
the Mathematics domain. Information on learning. Taken together, they offer a
strategies to support children’s learning range of ways in which early childhood
may appear in more than one domain educators can support children’s learning
chapter because the same strategy or and development. The sample strategies
similar strategies apply to multiple areas are intended to include a broad range
of growth and development. In essence, OF TEACHING APPROACHES AND TO REmECT A
this curriculum framework is designed to variety of ways to address the individual
allow the reader to examine the breadth needs of a diverse group of children.
and depth of each domain in the context However, the sample strategies are nei-
of integrated learning. ther exhaustive nor meant to be used as
The domain chapters begin with an recipes to follow. Rather, they are start-
overview of principles and strategies for ing points, or springboards, for teachers
supporting preschool children’s learning, as they plan and implement their own
and of the environments and materials strategies. It is noteworthy that some
that promote learning. Each domain is strategies for one domain can just as eas-
divided into strands that define its scope. ily be used to support learning in another
In each chapter, the strands are intro- domain.
duced and followed by a “Bringing It All The fact that many strategies overlap
Together” vignette, an “Engaging Fami- ACROSS DOMAINS REmECTS THE INTEGRATED
lies” section to support home–school con- nature of young children’s learning. For
NECTIONS AND A h1UESTIONS FOR 2EmECTIONv example, in chapter 2, there is a rec-
SECTION TO ENCOURAGE TEACHER REmECTION ommendation on page 83 to listen to
Each strand is further divided into children’s narrative descriptions to sup-
substrands. Each substrand section port the development of children’s sense
includes: of time. This strategy includes inviting
10
other program staff partner and regu- Time for reflection and planning
larly communicate with family members. enhances teaching
They work to get to know the cultural
Preschool teachers are professionals
strengths each child brings to preschool.
who serve an important role in society.
An essential part of being culturally and
In nurturing the development of young
linguistically responsive is to value and
children, teachers engage in an ongoing
support each child’s use of home lan-
process of observation, documentation
guage, for “continued use and develop-
AND ASSESSMENT REmECTION AND PLAN-
ment of the child’s home language will
ning, and implementation of strategies
benefit the child as he or she acquires
in order to provide individualized and
English.”26 Equally important are nurtur-
small group learning experiences. As
ing interactions with children and their
increasing numbers of children with
families in which “teachers attempt, as
diverse backgrounds, including children
much as possible, to learn about the his-
with disabilities, participate in preschool
tory, beliefs, and practices of the children
programs, collaboration, teaming, and
and families they serve.”27 In addition to
communication are essential to extend
being responsive to the cultural history,
the benefits of preschool to all children.
beliefs, values, ways of communicating,
Curriculum planning requires time for
and practices of children and families,
TEACHERS TO REmECT ON CHILDRENS LEARNING
teachers create learning environments
and to plan strategies that foster chil-
that include resources such as pictures,
dren’s progress in building knowledge
displays, and books that are culturally
and mastering skills. Preschool programs
rich and supportive of a diverse popula-
that support intentional teaching allocate
tion, particularly the cultures and lan-
time in teachers’ schedules to allow them
guages of the children and families in
TO REmECT AND PLAN BOTH INDIVIDUALLY AND
their preschool setting.28, 29 Community
as a team. With appropriate support,
members also add to the cultural rich-
teachers are able to grow professionally
ness of a preschool setting by sharing
through a continuous process of learning
their art, music, dance, traditions, and
together and exploring ways to be respon-
stories.
sive to young children’s learning interests
and needs.
Organization of the
Framework
T his preschool curriculum framework

builds on the California Preschool
Learning Foundations, Volume 3, which
describes the knowledge and skills that
preschool children typically demonstrate
with appropriate support in the following
two domains:
s (ISTOry–social science
s 3CIENCe
9
children to talk about past and current

experiences and then expanding on chil- English-Language
dren’s initial statements with descrip- Development and Learning
tive language. Of course, encouraging
children to create narrative descriptions
in All Domains
would also promote language and literacy
learning and social–emotional develop-
ment. In addition, inviting children to T he English-language development
foundations and recommended cur-
riculum strategies address the need to
illustrate their narrative descriptions
would foster learning in the Visual and give additional focused support to pre-
Performing Arts domain. The possibilities school children whose home language
for a strategy designed to support learn- is not English. Chapter 5 in volume 1
ing in one domain to lead to learning in of the preschool curriculum framework
other domains are endless. Part of the art states a reality: “Children who are learn-
of teaching is to discover possible connec- ing English as a second language form a
tions between domains and then to use substantial and growing segment of the
those insights to guide children through preschool population in California served
integrated learning experiences. by state child development programs.”30
Each domain chapter includes “Teach- Children’s progress with learning English
able Moments” to address the balance varies greatly from child to child. Some
between planning for children’s learning children enter preschool with practically
and being spontaneous and responsive no prior experience with English. Other
when a child or a small group of children children have some experience with Eng-
may be absorbed with solving a prob- lish but still do not possess the basic
lem, excited about a new idea, or show competence necessary to demonstrate
emerging understanding of a concept. knowledge and skills outlined in other
Planning creates the context for teach- domains when the curriculum is pro-
able moments. Therefore, this framework vided mainly in English. And there are
offers information on “Planning Learning other children who are learning English
Opportunities” in various places. as a second language who may be fairly
Intentional teaching includes planning sophisticated in their understanding and
interactions, activities, environments, use of English.
and adaptations. Teachers plan such
learning opportunities based on what
they learn from the children’s families
and their observations and assessments
of children. When teachers plan learn-
ing opportunities, they anticipate how
the children might respond. But the plan
NEEDS TO BE mEXIBLE TO ALLOW THE TEACHER
to be responsive to how the children
actually engage in learning. The teacher
observes the children and listens for the
teachable moments made possible by the
plan.
11
Given the great variation among chil- language on which effective teaching
dren who are learning English as a sec- strategies can be based.
ond language in preschool, their knowl- 2. Children who are learning English as
edge and skills in the English-language a second language may demonstrate
development domain are described at language and literacy knowledge and
the beginning, middle, and later levels. In skills in their home language before
other words, the English-language devel- they demonstrate the same knowledge
OPMENT FOUNDATIONS REmECT A CONTINUUM and skills in English.
of second-language (English) learning 3. Children who are learning English as a
regardless of an individual child’s age. second language may need additional
This continuum shows that children who support and time to make progress in
are learning English while simultaneously all areas that require English knowl-
developing their home-language abilities edge and skills; therefore, the English-
use their knowledge and skills in their language development curriculum
first language to continue to make prog- framework presents strategies to sup-
ress in all other domains. Children who port children who are learning English
are English learners also vary greatly in in particular ways so that teachers can
the level of proficiency in their first lan- both provide scaffolding for children’s
GUAGEWHICH IN TURN INmUENCES their learning experiences and utilize mul-
progress in English-language develop- tiple modes of communication (e.g.,
ment. nonverbal cues).
In an integrated curriculum, the key to 4. The English-language development
supporting all children is to plan learn- foundations and curriculum recom-
ing activities and environments based mendations focus mainly on language
on an ongoing understanding of each and literacy learning, because that
child’s interests, needs, and family and learning is, by nature, language-
cultural experiences. For young children specific; in addition, children who are
who are learning English, this approach learning English will demonstrate com-
means focused attention to each child’s petence in other domains in their home
unique experiences in acquiring a second language (e.g., history–social science
language and an understanding of how and science).
to use a child’s first language to help her 5. An intentional focus on the process of
understand a second language. In apply- learning English as a second language
ing an integrated approach, teachers take is necessary at all times in an inte-
advantage of every moment to provide grated approach to curriculum in early
children with opportunities to communi- care and education settings.
cate with greater understanding and skill The level of additional support and the
while engaged in play or in adult-guided amount of time English learners need to
learning activities. The curriculum frame- demonstrate the knowledge and skills
work for English-language development is described by the foundations in domains
based on a number of key considerations such as history–social science and sci-
for supporting children learning English ENCE WILL BE INmUENCED BY THE CHILDRENS
in preschool settings. The chief consider- development in both their first language
ations are are as follows. and English. The language the child
1. Children who are learning English as speaks at home as well as the amount of
a second language possess a home rich experience the child has in the home
12
s ALLOW CHILDREN TO PARTICIPATE VOLUN-

tarily;
s CREATE OPPORTUNITIES FOR INTERACTION AND
play with peers.
Children need to feel comfortable with
everyone in the preschool setting and
with use of their home language and
nonverbal communication to express
themselves while learning and trying to
use English. As volume 1 of the California
Preschool Curriculum Framework states:
“Language is a tool of communication
language will likely affect the amount used in all developmental domains. Chil-
and type of support the child needs. dren who are English learners need to be
For example, if a child’s home language supported not only in activities focused
and culture include learning traditional on language and literacy, but across the
stories at an early age, the child may entire curriculum.”31 All children, par-
understand and use concepts of time in ticularly children at the beginning and
the home language. This experience may middle levels of English-language acquisi-
foster history–social science learning in tion, may show knowledge and skills in
the preschool program. Likewise, talking other domains, such as the visual and
in the home language with a parent or performing arts or mathematics, using
grandparent about growing vegetables in their home language. The preschool
a garden may later help a child partici- Desired Results Developmental Profile
pate in a science project introduced by (DRDP) is an assessment instrument that
a preschool teacher. Depending on the recognizes this possibility by considering
experiences individual children have out- children’s demonstration of knowledge
side of the preschool program, they may and skills in their home language as evi-
make progress with some foundations dence of developmental progress.b
earlier than with other foundations. For
example, older preschool children may b. It is important to use the appropriate Desired
Results instrument. For children who are typically
need additional time to make progress
developing, the Desired Results Developmental
in learning scientific vocabulary such Profile (DRDP) is the appropriate assessment
as observe, predict, measure, and experi- instrument (visit http://www.wested.org/
ment. desiredresults/ for more information). For children
The California Department of Educa- with disabilities receiving preschool special
tion’s DVD titled A World Full of Lan- education services, the appropriate instrument
is determined by the Individualized Education
guage: Supporting Preschool English
Program (IEP) team, which includes the family
Learners emphasizes that a climate of and the child’s preschool teacher. All three-, four-,
acceptance and belonging is an important and five-year-old children with an IEP who receive
starting point for providing additional preschool services, regardless of instructional
support to children who are learning setting, must be assessed using either the DRDP or
English as a second language. In effective the DRDP access, which is an alternative version
of the DRDP with measures that have an expanded
programs, intentional efforts:
range for assessing preschool-age children with
s FOCUS on the children’s sense of belong- disabilities. Visit http://draccess.org/ for more
ing and need to communicate; information.
13
Because first- and second-language engagement.32 Multiple means of repre-

development varies among English learn- sentation refers to providing information
ers, the English-language development in a variety of ways so the learning needs
foundations and the language and lit- of all children are met. For example, it
eracy foundations are to be used in tan- is important to speak clearly to children
dem with the curriculum framework. It is with auditory disabilities while also pre-
recommended that, when planning cur- senting information visually, such as with
riculum for all areas of learning, teach- objects and pictures.
ers begin by reading and considering the Multiple means of expression refers to
English-language development founda- allowing children to use alternative ways
tions and the curriculum framework to communicate or demonstrate what
guidance as they gauge each child’s cur- they know or what they are feeling. For
rent comprehension and use of English. example, when a teacher seeks a verbal
Teachers then develop a plan for how to response, a child may respond in any
integrate and use the suggested activities language, including American Sign Lan-
or strategies to support areas of learning guage. A child with special needs who
that take into consideration the diversity cannot speak may also respond by point-
of English learners. As described in the ing, by gazing, by gesturing, by using
English-language development founda- a picture system of communication, or
tions, intentional teaching requires an by any other form of alternative or aug-
ongoing awareness of the home-language mented communication system.
development of each child and the Eng- Multiple means of engagement refers to
lish learner’s ability to use English in providing choices in the setting or pro-
activities suggested in the other chapters gram that facilitate learning by building
of the California Preschool Learning Foun- on children’s interests. The information
dations, Volume 3. in this curriculum framework has been
worded to incorporate multiple means of
representation, expression, and engage-
Universal Design ment.
for Learning Although this curriculum framework
presents some ways of adapting or modi-
fying an activity or approach, it cannot
T he guidance in this preschool curric
ulum framework applies to all young
children in California, including children
offer all possible variations to ensure that
a curriculum meets the needs of a par-
with disabilities or other special needs. ticular child. Of course, the first and best
In some cases, preschool children with source of information about any child is
disabilities or other special needs dem- the family. Additionally, there are several
onstrate their developmental progress in resources available to support inclusive
diverse ways. Recognizing that children practice for young children with disabili-
follow different pathways to learning, ties or other special needs. The resources,
this framework incorporates a concept Web sites, and books listed in the Cali-
known as universal design for learning. fornia Preschool Curriculum Framework,
Universal design provides for multiple Volume 1, appendix D, are recommended
means of representation, multiple means for teachers’ use.
of expression, and multiple means of
14
engages their active minds and nurtures

Curriculum Planning their enthusiastic search for meaning and
understanding.
Curriculum planning to support
Integrated curriculum
children as active meaning
makers Research studies clearly show that
young children construct ideas, concepts,
Preschool children possess an amaz- and skills within everyday moments of
ing capacity to organize vast amounts play and interaction with others. For
of information. When we watch a pre- young children, learning is a dynamic
schooler alone in play, in play with process that happens whenever young
friends, or engaged in a conversation, children encounter the world around
we see a mind actively working to make them. Young children actively, purpose-
meaning. fully, and energetically seek to figure
Preschool children experience the out what new objects and materials are
world and build knowledge in an inte- like and how they work. Play involves
grated manner, during simple moments children’s dynamic push to discover, to
of play and interaction with objects and uncover, to figure out, and to make sense
with other people. They constantly gather of the world. Play deserves careful consid-
information and strive to make sense of eration, because play and learning often
it. Their minds take in words, numbers, mean the same thing. Indeed, play can
feelings, and the actions and reactions of be a rich context in which children con-
people, creatures, and objects and inte- struct ideas, skills, and concepts. During
grate new information into an increas- play, children discover and integrate new
ingly complex system of knowledge. ideas, refine their thinking, and master
Effective curriculum for young children emerging skills. Observing children at
play is similar to observing scientists
at work—children analyze, design, test,
experiment, and negotiate ideas and
strategies in order to figure out new and
better ways of doing something.
Imagine four young children who are
eager and engaged in play amidst an
assortment of wooden blocks. They may
appear to be “just playing”; however,
upon closer inspection, this moment of
play reveals a web of ideas, hypotheses,
and theories under construction, as well
as an energetic debate. The children are
negotiating how to connect the blocks
to make roads that will surround their
carefully balanced block structure. The
structure has walls of equal height, which
SUPPORT A mAT ROOF 4HERE ARE TOWERS
built with cardboard tubes. Resting on
each tube is a shiny, recycled jar lid, each
15
one a different color. Two children are to the children’s play, teachers set the
figuring out between themselves when to stage for this learning. As part of curricu-
add or take away blocks in order to make lum planning, the teachers made sure
a row of towers that increases in height. that the block area was well organized
To anyone who listens and watches, it is and stocked with engaging materials. As
evident that the children are building a a result, the block area holds its usual
foundation for addition and subtraction. basic inventory of materials, but it also
To make each wall just high enough to holds objects such as cardboard tubes,
SUPPORT A mAT ROOF THEY COUNT ALOUD THE recycled jar lids of different colors, and
number of blocks they are using for each a clipboard with pen and paper that are
wall, showing an emerging understanding new and challenging to the current group
of the math concept of cardinal numbers. of children, to provoke more complex
When they hear the signal that lunch ideas and theories and thereby support
is about to be served, one child finds a integrated learning.
clipboard with pen and paper attached, Children learn many concepts and
draws a rudimentary outline of the block skills within purposeful play and proj-
structure on the paper, and then asks the ects. As stated earlier, play is a guiding
teacher to write, “Do not mess up. We are principle for early childhood teaching and
still working on our towers.” learning. Curriculum for young children
In this moment of play, children means teaching in a way that supports
explore concepts that are foundational them in building concepts and skills in
to math, science, literacy, language, an integrated way as they gather infor-
the arts, and history–social science. For mation, experiment with it, and confront
example, they are building concepts problems within the natural course of
of number, quantity, pattern, equal- play and interaction with others. Rather
ITY PRINT REPRESENTATION AND CONmICT than being a series of fact-filled lessons,
negotiation. The learning is integrated, each intended to teach a specific skill or
purposeful, and self-motivated, with concept, effective curriculum for young
children developing important skills in children supports their natural, inquisi-
a project they initiated. With thoughtful tive nature as they investigate the sur-
planning, and by observing and listening rounding world. For example, young chil-
dren are eager to investigate language—
how it works and the power it holds to
engage others. They explore art media
with rapt attention—diving in to explore
the unique physical properties of each
medium (e.g., pencils, paint, or clay)—
and begin to figure out what they can do
with each one. With the eagerness of a
scientist, they explore and experiment
with objects from both the natural world
and the physical world. With a passion no
less intense than that of a debate team,
they exchange ideas and strategies with
others and orchestrate increasingly more
elaborate pretend play with peers and
16
and the opportunity to actively construct

ideas and skills with other children.
Integrated curriculum sometimes
begins with a project or an investigation
that has a specific focus of interest and
that draws together the children, their
families, and the teachers in pursuing
this interest. A project or an investiga-
tion holds possibilities for children to
develop ideas and skills related to mul-
tiple academic disciplines. For example,
as children gather materials for a project,
they might use their emerging concepts
ADULTS #HILDRENS PLAY REmECTS THE FOUN- of number and quantity. Or during the
dations of each academic content area: project, teachers might invite children
history–social science, science, visual and to dictate stories about what occurred,
performing arts, physical development, giving children a chance to tell a story
health, language and literacy, and math. in a sequence and to experience print,
In the early childhood period, children letters, and words. Children might also
construct their knowledge by forging new create and solve problems in the project,
connections in the brain that hold ideas, negotiating complex ideas with the help
skills, and concepts related to multiple of others—an early lesson in history–
academic disciplines. social science, for example. The following
To support young children’s learning, vignette from a class of children ranging
teachers may use a variety of strategies from three to five years of age illustrates
(e.g., interactions, scaffolding, explicit integrated curriculum in a project that
instruction, modeling, demonstration, extends over time. This vignette recounts
changes in the environment and materi- how children make evident to the teach-
als, and adaptations, which are especially ers their ideas, concepts, and skills
important for children with disabilities).33 that relate to the history–social science
By adapting the physical environment, domain and how the teachers document
the materials, and the planned activi- children’s ways of exploring and making
ties, teachers support individual chil- sense of the experiences.
dren’s strengths and abilities and guide
their learning. For example, to support Teachers Josh and Connie decided to
the learning of a child who relies on a build on an issue that had arisen with
wheelchair for mobility, teachers check children in the prior year. Connie had
to make sure the classroom furnishings witnessed a conversation between
are arranged so that the child always has two girls, each of whom had donned
clear pathways and access to all inter- long, ruffled dress-up gowns in the
est areas and that the tables and shelv- pretend play area. The two girls were
ing are set up to allow the child to see, talking animatedly about being prin-
reach, explore, and manipulate all the cesses as they selected their gowns.
learning materials. Only when teachers One girl had light skin and straight
provide such adaptations do all children blonde hair, and the other had dark-
enjoy equal access to the play materials brown skin and short, black, curly
17
dent at length, noting in this and simi-

lar conversations how children were
constructing ideas about themselves
and others that had the potential
of either supporting or undermining
issues of fairness and mutual respect.
They began to see that, within such
exchanges, the children were try-
ing to figure out, through pretend
play, the range of attitudes, values,
and beliefs that influenced everyday
encounters with others. Josh and
Connie acknowledged that beliefs and
attitudes about others surfaced in
the children’s play in ways that they
could not always anticipate. They
wondered how they could help the
children in their class think about val-
ues and beliefs concerning diversity
of skin color, language spoken, or atti-
tudes that resulted in judging others
simply by their appearance.
hair. The blonde girl said to the dark-
haired girl, “You can’t be Cinderella! I The pattern of enrollment in a pre-
can be Cinderella, but you can’t! You school often leads to a diverse array of
don’t look like Cinderella.” Her play- cultures and ethnicities. This diversity
mate, stunned by this pronouncement, provides a rich cultural context that
replied indignantly, “I can too be can give rise to much learning for chil-
Cinderella!” For a second there was dren and adults alike. However, it is not
silence as the two girls stared at each uncommon for children to say things to
other. The girl with dark features, ONE ANOTHER THAT REmECT IDEAS ASSUMP-
whose friend had denied her the role tions, and beliefs that are inaccurate,
of Cinderella, looked away, lifted her unfair, potentially disrespectful, and even
long, ruffled skirts, and began to step hurtful. After several conversations about
lightly around the playhouse. She this observation, the teachers decided
said nothing more. After a few min- to invite the children and their families
utes, she slipped out of her dress and to participate with them in a project
ventured off to a new play area. to address some of these sensitive and
Surprised by this brief exchange, potentially hurtful issues.
teacher Connie said nothing, but later
told co-teacher Josh about what she Josh recalled an idea he had studied
had seen. She regretted that she had in one of his early childhood educa-
done nothing in the moment and was tion classes—to use persona dolls
embarrassed at how awkward she with young children. He explained to
felt as she watched this moment play Connie how they might use a persona
out. The teachers discussed the inci- doll to develop curriculum to address
18
this issue. Persona dolls—handmade respond when we invite a persona

dolls that range in size up to three doll to join our class? How might this
feet tall—are made with specific experience generate deeper under-
features designed to give the doll a standing of differences and respect
chosen identity. The persona doll is for differences in children? And how
also given a name and a story. In this might this experience also help teach-
way, children hear about the family ers and families to discover ways to
with whom the doll lives, her racial or talk about and to value differences
ethnic background, and a few of her among people, such as race and fam-
likes and dislikes. Josh explained that ily customs?”
persona dolls provide a comfortable Josh located a vendor who sold per-
way to launch conversation topics sona-doll kits. He and Connie decided
that might otherwise feel insensitive, to order the child-size kit that included
awkward, or rude. He recounted sev- fabric and patterns for constructing a
eral stories about how teachers used dark-skinned child with brown eyes
persona dolls to support children in and tightly curled black hair. They
learning more about racial, family, lin- sent a letter to children’s families
guistic, or ability differences. explaining the persona doll and ask-
Josh and Connie decided to introduce ing for a volunteer who might be able
a persona doll to their classroom, to sew the doll out of view of the chil-
with the intention of creating a cur- dren in the class. One of the children’s
riculum project that could offer pos- aunts, a seamstress, agreed to sew
sibilities for exploring self-identity, the the doll, and one of the parents volun-
identity of others, empathy, fairness, teered to weave hair extensions into
and conflict resolution. They also the doll’s hair.
looked forward to building their own The teachers discussed possibili-
understanding about how to respond ties for what the doll’s name and
when children (or even teachers) were story would be. They decided to
caught in uncomfortable moments of name her Ashia. They also decided
having said or done something that that she would be new to the com-
devalued someone else. They decided munity served by the preschool, that
on these questions to organize the cur- she would be scared about meeting
riculum project: “How will the children new friends, that she would be from
a home in which she currently lives
with just one parent—her mother,
who is of European American heri-
tage—and that her father lives in his
homeland, a small country in Africa.
Ashia’s story would be that she and
her mother recently moved from her
father’s country and that her father,
with whom she communicates regu-
larly, remained behind and is living
with his mother, Ashia’s grandmother.
Ashia misses them both.
19
Teachers Josh and Connie used a father, and her grandmother. It was a
simple question to plan Ashia’s intro- country in the continent called Africa.
duction to the classroom. On their To get here they had to take a long
plan, they wrote, “How will children plane ride.” Joaquin spoke up in
respond to Ashia’s arrival?” The excitement, “I was on a plane once.
teachers decided to introduce Ashia We visited my tia.” The teacher smiles
during a large-group morning circle. at Joaquin and adds, “I remember
Connie, who would be leading the that. You went to Arizona and were
group gathering, held Ashia on her gone for a whole week. It took Ashia
lap as she greeted the arriving chil- and her mom two whole days to
dren. Josh ushered in the last of travel to California, where we all live
the children and then settled at the and where she and her mother now
edge of the group, with video cam- live.” Connie picked up a globe that
era in hand, to document children’s was sitting behind her on a table.
responses to Ashia. Ashia’s face was She pointed to California and drew a
nestled into Connie’s shoulder, and line with her finger to Arizona, say-
Connie patted Ashia’s back gently ing, “This is where Joaquin traveled
as the children arrived. When all the when he went on a plane to see his
children were seated, Connie turned aunt.” She then put her finger back
Ashia toward the children and said, on California and drew a line across
“I would like you to meet my new the globe until she reached the African
friend. Her name is Ashia. Today is continent. “This is how far Ashia and
her first day of school, and she is a her mom had to travel—a long, long
bit nervous.” Estella, one of the four- way—so she is still very tired. And
year-old children, blurted out, “She’s do you remember that I said she was
not real. She’s fake!” Another four- sad, too? Well, she made the long trip
year-old echoed Estella’s comment: with her mother, and she had to say
“She’s just a doll. She’s fake.” Con- good-bye to her father and grand-
nie looked thoughtfully at Ashia and mother, who stayed behind.” Grant
then asked the two children who had interjected, “I miss my grandma. She
spoken, “Can you tell us why you say lives far away.” Connie smiled at
she isn’t real?” Estella repeated her Grant and said, “Sometimes I get sad
original claim: “Because she is fake.” like that, too, Grant.”
A nearby child offered, “Because she Connie scanned the children’s faces
don’t have bones.” Connie nodded in before continuing, “So some of you
reply, “You are giving my question a know what it feels like to miss some-
lot of thought, I can tell, but you know one who is far away. And you know
what? She is a real doll, actually a what? Ashia is also nervous, because
very special real doll to me, and I am she had many friends where she used
hoping she can be real for you, too.” to live, and in our class she doesn’t
Connie continued, “When Ashia’s know anyone.” Some hands flew up
mom dropped her off this morning, quickly amid a chorus of voices: “I
she told me that Ashia is very tired will be her friend.” “She can be my
and also very scared. Ashia is tired friend.” “We can take her out to show
because she and her mother recently her the yard. That will make her
moved from a place far away, where happy!” Connie reached below her
she used to live with her mother, her
20
chair for a backpack and unzipped it, setting into small, well-stocked interest
saying, “Since Ashia is missing her areas, young children use such spaces
home, her mother thought it would like mini-laboratories or mini-studios.
be helpful if she could leave some of In each interest area, children find both
Ashia’s special items in her class- familiar materials and novel materials,
room.” the latter added as a way to pique new
Connie pulled out a photo of a row interest or to add challenge and complex-
of brilliantly colored houses and ity to the children’s learning that is an
explained, “These are homes from integral part of their play.
Ashia’s neighborhood where she used Children enter these play areas and
to live. If you’d like, we can put this explore what they might do with the eas-
photograph in the block area, and ily accessible materials. As children play,
some of you can show her the blocks they form hypotheses about what they
we have. Maybe you can try to make can make the items do. They experiment,
a house with Ashia that looks like her invent, and devise theories to make sense
grandma’s home, where she used to of their experiences, all embedded within
live.” Next, Connie pulled out a set of their play. Play-based interest areas,
four small copper cups. “One, two . . . both indoors and outdoors, each with
Wow, there are more! Count with me,” a distinct focus, are designed to offer a
she says, slowing down so that the basic inventory of materials with which
children can join in the count. “Ashia’s children can apply emerging skills and
mom told me that Ashia used to play develop concepts while they play.
with these cups at her grandma’s As teachers plan curriculum, they con-
house and that her grandma wanted sider ways to provoke more complex and
her to take them with her to Cali- coherent ideas by adding materials to
fornia. I’m wondering, do you think an area. When adapting the curriculum
Ashia might enjoy finding this set of to support all learners, teachers modify
four cups in the playhouse?” the play space or the materials avail-
able in the play space to make sure that
each child in the program has access.
The environment as curriculum: Such ongoing additions and changes to
Interest areas to support chil- the play spaces are essential to curricu-
dren’s play and child-initiated
learning
The play environment of a preschool
setting is a primary source for early
childhood curriculum. Well-stocked play
areas, often called interest areas or activ-
ity areas, provide young children with
a vast array of possibilities for learning.
Driven to explore novel objects, people,
and events, young children relate to well-
planned play environments just as scien-
tists relate to their laboratories or artists
relate to their studios. When teachers
thoughtfully organize the space in the
21
lum planning. By thoughtfully planning piece of cloth Ashia’s mother called a

the interest areas and allocating long kanga. It is something you wear, like a
periods of uninterrupted time for self- scarf, and Ashia’s grandmother gave
initiated play, teachers provide children it to her. So this cloth is very special to
with important opportunities to develop Ashia. Her grandma, her father, and
many foundational concepts and skills. her mother carried her in it when she
Examples of interest areas in a preschool was a baby. So we will have to find
environment include the following: a very special place for this, where
s $RAMATIC PLAY AREA Ashia can find it. Maybe she can show
s "LOCK AREA you how to use it to carry the baby
s !RT AREA dolls.” Kelly looked concerned, “But she
s "OOK AREA doesn’t have a place to put her clothes.
s 7RITING AREA She doesn’t have a cubby like we do.”
s -ATH AREA “You’re right,” acknowledges Connie,
s 3CIENCE AREA “Maybe after circle time, you can help
s Family display area make a name card that we can put on a
s -USIC MOVEMENT AND MEETING AREA cubby for her things.”
The example of the curriculum proj-

ect of inviting Ashia, the persona doll, Daily routines as curriculum
to become part of the group can demon- Curriculum plans include ideas for
strate other ways that teachers use inter- involving children in daily routines and
est areas to support learning. making routines an important context for
learning, in general, and for social–emo-
The next items Connie pulls from the tional development, in particular. Daily
backpack are several books. “These routines provide natural opportunities for
must be some of Ashia’s favorite children to apply emerging skills, take on
books.” Connie flips through the books, responsibilities, and cooperate. Teachers
summarizing, “This one looks good. It is integrate engaging learning opportuni-
about a little girl who lives in her house ties into the everyday routines of arriv-
with her grandma, and she is going to als, departures, mealtimes, naptimes,
visit her mother who lives in another handwashing, and setup and cleanup,
town. And this one looks like one we both indoors and outdoors. Children
want to read, too. It’s about a little boy enthusiastically apply emerging skills as
who misses his father who lives far they contribute to carrying out daily rou-
away. How about we put Ashia’s books tines: for example, when they are helpers
in the book/story area so that she can who ring the bell to let the other children
read them there with her new friends?” know to come inside; when they count
Connie pulls a few more things from how many children are ready for lunch;
the backpack: a change of clothes and when they move a card with their photo
a long piece of brightly printed cloth. and name from the “home” column to the
“Okay, she has a change of clothes, “preschool” column of a chart near the
but this is something special. Ashia’s room entry; when they put their name on
mother wanted to make sure we knew a waiting list to paint at the easel; and
about this.” Connie spreads out the when they help set the table for a meal,
brightly colored cloth. “This is a special making sure that each place has a plate,
22
utensils, and a cup. Such routines offer help her remember to keep her scarf
opportunities for children to build lan- on while playing near sand.” Janelle,
guage skills, to learn the rituals of shar- who has hair bundled into neatly tied
ing time with others, and to relate one braids adorned with beads, much
action in a sequence with another. Over like Ashia’s, smiles, saying softly, “I
the course of the project with the persona can help her.” Connie nods, “Oh, I’m
doll Ashia, the teachers look for ways sure Ashia would love that, Janelle.”
to extend children’s learning within the Connie and Josh have frequently
daily routines. heard Janelle’s mother reminding
her daughter to wear her hat when
Before the large-group discussion, playing in the sand. “And you know
Connie asked the children for ideas what? Ashia’s mom brought a basket
on where Ashia might store her back- of beautiful scarves, in case any of
pack. Ariel suggested that Ashia you would like to cover your hair, too,
hang it with the other backpacks while you are playing in the sandbox.”
on the hooks near the entry. Cody A chorus of excited voices rang out:
pointed to a low table near the entry “I do, I do!” and “I want to use one!”
area and said, And she could sign in Connie dismissed the group with this
where we do, too.” On this low table comment: “I’ll put the basket near the
near the entry, children know they door to the yard, so those who want
will always find the “sign-in binder” to put on a scarf before going outside
and a ring of cards with the names of can do so.” A few minutes later, to
all the children. On arrival, children the teachers’ surprise, almost every
explore making their version of their child—boys and girls—had made a
signatures, similar to what their fam- beeline to the basket to select a scarf
ily members do as they sign in their and surrounded a teacher with a
children. Paloma countered, But Ashia request for help in tying the scarf prior
doesn’t have a name there! We need to entering the yard.
to put her name there, so she can
find her name, too. And we need to The scarf basket became a regular part
put her picture on her card, too.” Con- of the transition ritual. Ashia’s arrival
nie agreed, saying, “These are good spawned several other new daily routines.
ideas. We will need to take a photo- In the writing area, teachers added a
graph of Ashia, make a name card for low hook, from which hung a clipboard
the sign-in book, and put her name where children could sign up when they
and photo by one of the coat hooks. wanted a special photo taken with Ashia.
Where else will we need to add her They also added two new job cards on the
name?” helper chart to designate who would be in
“Oh, there’s one more item here,” said charge of helping to take Ashia outside.
Connie, as she pulled out a blue scarf. Each new routine invited the children
“When Ashia’s mother brought her to to use emerging skills. Teachers over-
school today, she asked that I make heard the following conversation between
sure that Ashia wear this scarf when four-year-olds Alicia and T’syana, whose
she is playing in the sandbox. Sand is names were the first to go on the job
harmful to Ashia’s soft, curly hair. Her chart as “Ashia’s helpers.” Alicia, whose
mom was hoping each of you could first language is Spanish, handed a scarf
23
to T’syana, who also uses Spanish with

her family, saying, “Venga, T’syana. Come
here.” Alicia motioned for teacher Josh to
place the scarf on Ashia’s head. When he
was done, she thrust her scarf into his
hand and pointed to her own head. Josh
tied a scarf on each girl’s head. T’syana
grabbed Ashia’s left hand, Alicia grabbed
the other, and together they walked Ashia
outside.
The Daily Schedule

work together with others, and explore
ways to incorporate the new materials
T he daily schedule balances child-

initiated play and teacher-guided
activities. The latter involves teach-
into their play. A daily schedule that
ensures ample time for children to initi-
ate their own play in well-developed inter-
ers planning, introducing, and guiding est areas is critical to the teaching and
specific activities to enhance children’s the learning. Young children need ample
learning during small- and large-group time to engage in play, in the company
times. In contrast, child-initiated play of peers, in order to build their ideas, to
refers to children’s responses to ideas pose problems, to try out solutions, and
and materials introduced by teacher that to negotiate and exchange ideas. When
the children are free to explore without children initiate, organize, and develop
teacher guidance. Child-initiated play their own play in the interest areas, it is
also includes those times when children called child-initiated learning. At times
create, organize, and engage in activities children choose to play alone, but fre-
completely on their own. quently, child-initiated play takes place
in small groups of their own choosing.
Child-initiated play
In the previous examples, teachers
added many new and engaging items The first few weeks after Ashia’s entry
to the interest areas—items the teach- into the classroom, teachers began
ers hoped might provoke the children’s to notice how Ashia’s presence pre-
thinking and learning in new directions. sented opportunities to explore con-
These novel materials held possibilities cepts related to fairness and to engage
for children to increase their under- children in solving problems. One day,
standing of people, customs, and places teacher Josh observed the following
that may have been unfamiliar to them. scene as a small group of children
Though introduced by the teachers, the played in the housekeeping area. He
materials encouraged child-initiated play. wrote an account in order to share it
In essence, they created opportunities for later with Connie.
the children to initiate learning on their Ashia was seated in the rocking chair.
own. The teachers also made sure that, Josiah picked up two baby dolls and
within the schedule of the day, children announced, “This one’s for me, and
had ample time to experiment, invent, this one’s for you, Ashia.” Josiah
24
placed one of the dolls on Ashia’s lap. preparation and different teaching strate-
When he turned around and began gies.
to take some pretend food items from For some aspects of the curriculum,
the cupboard, Thomas walked over teachers may choose to organize an
to Ashia and removed the doll from activity with a small group of children.
Ashia’s lap. Angelica, who up to this Although initiated and guided by the
point had been watching and not teacher, an effective small-group encoun-
engaged in the play, reached out with ter of this nature should still be rich in
her arm toward Thomas. Angelica, possibilities for children to contribute
who has a hearing loss and who signs and negotiate ideas with each other.
to communicate, extended her palm in Teacher-guided activities in small groups
front of Thomas in a gesture for him work best in quiet spaces away from dis-
to stop. Thomas handed Angelica the tractions of the full group and provide a
doll, and she immediately placed it manageable context for children to dis-
back in Ashia’s arms. cuss and explore ideas and experiences.
The teacher listens to children’s ideas,
Josh added this brief interpretation to
helps orchestrate the give-and-take of
his note: “Angelica saw herself as part
ideas among children, and poses ideas or
of the play and conveyed her inten-
problems for children to wonder about,
tion very clearly to Thomas. Thomas
explore together, or even solve. Away from
responded, without argument, to her
the distractions of a large group, teachers
request. This was a big step for him,
can easily observe, listen, and converse
as he did not resist her request nor
with children in a small group, as well
try to maintain hold of the doll. This
as note how individual children think,
is a good example of both Angelica
express ideas, relate with others, and use
and Thomas displaying how they are
their emerging skills.
learning to resolve a conflict and share
Such teacher-guided conversations can
materials.”
enrich children’s learning in all domains,
particularly the children’s language
Teacher-guided activities learning and vocabulary development. In
in small groups addition, teachers can intentionally guide
In a schedule with ample time for chil- the development of specific skills by plan-
dren to initiate play in well-stocked inter- ning small-group activities (e.g., songs,
est areas, there are times when teachers games, shared reading) for short periods
organize and guide specific activities for
children. Such teacher-guided curricu-
lum activities are clearly distinct from
child-initiated curriculum activities.
Teacher-guided activities occur in two
contexts—small groups and large groups.
A small group would consist of one
teacher working with a group of four to
eight children. A large group is typically
a gathering of all the children in an early
childhood setting. Each context serves a
different purpose and requires different
25
of time that playfully engage children in her experience with Ashia’s. After dis-
using specific emerging skills—such as cussing this together, Connie and Josh
sound and sound pattern recognition. decided to look for ways to address
In programs that have children who are Estella’s desire to form a special bond
English learners, small groups can foster with Ashia, but, at the same time, to
learning between children (also known as engage the other children in conversa-
peer learning). The PEL Resource Guide tions about how to maintain Ashia’s
provides several suggestions for promot- status as a classmate available to all
ing peer learning34 and for providing children. Rather than simply bringing
individual children with scaffolding that up the issue during a large gathering,
helps them engage in new and more com- the teachers decided to plan several
plex thinking. small-group conversations about the
Small-group activities have several recurring conflict over possession of
advantages over large-group activities. Ashia. They wanted to hear the chil-
With small groups of children, teachers dren’s ideas about sharing friends
can readily observe, listen, and docu- and to include the children’s ideas for
ment children’s developmental progress. resolving such conflicts.
Teachers can also individualize the cur- Connie invited a small group of six
riculum and use questions or prompts children to meet together in a quiet
to scaffold each child’s thinking in more area away from the larger group.
complex ways. In the following example, She selected children who had either
teachers and children who are getting to spent a lot of time with Ashia or had
know the persona doll Ashia engage in verbalized concerns about not having
a small-group discussion as part of this enough time to play with her. Con-
ongoing project. The conversation itself nie gave each child a clipboard with
is a context for curriculum and provides a pencil attached. She explained, “I
opportunities for children to reveal their thought that it might be a good idea
ideas and hypotheses. for us to talk about our new friend,
Ashia. These clipboards are for you
As they observed children’s play to use during our conversation. Some-
with Ashia, teachers Josh and Con- times I know you like to draw your
nie noticed recurring conflicts over ideas or make lists of ideas, like I
who would play with Ashia. These do. Do some of you remember what
conflicts were much like the disputes happened earlier today in the yard?
that occur when children share real I remember that Paloma and Jessica
friends. Estella, one of the older girls, were sad because they wanted to
had become particularly attached spend time with Ashia. Estella was
to Ashia. The teachers wondered playing with Ashia and told them
whether this had something to do that they could not play with Ashia
with Estella’s recent separation from because she was still playing with
one of her parents. One teacher had her.” Rachel and then Carlos added
overheard Estella saying as she their own stories of not getting to
played with Ashia, “Ashia’s not talk- play with Ashia when they wanted
ing, because she misses her dad.” to. Paloma frowned and said, “It’s
The teachers were sensitive to the not fair that only Estella holds her.”
possibility that Estella was linking Connie listened to the children and
26
repeated each child’s concern: “It nie wrote this down, saying, “Great
sounds like there are a lot of you who idea, Paloma. That way, we would
want to hold and play with Ashia. know who would be her helper in the
How can we make sure that Ashia’s morning and who would be her helper
time is shared with everyone?” Kelly in the afternoon. What do the rest
suggested, “We can make more of of you think?” All agreed to the idea
her, so she can have real friends, about helpers, so Connie proceeded:
too.” Jessica’s eyes lit up, and she “Okay, how about if some of you write
shouted, Yes! And we can make shoes Ashia’s name on your clipboards? You
and socks, too, and more of her.” can follow the letters I’ve written up
“These are great ideas,” Connie said, here.” Connie pointed to where she
“and I brought a book that might help had written “Ashia” on the large sheet
us plan some ways to share Ashia. of paper and said the name of each
This story is about two boys who letter as she pointed to it, “A-S-H-I-A.
were friends, and they had a prob- That way we have some names to use
lem about how to share a pet toad. for the helper chart. I know some of
I’m thinking that this book might give you have enjoyed signing your own
us some ideas. Would you like me to name when you come in, so you might
read it?” The group readily agreed, want to help Ashia write her name
and Connie recounted the story, after when she arrives.” Carlos watched
which she commented, “So that is as others copied the letters in Ashia’s
what the boys decided to do. What name onto their clipboards.
new ideas do you have about what “I’m wondering about another idea,
we might do to share Ashia? I’m going too,” said Connie. “What if we take a
to write down your ideas here on this clipboard and write “Ashia’s helper”
paper.” Kelly suggested again, Make at the top? And then, if any of you
more.” Estella turned to her and said would be interested in signing up to
emphatically, We can’t cut Ashia in be Ashia’s helpers, you could sign
two, because she’s a person!” The your name below. What do you think?
teacher Connie responded, “You bring Carlos, maybe we could use your clip-
up a good point, Estella. I’m not sure board.” As the others agreed, Carlos
that’s what Kelly meant.” Before Kelly pushed his clipboard toward Connie,
had a chance to respond, Carlos inter- who turned it so that Carlos could
jected, “She can’t walk by herself, so see her write the letters, again say-
she needs lots of us to help her walk ing each letter as she wrote “Ashia’s
around.” Connie repeated Carlos’ idea Helpers.” She invited Carlos to be
as she wrote it on the list and then the first to sign. He scribbled a row
said, “So, I’m wondering, from what of circles and then handed the pen-
Carlos suggested, one thing that we cil to Connie. Others followed, with
could do is divide the day into two some children’s names being a simple
parts: the morning and the afternoon. scribble, others showing the first let-
Then we could have morning help- ter of the child’s name followed by a
ers and afternoon helpers for Ashia.” line, and a few showing an attempt to
Paloma’s eyes lit up as she said, write each letter of the child’s name.
“They could be on the job chart! So Connie explained that she would put
we can read who is the helper.” Con- the list near the helper chart. Before
27
finishing, she suggested that the ings that occur at the end of day provide
small group share the plan with the opportunities to review noteworthy hap-
others during large-group time. penings and to anticipate what will be
available the next day. Teachers Connie
and Josh used a large-group gathering to
Whether the activities are child-
keep everyone current on Ashia’s experi-
initiated or teacher-guided, children’s
ences in the classroom.
use of materials in interest areas pro-
vide teachers with excellent opportuni-
ties to observe how they build concepts During a large-group gathering, the
and skills and how they negotiate ideas children who helped to make new
with others. For example, in the preced- cards for adding “Ashia’s Helpers” to
ing discussion, Connie was able to trace the job chart shared the new helper
each child’s ideas, solutions, and emerg- cards with the others. Then teacher
ing concept of how to sign her or his Josh asked the children, “Remember
name. Such moments of observed play how Ashia told us that she misses
and interactions also provide teachers her father, who lives far away? I was
with ideas on how to extend children’s wondering, since Ashia misses her
exploration and learning through future father, maybe we could help her make
encounters with related materials that a book that she could send him, with
add novelty, challenge, and complexity in photos and stories about her experi-
each domain. ences at school. I brought this book
that has lots of empty pages and
Teacher-guided activities places for photographs or drawings.
in large groups What do you think about keeping this
Large groups provide another context book in our book and story area? That
for teacher-guided activities. The large way, you can draw pictures or tell
group—typically a gathering of the entire stories that we can add to the book.”
class—works well for singing, acting out Niko offered, “And maybe we could
songs and stories, playing games, shar- take pictures of us and Ashia, too.”
ing experiences with each other, telling Thomas chimed in: “So her Dad can
stories, building a sense of community, see who we are, her new friends.”
and organizing the daily schedule and A chorus of voices backed this idea.
activities. Storytelling is one of the more “Sounds like others really like your
popular large-group experiences, one idea, Niko,” continued teacher Josh.
that has rich potential for adding to chil- “We can use this clipboard for a sign-
dren’s understanding about the world up sheet to have your photo taken
around them. Storytelling allows teach- with Ashia. That way, throughout
ers, children, family members, as well as the day, we can take some photos of
storytellers from the community to tap you and Ashia doing lots of different
into and build children’s knowledge and things at school. I’ll write “Sign-up for
experiences in meaningful ways. Large- Ashia Photo” at the top of the paper.
group time is also when teachers let the Watch to see the letters I use.” As
whole group of children know what new Josh wrote, he said each letter name
experiences will be available in the inter- aloud. “Okay, that’s ready to go, so
est areas or what will happen in small when you leave circle, you can find
groups that day. Large-group gather- this sign-up sheet in the writing area.
28
If you need help writing your name, tunity to engage in a conversation about
remember to flip through the name differences in skin color, a topic that
cards that have your photos on them. arose in children’s earlier conversations.
Once you find your name, if you want, Ashia’s skin tone was a deep brown,
you can look at your name as you her eyes were brown, and her hair was
write it.” braided with extensions and beads. The
teachers wondered whether a chance
to make drawings of each other’s faces
The Curriculum-Planning might invite the children to explore, in a
respectful, matter-of-fact way, the vari-
Process
ous skin tones, hair, and facial features
of different individuals in the group.
P lanning preschool curriculum begins

with teachers discovering, through
careful listening and observing, each At the large-group gathering, Connie
child’s developmental progress in each read to the children a book entitled
domain. Observation is an essential One Like Me, which has a mirror built
teaching skill. When teachers mindfully into the back cover. After reading the
observe, they discover how individual book to the group, Connie peered at
children make meaning within everyday herself in the mirror and described
moments of play and interactions, and herself: “I see that I have wavy red
how they can deepen their relationships hair and blue eyes, and that my skin
with children.35 Observing for the purpose is a color kind of like lightly browned
of gathering evidence of individual chil- toast.” Some of the children giggled.
dren’s learning means carefully watching Connie looked at teacher Josh, seated
AND LISTENING WITH THOUGHT AND REmEC- in the group, and continued, “And
tion. In doing so, teachers find evidence then there’s teacher Josh. His hair
of individual children engaged in making is a different color than mine, a dark
meaning. For example, through a note, brown, with maybe a tiny bit of dark
a photo, or a sample of a child’s work, red. I’d say it is kind of brownish-
teachers collect ongoing evidence that blackish-reddish.” Again, a few gig-
can be used periodically during the year gles. “And if you look closely, his eyes
when they complete the formal DRDP have a different shape from mine. His
assessment. In the project in which chil- eyes are like ovals, and mine are also
dren invited the persona doll Ashia to like ovals, but a little rounder. Can
become part of their class, the teachers you see that?” Isabella, who along
found that children revealed many ideas, with the other children has turned
concepts, and skills that could serve to stare at teacher Josh, announced,
as evidence of children’s developmental “Him are my eyes.” Teacher Connie
progress through the levels of the DRDP. responds, “That’s right, Isabella. Both
Evidence related to concepts of print, you and Josh have brown eyes. Your
number, language comprehension, self- eyes are the same color as Josh’s.
identity, and problem solving was readily When I look in the mirror and when
apparent. As teachers Connie and Josh I look at Josh, or at any of you, I can
REmECTED ON THE MEANING OF THE EVIDENCE see how in some ways we look like
they had observed and gathered, they each other and in some ways we look
decided to offer the children an oppor- different. Teacher Josh’s eyes are
29
brown, and mine are blue. Josh and thrust his arm into the air. Connie
I both have short hair, but our eyes nodded, “That’s right, Clayton, you’re
are different and our hair is different. Ashia’s helper. Clayton, can you bring
How many of you have brown hair, Ashia to the art table so she can look
like teacher Josh?” Almost everyone’s in the mirror, too?”
hand shot up. Niko, seeing three-year-
old Isabella raise her hand, declares, As teachers observe children’s play and
“Isabella, your hair is yellow, not interactions, children reveal evidence of
brown.” Isabella glances down at a their emerging skills and ideas. Such evi-
strand of her hair and looks up smil- dence, recorded as a written observation
ing. “You’re checking to see, aren’t or a photo, is used in a child’s portfolio
you, Isabella? And your hair is closer to demonstrate developmental progress.
to yellow in color, what we call blonde. As teachers observe children’s play and
That’s sort of what I was doing, look- interactions, they also discover ways to
ing at myself in the mirror, so that I extend experiences in order to support
could really see what color my eyes children in building more complex and
and hair are. Would you all like to use coherent ideas. Ideas for next steps in
some mirrors to look closely at the curriculum planning emerge as teach-
features of your faces? If so, today, ERS REmECT ON HOW THEY MIGHT EXPAND
when you are playing, you will find children’s thinking, language, and inter-
some mirrors on the table in the art actions. From ongoing cycles of mind-
area. These are mirrors that stand ful observing, listening, documenting,
up. Each mirror has two sides. This AND REmECTING ON WHAT MIGHT COME NEXT
way, two friends can sit side by side teachers not only gather evidence of chil-
and use one of the mirrors together to dren’s progress in learning but also gen-
compare your faces, to see how your erate curriculum plans.
faces look the same or how they look
different. Because some of you may Observe, reflect, document
want to draw what you see in the Observation means being present with
mirror, there is also a basket of pens, children and attentive as they play and
along with some paper. Teacher Josh interact with others and the environment.
will be there, too, to write down what This mindful presence is different from
you discover.” participating in children’s play or direct-
In the basket on the art table, the
teachers placed black pens with thin
felt tips. They discovered in prior
activities that these pens worked well
when their objective was to prompt
children to capture the detail in what
they were examining. Additionally,
they found that color choices were dis-
tracting. Before dismissing the group,
Connie asked, “Let’s look at the helper
chart. Who is Ashia’s helper this
morning? Can you tell?” Clayton, see-
ing his name near the photo of Ashia,
30
The Reflective Curriculum Planning Process
5HÀHFWLRQ
ing their play. Whether for one minute face to the left and then to the right
or five, a mindful and attentive presence and zooms up close to the surface of
means waiting to see what unfolds in the mirror. After repeating this action
order to gain a complete picture of chil- several times, she announces to the
dren’s play. A teacher who observes chil- others, “I see two of me and two pairs
dren as a first step in supporting learning of eyes.” She then points in the mirror
discovers small scientists at work—they and counts, “One, two, three, four,”
experiment, compare, make assumptions, and then she smiles before saying, “I
form theories about what things are like have four eyes!’” After about six min-
or what they can do, test ideas, and, utes of play, I [teacher Josh] mention,
over time, build mastery of a wide range “Don’t forget that the pens and paper
of concepts and skills. What follows are are here in case you want to draw
excerpts from Josh’s notes as he watched what you see.” In response, Estella
the children use mirrors and explore con- and Paloma reach for pens and paper.
cepts in the art area. Estella looks in the mirror once, but
then draws a face without looking
Paloma, Clayton, Estella, and Jessica in the mirror again. Paloma glances
sit around the table. Each child has frequently at her image in the mir-
her or his own mirror. At first, each ror, sometimes spending time making
explores her or his own image, show- faces to change the image she sees.
ing little interest in looking at some- Clayton watches as Paloma draws.
one else’s image. Jessica turns her I propose, “Let’s look in the mirror
31
together, Clayton. What do you see?”

Clayton shrugs his shoulders but
gazes steadily at his image. “When
you look at your face in the mirror,
do you see anything that looks like a
long circle, a shape called an oval?” I
sketch a small oval in my notes and
lay my notes near him to see. Clayton
draws a long, slightly irregular oval
on his sheet of paper. “Okay, look
again in the mirror, Clayton. What
else do you see?” Clayton puts his
finger on his nose and says quietly,
ning. Second, anecdotal notes and other
“My nose.” “So, when you look at your
evidence can be used to support a teach-
nose, Clayton, do you see two long
er’s periodic assessment of a child’s prog-
lines, one on each side? Or how about
ress toward reaching competencies mea-
any small circles?” Clayton brings a
sured by the DRDP. In the small-group
finger to each nostril and then touches
activity in which children were invited to
his reflection in the mirror. “Do you
draw their own faces, teacher Josh had
want to put those little circles on your
several reasons for wanting to write down
drawing?” He draws two small circles
what had happened in a clear, vivid note.
on his oval. “Now where would you
He wanted to capture children’s ideas
put two long lines? When you look in
and thoughts in order to guide the next
the mirror, do you see two long lines
steps in planning this project. He also
along the side of your nose?” Clayton
heard that, in what the children said and
looks at his drawing for about 30 sec-
did, they were revealing evidence of how
onds and then slowly moves the pen-
they were figuring things out or how they
cil in a long line up from the nostrils
were applying an emerging concept or
he has drawn, and then repeats this
skill. In this way, the documentation—his
with a line parallel to the first.
notes, photos, and the children’s draw-
ings—supported curriculum planning.
Documentation means gathering and It also provided evidence for ongoing
holding evidence of children’s play and assessment of the children’s developmen-
interests for future use. A common form tal progress, which also informed cur-
of documentation in early childhood set- riculum planning.
tings is a written note, often referred to
as an observation anecdote. Anecdotal Reflect, discuss, plan
notes, along with other forms of docu- !S TEACHERS REmECT TOGETHER ON OBSER-
mentation—photos, video recordings, and vational notes, photos, or samples of chil-
work samples—serve a dual purpose. dren’s work, they discuss ideas for pos-
First, they hold memories of a teacher’s sible next steps in the curriculum—that
observations of children’s expressions of is, ways to sustain and add complexity to
feelings, thinking, and learning. Docu- children’s learning. Documentation can
mentation can provide a useful guide as also be used to engage the children’s fam-
teachers determine what might be the ILIES IN REmECTING ON THE CHILDRENS LEARN-
next steps in day-to-day curriculum plan- ing. Teachers might also decide to share
32
the notes, photos, or work samples with includes strategies to enhance the learn-
the children, as a way to engage them in ing of all children in a group, as well as
thinking about what the children might strategies to support the learning of indi-
do next. vidual children. The experience of inviting
the persona doll Ashia to join the group
Josh told the children that he would of children presented many opportuni-
save their drawings so that they could ties for teachers to plan and implement
return to them another day and add curriculum prepared for the whole group
some colors to them. When he and and curriculum individualized for specific
Connie met to review the documenta- children.
tion, they reflected on how the chil- In each case, the curriculum came
dren were revealing their thoughts out of a process of observing, listening,
and ideas. Josh noted Estella’s accu- REmECTING DOCUMENTING DISCUSSING IDEAS
rate use of the term “pair” and her planning, and implementing, which, in
proclamation of “four” as the quantity turn, launched another cycle of observ-
she saw in the mirror and suggested ing and listening in order to find out what
that a copy of this note be placed in children did in response. In the example
her portfolio. They also decided to of offering colored pencils, teachers
place a copy of Clayton’s drawing, planned a follow-up experience to suggest
along with Josh’s notes, in his port- new problems and new challenges that
folio, since Clayton previously had might add complexity to the children’s
shown little interest in drawing. Josh ideas and understanding.
and Connie studied the drawings to
Implement
see if they could see any of the chil-
dren’s unique facial features. The Once a plan is written, teachers imple-
teachers decided that their next plan ment it, but the planning continues even
would be to invite this same small after an activity or experience is under
group of children to an experience way. As children encounter a teacher-
in which they would return to their prepared activity or initiate their own
drawings, but this time the available plan with the materials placed in an
materials would include colored pen- interest area, the teachers watch to find
cils selected to match the variety of out how children respond to the materials
hair, skin, and eye colors in this group they have prepared. In doing so, teach-
of four children. ERS OBSERVE REmECT AND DOCUMENT ONCE
again. Curriculum planning is a continu-
ous cycle, as teachers watch to discover
Documentation serves as a spring-
how children respond to the planned cur-
board for coming up with possibilities for
riculum and how children show evidence
exploring more deeply a topic that has
of their developing skills and concepts
engaged the interest of the children, the
during the planned learning encounters.
teachers, and the families. Further explo-
ration might include, among other things,
materials to add to interest areas, related Several days after the first drawings
books to read in either large- or small- were made using the mirrors, Connie
group gatherings, or activities for small invited this same group of children to
groups. With clear ideas or objectives a small-group activity. She kept the
in mind, teachers plan curriculum that group small because she wanted to
33
be available to guide each child in choose from here, many shades of

looking at her or his reflection and to browns and blacks, and each one
try to figure out which colored pencil has a different name. It’s written
would work best to match actual skin, on the side, so I can read you the
eye, or hair color. At the table, children name when you pick one out.” Kelly
found their original line drawings, reaches for a charcoal colored pencil
along with a basket of flesh-colored and hands it to Paloma, saying, “She
pencils, which Josh and Connie had needs this one.” Paloma had already
carefully selected to represent the picked out a deep brown tint and
spectrum of skin colors of children began to use it to color Ashia’s face.
in the setting. “Remember when you She frowns at Kelly, saying, “Not that
drew your face? And remember how I one, this is the one. I already picked
asked you to let me keep your draw- it.” She looks at Kelly and then adds,
ings so you could work on them later “Okay, she can be two pencils, like
and, if you wanted, add some color teacher Connie is. But this one,” she
to your drawings? Well, I collected continued, pointing to a light brown
an assortment of colored pencils and pencil, tucked under her arm, “is for
brought back the mirrors, so that you her eyes, just like mine.”
can look at yourselves again and
decide what colors to use to make
As with every phase in the planning
your skin color, eye color, and hair
cycle, teachers do well to approach this
color. What do you think? Would
one with a sense of wonder, for they may
you like to try finding the colors that
be surprised and amazed by what chil-
match the colors in your face?” The
dren actually do as they engage with the
children all nodded, but none reached
materials or activity. To hold in memory
for a pencil, so Connie added, “For
significant parts of what they observe,
example, here are the colors that I am
teachers record notes, take a photo, or
guessing might be close to the color of
keep a work sample, labeling and noting
my skin: a little light brown, perhaps
the date on each one. They can review
a little of this pink, and maybe even
these documents later, along with par-
a little of this light yellow. I need all
ents and even with the children, as a way
three because I have freckled skin.”
to assess the impact of the curriculum
Paloma, who had brought Ashia to plans, to generate plans to further sup-
the table and set her in the chair next port children’s learning, and to assess
to her, announced, “Ashia’s going to individual children’s learning. For exam-
draw with me.” Paloma immediately ple, during such discussions, the follow-
began to add another face next to the ing questions might be considered:
one she had drawn earlier. “This is
s !RE CHILDREN RESPONDING AS WE HAD PRE-
me and Ashia.” She then began to flip
dicted, or were there surprises?
through the colored pencils. “Here the
s 7HAT DO THE CHILDRENS RESPONSES TELL
one for Ashia’s hair.” She picked out
us? How might we name the children’s
a charcoal black and added circles of
interests or intentions? What concepts
hair to the face she had just drawn.
and ideas are the children forming
“So, if that’s for her hair, which one
within their play?
is the best match for her skin color?”
s (OW MIGHT CHILDREN WHO ARE LEARNING
asked Connie. “There are lots to
English collaborate in small groups
34
with children who already speak Eng- discussed the possibility of doing an
lish in order to learn from one another? activity at the next parent meeting in
s (OW ARE THE CHILDREN SHOWING EVIDENCE which all the parents could explore
of progress related to the measures of the variety of flesh-toned colored pen-
the DRDP? cils and even to blend different tints of
homemade play dough that they could
Partnering with families take home to enjoy with their children.
in curriculum planning
When teachers share with the chil- Discussions about projects—among
dren’s families documentation of the teachers and with children’s families—
children’s experiences and learning, they add much to the curriculum plans. Such
INVITE THE FAMILIES TO REmECT TOGETHER WITH discussions become a conduit for the
teachers on children’s learning and ideas exchange of resources and ideas, from
for expanding the curriculum. Family home to school and from school to home.
members offer unique insights and pro- Curriculum projects that are planned
vide important suggestions for curricu- together with families help to connect
lum development. They also help teachers children’s home and community experi-
understand their expectations, values, ences and their experiences at school.
AND BELIEFS THAT INmUENCE CHILDRENS
behavior and ideas. Connections: A fertile ground for
making meaning
During the small-group, face-drawing The curriculum project involving the
activity, Clayton was picking out persona doll (Ashia) illustrates how
pencils for his skin color when his teachers can help children connect with
mother arrived to pick him up. She and learn about the world around them.
knelt near the table as Connie read Such project-oriented curriculum also
the name printed on the colored pen- gives children an opportunity to apply
cil that Clayton had selected. “This
one says ‘sienna brown.’ What do
you think, Clayton?” Connie asked,
as she moved the tip of the pencil
near his arm. “Is that your color?”
Clayton smiled at his mother, “I’m
sienna brown, mommy. Which one
do you want to be?” A few minutes
later, when Clayton was retrieving
his things from his cubby, his mother
confided in Connie how much she
had enjoyed picking out her skin color
with Clayton. She had been uncer-
tain about how to talk with Clayton
about skin color, because she was of
European–American background and
Clayton’s father was African Ameri-
can, and most of the family members
living nearby were Caucasian. They
35
emerging skills and concepts—what will When several children said they had
become the foundation for language, lit- relatives far away, Connie and Josh
eracy, science, history–social science, decided to invite families to be part of
mathematics, physical development, the experience and placed a note near
health knowledge and skills, and the the map, with a basket of sticky notes
arts—within activities that are meaning- and a written request, asking the fam-
ful to them. When teachers plan curricu- ilies to tell where some of their family
lum to support children in constructing members live.
more complex ideas about experiences
that genuinely interest them, young chil-
Children bring much knowledge with
dren build connections in their rapidly
them from their home and their commu-
developing brains.
nity when they walk through the doors
Young children’s experiences at home,
of a preschool program. For example,
with their families, and in their communi-
children may come to preschool with
ties are a powerful source of meaningful
knowledge of many stories that come out
connections that support their learning.
of their family experiences. Their teach-
Curriculum for young children does not
ers may observe the children reenacting
reside solely within the walls of the early
these stories in the dramatic play area or
childhood environment. Teachers and
outdoors in the play yard. However, these
children’s families work together to cre-
stories remain unrecorded until teachers
ate curriculum. Teachers nurture in the
invite children to narrate them so that
children a desire to know more about the
the teacher can put them in print. Once
world around them, and they nurture in
a child’s story is put in print, the child
the children’s family members a desire
comes to see himself as an author, one
to join in as participants in developing
whose story can be read and re-read to
ideas for curriculum. When a dynamic
others. Stories can generate a wealth of
exchange of ideas and information occurs
possibilities for teachers, family mem-
between home and school, a curriculum
bers, and children to partner together in
emerges that is tailored to the community
documenting what goes on in their lives,
and responsive to the history, interests,
both at home and at school. Whatever
and values of the families and their cul-
the topic under study in a project or
tures.
investigation, story dictation can serve an
important role. In planning the curricu-
In response to conversations with
lum around Ashia (the persona doll), the
children about where Ashia had lived
teachers and family members might ask:
prior to coming to the school, Connie
and Josh decided to post a world map s 7OULD THE CHILDREN BE INTERESTED IN
in the classroom. During large-group seeing their family stories written
time, Josh put a sticky note to show down, just like they wrote down Ashia’s
where the school is and the com- story? And would such experiences
munity where Ashia and her mother help them increase their awareness of
now live. Then he put another sticky print in the world around them?
note on the spot where Ashia’s father s 7HAT STRATEGIES OR ADAPTATIONS FOR FAM-
and grandmother live. This gener- ily storytelling might engage a child
ated discussion about short distances who is nonverbal?
and long distances between places. s &OR CHILDREN WHO ARE LEARNING %NGLISH
as their second language, might it be
36
easier to make the connection between ers, children, and their families. When
the spoken word and print if the chil- children’s learning is embedded in the
dren could dictate their stories in their context of their own lives, and when cur-
home language to family members or RICULUM BUILDS ON AND REmECTS THE BEST
community volunteers? of what children, families, and teachers
s 7HAT TOPICS MAY BE INTERESTING AND bring in the way of interests and ideas,
engaging for children to dictate? What everything becomes more meaningful
kinds of questions might be used to and understandable for children. Teach-
invite children who may have never ers and families also engage the children
dictated a story before, or whose home emotionally, generating an experience
language is something other than Eng- that builds thinking and reasoning
lish, to dictate a story? Might asking while making learning pleasurable and
children about how their family helps a source of joy. The key is to discover
them get ready for preschool encour- which connections are meaningful for
age them to tell a story that has mean- each child. Doing so requires that adults
ing for them? Or for a child who likes observe and listen to the ideas that
to draw pictures, might inviting her to engage the mind of each child. What
describe what is going on in her draw- adults discover prepares them to support
ing be a way to introduce her to the young children in actively making mean-
idea of dictating a story? ing and constructing more complex ideas
s (OW MIGHT THE ACTIVITY BE ADAPTED TO and skills while engaged in play, explora-
accommodate children with disabilities tion, and interactions with others.
or other special needs?
These questions may open doors to
new topics for exploration by teach-
37
Endnotes
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fornia Preschool Learning Foundations, (accessed February 18, 2010).
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Program Standards (Washington, DC: article/738 (accessed January 4, 2011).
NAEYC, 2008). http://www.naeyc.org/ 12. Children Now, Children in Immigrant Fam-
academy/standards/ (accessed November ilies: A California Data Brief (Oakland, CA:
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fornia Preschool Curriculum Framework, Kids Can’t Wait to Learn: Achieving Volun-
Volume 1 (Sacramento: California Depart- tary Preschool For All in California (Oak-
ment of Education, 2010). land, CA: Children Now and Preschool
4. California Department of Education, Pre- California, 2004).
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and Learning, 2nd ed. (Sacramento: Cali- 2009-10. http://data1.cde.ca.gov/data-
fornia Department of Education, 2009). quest/LEPbyLang1.asp?cYear=2009-
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profiles/state_profile.php?state=CA&id=7 school English Learners: Principles and
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sion: Focus on Change (Baltimore, MD: fornia Department of Education, 2007).
Paul H. Brookes Publishing Company, 16. National Center for Children in Poverty
2001). (NCCP), California Early Childhood Profile
7. California Department of Education, (New York: NCCP, 2009). http://www.
Statewide Enrollment by Ethnicity 2009- nccp.org/profiles/pdf/profile_early_child-
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10. Children Now, California Report Card Poverty, 2007).
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http://www.childrennow.org/uploads/
38
19 . Children Now, California Report Card 27. California Department of Education,

2006–2007: The State of the State’s Chil- Prekindergarten Learning and Develop-
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php/learn/reports_and_research/all Department of Education, 2000), 45.
(accessed July 14, 2008). 28. J. E. Hale-Benson, Black Children: Their
20. California Department of Educa- Roots, Culture, and Learning Styles, Rev.
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Age and Disability: Statewide Report versity Press, 1986).
(Sacramento: California Department 29. B. Y. Terrell and J. E. Hale, “Serving a
of Education, 2010). http://dq.cde. Multicultural Population: Different Learn-
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ReptCycle=December (accessed January Volume 1 (Sacramento: California Depart-
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1350). “Individuals with Disabilities Edu- 32. Center for Applied Special Technology
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22. J. Van Hoorn and others, Play at the Cen- http://www.cast.org/udl (accessed Octo-
ter of the Curriculum, 4th ed. (Upper Sad- ber 26, 2010).
dle Creek, NJ: Pearson Education, 2007). 33. R. A. McWilliam, M. Wolery, and S. L.
23. E. F. Zigler, “Giving Intervention a Head Odom, “Instructional Perspectives in
Start: A Conversation with Edward Zigler” Inclusive Preschool Classrooms,” in Early
(Educational Leadership 65:8–14). Childhood Inclusion: Focus on Change, ed.
24. A. S. Epstein, The Intentional Teacher: M. J. Guralnick (Baltimore, MD: Paul H.
Choosing the Best Strategies for Young Brookes Publishing Company, 2001).
Children’s Learning (Washington, DC: 34. California Department of Education, Pre-
National Association for the Education of school English Learners: Principles and
Young Children, 2007). Practices to Promote Language, Literacy,
25. California Department of Education, and Learning, 2nd ed. (Sacramento: Cali-
Prekindergarten Learning and Develop- fornia Department of Education, 2009).
ment Guidelines (Sacramento: California 35. J. R. Jablon, A. L. Dombro, and M. Dich-
Department of Education, 2000). telmiller, The Power of Observation, 2nd
26. California Department of Education, Pre- ed. (Washington, DC: National Associa-
school English Learners: Principles and tion for the Education of Young Children,
Practices to Promote Language, Literacy, 2007).
and Learning, 2nd ed. (Sacramento: Cali-
fornia Department of Education, 2009),
43.
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———. California Preschool Learning Founda- 2004.
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41
CHAPTER 2
History–Social Science
43
HISTORY–SOCIAL SCIENCE
F
or many educators of young children, the terms history and social
sciences conjure up images of children studying past presidents,
learning about other countries, and exploring related topics during
the primary school years. Yet a look at young children’s emerging sense
of identity, their growing interest in the larger social world in which they
live, and their developing understanding of time and place shows that
history and social sciences are relevant to them also. Young children are
natural historians when they talk about their experiences and enjoy hear-
ing family stories of “long ago.” They are intuitive geographers when they
recognize the route to the grocery store and create a map of the preschool
room. Children are simple ecologists when they worry about a plant that
is wilted or a bird’s egg on a nature walk. They learn about democracy
through their participation in shared decision
making and taking turns
on the playground. Their
interactions with other
children acquaint them with
the diversity in culture, lan-
guages, backgrounds, and abil-
ities in society. Young children
are also everyday economists
as they begin to understand
how money, bartering,
and exchange work in the
world around them.
Preschoolers’ understanding of history who built society, the importance of car-

and social sciences naturally derives from ing for the natural world, and the rich
their expanding knowledge of the world diversity of other people. In preschool,
and their place in it. It also provides they are introduced to these important
a foundation for the study of history, issues through everyday activities such
culture, geography, economics, civics as caring for a plant, remembering a
and citizenship, ecology, and the global recent trip to the zoo, deciding as a group
environment that begins in the primary on a name for the class pet, creating a
grades and continues throughout life. shoe store, engaging in imaginative play
Those topics are important because they with adult roles, or sharing family tradi-
provide a basis for understanding the tions from home. In other words, young
responsibilities of citizens in a democratic children learn about history and social
society, the legacy of past generations sciences from personal experiences, as
44
they are enlisted into a preschool cur-

riculum, and also from their experiences
at home.
A thoughtfully designed early child-
hood program includes many activities
that contribute to children’s under-
standing of history and social sciences.1
Some activities are carefully planned by
a teacher to help children learn about
weather patterns, bartering for goods
and services, responsibilities as a class
member, adult occupations, and many
other ideas and concepts. Other activities
emerge from the opportunities created
by children’s spontaneous interests and
a teacher’s capacity to build these into
teachable moments. Both kinds of activi-
ties are discussed in this curriculum
FRAMEWORK 4AKEN TOGETHER THEY REmECT active participant, and “belongs”—has
the assumption that young children full, unconditional membership in the
develop knowledge of history and the classroom community.3
social sciences as they are encouraged
to enact their understanding in every- Create activities that will actively
day interactions with other children and engage children’s social skills and
adults.2 This knowledge helps young chil- understanding.
dren understand themselves in a wonder- Effective, meaningful activities will
fully expanding world. include rich conversation with adults
and peers, shared projects involving
exploration and discovery, and lots of
Guiding Principles play.
Affirm children’s home cultures,
Build a cooperative, inclusive pre- experiences, and values.
school community. Provide plenty of opportunities for chil-
Ensure that the preschool curriculum dren to share stories and items from
maximizes children’s opportunities home, and welcome their family mem-
to work together in ways that require bers to participate as they feel comfort-
responsible conduct, fairness, and able. In conversations with children,
respect for others. Help children learn emphasize that each family does things
how to include diverse peers, includ- differently and that diversity is valued
ing children of different genders, ages, in the preschool setting.
abilities, family structures, and ethnic, Encourage children’s social
linguistic, and cultural backgrounds. curiosity.
The term inclusive means more than Build on preschool children’s natural
simply “being together.” Inclusion interest in their social world, and in
comes through in the ways the child the similarities and differences among
is connected with other children, is an the people in it. Acknowledge children’s
45
awareness of differences while also Observe and converse with children

expanding their understanding of these during play in order to learn about
differences. their current understanding of time
Model social behavior and attitudes and history.
with explanations. Focus on children as they communi-
Model the ways you would like children cate about and act out past, present,
to treat each other in the preschool set- and future experiences, as well as
ting, and explain why you do what you family stories and broader historical
do. Show respect and concern for the events. Use this information to shape
rights and welfare of both adults and future curriculum plans.
children in the preschool community. Help children deepen their own
Actively teach and practice the sense of place.
essential skills of democratic Help children begin to understand and
participation. REmECT ON THEIR SENSE OF BELONGING IN
Provide a preschool setting where chil- places and locations that are meaning-
dren can learn and practice the skills ful to them.
they will need to be successful and Nurture children’s sense of wonder
contributing members of their commu- about nature.
nities. Emphasize the values of cooper- Observe preschool children’s engage-
ation, consensus building, and respect ment with the natural world, and
for each child’s perspective. encourage their protective feelings
Encourage children to incorporate toward it.
their knowledge of adult roles and
occupations into their dramatic
play. Environments and Materials
Use children’s growing interest in their
own and others’ roles and responsibili- When planning an environment to
ties to help them learn about how vari- support children’s learning in history–
ous people contribute to a community. social science, effective teachers consider
the physical, curricular, and social ele-
ments. The physical environment and
daily routine set the stage for children’s
inquiry and should include ample time
for children’s self-initiated work, different
spaces for solitary play and for collabora-
tive play, and engaging materials that
children are encouraged to use creatively.
The curricular plan needs to provide
opportunities and adult support for both
group learning and for informal discovery
and skill development. The key to a posi-
tive social environment is a teacher who
actively models curiosity, openness, and
engagement and who is eager to explore
the world together with children. An envi-
46
ronment that supports children’s learn- A variety of materials to support

ing in history and the social sciences has children’s inquiry-based learning
the following characteristics: and practice in the skills of social
Extended projects that are centered science
on a topic in history or social sci- Open-ended materials (e.g., sand and
ence and emerge from children’s water, blocks) encourage children’s
interests and inquiries creative and divergent thinking. Paper,
There are multiple opportunities for writing instruments, tallying tools,
children to actively engage with subject maps, charts, and other visual aids
matter (e.g., learning about group deci- stimulate children to generate ques-
sion making or caring for the earth) tions, collect information, summarize
in meaningful and familiar contexts. what they have learned, and form con-
Adults prepare for individual investiga- clusions.
tions as well as small-and large-group Materials that connect children to
explorations. times and places
Reflective of diversity Program materials include authen-
As opposed to a tourist approach, tic objects (e.g., loom) and cultural
teachers and children participate in artifacts (e.g., handwoven blanket) to
authentic experiences with culture. encourage children’s questions and
They routinely sing songs and read active interest. Maps are displayed at
stories from different cultures. Adults the children’s eye level.
engage children in meaningful conver- Real experiences with nature and
sations about daily life, highlighting other environmental education
diverse perspectives and experiences. materials
Photographs, artwork, and music are Children have frequent access to an
representative of the children and fam- outdoor learning environment that is
ilies in the group, including children nature-oriented; ideally, it includes
with disabilities. The dramatic play trees, plants, grasses, and other liv-
area is supplied with multicultural ing things. The indoor learning envi-
cooking tools, adaptive utensils, empty ronment is supplied with pictures,
food containers, clothing, and other puzzles, toy animals, books, and other
ITEMS REmECTIVE OF THE CHILDRENS HOMES play materials to facilitate inquiry and
A balance between child choice and
adult direction
The daily routine supports both child-
initiated play (“What’s your plan
for work time? Where will you play
today?”) and teacher-initiated learn-
ing experiences. Choice time offers
children an opportunity to exercise
creative freedom and decision making.
Adults also initiate activities that sup-
port community participation and fol-
low in order (“First we will sing songs
as a group, and then we will have
snack”).
47
introduce children to less familiar eco-

systems. The care of living creatures,
such as preschool program pets, is
also a part of the program curriculum.
Tools and practices for appreciat-
ing and caring for the earth and its
resources
Systems are in place to introduce the
concept of “Reduce, Reuse, Recycle”
(“It looks like you are all done with that
piece of paper for your project. Let’s
put it in the recycling bin”). Materi-
als are properly cared for, repurposed
(e.g., paper is used on both sides), and
shared across programs. Consumables expand children’s awareness of people,
are used as sparingly as possible. PLACES AND TIME "OOKS REmECT THE
background and experiences of chil-
Display of children’s work and
dren in the group, including those with
experiences
special needs, as well as those that
Children’s investigations are high-
extend beyond familiar homes and
lighted using photographs, child-
communities.
created pictures and maps, dictation,
and models. Displays are positioned at Extension of learning into the local
children’s eye level. community to help children learn
in the “here and now” of the world
Dramatic play props and materials
around them
that represent firsthand experience
The program makes use of familiar
with social roles and occupations, as
contexts to permit successful explora-
well as consumer actions
tions of self, family, and community,
The room provides an ample supply of
as children are able to draw from prior
clothes for dress-up, items from a vari-
knowledge and experience. Plans are
ety of work settings, play money, and
developed for fieldwork, such as visit-
other real objects (e.g., a telephone)
ing a local business or greeting the
and print artifacts (e.g., a restaurant
neighborhood postal worker, to expand
menu). The room intentionally incorpo-
learning beyond the classroom walls. If
rates play props for exploring themes
field trips are not practical, every effort
in multiple learning areas (e.g., trans-
is made to bring parts of the commu-
portation in the block area).
nity into the setting via pictures, visi-
High-quality children’s books with tors, and props.
content related to self, family, and
Family involvement in program
community
planning
The preschool program introduces
The environment and its materials
shared-book reading and discussions
demonstrate a partnership with fami-
about book content to facilitate an
lies and are inclusive of community
understanding of human behavior and
goals and values.
relationships. Books are selected and
rotated based on emerging themes to
48
for all.9 Conflict resolution focuses on

Summary of the History– young children’s growing skill in manag-
Social Science Foundations ING CONmICT THROUGH BARGAINING AND COM-
promise.10
Sense of Time (History)
Self and Society
These foundations focus on developing
The Self and Society foundations focus
understanding of past and future events
on young children’s growing ability to see
and their association with the present.11
themselves within the context of society.
Understanding past events describes
Culture and society concerns preschool-
children’s developing ability to remem-
ers’ growing interest in differences in
ber past events, the connection to other
culture, language, racial identity, abili-
events of the past, and the connection
ties, and family traditions that are differ-
to current experience. Anticipating and
ent from the child’s own.4 The preschool
planning future events focuses on the
setting is a place where children explore
ability to anticipate events in the near
differences and think about the messages
future and to make choices that prepare
they receive from society, the values
for future needs.12 Personal history is
they learn in their homes, and their own
concerned with young children’s sense of
ideas about people. Relationships focuses
their own growth and experiences. His-
on how young children develop skills in
torical changes in people and the world
creating and maintaining close relation-
relates to children’s efforts to create a
ships, including recognizing the mutual
mental timeline in which events of the
responsibilities of relationships.5 Social
past are properly sequenced, including
roles and occupations describes children’s
family history.13
growing interest in and understanding of
adult activities, including work and fam- Sense of Place (Geography and
ily roles.6 Ecology)
These foundations focus on develop-
Becoming a Preschool Community
ing knowledge of the physical settings in
Member (Civics)
which children live and how they com-
The Preschool Community Member
pare with other locations.14 Navigating
foundations are concerned with how
familiar locations describes developing
young children become responsible and
skills in understanding the characteris-
cooperative members of the preschool
tics and activities associated with familiar
community.7 Skills for democratic partici-
pation focuses on developing abilities to
respect others’ opinions and preferences,
participate in group activities and deci-
sion making, and balance personal goals
with the goals of others. Responsible con-
duct focuses on developing self-regulation
of behavior in accord with group expecta-
tions and rules.8 Fairness and respect for
other people describes developing sensi-
tivity to the feelings and needs of others
through cooperation and helpfulness,
and developing consideration of fairness
49
locations (such as home and school), the Self and Society

routes between them, and broader fea- Culture and Diversity
tures of the natural environment such as Relationships
hills and streams and weather patterns. Social Roles and Occupations
Caring for the natural world concerns Becoming a Preschool Community
preschoolers’ expanding awareness of Member (Civics)
human–environment interaction, which Skills for Democratic Participation
is the basis for interest in taking care of Responsible Conduct
plants and animals, knowledge of haz- Fairness and Respect for Other People
ards such as pollution and litter, and an #ONmICT 2ESOLUTION
interest in natural environments that are
different from their own.15 Understand- Sense of Time (History)
ing the physical world through drawings Understanding Past Events
and maps describes young children’s Anticipating and Planning Future
growth in representing the physical world Events
through their own drawings or by inter- Personal History
preting simple maps.16 Historical Changes in People and the
World
Marketplace (Economics) Foundation
Preschoolers are curious and obser- Sense of Place (Geography and
vant about the world of commerce, Ecology)
including the association between work Navigating Familiar Locations
and income, and purchasing. The single Caring for the Natural World
foundation, Exchange, describes young Understanding the Physical World
children’s developing understanding of Through Drawings and Maps
economic concepts, including the ideas of Marketplace (Economics)
ownership, money exchanged for goods Exchange
and services, value and cost, and barter-
ing.17
Summary of the Strands

and Substrands
The foundations of this section are

organized according to the following
strands and substrands:
50
Self and Society
A
n early childhood education setting acquaints young children with
people who have different backgrounds, family practices, lan-
guages, cultural experiences, special needs, and abilities. In their
relationships with teachers and peers, preschoolers perceive how others
are similar to them and how they are different, and gradually they learn
to regard these differences with interest and respect rather than wariness
or doubt. This is especially likely if early childhood educators incorporate
inclusive practices into the preschool environment. The relationships that
young children develop with others in the preschool provide opportuni-
ties for understanding these differences in depth and in the context of the
people whom the child knows well. One of the most valuable features of a
thoughtfully designed early childhood program is helping young children
to perceive the diversity of human characteristics as part of the richness of
living and working with other people.
Young children are beginning to per-

ceive themselves within the broader con- Research Highlight: Anti-Bias
text of society in another way also. Their Curriculum Approach
interest in adult social roles, occupations,
and responsibilities motivates pretend
High-quality early childhood programs
play, excitement about visits to places
such as a fire station or grocery store, support children in developing their
and questions about work and its associ- physical, cognitive, social, and emotional
ation with family roles and family income. potential. The settings encourage children
Teachers can help young children explore to explore their own sense of self and to
these interests as children try to under- develop an awareness and appreciation of
stand the variety of adult roles that may others. Such experiences are foundational
be open to them in the future. to becoming positive and constructive
In this section, specific strategies are members of society and the world.
discussed that support development in
Creating an inclusive community of learn-
each of the following substrands:
ers—one in which all individuals feel
1.0 Culture and Diversity comfortable, confident, and competent—
2.0 Relationships requires that educators take an anti-bias
3.0 Social Roles and Occupations approach to the planning, implementa-
51
tion, and evaluation of their program. early childhood program. Throughout

Educators who embrace an anti-bias the day, the adults in the preschool set-
curriculum approach reflect on their own ting engage children in developmentally
identity and experiences. They extend appropriate conversations about similari-
their knowledge of different cultures and ties and differences, and promote justice
communities through conversation and and fairness for all by helping children
discussion with children, families, and think critically about teasing, bullying, and
colleagues. They also confront bias in the other hurtful behavior. Activities that pro-
preschool setting (e.g., “Girls can’t play mote anti-bias education are integrated
here” or “His eyes are a funny shape”) to throughout the daily routine, thereby
send a message that all children should avoiding a tourist approach. “The heart
be respected and that one’s words can of anti-bias work is a vision of a world in
hurt other people. which all children are able to blossom,
and each child’s particular abilities and
Instead of using a one-size-fits-all curricu-
gifts are able to flourish.”18 For more infor-
lum, anti-bias educators design environ-
mation on the anti-bias approach, refer to
ments and activities that reflect the real
Anti-Bias Education for Young Children and
experiences of children’s lives. Educators
Ourselves, by Louise Derman-Sparks and
routinely partner with families and com-
Julie Olsen Edwards.
munity members to further enhance the
52 SELF AND SOCIETY

1.0 Culture and Diversity
A s preschoolers learn about them-

selves, they begin to appreciate
the cultural, ethnic, racial, and lin-
own cultural, ethnic, or racial group, the
early childhood education program offers
opportunities to appreciate and value
guistic characteristics that they share the cultural diversity of everybody in the
with family members. They also become group. Teachers can also help young
interested in people with different back- children appreciate the broader range of
grounds and practices to compare with cultures, languages, and practices in the
their own. Although research shows that world through stories, cultural artifacts,
preschoolers tend to initially favor their and conversation.
VIGNETTE Ava and Wenqi relax in the reading area, leaning against the big pil-
lows and looking at the new array of library books Ms. Zhang has
arranged on the shelves. Attracted by the cover illustration of a child
drawing with a stick in the sand, Ava begins paging through a book.
Wenqi gestures to the characters as Ava turns a page. “Those look
like the words in our books at home.” “They’re not words; they’re just
squiggles,” replies Ava. “They ARE words,” Wenqi insists, “My mama
reads them. Ms. Zhang can read them, too.”
Later, Wenqi shows Ms. Zhang the book and asks her to read it at
story time. Ms. Zhang introduces it to the group by telling them, “This
morning Wenqi noticed that I added some new library books to the
reading area. Some of them have English words, and some of them,
like this one, have Chinese words. This book is called At the Beach
by Huy Voun Lee. It is about a boy named Xiao Ming who goes to the
beach with his mother. His mother teaches him how to write Chinese
characters in the sand with a stick. I will read the Chinese words
and the English words. They look and sound very different, but they
tell us the same story.”
After Ms. Zhang finishes reading the story, she asks the class, “Do
you want to write some of these Chinese words?” “Yes!” many chil-
dren reply enthusiastically. Ms. Zhang writes on chart paper as she
says the words: “ ” (per-
son; pronounced as ren),
“ ” (big; pronounced as
da), “ ” (sky; pronounced
as tian). “I will put the At
the Beach book and these
Chinese words on the
writing table for you to
use later.”
SELF AND SOCIETY 53

TEACHABLE The bilingual teacher in this vignette has supplied the

MOMENT preschool reading area with books written in both of the
home languages of the children in her class. She uses this
story-time opportunity to introduce the idea that the same
story can be told in different languages. Later, she can do
the same with other books and can incorporate print in both
languages into the program’s displays and writing activities.
For more information about strategies to support children
who are English learners, see chapter 5 of the California
Preschool Curriculum Framework, Volume 1.
VIGNETTE Emma, Rakesha, and Annie all choose the dramatic play area as
they make their plans for the day. Each of them has noticed the
shiny new crowns their teachers have added to the dress-up clothes
shelves since yesterday.
“Look at me. I’m a princess,” says Annie as she twirls in front of the
mirror with a crown on her head. “Me, too,” adds Rakesha, choosing
another of the crowns. “Mine has jewels.”
Emma, who has light skin and light hair and often takes the lead in
assigning dramatic play roles, looks at both girls and states emphati-
cally, “No!” She turns to Rakesha, who has darker skin and darker
hair, and says, “You can’t be a princess because you don’t look like
one. You have to look like the one in the princess book.”
Rakesha protests, “I can, too, be a princess! Everybody can be a
princess.”
The three girls continue to argue loudly about who can be a princess,
and Ms. Denisha comes over to help them work out their disagree-
ment. She sits down on the rug and motions to all three girls to sit
down around her. She observes, “You girls look and sound pretty
upset. What is the problem? Rakesha, why don’t you tell us first
what made you feel so upset?”
Rakesha repeats Emma’s assertion that Rakesha can’t be a prin-
cess. Emma and Annie both add details to the story of the argument.
Ms. Denisha listens, asks questions, and restates the problem. She
then tells them, “It really hurt Rakesha’s feelings when you told her
she couldn’t be a princess. Rakesha was right. People with any skin
and hair colors can be princesses and other special characters. We
can find books about many kinds of princesses. Now, I will stay and
help you think of some ideas for your play this morning.”
TEACHABLE This incident is an example of how young children bring

MOMENT ideas they have acquired in other settings (such as media
images or home or neighborhood interactions) into their play
54 | CULTURE AND DIVERSITY SELF AND SOCIETY

in the preschool setting. Teachers can often only guess about

the specific source of children’s ideas about social roles.
However, they can play an important role in identifying and
labeling as hurtful the judgments children sometimes express
about others as well as about themselves. Ms. Denisha,
the teacher in the preceding vignette, followed the kind of
problem-solving process identified as a “best practice” for
CONmICT SITUATIONS 4HIS CONmICT INVOLVED ESPECIALLY SENSITIVE
and fundamental issues, so she took extra time to listen
carefully to the children’s perspectives, correct a hurtful
misconception, and support the children in more positive
social interaction and cooperative play.
Sometimes a teacher may decide it would be helpful to follow
up by mentioning to families, in general terms, that these
kinds of issues are being explored in preschool play, and
asking them to help affirm positive messages at home. She
can also follow up by reading some relevant books at story
time about how each person is different on the outside, yet
similar on the inside, such as Whoever You Are by Mem Fox.
In addition, teachers can supply the preschool setting with
a wide variety of books and other images that portray people
with a range of physical features in different roles, including
roles with high social status.
VIGNETTE Mr. Scott enters the block area, where Damon and Charlie are build-
ing towers with the large wooden blocks. Mr. Scott heard a loud
crash and wants to make sure no one has been hurt. Charlie imme-
diately tells him, “That was Damon’s tower. He built it taller than
you said we were supposed to, and it crashed down. It almost fell on
me.” Mr. Scott replies, “I’m glad no one got hurt.”
Then he turns to Damon, who stands quietly with his eyes lowered.
Mr. Scott says, “Damon, do you remember a few minutes ago when I
asked you to build your block tower only as high as your shoulders?
This was the reason. When block towers are this tall, they can really
hurt someone if they fall. Would you like some help picking up these
blocks?”
Damon continues to look down at the floor and says quietly, “No, sir.”
“No, sir?’” repeats Charlie, in a puzzled tone of voice. “Why did you
say that? Mr. Scott isn’t a sir. That sounds stupid. He said he’d help
you.”
“Charlie,” says Mr. Scott, “the way Damon spoke to me was not stu-
pid. It told me that he had listened carefully to what I said. In some
families, children do call their fathers and other men ‘sir.’ In your
family, they may not. What do you call your dad?”
SELF AND SOCIETY CULTURE AND DIVERSITY | 55

“Dad,” replies Charlie.

“Well, Damon used a different way of talking with his dad. Remem-
ber the books I read to you at story time about all the different ways
people say hello to each other in the world? This is just like that.”
TEACHABLE In this situation, the two children who are building together
MOMENT come from two different family cultures. In Damon’s family,
a child in this kind of situation is expected to listen quietly
to the adult’s response and show respect, both by lowering
his gaze while listening and by addressing the male adult as
“Sir.” In the preschool setting, he is behaving consistently
with his home culture’s expectations.
Charlie is clearly having trouble understanding Damon’s
response, which is very different from the casual give-
and-take between adults and children that is the norm is
his family. Mr. Scott explains to Charlie that families are
different in the ways their members speak to each other.
He describes the difference to Charlie simply, without using
evaluative language. His words and manner convey to the
boys acceptance of both interaction styles.
VIGNETTE Daniel is already on the playground’s tire swing when Isaiah

approaches to ask if he can swing with him. “No,” Daniel tells him.
“Go away. My daddy says I can’t play with you.” “Why not?” asks
Isaiah. Daniel answers, “’Cause you have two moms, and my daddy
says that’s bad. God doesn’t like it. You’ve gotta have one mom and
one dad.” Isaiah responds, “That’s mean. Two moms are just as
good as one mom and one dad. I don’t want to swing with you any-
way!”
The next day at arrival time, one of Isaiah’s parents tells the teacher
what Isaiah said about the playground incident. This is not the
first time Daniel has made similar comments about Isaiah’s family
being bad because he has two parents of the same sex. The parent
understands that the comments stem from the family’s strongly held
religious beliefs, but she wants the teacher to do something. The
teacher apologizes to her for not having observed and responded to
the incident the previous day. The teacher also says she will talk to
Daniel and to his parents about the hurtful effects of his speech and
will check with Isaiah about the incident and assure him of her sup-
port at school. She decides to have a meeting with the children to talk
about diverse family structures. She uses The Family Book by Todd
Parr and All Families Are Different by Sol Gordon. She invites chil-
dren to share about their own families, emphasizing similarities and
differences.

TEACHABLE Some of the most challenging interactions within a

MOMENT preschool community occur because each family is
different. The families in a single program may come
from different ethnic and cultural backgrounds, have
different family structures, and hold divergent political and
religious beliefs and values. Preschool children bring the
characteristics and values of their families to the preschool
setting in many ways. At times they can say or do things
that are hurtful to others even though they do not fully
understand the issues involved or the consequences of their
speech and actions.
Every child and family has a right to feel welcomed and
included in the preschool setting. The teacher’s role is to
protect each child from words and actions that are hurtful
and that devalue him or her. This does not require that the
teacher personally agree with one perspective and disagree
with another. However, an anti-bias educator affirms
the universal value of respect for each family’s culture,
characteristics, and dignity. One message that is important
for all children and their adult family members to hear in
the preschool setting is “All families are different, and we
respect everyone’s family.”
VIGNETTE Circle time is beginning, and Nico, a child with physical disabilities,
is settling into his usual seat with help from Ms. Elena, the preschool
aide. Mara stands in front of them and asks, in a frustrated tone of
voice, “Why does Nico always get to sit with you? It’s not fair. I want
to sit with you, too.” Ms. Elena explains, “It’s my job to help Nico with
things that are hard for him to do by himself. Would you like to sit
right next to us?”
TEACHABLE Mara has noticed that Ms. Elena, an adult aide, assists
MOMENT Nico. Mara does not ask anything specific about Nico, but
she perceives that it is unfair for Nico to have Ms. Elena’s
full attention during preschool. Ms. Elena addresses Mara’s
frustration by giving a simple, matter-of-fact explanation
of her role and then welcoming Mara to join them. If Mara
continues to show frustration or curiosity about Nico or Ms.
Elena, Ms. Elena or the preschool teacher can follow up with
more thorough explanations.

ily support as you implement or modify

Interactions and Strategies home practices for use in the preschool
setting.
Practice a reflective approach to build
Prepare an active learning environ-
awareness of self and others. Examine
ment that incorporates the full spec-
your own attitudes and values. How do
trum of the human experience (e.g.,
these impact your caregiving style? As
diversity of cultures, ethnicities, gender,
you work with others, stay mindful of
age, abilities, socioeconomic class, and
potential bias and consistently practice
FAMILY STRUCTURE 3UPPLY MATERIALS REmEC-
perspective taking. Attend to personal
tive of the diverse backgrounds and abili-
cues of stress and frustration and self-
ties of the children in your care. Include
regulation as needed. Use community
MATERIALS THAT ENCOURAGE SELF REmECTION
and professional resources to build com-
and awareness of others, such as mir-
PETENCE IN REmECTIVE PRACTICE
rors; dolls (e.g., different ethnicities, dolls
Maintain a healthy curiosity about the in a wheelchair); toy people; multicul-
experiences of others. Ask authentic tural crayons, pens, and paints; and so
questions to build understanding. Con- on. For additional ideas, read or consult
sider the value of different caregiving Anti-Bias Education for Young Children
practices and their purpose in supporting and Ourselves, by Louise Derman-Sparks
the development of the next generation of and Julie Olsen Edwards. Incorporate
young children. throughout the daily routine authen-
tic experiences with language, utensils,
Partner with families in goal setting foods, and music. Throughout the envi-
and program design. Make it a priority ronment, display images and documenta-
to learn individual family values. Listen tion that are inclusive of all children in
attentively to each family’s goals for their the community of young learners.
child’s care and education. Show respect
for each family’s preferences for com- Create an environment, both indoors
municating. Seek knowledge and under- and outdoors, that is inclusive of all
standing when encountering differences children’s abilities. Routinely evaluate
in caregiving practices. Offer guidance the accessibility of the learning space.
that is sensitive to diversity, especially Make appropriate adaptations as required
WHEN NEGOTIATING CONmICTS 2EQUEST FAM- to ensure the successful participation of
all children. For more information about
resources for teachers of children with
disabilities or other special needs, see
appendix D of the California Preschool
Curriculum Framework, Volume 1.
Address children’s initial comments

and inquiries about diversity with hon-
est, direct communication (“I heard you
talking about firefighters. Tell me more
about what you know about firefighters”).
Create an emotionally safe space for con-
versation and promote open communica-

Fox, or A Cool Drink of Water by Barbara

Kerley to further understanding.
Sing songs and share stories in differ-

ent languages. Invite family members
to teach songs from their home culture
during large-group activities. Create
a community songbook that includes
these songs. Engage in oral storytelling,
teaching children key phrases in home
languages and encouraging active partici-
pation from the community of families in
your early childhood program. For more
information about strategies to support
children who are English learners, see
chapter 5 of the California Preschool Cur-
riculum Framework, Volume 1.
tion by listening attentively to children’s Plan meaningful celebrations with sup-

views and perspectives. Avoid judging or port of the children and families. Use
shaming children’s initial questions or information gathered from conversations
comments. Gently question children’s with families to plan important events
limited views or perspectives by provid- (“What traditions would you like to see
ing contrasting examples to help broaden included in our program?”). Ensure that
their thinking (“My friend is a girl, and celebrations are authentic by asking the
she is a firefighter”). Provide books and community, children, and families for
images that portray diversity in social ideas about how they would like to plan
roles and occupations. and carry out events. Integrate family-
inspired activities with existing daily rou-
Converse about similarities and dif- tines.
ferences. Children readily notice differ-
ences but generally need more support in Read and converse about books that
attending to commonalities. Pose ques- accurately represent the lives and
tions to extend children’s initial obser- experiences of children. Examples
vations and perspectives. For example, include In My Family/En mi familia by
invite conversation in response to a ques- Carmen Lomas Garza, All the World/Todo
tion (“What do families do?”). Discuss the el mundo by Elizabeth Carton Scanlon,
different tasks and routines of families, My Very Own Room/Mi propio cuartito by
conversing about who does these things Amanda Irma Perez, Gathering the Sun by
in each home. Model appropriate lan- Alma Flor Ada, and Going Home by Eve
guage and attitudes when talking about Bunting. Promote discussion and encour-
differences. Incorporate books such age children to identify with the experi-
as All the Colors of the Earth by Sheila ences of diverse story characters.
Hamanaka, Whoever You Are by Mem

2.0 Relationships
C hildren learn about themselves and

others through the relationships
they develop with teachers and peers
WHICH AIDS IN CONmICT RESOLUTION AND
often more exclusive as children increas-
ingly value their friends. Teachers con-
in preschool. In early childhood, there tribute to the development of these social
are significant advances in social skills skills through the close relationships they
with the growth of social and emotional develop with the children in their care,
understanding, and children grow in rec- their encouragement of shared activities
ognizing the mutual responsibilities and with friends (and other peers), and their
accommodations of relationships. Friend- contribution to children’s mutual under-
ships become closer, more cooperative standing.
VIGNETTE Jaime and Max are riding a tandem (two-seat) tricycle around the
playground tricycle path, both grinning as they go around the curves.
“Just a minute,” Max tells Jaime. “I want to go over and get my
jacket.” “Okay,” responds Jaime. “I’ll save your seat.”
As Max leaves, Sofia approaches Jaime and gestures to the empty
second seat. “I want to ride with you,” she tells him. “No, you can’t.
This is Max’s place. I’m saving it for him,” explains Jaime. “You can
ride on that one,” he suggests, gesturing to a tricycle nearby.
“That’s not fair,” protests Sofia. “I want to ride with you.” “But I’m
riding with Max,” repeats Jaime. “We’re friends.” At that moment
Max returns, wearing his jacket. “Okay, ready to go again,” he tells
his friend as he climbs back on. They zoom down the path as Sofia
looks sadly after them.
Ms. Carla, monitoring the riding path area, approaches, squats
down, and puts her arm around Sofia’s shoulders. “It looks like you
wanted to ride, too,” she observes. Sofia tells her, “I want to ride with
a friend.”
Ms. Carla looks around the playground to see what other children
are doing, hoping to find another child she thinks Sofia might enjoy
joining in play. She notices Ana, also alone, hopping around the large
circle of stepping stones. Knowing that the two girls have enjoyed
conversation with each other indoors while building block structures,
she comments, “I see your friend Ana enjoying the stepping stones.
Shall we go over together and join her?” Sofia agrees, and Ms. Carla
helps her to greet Ana in a friendly way and ask if Sofia can hop
on the stepping stones with her. She leaves after the two girls begin
to make up a story together about crocodiles that are in the water
around the stepping stones and about how to avoid getting caught by
them.
60 SELF AND SOCIETY

TEACHABLE Ms. Carla knows the children in her preschool group. She
MOMENT respects special friendships of the kind that Jaime and Max
have, while also being aware of children like Sofia, who need
extra help finding compatible play partners and initiating
interaction with them.
In this situation, she comforts and sympathizes with
Sofia, understanding that Sofia’s real desire is to play with
someone, rather than simply to ride the tricycle. She bases
her suggestion about joining Ana on her past observations
of the children’s interests and play styles and her judgment
that they would probably enjoy playing together.19 She also
knows that Sofia needs support to initiate interaction, so
she facilitates her entry into Ana’s game and observes until
the two girls seem to be playing companionably. She makes
a note to herself to find other occasions during play and
projects where she can nurture the children’s relationship.
some pictures of their projects, and I like

Interactions and Strategies to help my friend!”).
Prepare an early learning environ-

Develop quality, nurturing relation-
ment and daily routine that foster peer
ships with the children in your pro-
interaction. Supply the space with mate-
gram. Make time to regularly connect
rials that encourage interaction. Plan the
with individual children throughout the
daily routine to include opportunities for
daily routine. Observe children at play,
children to work in pairs as well as small
noting personal styles, preferences in
groups. As mentioned in the California
play and exploration, developmental lev-
els, and special needs. Use this informa-
1, chapter 3, “Social–Emotional Develop-
tion to support children in child-initiated
ment,” choose well-balanced partnerships
play and teacher-initiated instruction.
and groups with attention to individual
For more information about resources
for teachers of children with disabilities
or other special needs, see appendix D
of the California Preschool Curriculum
Framework, Volume 1.
Model effective relationship skills as

you interact with other adults and
children. Communicate with care and
respect. Make explicit your intent (“I am
going to ask Ms. Wong if she and her
class would like a turn with our new
camera. I bet they would like to take
SELF AND SOCIETY RELATIONSHIPS | 61

interests, energy, developmental stage, language (“You gave Nolan a turn with
and emerging friendships. the typewriter. He looks excited to get a
chance to explore!”).
Teach children positive interaction
strategies during large-group meetings. Offer sensitive guidance as children
Use visual aids, including posters and experience challenges related to peer
cue cards, to enhance children’s under- interactions and friendship. Commu-
standing of pro-social behaviors. Break nicate matter-of-factly about children’s
down social skills into simple steps and emotions and perspectives. Offer ideas for
have children role- play—for example, coping—“It looks like you are feeling sad
“When you want to join others already that Van is playing with Riley. Sometimes
playing a game, the first step is to move friends play together, and sometimes
closer [points to picture of a child moving they play with other friends. That can be
closer]. Next, watch how they are play- frustrating. Maybe I could help you find
ing the game [points to picture of eyes]. someone who wants to play puzzles with
Finally, ask to play [points to picture of a you.”
child interacting with the group]. Say or
sign, ‘Can I play?’” Provide children with Facilitate positive social problem solv-
a chance to practice with toy people or ing. Use open-ended questions and com-
puppets. For specific ideas and strategies, mentary to summarize the problem—“It
refer to the teacher resources available sounds like Gwen wants to play with
from the Center on the Social and Emo- Jolie and Morgan, but Morgan, you just
tional Foundations for Early Learning want to play with Gwen.” Use active lis-
(CSEFEL); visit http://csefel.vanderbilt. tening to encourage perspective taking
edu/ for more information. (“Morgan, you are saying only two people
can play princesses”). Ask for solutions—
Provide all children with coaching and “What can we do? We have a problem.”
appropriate prompts as they maneuver Offer suggestions as appropriate—“I won-
through peer relationships. Observe der if there is another game you could all
the environment for children in need. play together that has three princesses.”
Take advantage of teachable moments to
remind children of skills previously intro- Read books that deal with the themes
duced in large-group experiences. Offer of friendship and relating to others.
words to support children’s constructive One example is Jamaica and Brianna by
behavior (“I can see you are waiting for Juanita Havill. Help children prepare and
a turn. Remember you can ask to ride confront challenges in relationships by
the swing. Say or sign, ‘I want a turn, offering indirect opportunities to explore
please’”). For more information about friendship. Select books carefully to
strategies to support children who are ensure they are representative of authen-
English learners, see chapter 5 of the Cal- tic experiences for the children in your
ifornia Preschool Curriculum Framework, care.
Volume 1.
Reinforce pro-social behavior and its

impact on others. Draw attention to
children’s actions by using descriptive
62 | RELATIONSHIPS SELF AND SOCIETY

3.0 Social Roles and Occupations
Y oung children are fascinated by the

world of adults. This is apparent in
their careful observation of adult activi-
occupations. An early childhood educa-
tion program encourages this interest
through activities such as creating a mar-
ties, reenactment of these activities in ket or repair shop, providing artifacts of
their play, questions about adult roles adult occupations in the dress-up area
and occupations, and excitement about (such as a police officer’s hat), and tak-
activities (e.g., visits to the fire station) ing children to visit places where adults
that permit direct experience with adult work.
VIGNETTE Marcella knows exactly what she wants to do this morning when
Mr. Paul greets her at the door. “I’m going to the block area,” she
indicates. She continues purposefully toward the shelves and takes
down all of the long wooden blocks, piling them on the floor. She
begins to build a pattern of horizontal and vertical blocks that looks
like a series of window frames, and becomes frustrated when they
fall over.
“We need some nails with the blocks,” she tells Mr. Paul. “You can’t
make boards just stay together by themselves.” As they converse
about this idea, she tells him that her papa is working every day
now, building the inside of a store. “Does he use nails when he
builds?” asks Mr. Paul. “He has nails in his tool belt, she answers.
“When we went there, he let me put it on. It was really heavy.”
When Marcella’s mother arrives to pick up Marcella from preschool,
Mr. Paul relates the story and finds out that the project is in a local
building that is being converted into two smaller stores. Marcella’s
papa and other carpenters have been hired to frame the interior
walls and put up drywall.
Since the project site is in the school neighborhood, Mr. Paul arranges
a walking field trip to visit it the following week. In preparation, the
class makes a list of questions about the project. Mr. Paul checks out
library books about carpentry and building projects to display on the
shelves in the block area. One of them is called Let’s Build a Club-
house by Marilyn Singer. He posts a set of blueprints and adds clip-
boards and pencils to a nearby shelf. He also brings out the carpen-
try prop box, which contains hard hats and plastic tools. He ensures
that the books and images portray a variety of people, including
women and people with disabilities, with active roles as architects,
designers, and members of the building trades. During and after
the field trip, he will observe what especially interests his class and
decide what other elements might enrich this curriculum.
SELF AND SOCIETY 63

TEACHABLE In this situation, the teacher is attentive to a child’s play and

MOMENT converses with her to find out what prompts her comments.
He tries to match his curriculum to the interests of children
in his class and takes this opportunity to address a new
topic. This inquiry is specifically about a parent’s job, but it
could be expanded in many directions to explore work roles
in the neighborhood, occupations of family members, and the
skills and tools people use to do different kinds of work.
Get to know the workers in your set-

Interactions and Strategies ting. If your preschool program is housed
within a larger school or community
Design the early learning environ- organization, visit the various workers
ment to encourage all children’s active on site to observe them in action. Have
engagement in each area, regardless the children prepare a list of questions
of gender, home language, or abilities. to ask them about their jobs. Draw a
Invite participation in the block area, sci- visual organizational chart showing each
ence area, art area, dramatic play area, person’s job name and where she or he
and in all other designated learning areas works.
of the program by carefully selecting mate-
Convey respect for the roles of adults
rials for exploration based on observa-
who work at home. In discussion, book
tions of the group’s individual children at
selection, and visual documentation,
play. Produce and post print (e.g., labels)
include and represent the adults whose
in English and in the home languages of
work is primarily within the family home.
the preschool community. For more infor-
Tasks such as cooking, laundry, shop-
mation about resources for teachers of
ping, home maintenance, and baby care
children with disabilities or other special
are essential to household functioning,
needs, see appendix D of the California
and the family members who perform
these tasks should be represented in the
1. For more information about strategies
preschool setting.
to support children who are English learn-
ers, see chapter 5 of the California Pre-
school Curriculum Framework, Volume 1.
Provide children with play props for

exploring occupations and work set-
tings. Dress-up clothes, office supplies
(e.g., computer keyboard, envelopes,
stamps), and other tools (e.g., aprons,
fire hoses, garden gloves) used in the
workforce encourage children to imitate
the actions of family members and other
adults in their lives. Incorporate real
objects when possible.
64 | SOCIAL ROLES AND OCCUPATIONS SELF AND SOCIETY

Highlight the roles that elders play in Talk about future career goals. Ask
family life and in society. Invite chil- children to share, in a large group, what
dren’s grandparents and older family jobs they hope to do when they grow up.
members to visit the preschool setting, Write a list of their ideas. Counter mis-
either as program volunteers or to share conceptions directly (“Boys and girls can
skills, hobbies, or stories with the group. be teachers”).
Emphasize that children’s grandparents
are often in the paid workforce and in Visit community stores, businesses,
family caregiving roles. Read books that and service providers to observe work-
portray older adults positively, introduce ers in action. Include opportunities to
photos and news stories involving older visit places and participate in activities
public figures, and emphasize the roles that include people with physical disabili-
that elders have played in children’s fam- ties or other special needs (e.g., dance
ily histories. troupe that includes dancers with special
needs). Prepare them to ask questions
Incorporate books, magazines, and during the visit. Record children’s obser-
other forms of print that include VATIONS (ELP THEM REmECT ON THE PURPOSE
images and stories of different work- of the work and its impact on people’s
ers. Be sure to include people of differ- daily lives.
ent genders, abilities, and racial back-
grounds. Display in conjunction with cur-
rent program investigations.
Include the pursuit of further educa-

tion among work options. Many young
children have adult family members who
are engaged in education or training pro-
grams—some of which constitute a full-
time occupation. Discuss the importance
of education and demonstrate respect for
adults who balance parenting and study.
Invite student parents to share their
fields of study with the group. If possible,
take a field trip to a setting where adults
go to school.
Invite family members to share their

work experiences, including those that
may diverge from traditional gender
roles. Help children prepare questions in
advance about roles and responsibilities
(“What do we want to know about being
a cook?”). Provide photographs, pictures,
and real objects to help children visualize
work experiences.
SELF AND SOCIETY SOCIAL ROLES AND OCCUPATIONS | 65

Bringing It All Together

“You always get to do the money,” com- Ms. Berta begins play time as a restaurant
plains Emma. Beck announces, “No, customer, placing her order, asking ques-
Tommy, I’m the customer. I was here first.” tions of the employees, and helping the
Ella and Maya argue about the pieces of other players think about what a cook,
a plastic hamburger: “You can’t have it server, or cashier in a restaurant would
again. It’s the only one . . . ” These and do. She refers them to each other with
similar interactions between children have their ideas and questions, and soon they
been typical in the area ever since Ms. are having restaurant conversations with
Berta added the ”Restaurant” prop box to her and with each other “in character.”
it. Over the next two weeks, the group makes
Now Ms. Berta is struggling to figure out changes and additions to the restau-
how to foster more cooperation among chil- rant. At a class meeting, the group votes
dren playing in this dramatic play area. to make it a pizza restaurant, and the
The restaurant theme is very popular, but teacher adds donated pizza rounds that
children’s play is currently dominated by children cover with drawn-on toppings.
arguments over who gets to use which With Ms. Berta’s help, interested children
items from the restaurant prop box. Each work in pairs to write and post menus.
child seems to be trying, independently, to Several small groups of children remain
hoard the most items from the box. intensely interested in the theme, and
Ms. Berta shares her dilemma with Ms. their play in the restaurant area becomes
Galyna, the school’s mentor teacher, who more elaborate and content-rich. With
says she can come in for a quick visit dur- active teacher support and modeling,
ing the next day’s play time. She follows friends are able to constructively solve
her visit with some suggestions that help conflicts that occur.
Ms. Berta rethink the area’s design for the
following week.
On Monday, the children entering the area T he design of the early education envi-
ronment can be crucial to encourag-
ing positive interactions and relation-
are greeted by a large restaurant sign.
A waist-high shelf unit defines the front ships. In this example, the teacher, with
of the area. On top of it sit two toy cash mentoring, prepares a learning environ-
registers, supplied with ample paper bills, ment that leads to rich peer interactions
plastic coins, receipt pads, and pencils. focused on a play theme. She structures
A clear plastic jar labeled “Tips” sits in opportunities for children to work in
between. On a hook, hang clip-on badges: pairs and small groups and to try out a
Cook, Cashier, Server, and Customer. variety of roles. The play theme appeals
There are several of each. The shelves equally to boys and girls, and so it sup-
under the front counter hold stacks of ports more social interactions between
paper drink cups and trays. The cooking them than often occur in the dramatic
pans and utensils are clearly displayed play area. Children with special needs
on the area’s stove and sink shelves, as can be actively engaged in all the roles.
are multiples of food items and dishes in It is also effective at including children
the refrigerator and cupboard. The eating who are English learners in a play sce-
table is set for customers. nario that can offer a variety of roles and

can include some key vocabulary in their draw their child’s attention to the
home language. positive ways they interact and coop-
The teacher spends at least a few min- erate with others in their community.
utes each day playing a role in the res-
Support families to help their child
taurant, and sometimes invites a more
develop strong, warm relationships
socially or linguistically isolated child
with adults and children among their
to join her to provide experience with
family and friends. Children need
peer-group entry skills. She intention-
opportunities to practice their positive
ally interacts in ways that help children
social skills with people they love and
expand their collaborative play scripts
trust. Coach them in how to talk and
as they try on a novel set of adult roles.
play with others in polite and friendly
Pretend play interactions such as these
ways.
can be an important scaffold for children
who are English learners and children Suggest ways that family members
with special needs to build language and can talk with their child about the
social skills when they might otherwise daily work they do. The tasks adults
feel more isolated. do at home, at a job, in the commu-
nity, or in school are important for
Engaging Families children to be aware of as “work.”
They are beginning to learn about
T he following ideas may help families

guide their children to expand their
understanding of family culture, relation-
the different ways people contribute
to their families and communities.
Family members and other adults can
ships, work, and roles in the home and in help shape their ideas about future
the broader world: possibilities open to them.
Encourage families to tell stories
and sing songs to their child about
their home culture. Children benefit
from learning about the things that
are important to their families. They
develop a sense of pride in their heri-
tage, including customs, history, and
talents of family members.
Remind families that they are the
CHILDS MOST INmUENTIAL MODELS 4HE
attitudes of families toward people
with different cultural and racial
backgrounds, abilities, and personal
characteristics will shape their chil-
dren’s attitudes. Encourage them to
SELF AND SOCIETY SOCIAL ROLES AND OCCUPATIONS | 67

Questions for Reflection

1. What are some of your own biases and “blind spots” about people
whose racial or cultural backgrounds are very different from
yours?
2. What could you add to your early education environment that
would help children learn to appreciate the diverse characteristics
of people different from themselves?
3. In what ways could you partner with the families in your pre-
school program to support attitudes of acceptance and inclusion?
4. What specifically could you do to support children from diverse
linguistic and cultural backgrounds to engage with peers who
may not share that home language or culture? In what ways could
you facilitate interaction between typically developing children
and children with special needs?
5. In what ways do you see your style of interacting with children
REmECTED IN THE WAYS THEY INTERACT WITH EACH OTHER IN THE PRE-
school setting?
6. What could you add to your curriculum and interactions to help
children become more aware of the roles and occupations open to
them as adults?

Becoming a Preschool Community

Member (Civics)
A
n early childhood program is a wonderful setting for learning how
to get along with others and for understanding and respecting
differences between people. It is also an important setting for
learning about oneself as a responsible member of the group. In an early
childhood education setting, young children are enlisted into responsible
citizenship for the first time outside of the family, encouraged to think of
themselves as sharing responsibility for keeping the room orderly, cooper-
ating with teachers and peers, knowing what to do during group routines
(e.g., circle time), cleaning up after group activities, participating in group
decisions, supporting and complying with the rules of the learning com-
munity, and acting as citizens of the preschool.
This early experience in elementary sion, and accepting the judgment of the
civics is challenging for young children MAJORITY RESOLVING PEER CONmICT AND
because it requires that children balance finding a fair solution; understanding the
their own desires and goals with those of viewpoints of another with whom one dis-
others. For this reason, many of the skills agrees; respecting differences in culture,
of preschool community membership take race, or ethnicity; sharing stories about
time to develop as young children gradu- acting responsibly or helpfully and the
ally acquire the social understanding, guidance that older children can provide
self-regulatory capabilities, and motiva- younger children or children with less
tion to compromise, bargain, negotiate, positive experiences about being a pre-
take turns, and act in other ways that school community citizen. In this section,
respect the needs and interests of their specific strategies are discussed that sup-
partners. port development in each of the following
Many formal and informal activities substrands:
of an early childhood education setting 1.0 Skills for Democratic Participation
contribute to developing the skills of pre- 2.0 Responsible Conduct
school community membership. These 3.0 Fairness and Respect for Other
include group decision making that may People
occur during circle time (including voic- #ONmICT 2ESOLUTION
ing opinions, voting on a shared deci-
SELF AND SOCIETY 69

1.0 Skills for Democratic Participation
A n early childhood program is the

first social setting outside the home
in which young children can learn,
that most preschoolers are ready to learn
because of advances in their social and
emotional understanding. Even so, young
understand, and practice the skills of children may be challenged to cooperate
democratic participation. These skills with a group decision that they do not
are learned by doing. The opportunity to share, and teachers can be helpful as
be a responsible member of the group, they model democratic practices in the
to share in group decision making, to preschool setting, encourage children’s
express an opinion and listen respect- positive participation in group activities,
fully to others’ views, and to accept the and acknowledge the disappointment
majority decision but also respect the that can arise from not always getting
feelings of the minority—these are skills one’s way.
VIGNETTE The children gather with Ms. Yana in a circle on the rug for their
morning meeting. After they join in singing their greeting song, Ms.
Yana shares some news while holding a round fishbowl with a blue
beta fish in it. “Ms. Katrina, who works in our school office, has given
us this fish for our preschool room. She has given us the fishbowl
and fish food, too.” Many children are excited and want to ask ques-
tions and tell stories about fish. Ms. Yana reminds them of the class
rule they agreed on: “One person at a time. Please wait for your
turn,” she says. Several children indicate that they have ideas to
share. Ms. Yana calls each by name in turn, and several children in
the group remind others of their rule to listen quietly during others’
turns. During their meeting, they discuss ways to keep the fish safe
and healthy, and Ms. Yana lists on chart paper the ideas they sug-
gest. Their list includes: Feed it every day; don’t drop things into the
fishbowl; make sure the water is clean; don’t give it too much food;
and several other ideas.
Lev adds, “Hey, our fish needs a name.” Ms. Yana puts up a new
piece of chart paper and asks each child around the circle for a nam-
ing idea, which she writes on the list. “Now that we have everyone’s
ideas, we can vote on a name. It looks like we have five to choose
from. Listen as I read and point to our whole list of names. Think
carefully about which one you would like to give our fish, and then
raise your hand when you hear or see your favorite fish name.”
They complete the process of voting, and Ms. Yana records the num-
bers on the chart. Several of the older children identify “7” as the
highest number on the list. “Yes, seven people voted for the name
‘Stripey,’ so that will be our fish’s name. I will make a nametag for
the fishbowl during work time.”
70 BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS)

TEACHABLE This anecdote describes a class meeting with older preschool

MOMENT children who have had experience with class meetings
throughout the year. The class has established rules together,
and some children want to make sure that everyone follows
them—typical behavior at this age. They have participated in
simple voting before, but they still need the teacher’s specific
instructions and reminders about how the process works.
With practice, most children can participate successfully in a
brief, well-structured group meeting that focuses on a topic of
interest to them. A voting exercise also provides a manageable
experience of active participation for children who are English
learners. For more information about strategies to support
children who are English learners, see chapter 5 of the
California Preschool Curriculum Framework, Volume 1.
it?” “Our friends need help solving their

Interactions and Strategies problem. What can we do to help?” This
intentional language choice communi-
Share control of the preschool envi- cates shared responsibility for both the
ronment with children. An environ- people and things in the preschool set-
ment that prepares children to become ting. Encourage shared goals by planning
members of a democratic society fosters for shared work and events. As children
mutual respect and focuses on how chil- participate in group activities, both small
dren feel, act, and interact with others. and large, they see themselves as active
Rather than primarily asserting their members of a community with an impor-
authority and giving orders, teachers tant role in its success—“Let’s bounce the
sensitively attend to children’s ideas and balls on the parachute together. We need
offer developmentally appropriate guid- everyone’s help to keep the balls in the
ance to enable children’s successful, middle of the parachute.”
shared engagement in the early learning
environment (“It seems that you all want
to play with the new blocks. How can we
make sure that everyone gets a turn?”).
Assigning class jobs is another way of
sharing control. Having a responsibility
helps children to have a different per-
spective.
Promote a sense of connection and

community by using terms such as
“we” and “our” when speaking with
children and adults: “We all clean up
at the end of play time.” “Our garden
needs water to grow. Who will help water
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) SKILLS FOR DEMOCRATIC PAR TICIPATION | 71
Incorporate class meetings into the Generate community rules and expec-
daily routine of older preschool chil- tations to protect the rights of each
dren. Community meetings offer children individual and to create a community
an opportunity to practice communicat- of trust and security. Begin with a group
ing in groups by sharing their own ideas discussion about how rules keep order
as well as carefully attending to the ideas and ensure fairness for all. Extend the
of their peers. Set aside time each day for conversation to include rules of the com-
children to gather as a group for problem munity (e.g., circle time rules). With an
solving, project planning, and collabora- understanding of rules and expectations,
tive learning. Class meetings should be invite the children to create rules for the
brief, lasting no more than 10 minutes. indoor and outdoor settings.
Teachers set the tone for participation in
group meetings by creating a predictable Engage children in community brain-
structure for the event. They may consis- storming and problem solving. As
tently begin with a greeting song before children share their thoughts for pro-
introducing new materials for the week gram planning and problem solving, they
(“This week we have watercolor paints in develop their ability to communicate ideas
the art area. Does anyone know how to AND INmUENCE GROUP DECISIONS %NGAGE
use watercolors?”), opening up a discus- children in brief discussions both indi-
sion about a program problem (“A lot of vidually (“Sasha, what role will you play
our friends have been worried about not in the doctor’s office?”) and in small and
getting a turn with the new bikes. What large groups, documenting their ideas and
ideas do you have for solving our prob- using charts to organize suggestions for
lem?”), or inviting the children to share action (“Lili, I’m asking all of our friends
an important learning experience (“Taylor what we would like to have in our pretend
found out something about magnets. Let’s restaurant. Do you have ideas for me to
listen to what she has to tell us”). write down?”).
Support freedom of thought and speech Make group decisions when appropri-
in individual investigations, as well ate. Voting, a cherished right and privi-
as in planned group experiences. Free lege of democracy, introduces children to
speech is an important foundation of accepting the majority’s judgment while
democracy. Children can practice express- still respecting the minority view. Teach-
ing their own ideas, thoughts, and feel- ers should first set up voting activities
ings as they create unique art, build with that permit each child to have his or her
blocks, develop their own ideas about own way. (“Which topping will you have on
scientific phenomena, and dictate their your biscuit? Butter or jam?”) Graph votes
stories. Teachers should listen attentively to document individual and group deci-
TO CHILDRENS IDEAS AND MEDIATE CONmICT- sions (“Four friends will have butter, and
ing viewpoints and perspectives (“You 10 friends will have jam”). With experi-
think the balloon will get bigger, and Taiga ence, children can vote using the majority
thinks it will stay the same size. You have rule. Make decisions about what to name
different ideas”). Such intentional efforts a program pet, what type of restaurant
facilitate a communication-friendly envi- to add to the dramatic play area, or what
ronment that promotes critical thinking game to play at large-group time (“Some
and the sharing of differing ideas and per- of our friends wanted to play ‘Red Light,
spectives. Green Light,’ but more of our friends
72 | SKILLS FOR DEMOCRATIC PAR TICIPATION BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS)
wanted to play ‘Simon Says,’ so today also reinforce citizenship skills as they
we will play ‘Simon Says’”). When chil- model pro-social behavior in their rela-
dren have strong differing points of view, tionships with other adults—“I’m going to
build consensus through discussion and offer these extra crickets to Mr. Sanchez. I
negotiation.a know his group likes insects, too.”
Acknowledge emotions related to group Use guidance to redirect children to

brainstorming and decision making. more appropriate actions and behav-
Young children struggle with impulse ior. Set predictable and consistent limits
control as it relates to group wants and based on agreed upon community rules.
needs and may express strong reactions %NCOURAGE CHILDREN TO REmECT ON THEIR
to what they perceive to be disappointing actions and recall expectations for behav-
decisions. Teachers who describe what ior—“You look angry. Yesterday we created
they see, putting language to the child’s a list of rules, and we all agreed to be gen-
response and the experienced outcome, tle with our friends. We said, ‘no hitting’
help children make sense of democracy [pointing to rule chart]. What can we do?”
in action—“You really wanted to name Offer more specific support as needed—
the fish ‘Blue’ but more friends wanted “You can tell Rosa, ‘I’m not done. I want
to name the fish ‘Stripey.’ It’s frustrating the binoculars back.’”
when the group makes a decision we don’t
like.” Reinforce behavior. Teachers who draw
attention to the positive actions of children
Model citizenship skills. Adults who build a foundation for respecting and pro-
form positive relationships with children, tecting the rights of others (“Bruna, you’re
characterized by mutual respect and care, helping Vicente and Marcos build their
encourage children to replicate such sen- castle. And you are each taking turns add-
sitive and attentive interactions with their ing pieces to the top. You are all making
peers. For example, a teacher, working sure each friend gets a turn”).
with a child to fold a paper airplane, sug-
gests asking the other children for help Create an inclusive environment that
when they become stuck in the process—“I values and encourages the participation
can’t remember what comes next. Maybe of children from all cultural and lin-
we could ask our friends if they have ideas guistic backgrounds as well as children
about making paper airplanes.” Teachers with special needs. Children need adult
guidance in order to develop respect for
individual and group differences. Teachers
a. Specific strategies to assist children who do
not easily accept group decision making can be
who model respect encourage children’s
found in “Resources for Teachers of Children with positive, inclusive behavior. Adults can
Disabilities or Other Special Needs,” appendix D further promote the active participation of
of the California Preschool Curriculum Framework, all members of the preschool community
Volume 1. Or visit http://csefel.vanderbilt.edu/, the by intentionally including multicultural,
Web site of the Center on the Social and Emotional
anti-bias literature, displays, materials,
Foundations for Early Learning (CSEFEL).
Additionally, teachers should consult with family
and goods that represent the linguistic
members and specialists (i.e., mental health and cultural backgrounds of the commu-
consultants and early childhood special education nity. Adults can also adapt materials and
specialists) about positive behavioral supports that activities, when necessary, to foster inclu-
will facilitate inclusion of children with emotional sion of children with special needs. For
and behavioral challenges in group settings.
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) SKILLS FOR DEMOCRATIC PAR TICIPATION | 73
example, use a variety of voting methods chapter 5 of the California Preschool Cur-
(e.g., buttons, stickers) to ensure all chil- riculum Framework, Volume 1. For more
dren’s active participation. By represent- information about resources for teach-
ing and including all children, teachers ers of children with disabilities or other
promote children’s positive self-concept special needs, see appendix D of the Cali-
and affirm the value of diversity. For more fornia Preschool Curriculum Framework,
information about strategies to support Volume 1.
children who are English learners, see
74 | SKILLS FOR DEMOCRATIC PAR TICIPATION BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS)
2.0 Responsible Conduct
Y oung children enjoy being helpful.

Their self-esteem is enhanced by
assisting others and by being regarded
hood education setting. Teachers contrib-
ute to the growth of responsible conduct
when they ensure that group expecta-
by adults as responsible group members. tions for behavior are developmentally
As preschoolers develop greater self- appropriate, the schedule and environ-
regulatory skills, and as their memory ment are organized to enhance children’s
for preschool setting expectations and self-regulation, and when they help chil-
rules grows, they become more capable dren understand and enact appropriate
of responsible conduct in the early child- behavioral expectations.
VIGNETTE On Monday morning, Will, Peter, and Emma choose the art area as
their first stop for the day. As they begin to gather the materials they
need for their projects, they are upset by the condition of the art area.
“Ms. Mary, the art area is messy! The glue sticks don’t work, and
the ribbons, buttons, and paper are gone. Yucky sticky scissors, too!”
they report to her with dismay. She joins them to survey the area.
Ms. Mary commiserates with the children. “I’m so sorry it looks this
way. While I was home sick last week, our teacher helpers had so
much to do, and they didn’t know how we store the things in our
classroom. We always keep our art shelves neat and clean. What
shall we do now to fix the art area?”
The children, who are used to their active role in helping maintain
the classroom environment, begin to talk about the things that need
to be done. As they do so, Ms. Mary brings over trays and suggests
that they place the dry glue sticks, sticky scissors, and empty collage
material bins on them. She then asks them to look around again and
tell her all the things that need to be done as she writes a list. As
she supplies soapy sponges, they volunteer to help clean up messy
shelves and art tools while she resupplies materials from the cup-
boards. After a few minutes of group work, Ms. Mary looks around
and says, “Thank you all for your hard work. This already looks bet-
ter. Work goes so much faster when we do it together.”
TEACHABLE In this anecdote, the teacher affirms the children’s frustration

MOMENT about the disarray in the art area. While providing an
explanation but not blaming others, she quickly guides them
into problem solving and cooperative work to help correct the
situation. This reinforces their sense of group responsibility
and ownership of the preschool environment. Her follow-up
comments reaffirm the value of group collaboration in
addressing a problem.
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) 75

poster], our rule is ‘be gentle’”). Use pic-

Interactions and Strategies ture cards in different contexts with chil-
dren to help them recall and apply appro-
Set the tone for responsible conduct priate social norms (“Look. Wait.” [Child
by creating a high-quality learning looks and points at a picture of child
environment and thoughtfully sched- waiting for a turn.] “Yes, it’s time to wait.
uled daily routine. Make the space aes- It will be your turn to wash hands next”).
thetically pleasing and designate learning Coach children and provide prompts
areas to guide children’s constructive, to prepare them for success (“I can tell
self-initiated play. Choose developmen- you are excited for our walk to the park.
tally appropriate materials organized for Remember, we hold hands together on our
exploration to ensure successful learning walk. Ask Liam, ‘Can I hold your hand?’”).
experiences for all children. Plan a pre- When commenting on appropriate behav-
dictable daily routine that promotes self- ior, link the behavior to the rule or expec-
regulation; limits transitions, and offers a tation (“Wow, you handed her the block
balance of active and quiet activities, indi- so carefully. Way to use gentle hands!”).
vidual and group experiences. For more information about resources
for teachers of children with disabilities
Create community rules with children’s or other special needs, see appendix D
input. Converse with children about the of the California Preschool Curriculum
purpose of rules and their impact on our Framework, Volume 1. For more informa-
day-to-day lives—“What rules do you tion about strategies to support children
have at home?” “What would happen if who are English learners, see chapter 5 of
we didn’t follow rules?” Invite children to the California Preschool Curriculum Frame-
share ideas for caring for the room and work, Volume 1.
one another. Summarize and post these
rules at the children’s eye level. Plan opportunities to further explore
and converse about community rules
Model the behaviors you expect. Chil- during small- or large-group meetings.
dren imitate the behavior of others, Connect rules to everyday experiences
especially that of the trustworthy adults (“What if you wanted to ride the bike, but
important to them. For this reason, adults a friend was already using it? What is our
must make sure to follow all community preschool rule?”). Rules can be context-
rules and expectations; having adults not specific (e.g., home and school). Help
adhering to group standards confuses children differentiate social norms and
children. Be consistent. Communicate the behavioral expectations across settings
purpose of your actions—“I am helping (“At school, the rule is we all put away our
Owen put away these train tracks so our toys when we are finished playing”).
other friends have more room to play.”
Redirect children’s actions toward more
Help children remember and meet com- appropriate behavior by using posi-
munity generated rules and expecta- tive descriptions of what you expect
tions by providing both visual and audi- children to do. Rather than limiting
tory cues and prompts. Display posters children’s forward movement with “No,”
with pictures illustrating steps for positive “Stop,” or “Don’t . . . ,” state expectations
action throughout the environment (“Gen- for action in clear, short statements (“Walk
tle hands, Emilia. See [pointing to the rule inside.” “Keep the cornmeal in the tub.”
76 | RESPONSIBLE CONDUCT BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS)

“Feet stay on the ground”). Give remind- values such as cooperation, generosity,
ers as children work to internalize rules kindness, compassion, and interdepen-
of conduct. Enforce developmentally dence. Read stories and engage children
appropriate consequences connected to in conversation about the content. Help
the behavior as needed (“It looks like it is them extend ideals described in text and
too hard to keep our blocks low right now. illustrations into their own lives and social
Let’s find a new activity. We can try again experiences.
later”).
Assign tasks for community care, such
Facilitate problem solving. Help chil- as watering plants, feeding program
dren plan for the future by asking open- pets, or helping to prepare snack, to
ended questions and offering supportive help children practice responsibility.
comments (“What could you do next time Rotate jobs and make developmentally
a friend takes your truck? . . . Yes, you appropriate adaptations to include all
could say no. What if they don’t listen to children’s active participation. For more
you? . . . Pushing could hurt, and our rule information about resources for teachers
is ‘be gentle.’ You could get a teacher to of children with disabilities or other special
help, though. Come find me next time a needs, see appendix D of the California
friend won’t listen to your words”). Preschool Curriculum Framework, Volume 1.
Reinforce responsible conduct by using

descriptive language. Acknowledge chil-
dren’s actions by reporting what you see
(“You sat quietly at large-group time with-
out any help. And you raised a quiet hand
to share your idea!”). Emphasize the posi-
tive impact of a child’s actions on others—
“When you gave Kamau a turn with the
dinosaur puzzle, it made him happy! That
is being friendly.”
Utilize books to build on the children’s

ability to empathize and extend care
to others. Stories can promote positive
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) RESPONSIBLE CONDUCT | 77

3.0 Fairness and Respect for Other People
“T hat’s not fair!” expresses a pre-

schooler’s concern for fairness, and
the child’s growing sensitivity to others’
the reasons for them) that emphasize fair
conduct, the need to cooperate with the
interests of others, and using words to
feelings also contributes to this concern. help children understand another’s emo-
Efforts to act fairly can be manifested in tions, viewpoints, and goals. It is also
turn-taking, sharing, cooperation, and important to assist children when they
understanding how preschool program think that fair equals the same. Some-
rules help to maintain fairness. During times what is fair is doing what is needed
the preschool years, children gradually for each child. There are times that a
become more capable of balancing their child may need an adult’s help to do
own interests with those of other chil- something (e.g., hold the jar steady) and
dren and of respecting another’s desires another child is asked to do it without an
and goals. Teachers contribute to these adult’s help.
achievements as they explain rules (and
VIGNETTE Three children spin around on the playground tire swing, two of them
laughing and talking as they go. “Faster, faster,” Mariana and Isabel
tell Mr. Kevin, who is pushing the swing. “No, slow down,” counters
Juana. “My head is feeling too dizzy.” Mr. Kevin stops the swing from
spinning and says, “It sounds like we have a disagreement about
how fast to swing.” “We want fast! We want fast!” chant the two
girls.
Mr. Kevin leans in to speak calmly to all three girls. “I know it’s fun
for you to twirl fast, but it makes Juana feel sick. What shall we do
to make sure she can have a good time on the tire swing, too?” They
all think for a minute. “I know,” responds Isabel.” “We can have a
turn for kids who want to ride fast and then a turn for kids who
want to ride slow.” Mr. Kevin turns to Juana. “How does that sound
to you?” Juana nods her agreement. Mr. Kevin repeats the plan and
then tells the girls, “You figured out a fair way for everyone to have
fun on the swing.”
TEACHABLE In this situation, the teacher was attentive to the experience

MOMENT of all three children and stopped the game when one
expressed discomfort. His words helped the two friends
consider the well-being of the third, as well as affirming
her right to have her needs respected. He can extend this
learning to the rest of the class by recounting the experience
with the girls during the next large-group gathering and
emphasizing their successful problem-solving process.

role-play experiences. Introduce perspec-

Interactions and Strategies tive-taking activities in pairs, small, or large
groups to further children’s ability to treat
Maintain a culturally inclusive environ- others with sensitivity and care. Plan small
ment. Encourage friendships among all group or partner activities during which
children in the preschool community. Be children can practice these skills.
mindful of the social expectations of chil-
Coach children during their interactions
dren’s home cultures. Build strong rela-
with peers. Build perspective by describing
tionships with families and ask authentic
another person’s feelings and needs and
questions to gain insight into family norms
offer suggestions for appropriate responses:
and values.
“She looks upset that you grabbed the
Model respect and care in everyday paper airplane without asking. Hand it
interactions. Attend to children’s cues (“It back and then let’s ask Beatrice if you can
looks like you are feeling frustrated. I’m have a turn with it. You could say, ‘Bea-
concerned. What’s wrong?”). Listen atten- trice, can I hold the airplane you made?’”
tively to children’s ideas and feelings. Para-
Intervene and address negative interac-
phrase and restate the feelings they express
tions immediately. Create an environment
to ensure your own understanding of each
where all children feel safe and secure.
child’s individual perspective and experi-
Take immediate action when someone is
ence (“Oh, you wanted to play with Jiyou,
being mistreated. Seek information from
but she’s playing with Valerie right now”).
both the initiator and the child being tar-
Use language that promotes concern and geted. Provide guidance to both children.
care for the community. Using descrip- Offer effective coping strategies (“Get a
tions such as “our class,” “our room,” teacher”) and additional pro-social instruc-
and “our program” encourages a sense of tion for relating to one another (“I don’t
responsibility for the care and well-being of like that. Please stop”). If you see patterns
one another. beginning to emerge, you may need to pro-
vide more focused teaching of social skills;
Converse about the “whys” of fairness ideas are available through the CSEFEL
and respect. Some program resources are Web site (http://csefel.vanderbilt.edu/).
limited; therefore, help children consider
the importance of sharing. Provoke a large- Use storybooks to enhance children’s
group discussion about “why we share.” understanding of ways to express feel-
0ROMOTE CHILDRENS SELF REmECTION TO FURTHER ings and build peer relationships. Select
their understanding of the feelings involved books, such as If Everybody Did by Jo Ann
in such situations (“What does it feel like Stover, My Mouth Is a Volcano by Julia
when a friend tells us we can’t play with Cook, or Jamaica and Brianna by Anne
a toy?” “Why might the friend not want Sibley O’Brien, to match emerging chal-
to share her toy?” “What could she do to lenges with fairness and respect in the pre-
help solve the problem?”). Some children school community. Encourage children to
might use equipment in such a way (or REmECT ON THE TEXT AND ILLUSTRATIONS h7HAT
need adaptations) that might not be seen do you think Jamaica is feeling now? What
as “fair.” Use these situations to talk about does the illustration show us?”). Invite
differences and fairness. them to share personal experiences that
match story content (“Have you ever felt
Teach social skills, such as patience and mad at a friend? What did you do? How did
generosity, by using social stories and you solve the problem? Was it fair?”).
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) FAIRNESS AND RESPECT FOR OTHER PEOPLE | 79
4.0 Conflict Resolution
C ONmICT WITH PEERS AND TEACHERS IS

inevitable in an early childhood
education setting, and it offers opportu-
ARE COMMON OUTCOMES OF PEER CONmICT SO
also are bargaining, negotiation, compro-
MISE AND OTHER APPROACHES THAT REmECT
NITIES FOR LEARNING ABOUT CONmICT RESOLU- growth in social and emotional under-
tion. Young children are becoming more standing and in self-regulation. Teach-
capable of understanding others’ views ers contribute to these achievements as
and goals, coordinating them with the they put children’s feelings into words,
child’s own desires, and devising strate- encourage children to think of solutions
gies for mutual accommodation. Although to their own problems, and model skills
distress, aggression, and adult mediation of compromise and negotiation.
VIGNETTE Four children play in the block area, building a complex array of
roads and garages for the small metal cars that teachers have just
introduced into the area. “Hey, that one is mine!” shouts Peter, who
has quickly gathered all but one of the shiny red cars close to his
legs. Abdul tightens his grip on the red car he holds and looks at
Peter. Nolan also notices that Peter has most of the red cars. He tells
him, “Peter, that’s not fair. We get some, too.” Peter still refuses to
let go of any of “his” cars, and tells the others that he got them first.
Owen, who is still working on the road, looks cautiously at the others
as he builds, listening to their conversation.
Nolan looks at the rest of the cars in a pile on the floor and tells Peter
he needs to share the good ones. When Peter refuses, Nolan finds
Ms. Deborah, who accompanies him back to the block area, where
she gathers the children around her on the rug and uses questions to
prompt them to describe what has happened and their feelings about
it. “You were all working on the road together, but now I hear that
everyone is upset and worried about who is going to use which cars
on it, especially the new red ones,” she summarizes. “I’m glad you
came and asked me to help you figure it out.”
Then Ms. Deborah asks, “What are your ideas for solving this prob-
lem?” She makes sure that each of them has a chance to contribute
to the conversation, rather than allowing it to be dominated by the
two most verbally assertive children. When they cannot agree on
which idea to try first, she suggests a plan that combines the ideas
from several children. As they get back to work, each with a couple
of cars, she selects a car that no one else has chosen and runs it
toward the road while asking the builders about the next step in their
road design.

TEACHABLE 4HIS IS A FAIRLY COMPLEX CONmICT RESOLUTION SITUATION INVOLVING

MOMENT several players, as is common in preschool dramatic play and
block play areas. The teacher has the children describe the
situation, which she did not observe, including the children’s
emotional cues she did observe, and pauses the action while
involving everyone in a problem-solving conversation. She is
especially deliberate about representing the interests of the less
verbal children. She is aware that the issues may resurface,
particularly if children did not fully process the emotions they
were experiencing, so after the incident is resolved for the
moment, she remains in the block area to support this group’s
play and interaction for as long as she can.
ments among staff members? How do you

Interactions and Strategies respond to differences of opinion with
children’s family members? How do you
Prevent conflicts by limiting program handle disagreements between children?
transitions and minimizing waiting Children will naturally imitate adults. Be
time. Overly competitive games can work consistent in implementing a sensitive,
against community caring and collabora- positive approach with others.
tive learning and should be avoided. Plan
Provide children with a calm presence
group projects with a shared goal that
in conflict situations. Begin by stop-
requires children to work together.
ping any harmful actions, stepping in
Model cooperation and care for oth- BETWEEN THE CHILDREN IN CONmICT 'ENTLY
ers. Be mindful of your interactions with hold onto any object in dispute to help
the other adults and children in the children focus on the problem at hand.
preschool setting. How do the children Take an unhurried and neutral approach
perceive your efforts to resolve disagree- TO RESOLVING CONmICTS 'IVE ALL CHILDREN
involved a chance to identify their feel-
ings, then have them generate ideas
for solutions. As they are supported to
APPROACH THE CONmICT IN A CONSISTENT WAY
they will begin to work through the steps
on their own with minimal support from
the teacher.
Use descriptive language to help chil-

dren make sense of conflict. Verbalize
your observations of the children’s physi-
CAL ACTIONS IN RESPONSE TO CONmICTh9OUR
fists are really tight, Lucas. Ellie, you’re
holding on tight to the blue shovel.”
Encourage the children to identify and
BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS) CONFLICT RESOLUTION | 81

label their emotions. Offer tentative inter- Create problem-solving kits. Prepare
pretations of the children’s emotional sets of visual cue cards (e.g., picture of
state as additional support (“You both children finding more, taking turns, wait-
look angry”). ing). Keep problem-solving kits easily
accessible and stationed throughout the
Prompt children with open-ended ques- early learning environment. Introduce
tions and statements. Ask each child their use to children during a large-group
to share their version of the incident meeting. Remind children of this resource
(“What happened, Taiga?”). Offer appro- AS CONmICTS ARISE h,ETS GRAB A SOLUTION
priate ways for the children to express kit to help us think of ways to solve our
their wants and needs—“Oh, you don’t problem”). For details about solution kits,
like it when Cara moves over your road. refer to the CSEFEL teacher resources
You can tell her to go around.” Attend to available at http://csefel.vanderbilt.edu/.
the needs of children who have difficulty
expressing themselves verbally. Offer Read books related to social conflict.
them effective tools for communicating Help children connect previous experi-
with others. ence with storybook content. Invite them
to think of ways the characters could
Involve children in the problem-solving solve their problem.
process. Facilitate rather than direct the
solution process. Ask children to share Use “persona dolls” or puppets and
ideas for resolving the problem. Include social stories to promote skill develop-
ALL CHILDREN INVOLVED IN THE CONmICT ment and perspective taking. Choose
Patiently wait for them to agree upon a an area in which the children are cur-
solution—“So you are saying you don’t rently challenged in their social interac-
like that idea. What ideas do you have for tions. Prepare a puppet show or social
solving the problem? . . . What do you story based on the problem. Introduce
think Kelsey? Do you like Megan’s idea THE CHARACTERS AND THE CONmICT BETWEEN
of taking turns?” Once a decision has the characters. Encourage the children to
been made, offer follow-up support as support the characters in their resolution
needed—“Okay, I will come back in five OF THE CONmICT #REATE A LIST OF PRO SOCIAL
minutes when it is Kelsey’s turn to wear options. Demonstrate the positive resolu-
the dress.” TION OF THE CONmICT BY USING THE PUPPETS
82 | CONFLICT RESOLUTION BECOMING A PRESCHOOL COMMUNITY MEMBER (CIVICS)

The children gather for circle time, and you are at teamwork, so they asked you.
after the group’s gathering song, Ms. Anya Pretty soon you gave them lots of help-
begins dramatically. “Today I am going to ful suggestions of places to look. And did
tell you a story about something that just they find the babies?” “Yes!” the children
happened in our room. call out. “And where were the baby dolls,
At the beginning of playtime today, two of Julia and Javier?” “They were out on the
our friends, Julia and Javier told me their porch!” the children respond, laughing.
plan was to work with the medical kits in Ms. Anya concludes the story by repeat-
the house area. They were going to use the ing, “Yes, you are right. The dolls were out
stethoscopes, bandages, and all the other on the porch drying after yesterday’s bath.
medical tools to take care of the babies. I Thank you all for helping us solve the
told them I would plan to visit later to see mystery of the missing baby dolls.”
if their patients were feeling better.
A few minutes later, Julia and Javier hur-
ried over to tell me that all the babies were
missing. They had looked all over the
T his anecdote illustrates one technique
a teacher has chosen to help build a
sense of community among her preschool
clinic, and had found no babies! Where do class members. Children love to hear sto-
you think they looked?” ries about themselves, especially stories
The children in the group call out their they can all help to tell. With practice,
ideas about all the places the children an attentive teacher can learn to recount
could have looked. Ms. Anya continues, and elaborate on everyday preschool
“You are right. They looked in all those experiences in ways that help a group of
places. No babies. So what did they do children remember them positively and
next?” Many children around the circle draw from them important lessons about
who are now recalling the incident call out, their own pro-social behavior. A good
“They asked us to help!” “That’s right,” story can do far more than merely enter-
affirms Ms. Anya. “They know what good tain. See the “Research Highlight” below.
problem solvers you are and how good
Research Highlight
Young children’s memories of past expe- paper picked up along the way, or the snack
riences are important, but their recall is after returning home. Likewise, the way peo-
sometimes scattered and incomplete. Adults ple tell about past experiences varies across
often discover that young children do not cultural groups. When an adult takes the
remember the details of an event that the time, however, to reminisce about the event
adult would expect (such as which team with the child, researchers have found that
won the ballgame, or the ducks encountered young children remember more and their
on a nature walk), but instead they recall the memories are better organized as a result.
funny sound of someone’s voice, a piece of Adults are particularly helpful when they

talk about the child’s past experiences in an not be familiar to the adult, thus supporting
elaborative manner.20 Elaborative speech the skills of memory and storytelling among
expands on the details of what happened, children from diverse cultures and linguistic
asks the child wh- questions (such as what backgrounds. Young children are just begin-
happened next? Why did she say that? Who ning to develop the skills of remembering,
was that person?), and provides clarifying and reminiscing about past experiences
feedback, such as confirming the child’s with an adult who is elaborative provides
accurate recall but questioning mistakes in children with enhanced memory for these
memory. Elaborative speech also supports experiences and help in recalling them.
alternative styles of storytelling that may
Engaging Families or others during play, remind them

that their way of solving the problem
T he following ideas may engage fami-

lies in helping their children learn
and practice the foundational skills of
should be fair to everyone involved.
Point out to them rules and laws
you follow that help protect people’s
positive community participation. rights, especially the rights of people
Suggest that adults find household who are not as strong or powerful as
projects to work on with their child. others. This can explain why some
Everyday chores, like folding laundry things are not “the same” and are still
and putting away groceries, can pro- fair.
vide opportunities to work together Work with adult family members
and to give children an experience of as they establish some simple, age-
contributing to the household. appropriate rules to be followed at
Remind adults to notice and recog- home and help children understand
nize times when their child is being that there is a reason for each rule.
cooperative and responsible. Com- “We need to be quiet when other peo-
ment positively about what you notice ple in the house are sleeping” conveys
and appreciate. Having the approval the message that you behave in ways
of their special people is important to that respect others’ needs for sleep
preschool children. It motivates them and, thus, contribute to their welfare.
to behave responsibly in the future. Talk with family members of children
with special needs to identify triggers
Encourage adults to talk with their of uncooperative behavior and strate-
child about respect and fairness. gies for calming, establishing rules
When children disagree with siblings and so on.


1. What techniques and activities do you use to build a sense of com-
munity among the children and adults in your preschool setting?
2. What process do you use to create expectations or rules for
responsible behavior in your preschool setting? What differences
do you observe in rule-following behavior when children partici-
pate in setting class rules?
3. How do you partner with children’s families to teach the values of
respect, fairness, and cooperation that are important in family and
community life?
4. What do you do to encourage and support children in seeking
assistance from peers and in collaborating to achieve their play-
project goals?
5. How does your program work to help children who are English
learners build a sense of being part of the preschool community
and overcome possible feelings of being outsiders?
6. How can you introduce the concepts of fairness and respect for
everyone into the preschool curriculum activities?
7. In what ways do you set a good example for children to follow as
they learn skills for being members of a community?

Sense of Time (History)
O
ne of our unique human character-
istics is the ability to think of
ourselves in relation to past
events and to anticipate the future.
The ability to see oneself in time
enables us to derive lessons from past
experiences, understand how we are
affected by historical events, and plan
for the immediate future (such as pre-
paring a meal) or the long-term (such
as obtaining an education). The ability to
see oneself in time is also the basis for perceiv-
ing one’s own growth and development, and the expec-
tation of future changes in one’s life.
The preschool years are a period of A thoughtfully designed early child-

major advances in young children’s hood program includes many activities
understanding of past, present, and that help young children develop a sense
future events and how they are intercon- of the past and future. The activities may
nected. Yet their ability to understand include conversations about a child’s
these interconnections is limited and memorable experiences, discussions of
fragile. Young preschoolers have a strong a group activity that occurred yesterday,
interest in past events but perceive them stories about historical events, circle-time
as islands in time” that are not well con- activities in anticipation of a field trip
nected to other past events. As they learn tomorrow, and picture boards with the
more about events of the past, and with daily schedule in which special events
the help of adults, children develop a can be distinguished from what normally
mental timeline in which these events can happens. In these and other ways, teach-
be placed and related to each other. This ers help young children construct their
is a process that begins during the pre- own mental timelines.
school years and will continue through-
out childhood and adolescence.
86
Sample Developmental Sequence: Sense of Time
As children mature, they are better able to Next level: Children demonstrate greater
relate past and future events to their current skill in relating past events to one another
experience. As they do so, they are develop- (Grandpa was a boy “long ago,” and that
ing an expanded and more detailed mental was before your mom was born), knowing
timetable that they can use for remember- how past events affect the present (Maria is
ing the past and anticipating the future. happy today because Daddy arrived home
yesterday from a long trip), and planning in
Beginning level: Children can talk about simple ways for future activities.
events in the immediate past and ask ques-
tions about activities in the near future, but Mature or proficient level: Children are now
they need an adult’s help to understand capable of distinguishing events that hap-
events in detail that are not part of immedi- pened “long ago” from those of the more
ate experience. recent past, and distinguishing events in
the near future from those much later in the
Next level: Children remember past events future. Their mental timeline is more detailed
easily, enjoy hearing stories about “long and accurate. In addition, children enjoy tell-
ago,” and anticipate events in the near ing more complex autobiographical stories
future, but are often confused about when about their own experiences, reflecting the
these events occur in relation to each other importance of their personal past to who
(for example, Grandpa was a boy “long ago,” they are today.
but is this the same “long ago” when the
dinosaurs lived?). Children also enjoy talk-
ing about their experiences of the recent
past.
In this section, specific strategies are

discussed that support development in
each of the following substrands:
1.0 Understanding Past Events
2.0 Anticipating and Planning Future
Events
3.0 Personal History
4.0 Historical Changes in People and the
World
SENSE OF TIME (HISTORY) 87

1.0 Understanding Past Events
Y oung children enjoy talking about

their own experiences and hearing
stories about past events. They are also
about events of the past, asking ques-
tions and making connections between
past and current experience, teachers
slowly developing an ability to under- can help children begin to construct a
stand when past events occurred in rela- mental timeline of past experiences. They
tion to one another (such as realizing that can also use visual aids, stories, and
their birthday was celebrated after they other tools to communicate about events
started going to preschool) and how past of the recent past and “long ago.”
events are connected to current experi-
ence. By conversing with young children
VIGNETTE At outdoor play time, Mateo hurries over to a large tree limb lying
at the edge of the playground. “Look what happened!” he exclaims.
“Yeah,” agrees Luis, who had joined him, “the wind did it. It crashed
down our big tree, too, right into the street. Some guys are coming to
saw it up.” Luis pauses. “My grandma said that tree was really old.”
Ms. Sofia, who has followed them to the area, joins the conversa-
tion. “Your grandma told me about that when she came with you this
morning. It’s a big surprise when a tree that was there just yester-
day suddenly isn’t there anymore today, especially when it had been
growing there for a long, long time. Things like that can happen fast.
What do you think will be different when you get home this after-
noon?”
TEACHABLE The teacher observes their intense interest in the fallen

MOMENT playground limb and listens attentively to Luis’ narrative
description of the fallen tree at home. When she joins the
boys’ conversation, she uses time words and phrases,
including yesterday, today, this afternoon, suddenly, fast,
and a long, long time. She can tell by listening that the event
made an emotional impression on Luis, and she affirms that
it was a big surprise. With her question, she encourages him
to think about how the change will feel. See the “Sample
Developmental Sequence: Sense of Time” on page 87 for more
information.
88 SENSE OF TIME (HISTORY)

VIGNETTE As circle time begins, the teacher says, “Right before we went home
yesterday, we sang our ‘Slippery Fish’ song. This morning I noticed
that Jonah and Hailey were singing the song in the reading area and
were using these shark and whale finger puppets to act it out. I could
tell they were really enjoying singing that story, so I found more pup-
pets for them to use.” She holds up a small fish, a bigger fish, and
an octopus finger puppet as the children name them. She asks them
if they would all like to sing the song again and then asks them to
recall the sequence of the sea animals in the song. As they call out or
sign the animal names, she arranges them on the floor in the middle
of the circle. As she points, they name each one, and then the group
sings the song, performing the gestures. Afterwards, she tells them
that the basket of finger puppets will be in the reading area tomor-
row for them to use.
TEACHABLE This teacher is attuned to children’s activities during play

MOMENT time and modifies her circle time plan to build on an interest
she has observed. She chooses to revisit a song they have
enjoyed the day before and retrieves props from a cupboard—
the finger puppets—to help focus the group’s attention on
the sequence of sea animals in the song. She uses playful
repetition during the group activity to reinforce the concept of
sequence and the words first, next, and last as she arranges
and then points to the animal puppets. She encourages the
children to use gestures or signs and follows up by telling the
children where they can find the puppets the following day.
sequence. Calendar activities, such as

Interactions and Strategies Calendar Time during class meetings,
provide labels for concepts such as first,
Use predictable routines to facilitate last, next, and later (“Last Friday was
children’s sense of time. Incorporate Orrin’s birthday, this Thursday is Maya’s
visual and auditory aids to promote birthday, and next Friday is Wenqi’s
understanding and use them in conversa- birthday. We have a lot of birthdays this
tion with children—“Yes, before we went month!”). See the “Sample Developmental
outside we played inside (pointing at a Sequence: Sense of Time” on page 87 for
picture on the daily routine chart), went more information.
to circle time, and then had snack. We
Create opportunities to converse with
are very busy at school.”
children about meaningful experiences
Incorporate time words into conver- and build connections between current
sation. Intentional use of words like and past events. Encourage small-group
before, after, and yesterday supports the conversation during mealtime (“What was
development of a child’s sense of time the first thing you did at work time?”).
SENSE OF TIME (HISTORY) UNDERSTANDING PAST EVENTS | 89

)NVITE COMMUNITY REmECTION DURING LARGE recollections (“I am usually ready for a
group time (“What did we do before we rest after a long day of playing, too”). Pay
came inside?”). Initiate one-on-one con- attention to the pace of the child’s com-
versation during child-initiated play— munication. Avoid rushing the conversa-
“You started this project yesterday during tion; pause and wait for details. See the
outside time. What did you use to build “Research Highlight” on page 83.
the bottom of your fort? . . . What will
you add today?” Document and display children’s work
at their eye level to encourage recall
Listen attentively to children’s narra- and reflection. Invite children to talk
tive descriptions. Regularly invite chil- about their learning experiences one-on-
dren to share past and current personal one (“Tell me about this drawing of the
experiences. Extend and expand on a robot you made. How many days ago did
child’s initial statement with descrip- you make it?”) as well as with peers dur-
tive language—“Yes, last week we did go ing large-group experiences—“During our
on a special field trip to the post office. class meeting, Kaylah is going to share
We had to walk very safely. We will have with us what she made with recyclables
to be safe again today when we go on on Monday.” Take pictures of projects
our neighborhood bird walk.” Make use that extend over time and converse about
OF REmECTIVE COMMENTS AND OPEN ENDED the exploration process. Write down
questions—“I liked seeing the scrub jays the children’s words as they describe
and hearing their calls. What things did their work—“When we started our paper
you like best about our bird walk?” mache project last week, we first had a
wire shape. Then it took several days to
Communicate with awareness about add the wet strips of paper. Now that it
children’s narrative style, noting is dry, we can start painting our paper
preferences for time sequences, emo- mache animal.”
tional cues, and other practices that
influence the formation of mental Sing songs, recite poetry, and read
“scripts.” Adults may recall experiences books that involve sequencing. Popular
differently than children; they may attend stories, shared in book format or by oral
to different details of the event and bring storytelling, like The Very Hungry Cater-
a deeper understanding of sequence pillar by Eric Carle, We’re Going on a Bear
and time. Listen attentively to children’s Hunt by Michael Rosen, or The Three
descriptions of past events. Take note Billy Goats Gruff offer children a predict-
of what parts of the occasion were most able sequence of events to recall and dis-
important to the child. Ask open-ended cuss—“What happened first?” “Then what
questions to extend the conversation happened?” “How did the story end?”
(“What happened after you went to the Songs that include a progression in activ-
park?”). Add your own observations to ity, such as the Peanut Butter and Jelly
elaborate and expand on children’s initial song, offer a similar experience.
90 | UNDERSTANDING PAST EVENTS SENSE OF TIME (HISTORY)

2.0 Anticipating and Planning Future Events
“W hat happens next?” is in the

mind (and are the words) of
young children as they try to anticipate
events and even anticipating unusual
events, such as a family visit that will
happen soon. Teachers can contribute to
events, such as what will happen tomor- the development of these future-oriented
row. They can anticipate events because skills by helping young children under-
they understand the predictable routines stand the regular routines of daily life,
of their lives, such as the daily schedule conversing with them about unusual
of the preschool, or what usually happens events to come (such as a visit to the fire
after they wake up in the morning. Dur- station), and helping them plan (such
ing the preschool years, children become as talking about dressing more warmly
more skilled at planning for these routine when the weather turns colder).
VIGNETTE Beata and Simon are painting at the easels when Ms. Neva begins
reminding children in each interest area that it is time to begin finish-
ing their work before cleanup time. As she approaches the easels,
Simon tells her, “Mira! I painted three pictures before cleanup time.”
TEACHABLE In this preschool program, the teacher has established a

MOMENT predictable daily routine, and Simon knows that cleanup
time always follows playtime. His teacher gives the children a
reminder ahead of time so they can predict the transition to
cleanup time.
VIGNETTE The children in Mr. Ricardo’s group have just returned from winter
break. During circle time, Mr. Ricardo tells them, “We’re going to start
a cooking project. We’ll make three different kinds of bread on three
different days this month.” He points to a date on the calendar, and
says, “On this day, Kristen’s father is going to bake corn bread with
us.” “Oh, I’ve had corn bread before. It’s soft,” says Sara. “It’s yel-
low,” adds Maya. “It’ll be fun to see whether our corn bread is like
the kinds you have had,” Mr. Ricardo says.
Next, he points to another date and says, “After that, on this day,
Mei’s mom will make scallion pancakes with us.” “Oh, I love scal-
lion pancakes! I’ve had them in a Chinese restaurant,” says Ben. Mr.
Ricardo responds enthusiastically, “I have never had them before.
I can’t wait to taste them! Our last bread will be tortillas. Yaritza’s
grandma will help us make them on this day,” he adds, pointing to
a calendar date at the end of the month. Several children share that
they eat tortillas at home. “We’ll take photos of all three breads and
you can draw your own pictures, too. We’ll also write down the reci-
pes to make a Bread Book.”

Mr. Ricardo then asks children to think about what kinds of cooking
tools they may need for the bread project, and he starts making a list
on large paper he has posted, repeating each item someone suggests
as he adds its name and a simple drawing of it to the group’s list (e.g.,
bowl, spoon, pan). “We have made a good start today. We will do more
planning tomorrow so we will be ready to make cornbread, our first
bread, on Friday,” he summarizes, pointing to Friday on the calendar.
TEACHABLE This vignette describes a teacher-planned group meeting

MOMENT designed, in part, to involve children in advance planning and
preparation for activities. The teacher has organized a large
project that will take place on a sequence of future dates. He
uses a calendar to illustrate the time that will pass between
cooking days. He also engages children in anticipating what
they will need to gather ahead of time to be ready to work with
their guest cooks.
VIGNETTE “My birthday is just two more days,” Jordan tells Ms. Trisha excit-
edly. She responds with enthusiasm and suggests that they look at
the class birthday calendar together. He finds his photo and name
on a calendar square, and she shows him the square for today
and notes how close together the two are. He begins looking for his
friends’ photos on the calendar and asking how soon their birthdays
are. Ms. Trisha converses with him about how many days make it
seem like a short or a long time, and about how it feels to be waiting.
TEACHABLE This situation illustrates the emotional challenges of anticipating

MOMENT and waiting for future events, and how teachers can begin to intro-
duce time concepts. It shows how difficult it is for young children
to understand how their experience of time relates to the calendars,
timers, clocks, and other tools adults used to represent it.
Converse with children about upcom-

Interactions and Strategies ing events. Invite children to share their
plans for the weekend—“I know Grandma
Maintain a consistent daily routine so is picking you up today for your weekend
children can anticipate, predict, and together. What will you do at her house?”
follow through with program expecta- Prepare children for any change in pro-
tions. A picture schedule may be used to gram routine—“Today we have a special
help children visualize and understand visitor. Yana’s father will come to talk to
the sequence of events, as well as get us about his job at the grocery store dur-
ready for program transitions (“It’s almost ing small group time. Instead of sitting
circle time, Everett. Let’s pull off your pic- at your tables, we will meet at our circle
ture and get your chair for circle time”). time rug.”
92 | ANTICIPATING AND PLANNING FUTURE EVENTS SENSE OF TIME (HISTORY)

Comment on behaviors that anticipate turn on the tire swing.” A paper chain can
future events. Describe steps for partici- be used to help children count the num-
pating in a daily routine—“Before we go ber of days before an exciting event—“We
to snack, we wash our hands”) or explain have two more rings on our chain. That
a child’s response to an expected expe- means two more days until our Día de los
rience—“I think Hailey is feeling excited Muertos celebration. I know Tia Liz has
about her dad coming for a visit. She’s been baking bread at home.” Mark special
missed him while he’s been away.” Explain days on the program calendar. Keep the
your actions that look ahead to a future calendar accessible and use child-friendly
event—“I am putting our outdoor water pictures and symbols (e.g., a photograph of
toys away. It is almost winter, and it will a child on a calendar square to denote his
be too cold to use them until the weather birthday).
warms up again in the spring.” See the
“Research Highlight” on this page. Talk with children using time words—
“Tomorrow morning we will have more
Promote planning as children engage time to play with our hamster. She needs
in child-initiated projects. Begin a play to rest now. I know a whole day can seem
period with a brief planning time. Ask like a long time to wait.”
children to share their idea for play. Using
comments and open-ended questions,
encourage children to provide details about
Research Highlight
their play plans. Help children anticipate
problems and support their ideas for solu- Planning for a future activity requires
tions—“So, you plan to play with the drop- anticipating what one might need, and
pers and test tubes in the science area. preschoolers are developing skill in this
Yesterday you ran out of baking soda for kind of “mental time travel.” In one study,
your experiment. What can you do today to three-, four-, and five-year-olds were
make sure you have enough baking soda shown photographs of several natural
to go with your vinegar?” settings and were encouraged to imagine
Involve children in program planning. that they were in those environments
To prepare for change in curriculum, invite (such as imagining walking across a sunny
children to share their current knowledge desert, or walking across a rocky stream).21
of a subject and then ask for ideas for sup- Children were then asked to choose what
plying the learning environment—“What do they would need for that activity from
you know about airports?” “What will we among three items. After hearing the
need to build an airport in our room?” Plan story about the desert, for example, chil-
meaningful celebrations by asking children dren were asked to choose a bar of soap,
to suggest elements from their home cel- a mirror, or a pair of sunglasses. Most of
ebrations that could be translated for the the children at each age chose the correct
group setting. See the “Research Highlight” item (e.g., the sunglasses for the desert),
on this page. but their skill improved with age, and
older children were much more capable
Introduce time-keeping tools to help
of explaining their choice with reference
children monitor the passage of time—
to a future need (e.g., “The sun will be
“I’m looking at our timer. We have to wait
shining”).
three more minutes until it will be your
SENSE OF TIME (HISTORY) ANTICIPATING AND PLANNING FUTURE EVENTS | 93

3.0 Personal History
A sense of time also includes under-

standing one’s personal history. For
young preschoolers, the awareness that
memory of their personal experiences
that they enjoy sharing with others.
Teachers contribute to this developing
they are changing appears in their pride sense of personal history by recogniz-
in displaying their developing accom- ing children’s accomplishments, sharing
plishments, knowledge, and skills. Older their pleasure in their expanding com-
preschoolers may explicitly contrast petencies, and discussing with children
what they can do now with the fact that the experiences that are significant and
they could not do this when they were memorable to them. See the “Research
younger. In addition, children are begin- Highlight” on page 83.
ning to create an autobiographical
VIGNETTE Today is Annie’s fifth birthday, and her mother has sent an envelope
of photos of Annie at different ages for her to share at circle time.
Annie is excited to show them to Ms. Jen, who takes time to sit down
at a table with her to look at them. Ms. Jen comments on each one
Annie takes out, asking questions and encouraging her to reminisce
about what the photo shows her doing. She then suggests that they
line up all six photos on the table in sequence, starting with the one
that shows Annie as a newborn baby and ending with a recent fam-
ily celebration.
TEACHABLE Ms. Jen acknowledges Annie’s excitement about the birthday

MOMENT photos and takes time to converse with her about them. Her
questions and comments help Annie to recall more details.
She uses them to prompt her and then informally assess
Annie’s sequencing abilities.
VIGNETTE Two children look around the room to find their teacher. “Mr. H, look
what we made!” Mr. H walks over to where they have finished con-
structing a long tunnel using cardboard tubes and masking tape and
are now rolling marbles through it. “You finished your experiment,
and now you’re testing it,” he observes enthusiastically. “Is it work-
ing the way you had wanted it to?” As the children decide to prop
it up on blocks to carry the marbles down faster, Mr. H stays with
them, and he and they converse about the long time they worked
on it, the challenge of getting the masking tape to hold together the
tubes, and the fact that they now are both very good at using mask-
ing tape themselves and at helping younger children and children
with motor difficulties learn how to use it.

TEACHABLE In this interaction, Mr. H expresses enthusiasm about the

MOMENT children’s accomplishment, reviewing with them the steps
of their project and acknowledging how challenging the task
was. He reminds them of how much their skills have grown
and lets them know that he has noticed them helping other
children learn the same skills.
VIGNETTE For today’s circle time, Ms. Robin has prepared a two-column chart
with the headings: “When I was a baby, I couldn’t . . .” and “Now I
can . . .” She reads the first phrase and asks the group to think of
things they were not able to do as babies. As children share their
ideas, including, “I couldn’t walk; I couldn’t ride a trike, I couldn’t eat
apples . . .” she lists them in the first column. When they finish, she
reads all the ideas aloud to the group.
Ms. Robin then points to the phrase, “Now I can . . .” and again asks
for children’s ideas. After they finish sharing, she reads aloud the
second list. As she points to each list, she comments to the group
enthusiastically, “Look how many things you couldn’t do when you
were a baby! Look how many things you can do now! You’ve grown
so much!”
TEACHABLE This example presents a more structured way to involve

MOMENT the entire group in contrasting their current abilities with
their abilities at earlier ages. They will not, of course, be
able to remember their own lives as babies, but will be able
to share ideas based on family stories and on their current
experiences of the babies in their lives. The activity can also
be done individually or in a small-group setting.
Interactions and Strategies

Share memories. Engage children in
conversation about their own current
work and recent accomplishments—“You
did it! You filled in all the pieces of the
puzzle.” Communicate observations of
children’s abilities of over time—“You
wrote the letter A. You’ve been working
hard on writing this year.”
Ask questions to increase children’s

recollections of events. Use open-ended
SENSE OF TIME (HISTORY) PERSONAL HISTORY | 95

questions to invite language-rich con- song of the child. Use language focused
versation and prompt children’s recall of on developing children’s understanding
specific details—“Tell me more about your of change—“You were three, and today
family reunion. It sounds like you had a you are four years old!” Where possible,
lot of aunts and uncles there. Did you eat invite families to participate—“Meera’s
something special at the party?” grandmother is here with her today to
share some family photos of her growing
Encourage children to express their up these last four years and to sing her
feelings and reactions to experiences. favorite song in Arabic.”
Ask children to share their personal reac-
tions as they pursue new challenges, face Provide activities that invite personal
frustration, and experience success—“It reflection. Use old photographs, clothes,
took a long time to climb that ladder. How and personal data (e.g., length at birth)
did it feel?” Use descriptive statements to help children think about personal
to paraphrase their response—“So you change—“You were 21 inches long when
were feeling scared at first, but then you you were born. Let’s use a tape measure
felt better after you climbed back down.” to see how big you are now . . . Wow!
Such conversation supports the develop- You are 40 inches tall! You’ve grown so
ment of self-awareness. much!” Ask questions to invite appropri-
ate comparisons—“What was something
Document children’s work over time you couldn’t do when you were a baby,
and create individual portfolios for but is easy now?”
each child. Include photographs, anec-
dotal notes, samples of writing and Make use of children’s stories that
artwork, and other pieces of work. Orga- explore growth and individual change.
nize materials in chronological order to Stories like Leo the Late Bloomer by Rob-
illustrate changes and the passage of ert Kraus, Peter’s Chair by Ezra Jack
time. Share with children and families Keats, or The Growing Story by Ruth
(“I remember when you first started pre- Krauss can be used to further children’s
school you rode the small yellow bikes. understanding of personal change over
Now [pointing at a picture] you are big time. Engage children in conversation
enough to pedal the large bikes.”). about their experiences of growth—“Peter
outgrew his chair. He was too big. Is there
Acknowledge birthdays. With sensitiv- something you had when you were little
ity to family preferences, plan a simple that you are too big for now?”
activity such as highlighting the date
on the calendar or singing a preferred
96 | PERSONAL HISTORY SENSE OF TIME (HISTORY)

4.0 Historical Changes in People and the World
Y oung children enjoy learning about

events of “long ago” and displaying
their knowledge of dinosaurs or other his-
cal and family events occurred in relation
to each other. Teachers can aid children’s
developing historical understanding by
torical knowledge. They also enjoy hear- sharing their enthusiasm for the events of
ing stories of their family history. Their “long ago” that provoke their interest, and
UNDERSTANDING OF TIME IS REmECTED IN THEIR discussing with them the family stories
ability to distinguish events of the recent that tell of the past experiences of their
past from those of “long ago,” but they family members.
are confused over when different histori-
VIGNETTE The teacher notices that several children are standing by the tall sun-
flowers that the class had started from seeds last spring. She joins
them, asking if they remember planting the seeds. After listening
to their comments, she adds, “Yes, that does seem like a long time
ago. It was before we said good-bye for the summer. Now we are
back at school in the fall, and look how much our sunflowers have
grown and changed. They are taller than most of us, and their seeds
are almost ready to roast and eat or to save for planting time next
spring.”
TEACHABLE 4HIS TEACHER USES THE CHILDRENS INTEREST IN THE SUNmOWERS

MOMENT to begin a conversation about seeds growing into plants,
reminding them of both the beginning and end of the cycle,
as well as its relationship to the seasons of the year.
VIGNETTE Adelia’s aunt has come to the group’s circle time to tell stories about
her town’s holiday fiesta. She has brought a colorful dancing skirt
and shawl for the children to see. Adelia adds, “We only do that kind
of dancing at special parties. You need the right kind of music.” Her
aunt explains that, when she was growing up, many people played
musical instruments and danced often. The teacher converses with
the group about how sometimes the way people do things changes
over time. “Remember, when Lan’s mom came to talk to us about
Chinese New Year? She said that a long time ago, when she was
small, some of the most important things children could get were
new clothes. What about now?” One child raises his hand, and the
teacher asks him to speak: “People can get new clothes more often,
not just during the New Year.” The teacher makes a “mental note” to
find more books at the library about holiday traditions.
SENSE OF TIME (HISTORY) PERSONAL HISTORY | 97

TEACHABLE For this group time, the teacher invites a child’s family
MOMENT member to share her own holiday memories and items. She
introduces to the children the idea that the ways people do
things can change over time, and she makes her own plan to
follow up using library resources.
VIGNETTE Nico looks through the familiar homemade, photo-illustrated book

titled Teacher Jen’s Broken Ankle that is displayed on the reading
area book rack. “My papa fell and broke his arm when he was a
little boy,” he tells Ms. Jen. She asks him how it happened, and he
tells her the story his papa has told him. Ms. Jen wonders with Nico
whether his papa had to wear a cast on his arm while it was heal-
ing. Nico says he thinks so, because he remembers that Papa was
supposed to keep his arm dry for a long time. He then asks Ms. Jen
to show him again the ankle cast she wore while her leg was heal-
ing. She keeps the two halves of her bright pink cast in the “Hospital”
prop box that teachers use in the dramatic play area when children’s
play signals interest in medical themes.
TEACHABLE This teacher has incorporated homemade books documenting

MOMENT real-life experiences into her preschool program. When a
book reminds the child of a family story, she listens and
encourages him to think about more of his story’s details.
She extends the interaction using an authentic prop that
Nico remembers.
perspective. Converse about concrete

Interactions and Strategies comparison experiences—“How do the
homes in the book differ from the homes
Utilize familiar resources, such as par- we live in?” “Do you have clothes like the
ents, grandparents, family members, children in our story?” “What are they
close friends and community mem- eating in the story?” “Do we still eat it?”
bers, to share their own childhood
experiences. Encourage them to share Expose children to the arts. Sing tra-
photographs of themselves when they ditional songs from a variety of cultures,
were the children’s age. Prepare ques- both familiar and unfamiliar to the chil-
tions to facilitate the conversation: What dren. Listen to music and introduce art
games did they like to play? What was from different eras. Invite conversation
something that was hard to do then, but about children’s initial impressions and
is easy now? observations.
Read children’s stories about different Observe changes in animals, plants,

places and times to expand children’s and the outdoors. Record children’s
98 | HISTORICAL CHANGES IN PEOPLE AND THE WORLD SENSE OF TIME (HISTORY)

Children should be an integral part of

the planning process. Brainstorm ideas
together and then put children’s ideas
into action. Keep activities simple and
understated. Introduce key concepts
related to celebrations, holidays, and rit-
uals in concrete terms—“During Chinese
New Year, some people decorate their
homes, cook special food, and exchange
gifts.” For additional ideas and infor-
mation, refer to Celebrate! An Anti-Bias
Guide to Enjoying Holidays in Early Child-
remarks over time and compare notes— hood Programs by Julie Bisson. For more
“Yes, Harley the Hamster was small in information, see the “Research Highlight:
September. I’ll write down she is now five Anti-Bias Curriculum Approach” on page
blocks long.” Take photographs and cre- 51.
ate a chart to illustrate change—“This is
Record significant events on a large
our seasons poster. Let’s add the pictures
calendar to create a program history.
we took of our neighborhood in spring . . .
Refer back to the calendar and previ-
See how the trees have new green leaves?
ous events as opportunities arise—“Last
In winter our trees looked so empty.”
month we went on a field trip to the gro-
Converse about change—“What did you
cery store. This month we have planned a
notice about our bean sprouts . . . Yes,
trip to the library.”
they’ve grown quite tall with sun, water,
and time.” Provide children with docu- Provide children with hands-on expe-
mentation tools to keep details of their riences with concrete artifacts and
observations over time. historical objects (e.g., toys, utensils,
tools). Allow children to explore and
Celebrate special events in a meaning-
experiment. Facilitate conversation about
ful and authentic way. Avoid “tourist
how the object was used and compare
curriculum” by maintaining a consistent
with current tools—“We have three kinds
daily routine and incorporating celebra-
of egg beaters: a hand egg beater, an egg
tory events into regularly scheduled
beater with a crank, and an electric egg
activities. Seek ideas from families and
beater. Which one do you think will work
community members; incorporate them
the fastest? Which one is the hardest
into the experience (e.g., “Today at large
work for your body?” Document the con-
group, Andrew’s mother is going to teach
versation and display with the objects.
us how to move like lions and dragons”).
SENSE OF TIME (HISTORY) HISTORICAL CHANGES IN PEOPLE AND THE WORLD | 99

The preschool year is almost over, and by children and has noted the date on the
Ms. Nguyen has finished compiling the back of each one. She encourages them to
portfolios for the children in her group. She converse with each other, as well as with
will review and discuss them with family her, about the memories their portfolio
members at year-end parent conferences, pages evoke.
and then families will be able to take them
home. First, though, she has brought them
to share with children during a small-
group time.
T he practice of making portfolios
to document children’s activities
and growth over the course of the year
“These are special books,” Ms. Nguyen contributes to their understanding of
tells the small group of children around the passage of time. It also affirms for
the table. “There is one for each of you, families how capable their children are
and it is all about you. Let’s see if we can becoming as they grow. Ms. Nguyen’s
figure out together which is whose.” She group viewed a sample portfolio early
holds up the first one, with a photo and in the year, and she explained that
large printed name on its cover. “That’s they could choose to save some of their
me!” exclaims Lamar, and Ms. Nguyen work to add to their own special book.
hands him the book. “We’ll need to turn Throughout the year, the teacher has
the pages gently so none of them will rip,” labeled and filed samples of each child’s
she reminds the group. The other children work, including art, writing, dictated
identify their books, and then they all stories, and teacher-recorded anecdotes
spend a few minutes paging through them,
looking at their photos, artwork, dictated
stories, writing and drawing samples, and
other items put aside in their folders dur-
ing the preschool year. While handing the
book over to Griselda, Ms. Nguyen opens
up the last few pages with Griselda’s
drawings and the dictated English sen-
tences beneath the drawings, and says
“Look, how much more English you can
say now than before!”
“Look! That’s me carrying back that bag
of apples we bought at the store,” Tyree
shares. As the children look and comment,
Ms. Nguyen reminisces with them about
the shared experiences their portfolios
document, like their walk to the grocery
store and the signs children made after-
ward while setting up their own store in
the dramatic play area. She has saved
these signs and other contributions made

about projects and milestones she has parent’s planned absence, a weekend
observed. At times, she has asked a child family gathering, or a move to a new
if a specific item should be saved for his apartment can help children cope
special book In addition, she and family with change.
volunteers have documented with photos
Share with family adults the impor-
some of the significant group experiences
tance of recounting past shared
and projects of the year, and the program
events with their children. Suggest
has printed copies for families. A portfolio
that they use storytelling to help
takes planning, but it is a significant gift
children remember the sequence
of personal history for both children and
and details of both everyday and
their families.
special experiences. Emphasize the
importance of including details and
Engaging Families using descriptive words that will both
increase children’s vocabularies and
T he following ideas may engage fami-

lies in helping their children begin to
understand the concept of time and the
help them expand their own capaci-
ties for organizing memories. Encour-
age them to make interactive story-
passage of time in their own lives. telling a regular part of their times
Share ways to establish some depend- together.
able family rituals and routines. Suggest that families find a special
Children enjoy being able to antici- place for items that document chil-
pate predictable elements of each dren’s growth. This can be a scrap-
day, week, and season. Daily rituals book or album, a box, or a drawer.
can include a bedtime story or song Include photos taken at different
or a special morning good-bye rou- ages, artwork or dictated stories from
tine. Friday night pizza or a Saturday preschool, a first stuffed animal,
morning family walk can be weekly birthday cards, or other keepsakes.
markers. Holiday rituals and tradi- These are tangible reminders of a
tions that include children can be child’s own personal history.
anticipated and then remembered
over time. Encourage adult family members to
tell children stories about their fam-
Remind families to discuss family ily’s history. Hearing stories about
plans and events with children before the past experiences of people close
they occur. Find some choices that to them brings to life the idea that
children can make at home, such people grow and change over time and
as choosing before bedtime which that everyone has a personal story.
clothes to wear to school the next day Hearing the childhood memories of
or which color cup to use for drink- adult family members is especially
ing milk. Inform children of upcoming memorable to children.
changes in advance. Knowing about a


1. What kinds of comments and questions can you use when children
share stories about their personal experiences with you?
2. How can you partner with children’s family members to make the
PRESCHOOL ENVIRONMENT REmECTIVE OF THEIR DIVERSE FAMILY STORIES
3. In what ways can you ensure that your preschool setting’s daily
routine is accessible and understandable to all of its children?
4. What can you do to make concrete documentation of each child’s
growth manageable for teachers and meaningful to children and
families?

Sense of Place (Geography

and Ecology)
E
ach person has a sense of the places to which they belong: home,
workplace, school, and other locations that are familiar and mean-
ingful. Young children experience this sense of place strongly
because familiar locations are associated with important people who con-
stitute the child’s environment of relationships. Locations are important
because of the people with whom they are associated: home with family
members, preschool with teachers and peers.
Preschoolers also experience a
sense of place because of the
sensory experiences associ-
ated with each location: the
familiar smells, sounds,
and sometimes tempera-
tures and tastes combine
with familiar scenes to
create for young children
a sense of belonging.
Developing a sense of place also their interest in caring for plants and ani-
derives from how young children inter- mals, concern for the effects of pollution
act with aspects of that physical loca- and litter on the natural environment,
tion. Preschool children relate with their and later, taking an active role in putting
environments as they work with materi- away trash and recycling used items.
als; rearrange tables, chairs, and other These interests present many oppor-
furniture; create maps to familiar loca- tunities to the early childhood educator.
tions; travel regularly from one setting Young children can be engaged in activi-
to another; and work in other ways with ties that encourage their understanding
their environments. Young children also of the environments in which they live,
interact with their environments as they whether they involve creating drawings
learn to care for them. Young children’s and maps of familiar locations, talking
natural interest in living things engages about how to care for the natural world,
103
discussing the different environments in 1.0 Navigating Familiar Locations

which people live worldwide, or taking a 2.0 Caring for the Natural World
trip to a marshland or a farm. In this sec- 3.0 Understanding the Physical World
tion, specific strategies are discussed that Through Drawings and Maps
support development in each of the fol-
lowing substrands:
Sample Developmental Sequence: Sense of Place
With each year, children better understand Children also recognize the routes between
the settings where they live and learn, the well-known locations and may use simple
routes between these places, and the natu- drawings to describe them.
ral environment in which they are located.
As they do so, children also become inter- Next level: Children’s broadening under-
ested in places that are unfamiliar and dif- standing of the environment includes an
ferent. appreciation of landscapes like hills and
streams, weather patterns, and other fea-
Beginning level: Children use their knowl- tures of the environment. Children also
edge of familiar places, like home and become more skilled at understanding the
school, to confidently find the people and relative distances between familiar locations.
things they need. They can become con-
fused or distressed if these settings change Mature or proficient level: Children’s under-
abruptly, such as if a room is redecorated at standing of their own environment leads to
home. expanding interest in unfamiliar locations
and the people and activities associated with
Next level: Children are aware of a broader them. This can lead to an interest in maps
variety of physical settings, such as the and globes to understand “faraway” places.
places where familiar people live and work.
104 SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)

1.0 Navigating Familiar Locations
T he earliest “sense of place” that

develops for young children is their
personal experience of familiar loca-
hills and streams), weather, and com-
mon activities are better understood.
Teachers can contribute to this develop-
tions, such as their home, preschool, ing understanding in their efforts to help
and the routes connecting them to each young children understand their familiar
other. Younger children identify famil- locations in relation to the other places
iar locations by the people and activities that people live and work, and by helping
associated with each one and the routes children better comprehend the physical
between them, while older preschoolers world in which they live through activities
have a wider view of the world in which such as nature walks.
differences in the physical ecology (e.g.,
VIGNETTE Michael sits down with his peers and Mr. Sean at the snack table.
“There was a huge dump truck going down my street today,” he tells
everyone. Mr. Sean asks him what was in the truck. “Rocks and big
sidewalk pieces,” replies Michael. “I know that,” adds Rio. “It’s by
my house. Papa says they’re digging up the street for water pipes.”
Several other children nod and agree that they know where that is
and they have gone by it, too. Mr. Sean tells the children that the
construction site they are talking about is just around the corner and
down one block from their preschool. “Would you like to take a walk
together to watch them work?” he asks. “It sounds like a big and
exciting construction project is happening in our neighborhood.”
TEACHABLE These children have noticed something exciting that is

MOMENT happening to the landscape of their preschool neighborhood.
Mr. Sean notes their interest and joins the conversation,
pinpointing the geographical location of the construction site.
He makes plans to follow up on their interest by arranging a
walk to watch the work being done. Mr. Sean considers how
all children can participate in the visit to the work site.
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) 105


Supply open-ended materials in the
indoor and outdoor early learning
environment to promote exploration
of spatial relationships. Blocks, plas-
tic or wooden animals and people, and
transportation vehicles offer children
opportunities to construct pretend homes
and habitats as well as larger cities and
worlds. Provide additional loose parts to
designate bodies of water (e.g., an empty
encourage all children’s participation
container filled with water or pieces of
and can be mounted for the discussion.
blue felt) and land formations (e.g., small
Extend the conversation to include what
cardboard boxes).
children observe while on their way to
Describe your own actions as you preschool. Compare with the route home.
travel between locations—“I am going Is it the same or different? Talk about
to walk to the office to make a copy of our travel time.
project. I will have to walk through the
Take walks through familiar locations
Toddler Yard to get there.” “I go across a
and neighboring areas. Make a list of
bridge each day when I drive to work.”
the things the children notice, rephras-
Play games about how to get from here ing the children’s language to elaborate
to there. Challenge children to see how on their ideas—“I can hear the creek,
many different ways (e.g., walking, skip- too! We must be getting very close to the
ping, crawling, and so on) they can move water now.” Invite children to record their
from one location to another (“Today let’s observations during the walk using draw-
see how we can get from the door to the ings and photographs. Repeat the same
swing set? . . . Instead of walking, let’s walks to build children’s familiarity with
try hopping across the yard”). Incorporate and knowledge about significant land-
children with mobility challenges utiliz- marks. See the “Sample Developmental
ing their adaptive equipment (e.g., wheel- Sequence: Sense of Place” on page 104
chair, walker, “skateboard”). For more for more information.
information about resources for teachers
Converse about the here and now as
of children with disabilities or other spe-
well as encouraging later reflection.
cial needs, see appendix D of the Cali-
Discuss the walking surfaces children
fornia Preschool Curriculum Framework,
encounter—“How does the surface feel
Volume 1.
when we walk on the grass or touch it
Engage children in conversation about with our hands?” “How is it different from
how they travel to and from preschool the gravel?” Help children recall impor-
each day. Plan a discussion during a tant landmarks from recent outings—
large-group gathering. Create a list of the “Which building did we notice first on our
many forms of transportation. Pictures walk?”
of different types of transportation may
106 | NAVIGATING FAMILIAR LOCATIONS SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)

Locate and explore local landmarks. Comment on weather patterns and

Research and introduce bodies of water invite children to share their obser-
and landforms in your region. Visit sites vations. Record patterns over time on
when possible or share photographs of poster board and post documentation at
them. Compare and contrast the charac- the children’s eye level. Take dictation
teristics of each attraction—“What do you as children comment on weather. Elabo-
notice about these two pictures? . . . Yes, rate on their descriptions—“Adelia says
one is the Golden Gate Bridge, and the ‘It’s hot and sticky.’ It is hot, and with a
other is the bridge near our preschool. lot of gray rain clouds over our heads it
How are they the same? How are they feels humid. The extra moisture in the air
different?” Extend the learning into the makes us feel ‘sticky.’” Take photographs
home by encouraging family outings to of the appearance of familiar landmarks
local destinations. (e.g., trees) over time to show a contin-
uum of change in weather through the
Promote children’s understanding of SEASONS AND ITS INmUENCE ON THE NATURAL
weather and its impact on their day- world.
to-day experiences. Use small- and
LARGE GROUP ACTIVITIES TO REmECT ON CLOTH- Read aloud books and engage children
ing choices for the seasons. Help children in storytelling related to navigating
attend to the impact of weather on living familiar locations and daily routines.
things and outdoor spaces—“How does Corduroy Lost and Found by B. G. Hen-
weather change our environment?” Com- nessy, Rosie’s Walk by Pat Hutchins, and
MENT ON WEATHER AND ITS INmUENCE ON THE Jesse Bear, What Will You Wear? by Nancy
daily routine—“I hear thunder and light- White Carlstrom are treasured children’s
ning. We will stay inside today until the books that depict characters encounter-
weather clears.” “It’s a windy day, perfect ing and responding to the physical fea-
FOR mYING THE KITES WE MADE LAST WEEKv tures of their world.
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) NAVIGATING FAMILIAR LOCATIONS | 107

2.0 Caring for the Natural World
Y oung children have a strong interest

in the natural world because of their
direct experience with growing things—a
mOWER OR PLANT A KITTEN OR PUPPYTHAT
they care for. A plant or pet may be a
young child’s first experience of providing
nurturance to one who is dependent on
others’ care (just as the child depends on
the care of others). Teachers contribute
to this awareness by guiding children’s
understanding of the connection between
their feeding and watering and the growth
they observe in a plant or class pet. They
also encourage young children’s under-
standing of caring for the natural world ecologies that are very different from
through their guidance about the hazards their own, whether arctic, jungle, or other
of pollution and litter. Teachers can also regions of the world.
help preschoolers learn about natural
VIGNETTE As the preschool group prepares to go outside, Ms. Toni comments,

“Yesterday I noticed something different about the trees along our
playground fence. This is the season we call autumn, and in autumn,
the trees begin changing. Let’s observe them while we are playing
outside today, and we’ll talk about them when we come back in.”
TEACHABLE This simply stated observation by Ms. Toni draws children’s

MOMENT attention to something they see every day but may not have
intentionally observed. Mentioning it just as the children are
going outside will focus their attention on the trees for long
enough so that most children will notice the changing colors
of the leaves. Having introduced the concept ahead of time
will enrich the follow-up indoor discussion and story time
about trees that she has planned.
VIGNETTE “I like this place,” shares Maya as she looks around the small read-
ing area. “What do you like about it?” asks Ms. Nicole. “I like the
green. It’s like un bosque.” Yes, agrees Ms. Nicole. The green plants
do make it seem like a forest.”

TEACHABLE Plants in the preschool environment have a positive effect on

MOMENT children’s mood and behavior. They can make an otherwise
institutional space feel welcoming and homelike. Green,
growing plants are an especially important element to include
indoors when a playground does not provide much green
space outdoors. Working together to water and care for a
variety of indoor plants in the early childhood setting can be
incorporated into the group’s weekly routine.
magnifying lenses, small shovels, buck-

Interactions and Strategies ets, clear containers, drawing tools).
Use children’s current knowledge to Integrate living things into the indoor
plan effective curriculum. Attend to learning environment. Choose program
children’s spontaneous inquiry and pro- pets carefully with thought to the amount
vide them with the materials and tools of care and attention they will require.
needed to expand their understanding of Provide a clean, comfortable habitat. Post
a particular topic or phenomena—“Hmm the name of the animal and information
. . . you are wondering if our pet walk- about its care at the children’s eye level.
ing stick has eyes. Let’s get a magnifying Encourage the children to participate
glass from our science kit and find out.” in its care as appropriate. Incorporate
child-safe, nontoxic plants throughout
Set aside time for outdoor explorations the program. Choose plants with dif-
each day. The natural world supports ferent shapes, colors, and textures. For
all areas of learning, but the program’s additional ideas, refer to Designs for Liv-
outdoor environment is especially appro- ing and Learning by Curtis and Carter or
priate for children’s dramatic play, gross- Natural Playscapes by Rusty Keeler.
motor activity, and scientific inquiry.
Children need plenty of time to investi- Observe life in its natural setting. In
gate, repeat actions, and attempt new addition to making observations in the
tasks. Plan the daily schedule to include outdoor learning environment, plan fre-
at least 30–40 minutes of outdoor play quent nature walks through surrounding
every day. Encourage weather-appropri- neighborhoods. Offer children tools to
ate clothing so that children may explore focus their observations (e.g., paper towel
the outdoor spaces year-round. tubes, binoculars, paper, pencils, cam-
eras). Talk with children about how to be
Provide children with sensory experi- good observers (e.g., sitting quietly and
ences, especially those with sand and giving an animal space to feel safe in its
water. Create a generously sized sandbox natural habitat).
in the outdoor environment with access
to water for children’s experiments. Model respect and care for the natural
Indoors, offer children a sensory table for world. "E CAREFUL TO LEAVE WILDmOWERS
similar, small-scale investigation. Supply branches from trees, and insects and
children with tools for exploration (e.g., other creatures alone—“I see a caterpil-
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) CARING FOR THE NATURAL WORLD | 109
lar walking across the sidewalk. Let’s all

move around so we do not hurt it.”
Use descriptive language to converse

about the earth and its features.
%NCOURAGE CHILDREN TO REmECT ON THE
colors, shapes, textures, smells, and
size of elements in their natural world.
Extend the discussion by sharing your
own observations—“This plant has rough
leaves, but this plant has smooth ones.”
Compare and contrast living and non-

living things. Invite children to observe
different objects and living things in build a large planting bed. Plant seeds
indoors and outdoors. Ask them if each as well as seedlings. Document the gar-
is living or not living. Encourage deeper den’s growth over time with photographs.
analysis by asking, “How can you tell?” Encourage children’s observations and
For more ideas on this topic, refer to record them in a garden journal. Discuss
chapter 3, “Science.” why some things grow and why others
may not.
Teach young children easy ways to
conserve the earth’s resources. Create Eat fresh produce at snack time and
an accessible recycling center for the pro- obtain food directly from a local gar-
gram—“It looks like we have some scraps dener, farmers market, or food vendor
from our paper-cutting activity. I will put when possible. Take time to converse
them in our recycling bin so they can be with the children about where the pro-
made into new pieces of paper.” Repair duce came from and how it was grown.
toys and books where possible instead Use books to extend children’s investi-
of purchasing new ones—“I think we can gations of the earth and its attributes.
glue this traffic sign back together. Let’s Some explorations of the natural world
try it. If it works, we won’t have to buy may not be possible in the early learn-
a new one.” Reuse materials in different ing environment or accessible to children
ways. Read Not a Box by Antoinette Portis in the program. Books allow children
to children and encourage them to think an alternative way to explore small- and
of creative ways to use recyclable materi- large-scale phenomena (e.g., volcanoes).
als. See the “Research Highlight” on page Display concept books close to related
111. ongoing investigations in classroom
Grow a garden in the program’s out- areas.
door space. Use small plant boxes or
110 | CARING FOR THE NATURAL WORLD SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)
Research Highlight
Caring for the natural world gradually running when they brush their teeth” and
develops as young children begin to under- “Other children always turn the water off
stand how human activity affects animals, while brushing their teeth,” and they were
plants, and the natural environment. One asked to indicate which kind of child they
research team created a measure of envi- were like. The measure was given to children
ronmental understanding to assess how ranging in age from 40 to 73 months. The
much preschool children knew about research team found that scores for environ-
everyday practices that affect the environmental awareness increased with age, and
ment.22 In this measure, preschool children scores were also associated with parents’
were told about two different types of reports of how often children participated
children and were asked which they most in environmentally relevant activities in the
resembled. In one item, for example, they home, such as recycling.
heard “Some children like to leave the water
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) CARING FOR THE NATURAL WORLD | 111
3.0 Understanding the Physical World

Through Drawings and Maps
O ne way of understanding the physi-

cal world is by describing it through
a drawing or a map of a familiar loca-
location, although preschoolers make sig-
nificant advances in doing so with adult
guidance. Teachers contribute to these
tion. Older preschoolers may spontane- achievements by encouraging young chil-
ously create a map of the directions to dren to represent their physical environ-
an imagined treasure or a real discovery. ments through drawings and maps and
It is more difficult for young children to prompting use of them to find locations
use a map drawn by another to identify a or to explore.
VIGNETTE “This is the castle for the princess and her friends,” explains Grace to
Tanya as she describes her unit block structure. “Here’s the bedroom
over here, and the tower over there.”
Ms. Julia, sitting in the block area to observe children’s play,
responds, “It looks like a very long way from the bedroom to the
tower. Do the princess and her friends ever get lost in the castle?”
“Well . . . sometimes they do,” replies Grace. “I wonder if we could
draw something to help them find their way,” suggests Ms. Julia.
“Like a map!” exclaims Tanya to Grace.
Ms. Julia offers to bring the clipboards, equipped with paper and
pencils, from the art area. She takes one and begins describing her
drawing plan. “First I’m going to draw a square for the bedroom in
this corner . . . ” The girls begin by imitating her technique and soon
are exchanging ideas with each other as they draw their versions of
the castle. When they are finished, Ms. Julia asks questions about
the parts of their castle maps and offers to label them. When the
maps are finished, labeled, and signed, Ms. Julia asks the girls’ per-
mission to display them on the block area wall.
TEACHABLE This experience with map making occurred in a constructive

MOMENT play setting, which often provides similar opportunities. The
children needed some support and guidance from an adult,
but then they were able to create their own maps. Labeling
and displaying the child-drawn maps identifies them as
important work and may inspire other children to pair map
making with their constructive play. Some children may need
physical assistance in creating maps; they could share ideas
for a peer to draw.


Engage children in a conversation
about maps—“What are they? What do
they do?” Expand on children’s ideas
about the purpose and use of maps.
Share that maps are smaller pictures of
streets and roads, the places we live in,
and the world.
Supply the learning environment with

a variety of blocks and other open-
ended materials to support the sym- attention to additional features of the
bolic representation of the world the space—“I know we have a tree in between
children see and experience each day. the tire swing and the sandbox. Will you
Provide traffic signs, train tracks, road add that to your map?” See the “Sample
pieces, and other materials that may be Developmental Sequence: Sense of Place”
used to create roadways, landmarks, and on page 104 for more information.
buildings.
Utilize maps while planning and
Incorporate maps in dramatic play attending group outings, in prepara-
experiences. Supply prop boxes and tion for safety exercises (e.g., fire
learning areas with maps that match drills), and as children join the pro-
emerging play themes. For example, if gram or move to a new home. Introduce
the children express an interest in camp- maps prior to the event. While on an
ing, include trail maps, maps of different outing, check the map to highlight past,
campsites, and other local attractions. current, and upcoming locations—“First
Peers can assist children with special we crossed this street. Now we are at the
needs to participate in the creation of fountain. Keep alert now for the sign that
maps of their physical environment says [shows picture to children of sign]
through drawings based on mutual ‘Train Station.’”
observations.
Play board games that use trails and
Provide children with map-making pathways. In children’s board games, the
tools in both the indoor and outdoor game pieces follow a specific path that
preschool settings. Include paper, draw- includes “landmarks” throughout each
ing tools, glue sticks, tape, scissors, and player’s journey.
other art supplies.
Make a map of the early learning envi-
Capitalize on children’s initiative in ronment. Begin the project first with
exploring maps. Comment on their blocks and other three-dimensional mate-
observations and work—“Oh, you’re rials. Help children attend to different
drawing a picture of the tire swing on the barriers and furnishings—“Let’s make a
playground, and that is the sandbox next map of our classroom in the block area.
to it. It looks like you are making a map.” What blocks could we use to represent
Expand on their initial view by drawing our couch? What’s next to the couch? A
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) UNDERSTANDING THE PHYSICAL WORLD | 113
shelf . . . hmm, could we use this block this picture of our city when I went on a
to be the shelf?” Next create a map on hike in the hills. What do you see in the
paper—“Let’s draw a picture of our picture?”
blocks. This will be our paper map of the
classroom.” Prepare a treasure hunt. Provide child-
friendly maps and clues for their search.
Invite children to use their imagina- Have children work in pairs or small
tion and create maps to go along with groups to support collaborative learning
familiar stories. Choose stories where and facilitate perspective taking—“What
the main characters are going on an do you think, Jorge? Where do you think
adventure (“How would Max get to the the blue bear might be hiding? . . . Your
where the wild things live?”). Help chil- idea is that the bear is where the blue
dren recall the land and water features mark is on our map. Let’s test your idea.
the characters would encounter on their Let’s go to the tree with the blue mark.”
journey.
Document work over time. Display chil-
View locations from different physi- dren’s map-making projects in the early
cal perspectives. Make opportunities learning environment at their eye level.
for children to explore familiar settings Maintain records of children’s work to
from different perspectives. Encourage illustrate a change in spatial awareness
REmECTION USING OPEN ENDED QUESTIONS and attention to detail—“When you first
“What does our yard look like when we started drawing maps, you used lines and
are in the sandbox?” “How is it different ‘x’ marks. Now you have pictures of dif-
when we look down from our climbing ferent landmarks like the bridge and the
structure?” Take pictures of other local lake. It is clear how we had to go over the
attractions from different heights—“I took bridge to get to the lake.”
114 | NAVIGATING FAMILIAR LOCATIONS SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)

At circle time, Mr. Kyle reminds the chil-

dren that last week many of them were
burying treasures in the sandbox for their U sing a printed map is a skill beyond
the capacities of most preschool
children. A simple hand-drawn map of a
friends to find. “Since that seemed like
such a good idea, I thought it might be fun very familiar location, such as the indoor
to have a bigger treasure hunt.” or outdoor preschool setting, can be a
good way to develop this skill with older
“Yeah,” agree the children. “X marks the
preschool children. Keeping it simple and
spot,” adds one.
talking about its features together as a
“Before you came to school this morning,” “rehearsal” for its use will increase chil-
Mr. Kyle continues, “I hid our teddy bears dren’s success. To accommodate children
(plastic counting bears) all around the with varying skill levels and children with
playground. To help you find them, I drew visual or motor challenges, consider hav-
a map.” Mr. Kyle unrolls a large piece of ing children explore the area in small
mural paper in the center of the circle. He groups instead of individually. For more
gives the children a little time to look at information about resources for teach-
it, listening to their comments to assess ers of children with disabilities or other
whether they are able to identify his repre- special needs, see appendix D of the Cali-
sentations of playground landmarks. fornia Preschool Curriculum Framework,
“What do you think?” Does this look like Volume 1.
our playground? “Can you spot some
familiar things on the map?” The children
begin pointing to the various line draw-
Engaging Families
T
ings and naming playground features: he following ideas may help families
slide, balance beam, tree, sandbox. Mr. to increase their children’s familiarity
Kyle then points to some of the colored “X” and engagement with the world around
marks he has made on the map. “Each them.
X marks a spot where bears are hidden.
When we go outside, I will put the map Suggest that they look for maps in
on the picnic table so you can look for the places where their family goes. Draw
X marks and remember where to hunt for a child’s attention to maps posted at
bears. the bus stop, in a big store or shop-
ping mall, a museum, or elevator or
Checking for understanding, Mr. Kyle emergency exit in public buildings.
asks, “Andy, where do you see an X for Point to the “You are here” dot and
bears?” “By the slide,” responds Andy. “I trace with your finger where you are
see one at the bottom of the big tree,” adds going.
Jana. After several more children have
added their observations to the conversa- Suggest taking different routes when
tion, Mr. Kyle says, “I can see that you going to familiar places. Make a game
really know how to use this map. Let’s of taking a different route to a park,
meet at the door to get ready to go on a preschool, a friend’s house, or a store.
bear hunt.” Try narrating the trip, saying things
like, “Now we are turning the corner,

and then we will go over the bridge resources, compost, and so on). Sug-
and across the street.” gest giving a preschool child a role in
recycling items used at home, includ-
Encourage families to talk about
ing paper, food containers, and boxes.
nature (i.e., weather, seasons, plants,
Encourage children to think about
animals, and so on) with their child.
other ways their family can help prac-
Use different weather words to de-
tice conservation of the environment.
scribe the temperature, wind, cloud
patterns, and precipitation. Children Suggest that adult family members
can become more aware of the infor- share with their child elements of the
mation their senses are taking in if natural world they especially enjoy.
they have descriptive language for it. Hearing Mom say that spring is her
Saying, “The wind is cold and gusty favorite season or that Grandma loves
today” makes the experience more listening to birds sing can help chil-
graphic. DREN REmECT ON THEIR OWN PERSONAL
favorites in the outdoors. Children
Encourage families to have conversa-
will often come to value the things
tions about ways they can help the
that the important adults in their
earth (reduce waste, conserve natural
lives value.

1. What are the features you think preschool children would
include in a description of your program’s indoor environment
and outdoor physical environment?
2. Which program practices can you change to indicate to the chil-
dren that it is important to take good care of the natural world?
3. What simple activities can you incorporate into your curriculum
to increase children’s familiarity with their preschool neighbor-
hood?
4. Which children’s books do you already read aloud that could be
used as starting points for conversations and activities about
aspects of the natural world like weather, seasons, and living
things?

Marketplace (Economics)
Y
oung children’s interest in adult roles and occupations extends to
the economy. Preschoolers know that adults have jobs, and they
observe that money is used to purchase items and services, but the
connections between work, money, and purchasing are unclear to them.
This does not stop them, however, from enacting these processes in their
pretend play and showing great interest in the economic transactions
they observe (such as a trip to the bank with a parent). Moreover, young
children are also active as consumers, seeking to persuade their families
to purchase toys or access to activities that they desire, sometimes hear-
ing adult concerns about cost
or affordability in response.
On occasion, they also learn
about economic differences
between people and fami-
lies, such as when a parent is
unemployed or when families
are living in poverty. All of
these activities convince them
that the economy, while little
understood by them, is impor-
tant.
A carefully designed early childhood In this section, specific strategies are

education setting provides many opportu- discussed that support development in
nities for young children to explore these the substrand of Exchange.
ideas through play, conversation, and the
creation of economic items to buy, sell, or
exchange.
117
1.0 Exchange
Y oung children have a remarkable

intuitive grasp of basic aspects of
economic exchange. They understand
more can be sold. Teachers contribute to
this growing understanding by provid-
ing young children with opportunities to
the concept of ownership. They recognize explore economic exchange through pre-
that obtaining something requires giving tend stores and services, talking about
something in exchange (often money). money and its uses, and enlisting chil-
With time, they also appreciate that dren’s understanding of the economic
goods and services vary in cost and that activities of the adults in their lives.
the more people want something, the
VIGNETTE For this week, Ms. Laura and Mr. Luan have transformed a corner of
the dramatic play area into a shoe store. They observed children’s
interest in the many dress-up shoes in the area and heard conversa-
tions about shoe sizes, styles, prices, and parent spending on shoes.
Setting up a store seemed like a good way to help children explore
these economic concepts in more depth.
A set of shelves displays open shoeboxes. Chairs for customers and
rulers for measuring feet fill the area. At the entrance is a table with
a cash register, play money, pencils, and receipt pads. Notepaper
and masking tape are available for making signs and price tags.
The first children to enter the store take on roles of seller and buyer.
“Hey, I can’t find the shoes I like,” says Alicia. “Where are the spar-
kly red ones?” Zara replies, “Maybe they already got bought. My
mommy really gets mad when that happens to her.” As the morning
progresses, many children visit the store and a teacher tries to be
present and engaged in some of the conversations that develop. Chil-
dren’s behavior and comments clearly reflect their own family experi-
ences. They bring “children” whose feet are growing “too fast,” tell
the cashier they have enough money this time only for school shoes—
not party shoes, and they want to trade one pair of shoes for another.
Mr. Luan helps interested children write sale signs and install them
and stick price tags onto shoeboxes. He encourages some boys, who
have not yet entered the store to come in and discover that there are
lots of shoes for them, too.
118 | MARKETPLACE SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)

TEACHABLE Providing a variety of marketplace opportunities in a

MOMENT preschool setting’s dramatic play areas is a valuable way to
encourage children to explore their ideas about economic
exchange. It is important for teachers to not only provide the
play props but to facilitate the play when they can. This can
be done by entering into the play as a “customer,” complete
with customer comments and questions, and by engaging
in related conversations with children as they play various
roles. Teacher–child conversation about children’s home
and community experiences with the larger marketplace,
including their considerable exposure to media messages,
can also be very helpful.
tend restaurant in the dramatic play

Interactions and Strategies area. Use your observations of children’s
play to plan meaningful play opportuni-
Introduce economic concepts (e.g., ties. Incorporate realistic play props (e.g.,
production, exchange, consumption) dress-up clothes, office supplies, cash
through children’s books. Some books registers). Supply poster boards for mak-
that highlight such concepts are Alex- ing business signs. Display photographs
ander, Who Used to Be Rich Last Sunday of a variety of people at work and con-
by Judith Viorst, A Chair for My Mother suming goods. Avoid any images that per-
by Vera B. Williams, The Great Pet Sale petuate stereotypes.
by Mick Inkpen, and Sheep in a Jeep
by Nancy Shaw. Help children focus on Explore alongside children, expand-
themes such as the following: What did ing on their initiative—“You want more
the characters want? What did they really [pretend] money. Simon and I are play-
need?
Provide open-ended materials to sup-

port children’s spontaneous investiga-
tions of business and the economy.
Supply the learning environment with
play money, paper pads for receipts,
stamps, and cash registers. Introduce
ways such materials may add to chil-
dren’s play—“I hear you are building a
shoe store. I wonder if you might need a
cash register to hold the money your cus-
tomers give you for the shoes? We have
one in our prop box in the house area.”
Offer dramatic play experiences that

allow children to explore economic
concepts. For example, prepare a pre-
SENSE OF PLACE (GEOGRAPHY AND ECOLOGY) MARKETPLACE | 119

ing house, and our sink is broken. I can you for packing my groceries. Here is
give you money for fixing our sink. I will money for the things I bought.” Plan an
pay you twenty dollars.” Introduce the outing where children can observe the
vocabulary of the marketplace into play exchange of real money—“Today we will
experiences. walk to the market to buy strawberries
for snack.”
Draw attention to trends of consump-
tion in the preschool setting—“We used Visit local businesses. Prompt children
a lot of glue this week. We will need to to ask store owners or managers where
order more soon. I wonder if we can think the goods in their businesses come from
of ways to save some glue until our new and how the goods are transported from
glue is delivered.” Extend learning into one place to another. Document the out-
the home. Invite families to create a col- ing, including information shared by
lage of items their family purchases regu- store owners. Display photographs and
larly—What do they consume now? What dictation alongside ongoing explorations
do they want to consume in the future? of economics in the classroom to inspire
and support children’s play—“Remember
Converse about wants and needs. when we visited the smoothie store near
Speak with children about individual preschool? Worker Tiffany showed us
wants—“It sounds like you really wanted how to make a smoothie and collect
that school bus toy. We only had two, money from the customer.”
so you found a fire truck.” Use books to
further illustrate these concepts, such Create an opportunity for children to
as Those Shoes by Maribeth Boelts. Talk make their own product. Plan, prepare,
about choices in consumption—“Did you and implement a Market Day for families.
like your choice of a fire truck?” Addition- Ask for children’s ideas about what to sell
ally, in large groups brainstorm materials at their market. Offer limited choices to
needed for the emerging investigations. ensure a reasonable plan—“Should we
Introduce economic alternatives—“We do sell muffins or breads in our market?”
not have enough money to buy new baby Encourage each child’s active participa-
beds for our baby hospital. What can we tion as they make signs, advertise their
use instead? . . . Yes, we could make beds product, and bake goods. Donate the
with shoe boxes from the art area.” money to a local charity and share how
the money will help someone else pur-
Allow children to make economic deci- chase needed goods.
sions. As a group, make a purchase for
the community. Pose a choice between
two options. Encourage the children to
discuss the reasons for their choice. Help
them distinguish between something the
program wants and something the pro-
gram needs.
Explore all forms of exchange. 2EmECT

on times when children traded one object
for another. Document the children’s rec-
ollections. Use play money as you partici-
pate in children’s dramatic play—“Thank
120 | MARKETPLACE SENSE OF PLACE (GEOGRAPHY AND ECOLOGY)

Ms. Jen settles into the reading chair to coins and asks the group how long they
begin large group story time. She holds think it took for Josephine’s family to col-
a tall empty jar, a small cloth bag, and a lect enough coins to buy the chair. She
book. responds to their comments, listening as
“Today I brought something with me to they share their own related ideas. She
help me tell a story,” she begins. Then she concludes by telling them that the book
holds up the small drawstring bag and will be in the reading area tomorrow for
shakes it. “Money!” call out the children. them to enjoy again.
“Yes, it is money. My little bag is full of
coins: nickels, dimes and quarters,” she
says, pulling out one of each. “This book is
all about a family who collects coins and
R eading stories that incorporate eco-
nomic ideas and events is an effec-
tive way to put them in a real-life con-
saves them in a jar that looks a lot like text for children. This particular book
this one. It’s called A Chair for My Mother, addresses everything from earning wages
and Vera B. Williams is the author. She to losing material possessions in a fire,
wrote the words. She is also the illustrator, experiencing the generosity of friends
which means she painted the pictures.” and neighbors, planning and saving for
As Ms. Jen reads the book, she stops fre- a large purchase, and sharing good and
quently to converse with children about bad economic times as a family. The
what is happening in the story. “The teacher structures an interactive reading
mother in this story works as a server in a experience to introduce ideas that she
restaurant. That’s how she earns money can revisit with children later in play and
to buy the things her family needs.” After projects.
reading the page that describes the “tips”
that Mother brings home and puts into Engaging Families
the jar, Ms. Jen asks the group if anyone
they know gets tips at work. After explain-
ing the idea, she pours the coins from her T he following ideas may support fami-
lies as they help their children learn
about family wants and needs and the
small bag into the tall jar she has brought
as a story prop. roles that money and broader economic
conditions play in family life.
When she reads the pages about the fam-
ily’s moving day, when all their relatives Encourage families to talk with their
and neighbors brought things they needed child about the connection between
to replace the ones lost in the fire, Ms. Jen cost and decisions to buy items and
talks about how people don’t always buy services. Children can learn how to
all the things they have. Sometimes people look for the price signs at the grocery
receive gifts and things that others share store and compare numbers. Family
with them. adults can talk about how they decide
As each economic concept is introduced in which item to buy.
the book, Ms. Jen pauses to draw atten- Assure families that it is fine to have
tion to it, while maintaining the flow of the conversations about “wants” and
story. At the end, she holds up the jar of “needs.” Preschool children often feel

their strong desire to buy a toy or Encourage families to begin to share

food treat as a need. Hearing about with preschool children their own
how their families decide what is most values about money. If some of their
important to buy (e.g., food for dinner) financial decisions are based on val-
and whether to buy other things fam- ues children can understand, such as
ily members want (e.g., sparkly red the importance of sharing a portion
PARTY SHOES WILL INmUENCE THEIR LATER of income with extended family mem-
ability to make responsible financial bers who need it or giving money or
decisions. goods to their religious community,
Suggest that families show their child converse with children about those
some alternative ways to acquire values.
things the family needs or wants, as Prepare yourselves, as early care and
well as ways to help meet the needs of education professionals, to play an
others. For example, they or someone active role in supporting families fac-
in their family, neighborhood, or reli- ing personal economic crises. Educate
gious community may give haircuts, yourselves about available commu-
do free repairs, share garden veg- nity services and, when possible, help
etables, provide child care, or make families to obtain access to them.
clothing for others. It is important for Expect that children whose families
children to know that people barter, are experiencing economic hardship
trade, and share, and that not all will need extra nurturing and stability
good things cost money. in their preschool environment.

1. What kinds of child conversation about money-related topics do you
MOST OFTEN HEAR IN YOUR PRESCHOOL SETTING )N WHAT WAYS DO THESE REmECT
the economic circumstances of the children’s families?
2. How can you use resources in your preschool neighborhood, including
stores, restaurants, service providers, and work sites, to introduce chil-
dren to different aspects of their community’s economic life?
3. What can you incorporate into your preschool curriculum that will con-
vey messages about economic justice and values appropriate to your
program’s context?
4. What vocabulary words can you use with children to help them better
understand the economic world of their community?
5. Are there additional ways you can be supportive to the families in your
program who are experiencing particularly difficult financial circum-
stances?

Concluding
Thoughts
T he knowledge and skills in history

and social science that preschool-
ers acquire in an early education setting
culture, language, ethnicity, traditions,
and abilities. Human lives are shaped by
THE ECONOMY AND ITS INmUENCE ON PEOPLES
provide a foundation for their under- roles as workers, consumers, and inves-
standing of themselves and the world in tors. Citizens participate with others
which they live. Adults benefit from the in the political process and in building
perspective of history (of society, fami- their communities. As preschoolers learn
lies, and one’s personal past). People are about these topics through instruction,
connected deeply to the physical settings enactment, and play, they are introduced
and natural ecologies in which they live. to issues that will remain important to
People learn about themselves and others them for years to come.
by comparison with people who differ in
123
Map of the Foundations
Domain History–Social Science

Strand Sense of Time (History)
Substrand 2.0 Anticipating and Planning Future Events
At around 48 months of age At around 60 months of age Age

2.1 Anticipate events in familiar 2.1 Distinguish when future events will
Foundation situations in the near future, with happen, plan for them, and make
adult assistance. choices (with adult assistance) that
anticipate future needs.
Examples Examples Examples
z When the teacher points to the art photo in the z As the group gets ready to go on a trip to the fire
picture schedule, the child begins to prepare station, asks the teacher whether they should
(putting on an apron, moving paper to the easel). bring the firefighter’s hat from the dress-up area.
z When asked what he is going to do tomorrow, z Tells a friend that she has to give away toys to
indicates that he will have breakfast and then make room for her grandparents from India, who
come to school. will be coming to live with her.
z Tells an adult, “When we go outside, I need a z Because of a special event, the day’s schedule is
plastic bag on my cast so it won’t get muddy.” changed. Several children express concern that
z Tells other children that she and her papa go snack time will be skipped.
outside to look at the stars when it gets dark, z Communicates to a friend, “Next time we go to
right after they eat dinner. THE ZOO ) WILL HAVE MY ELECTRIC WHEELCHAIR SO )
z Knows, with the help of a picture schedule, that can keep up with you.”
snack time at preschool always follows circle z Tells teacher, “I get to visit my cousins on Satur-
time. day. Mommy says that’s after two more sleeps!”
z Excitedly tells the teacher, “We’re going to the z Encourages friend to put on his shoes and jacket
airport to pick up my uncle from Taiwan next fast so they will have more time to dig in the
week!” but has no idea how soon next week sandbox together.
will be. z When the nurse enters, a child tells her friend that
z At planning time, a child who is nonverbal uses it is time for a tube feeding and that she will come
a communication board with pictures to indicate back to play in 10 minutes.
where he will play first. z Knowing that park time is at 10:00 every day,
z When asked for an idea about what the group will brings jacket from cubby and asks, “Is it 10:00
need to bring on a lunchtime picnic, suggests a yet?”
blanket.
124
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134
CHAPTER 3
Science
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SCIENCE
C
hildren have a sense of wonder and natural curiosity about objects
and events in their environment. Just like scientists, they seek
information and actively explore and investigate the world around
them, try things out to see what happens, and confirm or adjust their
expectations. Children’s exploration with water, sand, blocks, and other
objects and materials in the preschool environment
provide them with opportunities to discover the
physical characteristics of objects, to explore
concepts such as balance, forces, motion, and
ways that solid objects are different from liquids.
Observing and investigating plants and animals,
both indoors and outdoors, allows children to
discover what different living things look like,
how they behave, what their habitats and needs
are, and how they grow and change over time.
Thinking about experiences of night and
day, rain, wind, and other changes in
weather and the environment raises
interesting questions about the nature
of earth phenomena, and provides
children with opportunities to discover
characteristics of the natural world.
Science is a natural and develop- natural curiosity into opportunities to

mentally appropriate focus for young observe, explore, and inquire about basic
children. Educators and researchers phenomena and materials in their world.
recognize the importance of young chil- From infancy, children gain knowledge
dren’s science experiences and the need and develop concepts about living things
to establish educational programs that and physical objects. Preschool science
support science, technology, engineer- provides children with focused experi-
ing, and mathematics (STEM) in the early ences that allow them to learn ways to
years. Preschool science is about active explore and extend their knowledge. Chil-
learning, not memorizing scientific facts dren begin to adopt scientific ideas and
or watching the teacher perform science to acquire the basic skills and language
demonstrations. The purpose of preschool of scientific inquiry (ways to explore and
science is to nurture children’s habits of develop knowledge and understanding of
inquiry, critical thinking, creativity, and scientific ideas). Making observations,
innovative problem solving, and to foster posing questions, planning investigations,
open mindedness, and the motivation to using tools to gather information, making
learn. Preschool science guides children’s predictions, recording information, and
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SCIENCE
communicating findings and explana- think more deeply about the phenomena
tions all combine in an evolving process they observe, to notice patterns and draw
of developing science understanding and connections. They teach children how to
creating a disposition to choose to learn document their observations and ideas
science in the future. and share them with others. For example,
Science can be conducted in any pre- planting and sprouting seeds can become
school setting. All preschools, regardless a rich process in which children predict
of the level of resources and access to what plants will look like as they grow;
nature, can use their existing resources engage in detailed observations of plants
to create a program with meaningful sci- over time; track, measure, and record
ence learning experiences. Pushing cars their plant’s growth through drawings,
down an incline, building with blocks, words, and photos; and participate in
manipulating tubes at the water table, or group discussions, sharing their observa-
mixing clay with water are everyday play tions and thoughts. These kinds of expe-
activities that engage children in experi- riences deepen children’s understanding
menting with objects and materials. Col- of how plants change and what they need
lecting leaves, searching for insects in the to grow and develop. Children may draw
yard, sorting and classifying fruits and the connection to their own growth and
vegetables, and sprouting seeds in pots the growth of other animals and begin
engage children with living things. Expe- to develop a broader understanding of
riences of child-initiated play are impor- living things. Such experiences of scien-
tant as they provide children with oppor- tific inquiry not only support children’s
tunities to construct understandings development of scientific knowledge, but
and integrate knowledge. With teachers’ provide a natural vehicle for developing
intentional planning, guidance, and sup- children’s social skills, and their develop-
port, children’s play and interactions with
objects can become rich experiences of
scientific inquiry and facilitate children’s
knowledge and understanding of objects
and events in the world.
Preschool teachers play a pivotal role
in expanding children’s understanding
of science concepts and developing chil-
dren’s attitudes, skills, and the language
of scientific inquiry. The teachers can
focus children’s attention on particular
science concepts, those that are devel-
opmentally appropriate, interesting, and
engaging for both children and teachers.
They can create engaging inquiry experi-
ences, encouraging close observations of
objects and events. Teachers help chil-
dren formulate questions, make predic-
tions, and experiment with objects and
materials to test children’s predictions.
Teachers guide children to reason and
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SCIENCE
ment in mathematics, language, literacy, edge through physical and mental inter-
and other domains. actions with objects and people in their
Preschool teachers do not need to environment. The principles are drawn
have extensive knowledge about science from current research-based models and
in order to be able to teach it well, but approaches to early childhood science5
they should be willing to research and and are consistent with the National
gain general knowledge of the concepts Association for the Education of Young
and principles they explore with chil- Children (NAEYC) guidelines on develop-
dren. The kind and amount of informa- mentally appropriate practice.6
tion or knowledge they need to know is The preschool environment supports
readily available through basic research. children’s curiosity and encourages
Acquiring some background knowledge inquiry and experimentation.
about the topic helps teachers in plan- Teachers can create an environment
ning inquiry experiences and challenging that sparks children’s curiosity and
and supporting children through their supports children’s natural inclina-
explorations. Teachers do not need to tion to engage in scientific inquiry. The
have answers to all the questions chil- physical environment provides children
dren will raise. Rather than providing access to a wide variety of objects and
children with answers, teachers can use materials to explore and investigate
children’s questions as a springboard for and tools to support their investiga-
further investigations. They may say, “I tions. The social environment fosters
don’t know. Let’s find out together.” It attributes important for learning such
is essential that teachers become “sci- as curiosity, open-mindedness, critical
entists” together with children, model a reflection, respect for evidence, inde-
questioning mind for children and think pendence of thought, perseverance,
out loud, expressing interest and enthu- and cooperation. In a preschool envi-
siasm. Teachers’ thoughtful guidance ronment with a culture of inquiry, the
and support through inquiry experi- teacher:
ences builds a foundation for children’s
s ACTS AS A RESEARCHER JOINING CHILDREN IN
understanding of basic science concepts,
exploring their world;
fosters a positive approach to learning,
and develops learning skills and attitudes s ASKS open-ended questions to encour-
necessary for later success in science and age children to think and talk;
in other subjects. s INTRODUCES CHILDREN TO NEW VOCABU-
lary, including scientific terms such as
observe, explore, predict, and measure;
Guiding Principles
s DEMONSTRATES APPROPRIATE USE OF SCIEN-
tific tools;
T he following principles guide teachers
in establishing a preschool science
program that fosters children’s curios-
s INVITES CHILDREN TO REASON AND DRAW
conclusions;
ity and develops their skills and habits s ENCOURAGES CHILDREN TO SHARE THEIR
to explore and learn about their world. observations and communicate their
These principles are consistent with thoughts;
a constructivist approach to learning,
s MODELS RESPECT FOR NATURE
where children actively construct knowl-
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SCIENCE
Content of inquiry is developmen- reflect children’s questions and inter-

tally appropriate and builds on chil- ests. The teacher’s own level of enthu-
dren’s prior experiences. siasm, engagement, and interest in the
Young children have rich knowledge of topic of study is of equal importance. If
the natural and physical world.7 Some the teacher is interested in the content
areas of knowledge appear early and of study, she or he is more likely to be
provide robust foundations for science engaged and motivated to participate
learning. Preschool science supports with children as a researcher, and to
children in developing competencies generate ideas and activities. Moreover,
they are ready to acquire. The pre- the teacher enthusiasm will transfer to
school learning foundations in science the children. The adult’s excitement will
present skills and concepts that are help develop and maintain children’s
developmentally appropriate for pre- curiosity, joy of discovery, and positive
school children. Children’s intuitive attitudes about learning.
understandings of scientific concepts Children explore scientific concepts
vary based on their cultural beliefs, directly through active, hands-on,
language, and the daily experiences in minds-on playful experiences.
which they are immersed. These dif- The preschool environment provides
fering backgrounds that children bring children with numerous opportunities to
with them as they enter preschool explore objects and phenomena drawn
serve as the foundation on which they directly from their world, using all of
build new knowledge and understand- their senses. Multiple hands-on activi-
ing. It is critical for teachers to take ties with concrete objects benefit all chil-
into account children’s existing knowl- dren, including children who are English
edge and beliefs and build on this base learners and many children with spe-
when introducing new concepts. cial needs for whom learning through
Scientific inquiry experiences are authentic experiences with concrete
interesting and engaging for children objects is very important. Magical sci-
and teachers. ence such as the combination of materi-
The most engaging science activi- als to produce an exciting reaction (e.g.,
ties are drawn from the world around an exploding “volcano”) compels atten-
the child, are relevant and connected tion, but it does not help children to
to children’s daily experiences, and understand the connection between the
adult actions and the resulting reactions
They do not learn how variations in
actions can produce different responses.
While children interact with materials,
teachers can encourage them to engage
in simple experiments. Children can
learn to observe carefully, to put forward
their ideas and thoughts, to ask ques-
tions, and to make and test predictions.
Such hands-on, minds-on activities
reinforce children’s natural interests
and curiosity while strengthening their
reasoning skills.
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SCIENCE
Children explore scientific concepts

in depth through multiple, related
learning experiences over time.
In order for children to build a deeper
understanding of a concept, they need
to have many opportunities to work
with a concept and to explore it from
different perspectives over an extended
period of time.9 A range of conceptually
related experiences that continues for
weeks, or even months, allows chil-
dren a deep exploration of the scientific
concept, and results in learning that
is more effective, powerful, and long-
lasting.
Children construct knowledge
through social interactions with
peers and adults.
Interactions with peers and adults
facilitate children’s construction of
scientific knowledge while developing
children’s social, language, and com-
munication skills. Children and adults observations, reflecting on their work
co-construct knowledge as they explore through collaborative discussions
and investigate together. Through a and sharing their ideas and thoughts
collaborative inquiry process, children with others. They also learn to use the
and teachers seek to make meaning of vocabulary associated with science and
the situation they explore. At the same gradually begin to use terms such as
time, adults ask questions to challenge predict, observe, measure, or experi-
and expand children’s thinking and ment. Children can communicate in
guide and scaffold them through the their home language, sign language,
learning process. When children inter- or English. Children also use different
act with peers and adults, they learn to forms of communication to record and
work cooperatively, take turns, share, document information, including draw-
listen to others’ ideas, respect different ing, gesturing, dictations of words or
views, think flexibly, sometimes hold to sentences, signing, and symbol boards.
their own ideas, and assist each other The use of language enriches children’s
when needed. scientific experiences and facilitates
their understanding of scientific con-
Children use language and other
cepts.
forms of communication to express
their thoughts, describe observa- Teachers support children who are
tions, and document their work. English learners in understand-
Communication is an integral compo- ing and communicating scientific
nent of children’s learning and forma- knowledge and skills.
tion of scientific concepts. Children Scientific experiences provide natural
use language when describing their opportunities to expose children to new
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SCIENCE
words in English and in their home ence explorations facilitates curricular

language and to use these words in integration and provides meaningful
a meaningful context. During initial situations in which to develop math,
stages, children who are English learn- literacy, writing, art, and social skills.
ers may not yet have the vocabulary Individual differences are recog-
to describe their observations and nized, and all children are included
express their thoughts in English. and supported.
Teachers can encourage children to Children are different from one another
express themselves, whether in English and enter preschool with various lev-
or in their home language. Teachers els of social, linguistic, motor, and
may need to scaffold communication cognitive abilities as well as sensory
with children in focused small-group preferences. Yet, they all share a
interactions, by using gestures and natural curiosity and desire to explore
visual cues, to describe, clarify, or their environment and make sense of
demonstrate by acting out the mean- their world. Science is for all children
ing of a word or phrase presented in regardless of their age, sex, cultural
English, and to expand and extend or ethnic background, ability, aspira-
the child’s language. Children who are tions, or interest.11 The amount and
English learners benefit from using the kind of support children need varies
home language in learning of concepts from child to child and may include
in English and from having a strong physical, linguistic, cognitive, and/or
family–school partnership.10 Adult fam- social support. As stated in the NAEYC
ily members and older siblings can guidelines on developmentally appro-
be a resource for teachers for science priate practice, “Teachers should incor-
vocabulary words in children’s home porate a wide variety of experiences,
languages. For more information about materials and equipment, and teaching
strategies to support children who are strategies in constructing a curricu-
English learners, see the California Pre- lum to accommodate a broad range of
school Curriculum Framework, Volume children’s individual differences, prior
1, chapter 5, “English-Language Devel- experiences, maturation rates, style of
opment.” learning, needs and interests.”12 If chil-
Science is embedded in children’s dren are receiving special education
daily activities and play and pro- services, teachers can ask for ideas
vides a natural vehicle for integrat- from families and specialists in order
ing mathematics, literacy, and other to adapt activities as needed. Talk with
content areas. family members about the interests,
Science can be integrated throughout abilities, and preferred style of inter-
the day and included in a wide range action of those children with special
of activities throughout the preschool needs. Make adaptations to materials
environment. Rather than isolating sci- and activities to increase successful
ence to one particular time slot, or one participation of all children.
particular area of the learning envi- The preschool environment, home,
ronment, the teacher can encourage and community are connected
children to pursue science ideas while through science.
playing with blocks, at the water table, Children’s learning is enhanced when
or in the sandbox. The nature of sci- parents and family members are
141
SCIENCE
involved in children’s learning and Be thoughtful about what objects

share with them the excitement and and materials to include in the
joy of discovery. The science domain, environment.
in particular, bridges across differ- The selection of objects and materials
ent cultures and languages. The life that stimulate children’s interest and
cycle of a butterfly or the properties of provide the means for scientific inves-
objects and materials can be described tigation is vital. Children need mean-
in different languages, but are the ingful hands-on explorations of objects
same in all cultures. Parents and fam- and materials to learn about concepts
ily members can support children’s of science in an authentic way. It is
learning of science and enhance their important to consider all children,
knowledge base in the home language. including those with special needs,
They can use everyday situations to when designing the environment.
extend and enrich children’s knowl- Accessibility of a wide variety of objects
edge and understanding of scientific and materials, particularly those that
concepts and take an active role in focus children’s attention on important
children’s science experiences at home aspects of the scientific phenomena
and in the preschool environment. By they are studying, acknowledges indi-
partnering with families, teachers can vidual differences and permits indi-
also learn about children’s interests, vidual choice approach. The appendix
cultural beliefs, and home experiences at the end of this chapter provides
related to science. In addition to fami- examples of suggested materials that
lies, numerous community resources support learning in the physical, life,
can be tapped to enrich science activi- and earth sciences.
ties. Local facilities and businesses can
Provide a variety of natural materi-
host field trips, and professionals (e.g.,
als to observe and investigate.
veterinarians, engineers, nurses, scien-
As part of children’s playful explora-
tists) can make presentations that pro-
tions, they discover the properties
vide valuable information to children
and characteristics of natural objects
and teachers alike.
and how they change under different
conditions. Water, sand, and clay are
natural materials that are tradition-
Environments and Materials ally found in early childhood settings
and invite scientific investigation.
Twigs, leaves, bark, seeds, pinecones,
The Physical Environment crystals, shells, pebbles, and different
The indoor and outdoor environments kinds of rocks come in a variety of col-
provide the context for children’s physical ors, shapes, sizes, textures, and pat-
and social explorations and construction terns and are fascinating and intrigu-
of scientific concepts. The following sec- ing for children. They encourage sen-
tion includes strategies for helping teach- sory exploration and close observation.
ers set up a physical environment that is They provide opportunities to label,
rich, stimulating, and conducive to chil- sort, classify, order, compare, and
dren’s construction of knowledge. contrast. For additional suggestions of
natural materials, see the appendix at
the end of this chapter.
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SCIENCE
Include objects and materials that

allow for creativity and open-ended
investigation.
Open-ended materials are materials
that can be used in multiple ways
and therefore allow for creativity and
investigation and problem-solving.
These are different from objects that
were designed with a particular use
and only one way of operation. For
example, in a prefabricated marble
run, all children need to do is drop the
marble in and watch it roll. This is very pots and gardens. The preschool envi-
different from a roadway for marbles ronment may also include pets such as
created by children using blocks and birds, guinea pigs, fish, or hamsters,
different kinds of gutter materials.13 providing opportunities to observe
Open-ended materials, such as blocks, changes in animals as they grow. Car-
boxes, cardboard, foam, and other ing for caterpillars or tadpoles allows
construction materials, can be used children to learn about transforma-
in different ways for different projects, tions related to the life cycle. Before
encouraging experimentation. A vari- deciding which pets or plants to
ety of reclaimed materials will spark include in the room, it is important for
children’s curiosity, enhance children’s the teacher to be knowledgeable of the
playful explorations, and models for plant or animal’s requirements, local
children ways to reuse and recycle program policies regarding pets, and
materials.14 For additional sugges- toxicity of plants. It is also important to
tions of open-ended materials, see the find out whether any of the children or
appendix at the end of this chapter. staff members are allergic to either the
plants or the animals, and about chil-
Include living things in the pre- dren’s fear of certain animals.
school environment.
Experiences with plants and animals, Include scientific tools for observa-
including human beings, expand chil- tion, measurement, and documenta-
dren’s ideas about the appearance, tion.
behavior, and habitats of living things. Magnifiers, hand lenses, measuring
Taking care of pets and plants, observ- cups, and a balance scale are some
ing them grow and change, helps chil-
dren become more aware of the basic
needs and life cycles of living things.
They learn that living things need to
be treated with care and respect to
keep them healthy and safe. Plants in
the preschool environment can range
from experimenting with seedlings in
small cups or pots, to a terrarium, an
open container with soil, a collection
of plants in the room, or large outdoor
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SCIENCE
of the scientific tools that help in onstrated by a teacher, individually or

the observation and measurement of in small groups, are more likely to be
objects. Magnifiers (such as handheld used as intended. It is helpful to start
lenses and microscopes) help children with a few tools and add or rotate tools
observe details in living things or other in planned activities as investigations
objects (e.g., feathers, insect eggs, salt expand.
crystals, water droplets). Tools, such Consider adaptations in scientific
as a balance scale, rulers, measur- tools and materials for children with
ing tape, measuring cups and spoons, special needs.
and a thermometer, introduce children Encourage all children, including
to ways in which attributes such as those with special needs, to discover
weight, length, volume, and tempera- properties of objects and materials
ture can be measured. Children also in new and different ways. Children
need tools such as clipboards, paper, with visual and/or motor challenges
journals, pencils, markers, and cam- may need assistance from an adult or
eras for recording data and for docu- peer to manipulate objects, or use sci-
menting their work. Preschool children entific tools. Simple instructions and
are not expected to know how to use rules for safe use; providing pictures of
these tools on their own. With guidance tools and possible uses may facilitate
from teachers, they can become famil- participation by more children. For
iar with the tools and learn about the example, putting a bigger grip on the
function of different measuring devices. hand lenses can help children with low
See the California Preschool Curricu- muscle tone. Consultation with spe-
lum Framework, Volume 1, chapter 6, cialists can be helpful to find or adapt
“Mathematics,” for more information materials that allow for discovery and
about opportunities to promote mea- that can easily and safely be used by
surement concepts in the environment. children with physical disabilities or
Make scientific tools available other special needs.
throughout the preschool environ- Use technology to support children’s
ment. scientific experiences.
Optimal learning opportunities may Technology is part of a child’s world.
be created by making scientific tools It can augment and enrich children’s
available daily and accessible to all
children in different interest areas. For
example, measurement tools can be
part of the playhouse, and clipboards
and measurement tapes can be part of
the block area. Teachers may choose
to have a science table devoted to sci-
entific tools, objects, and materials
related to the current focus of study in
addition to those placed in other parts
of the room. The mere presence of sci-
entific tools does not invite children to
use them in a purposeful way. Tools
introduced to the children and dem-
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SCIENCE
scientific exploration when used appro- informational books about things and
priately. Computers, particularly those events in the world, such as insects,
with access to the Internet, provide animals, seeds, the seasons, fruits and
expanded resources and enable teach- vegetables, or the human body, provide
ers and children to obtain a great resources for children’s investigations
amount of information quickly. Teach- through pictures and descriptions,
ers may use the Internet to obtain and enrich children’s knowledge about
background information on any topic their world. Numerous story books,
of inquiry and to show photographs such as The Tiny Seed by Eric Carle
or videos on a range of topics. In addi- or The Happy Day by Ruth Krauss,
tion to computers, other technologies have science connections and can be
such as video and digital cameras and starting points for discussing con-
tape recorders can be used to support cepts such as growth or seasonal and
children’s documentation practices. weather changes.15 Teachers can use
These can be powerful tools in record- books to introduce scientific concepts,
ing observations and tracking changes to encourage the use of scientific lan-
in objects and materials. guage (e.g., “What do you predict will
Present documentation of science- happen next?”), and to develop skills of
related experiences in the preschool scientific thinking. Reading for infor-
environment. mation supports language development
When engaged in scientific explora- and comprehension skills as well as
tions, children are encouraged to the learning of science. Not all books
record and document information in need to be purchased. Public librar-
drawings, charts, and photos or by ies are a great resource. Teachers can
constructing three-dimensional mod- create their own books, often by using
els. For example, to record the growth documentation of children’s work such
of lima beans, children, with the assis- as drawings, quotes, and photos (see
tance of the teacher, may create a the example on page 167).
chart with drawings or photos of the Use the outdoors for natural explora-
lima beans before and after sprouting tions and investigations.
and growing. Making children’s and The outdoor environment is where
teachers’ documentation visible in children can experience their natural
the room allows children to revisit an surroundings first hand, and learn
experience, provides a focus of conver- about concepts related to living things,
sation for children and teachers, and physical objects, and earth materi-
makes the process of inquiry visible for als and phenomena (e.g., rain, wind,
children and for families. It also gives a a rainbow). It provides ideal sites for
positive message to children about the explorations of natural objects such as
importance of their investigations and insects, plants, rocks, clouds, shad-
the value the teacher places on their ows, water, light, weather, and the
work. motion of objects. Outdoor explora-
Include children’s books with sci- tions also connect children with nature
ence-related content. and teach them to be respectful of
Children’s books provide powerful living things and the natural environ-
ways to extend children’s firsthand ment. There are endless opportunities
scientific experiences. Nonfiction, for children to experience and do sci-
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SCIENCE
group explorations and discussions.

Several considerations in organizing
the indoor physical space can facilitate
the smooth flow of playful explorations
throughout the environment, as well
as promote social interactions among
children.18
s Space. Allow space for observations
and for objects, materials, tools, and
resources related to science. Some
investigations last for extended peri-
ods of time and may require storage
and display space, and open space
set aside to preserve ongoing inves-
tigations, whether indoors or out-
doors.
s Flexibility. The amount of space
and kind of setups needed for dif-
ferent activities changes based on
ence outdoors.16 They can observe and the nature of children’s investiga-
investigate plants, insects, and other tion. Allow for flexibility in the use
small animals in their natural habitats. of physical space and furniture to
These experiences will broaden their accommodate the changing needs of
understanding of and respect for liv- each activity.
ing things. Access to books enriches s Accessibility. In order to promote
children’s outdoor explorations and self-direction and free explorations,
allows them to cross-reference what tools and materials need to be acces-
they observe with information in the sible and consistently available to
book. The outdoor environment can children. Scientific tools (e.g., mag-
include space and resources for chil- nifiers, tweezers, clipboards), books,
dren’s large-scale construction projects and the objects and materials chil-
and exploration of physical science, in dren explore should be placed on
which they investigate force, balance, low shelving or tables and be acces-
and properties of different materials. sible to all children.
Open space to experiment and inter- s Social interactions. Social interac-
act with moving objects such as balls, tions are necessary for conceptual
wheeled items, and slopes is found growth and the development of com-
outdoors. Such outdoor explorations munication skills. The arrangement
promote collaboration, teamwork, and of the physical space can facilitate
positive attitudes toward nature.17 children’s interactions with each
other. For example, the setup of an
Organize the space in ways that pro-
activity suggests to children whether
mote children’s explorations.
they should work alone or with other
In thinking about the arrangement of
children. Environments that are
the indoor environment, teachers can
most successful allow for children’s
plan to allow space for long-term inves-
solitary play and individual explora-
tigations and small-group and large-
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SCIENCE
tions, as well as for social interac-

tions and collaborative investiga-
tions, in small or large groups, mini-
mizing conflict caused by crowding
or interfering with the path of travel.
Always be aware of children’s safety.
Safety is an important consideration in
indoor and outdoor activity plans and
the materials selected for the activity.
Some materials or plants, for example,
are poisonous and should not be stud-
ied with children. Children or staff
members may be allergic to certain
plants or animals, and some materials may be used in activities that have any
may also produce allergic reactions. potential for liquids or solids acciden-
Ask parents or family members and tally getting into the eyes. Good safety
check children’s records for informa- practices should also be part of chil-
tion about any allergies. Talk with children’s outdoor explorations of plants
dren and demonstrate how to practice and insects. Make sure the area is free
safety when using tools and manipu- of poisonous plants or undesirable ani-
lating different materials. For instance, mals. Check your local licensing regu-
safety goggles that fit young children lations for any safety-related issues.
The Social Environment: researcher, joins children in exploring the

Establish a Culture of Inquiry world, and models a questioning mind for
children. The teacher observes children
While a physical environment with a wide
closely, fosters children’s curiosity and
range of objects and materials is neces-
questioning, and asks open-ended ques-
sary for fueling and encouraging chil-
tions (i.e., questions that do not have a
dren’s experimentation, the social envi-
single right answer or that ask for only a
ronment must support exploration and
yes or no answer). The teacher engages
investigation and encourage children to
children in conversations and enhances
pursue their own questions and develop
their enthusiasm and motivation to learn.
their ideas. In a preschool environment
with a culture of inquiry, the teacher is a
VIGNETTE Ms. Lucinda notices that Yau and Tommy are very excited about the
ramp they built in the block area. They put the car at the top of the
ramp and watched it go down slowly by itself. They did it over and
over. At some point, Tommy raised the board and made the ramp
steeper. They put the car at the top and let it go again. Both of them
got excited when they noticed that the car was going down faster.
“Wow, that was fast,” Ms. Lucinda said. “It was faster. I wonder
what you did to make the car go down faster.” Tommy said, “I was
147
SCIENCE
holding up the road. You see, like this.” Ms Lucinda asked, “How can
you change the ramp so the car goes down fast, even when you are
not holding it up?” Yau tried to place more blocks under the higher
side of the ramp (making the ramp steeper). Tommy then placed the
car at the top and let it go, and they watched the car go fast, “really
fast.” At circle time, Ms. Lucinda asked Yau and Tommy to share
how they learned to make the car go down the ramp faster.
TEACHABLE Observing Yau and Tommy playing in the block area, the
MOMENT teacher notices they have discovered, through play, how to
make objects go downhill faster. She intervenes and asks, “I
wonder what you did to make the car go down faster.” Yau
and Tommy were quickly engaged, and Ms. Lucinda observed
them solving the problem on their own. She later invites them
to share what they discovered with the rest of the group. She
also could have taken a photo or suggested to the children
that they draw what they had done, or count and record
how many blocks they used to make the car go faster. The
physical science of movement is exciting for young learners
because they can see immediately the cause and effect. They
can test and retest their solutions, get results, and draw
conclusions.
Foster children’s curiosity and welcomes and values children’s ques-

questioning. tioning, rather than provide answers,
As children interact with objects and encourages them to pursue
and observe their environment, they their ideas and questions. Children
express curiosity and raise different who are English learners should be
questions: “Do snails have eyes?” “Why encouraged to ask questions in their
doesn’t the ball come out?” “Where is home language whenever possible, as
the rain coming from?” The teacher these questions are likely to be more
complex. Not all children use words
to express curiosity. Children may
express their questioning and inter-
est nonverbally, through their facial
expressions, body language, and
behaviors. For example, they may be
absorbed in an exploration for a long
time, try out different ideas, or repeat
the same experience over and over.
Teachers can scaffold the child’s inter-
est by thinking out loud: “It looks like
you enjoy mixing the sand with water. I
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SCIENCE
wonder what happened to the water, or supporting children’s learning. Obser-

I wonder what would happen if you put vations enable teachers to find out
some of the wet sand in the sun.” what themes are of interest to the chil-
Guide children in exploring their dren in the group, what they do with
questions. different materials and activities, and
The teacher’s interest in the children’s what questions they have. Through
questions indicates to them that their in-depth observations, teachers enrich
thoughts are valuable and important. their understanding of children’s
Some of the children’s questions can diverse cultural backgrounds and lan-
be explored directly with appropriate guage abilities in a genuine way, and
experiences, additional support, and learn to consider multiple perspectives
materials to extend their learning. when formulating goals for children.20
Other questions can be answered by Such information can guide teachers
using resources, such as books, the in selecting a focus of inquiry that is
Web, or an expert.19 In some cases, relevant and responsive to children’s
teachers may not know the answers to questions, interests, and abilities and
children’s questions. They can invite build on children’s existing knowledge
children to explore together: “I don’t and understanding. Based on this
know. Let’s find out together.” Teachers information, teachers can decide what
often need to do some investigations of experiences to offer children next, how
their own so they know where to take to deepen their understanding, and
the children in future investigations. how to support the needs of individual
Modeling inquiry practices for children children in the group.
is a powerful way to establish a culture Talk with children and engage them
of inquiry in the preschool environ- in conversations.
ment. Teachers’ enthusiasm for explor- While observing and listening to chil-
ing and investigating is relayed to children as they work, teachers ask ques-
dren in the group. tions, challenge their thinking, and
Be an active observer. engage them in conversations about
Spending time with children and their work: “What can you do to make
observing them closely, both inside the the bridge higher?” “Why do you think
room and outside in the yard, is key to roly polies roll up?” “Tell me about
your rock. Where did you find it? Are
there more rocks like this around?”
Remember to pause and give children
enough time to respond. Interactions of
this kind guide children’s thinking and
provide them with opportunities to use
language to describe, explain, reflect,
and engage in conversations with
adults and peers. More specific strate-
gies about how to engage children in
conversations about their work are
in the Scientific Inquiry strand: Sub-
strand 2.0, Documentation and Com-
munication.
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SCIENCE
Model the use of scientific overwhelming children with too many

vocabulary. questions.
Experiences of scientific inquiry pro- Provide children with time.
vide the context for introducing chil- Scientific inquiry requires time. Chil-
dren to scientific vocabulary such as dren need time to explore materials
observe, predict, measure, and experi- and tools, to learn skills of inquiry,
ment. With teachers’ modeling the use to investigate a concept in depth, to
of these words in meaningful contexts, discuss, and to document. The daily
children will begin using relevant sci- schedule should allow for enough time
entific terms such as, “I observe . . .” or to explore and interact with materi-
“My prediction is . . .” across a variety als, and for group times to discuss and
of experiences.21 The use of scientific reflect. Long-term planning should
terms enriches children’s language and allow for deep and extended explo-
facilitates their scientific experiences. rations of a concept over time. The
explorations of big scientific ideas (e.g.,
Key Scientific Vocabulary change in materials, growth, form and
function of tools) will require more
s /BSERVE OBSERVATION
than one week and may require sev-
s 0REDICT PREDICTION
eral weeks or even months. Children
s 4EST
need time to experience and revisit
s 3IMILAR DIFFERENT
a variety of activities to deepen their
s #OMPARE CONTRAST
understanding of a concept. There may
s #OUNT
need to be an area set aside to preserve
s -EASURE
ongoing investigations.
s )NVESTIGATE
s %XPLORE
s %XPERIMENT Research Highlight: Children’s
s $ISCOVER Misconceptions in Science
s 2ECORD
s %XPLAIN
Children bring to science many ideas
s (YPOTHESIS
about how things work. These intuitive
understandings or naïve theories that
Know when to intervene and when children have constructed often conflict
to stand back. with what is known to be scientifically
While observing children, teachers correct. Children hold preconceptions and
make a moment-to-moment judgment misconceptions about different topics of
about when and how to intervene.
science including forces, changes of mat-
When children are intensely engaged,
ter, light, sound, and earth phenomena.22
as they experiment with objects or
For example, children believe that water
try to figure out a solution to a prob-
disappears when it evaporates or that
lem, questions from the teacher may
rain occurs when clouds are shaken. It is
distract them. The effective teacher
important to know how these concep-
pays attention to what children are
doing, intervening only when it is the tions differ from the scientific explanation
appropriate time to further stimulate and why children construct these ideas.
the child, supporting learning without Children’s misconceptions are intuitively
150
SCIENCE
and of solid and liquid materials, and

reasonable, from the child’s perspective,
changes in objects and materials. The
and are used by children to explain the first substrand focuses on children’s abil-
“why” behind physical events. Some of ity to explore and describe properties
children’s ideas may be cultural beliefs of objects such as size, shape, weight,
that have been introduced at home. The texture, and flexibility. The second sub-
teacher’s role is to guide children through strand is about changes and transforma-
numerous opportunities to discover and tions in objects and materials and the
re-create concepts, without overtly cor- motion of objects.
recting their misconceptions.23 Remem-
ber, science is about experimentation, and Life Sciences
the goal is to support children’s scientific The foundations in life sciences are
thinking, not to merely provide the cor- about core concepts related to proper-
rect answer. ties and characteristics of living things
and their growth and change over time.
The first substrand, Properties and Char-
acteristics of Living Things, focuses on
Summary of the Science children’s ability to explore, observe,
Foundations and study characteristics of animals and
plants in their everyday environment,
including their physical characteristics,
Scientific Inquiry body parts, behaviors, and habitats. The
The scientific inquiry foundations focus second substrand, Changes in Living
on the skills and language employed in Things, focuses on changes and growth
the process of scientific inquiry. The first in living things over time and the basic
substrand, Observation and Investigation, needs that must be met in order for them
focuses on children’s ability to observe to grow and survive.
and investigate objects and events in the
environment. Foundations include key Earth Sciences
scientific processes such as observe and The foundations in earth sciences are
describe, compare and contrast, pre- about observing and exploring earth
dict and check, and draw inferences. materials and phenomena. The first sub-
The second substrand under Scientific strand, Properties and Characteristics
Inquiry, Documentation and Commu- of Earth Materials and Objects, is about
nication, is about processes and skills actively exploring and investigating earth
employed to document and record obser- materials, such as soil, sand, rocks,
vations and to communicate ideas and water, and air. The second substrand,
explanations with others. Changes in the Earth, is about observing
and describing the movement and appar-
Physical Sciences ent changes of natural objects in the sky
The foundations in physical sciences are (e.g., sun, moon), changes in the weather,
about investigating characteristics and and changes in the environment due to
physical properties of nonliving objects weather and seasonal changes.
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SCIENCE
2.0 Changes in Nonliving Objects and

Summary of the Strands Materials
and Substrands Life Sciences
1.0 Properties and Characteristics of
Scientific Inquiry Living Things
1.0 Observation and Investigation 2.0 Changes in Living Things
2.0 Documentation and Communica- Earth Sciences
tion 1.0 Properties and Characteristics of
Physical Sciences Earth Materials and Objects
1.0 Properties and Characteristics of 2.0 Changes in the Earth
Nonliving Objects and Materials
152
SCIENCE
Scientific Inquiry
Y
oung children’s experience of science is
an interplay between content knowledge
(what children learn about) and inquiry
skills (the skills and processes they apply
to explore and develop knowledge and
understanding of scientific ideas). Chil-
dren build knowledge and understanding
of concepts through active participation in
the process of scientific inquiry. Like sci-
entists, children have a natu-
ral desire to inquire, but they
need guidance in developing
the skills of scientific inquiry.
s Observation and investigation skills tion, as part of meaningful exploration

involve ways to observe, compare, mea- and investigation experiences. The follow-
sure, classify, predict, and to check ing sections provide strategies as to how
and investigate objects and events. teachers can establish an environment
s Documentation and communication with a culture of inquiry and facilitate
skills are employed to record informa- children’s use of scientific skills and lan-
tion and to communicate findings and guage through everyday explorations and
explanations with others. planned experiences of scientific inquiry.
Skills of scientific inquiry provide chil-
dren with the tools for investigating and Basic Inquiry Skills
learning about science topics. Such expe-
s /BSERVE AND DESCRIBE
riences build habits of questioning, criti-
s 5SE SCIENTIlC TOOLS
cal thinking, innovative problem solving,
s -EASURE
communication, collaboration, and deci-
s #LASSIFY
sion making.
s #OMPARE AND CONTRAST
Scientific inquiry skills are integral to
s 0REDICT AND CHECK
children’s ongoing play and explorations
s $RAW INFERENCES AND CONCLUSIONS
and are not taught in isolation. Children
s 2ECORD AND DOCUMENT
develop their abilities to make observa-
s #OMMUNICATE
tions, ask questions, and gather informa-
153
SCIENCE
1.0 Observation and Investigation
A s children observe and engage with

objects, they enjoy trying out things
and seeing what happens. Pushing cars,
building with blocks, manipulating tubes
at the water table, or collecting leaves are
all examples of children’s investigations
of objects and materials. Such experi-
ences provide the context for develop-
ing the attitudes, skills, and language of
scientific inquiry and allow children to
construct understanding and knowledge
about objects and events. Teachers can
use the experiences to encourage children
to observe closely, using their senses and knowledge or past experience, and then
tools, and describe their observations, test their predictions through observa-
which helps them in learning about prop- tions or simple experiments. Such experi-
erties and characteristics of objects and ences also illustrate to children the value
materials. Noticing details and recogniz- of observable evidence. They learn to use
ing similarities and differences between evidence to verify their predictions, make
objects and events underlies children’s inferences, or draw conclusions. The first
ability to sort, classify, and compare and substrand, Observation and Investigation,
contrast, important skills in science and focuses on scientific skills and language
in mathematics. Children can also make applied in the processes of observing and
predictions about changes in materi- investigating objects and events in the
als and objects based on their intuitive environment.
Sample Developmental Sequence
Young children actively search for information about objects and events in their environment.
t *OGBOUTBOEUPEEMFSTPCTFSWF IPME UPVDIBOEIBOEMFPCKFDUT BOENBZFWFOFYBNJOFUIFN
with their lips and tongues. They start with brief, simple explorations of objects. They repeat
the same experience and then try out different things with an object to see what happens,
or how things work. For example, purposely throw a rattle to hear it land or push a ball and
watch it roll.
t "UUIFOFYUMFWFM DIJMESFOFOHBHFJONPSFTVTUBJOFEBOEDPNQMFYNBOJQVMBUJPOTPGPCKFDUT
For example, they build with blocks or other materials not only to knock it down, but also to
create something. They demonstrate a broader interest in objects and events in their environ-
ment and may ask questions about them.
t "TDIJMESFOEFWFMPQUIFJSJORVJSZTLJMMT UIFZFOHBHFJOQVSQPTFGVM EFUBJMFEPCTFSWBUJPOTBOE
simple investigations of an object and event of interest. They can use prior knowledge and
experience to make predictions and then test and verify their predictions through observa-
tions or simple experiments.
154 3#)%.4)&)# ).15)29

SCIENCE
t $IJMESFOFOHBHFJOFYUFOTJWFEFUBJMFEPCTFSWBUJPOT BOENBZVTFTDJFOUJöDUPPMTTVDIBTNBH-
nifiers or measurement tools to expand their observations. They recognize similarities and dif-
ferences between objects and phenomena and engage in comparisons.
t "TDIJMESFOHFUPMEFS UIFZFOHBHFJODBSSZJOHPVUNPSFDPNQMFYPCTFSWBUJPOTBOEJOWFTUJ-
gations of objects and events, with the assistance of adults. They may participate in more
focused experiments, collect and record data, and analyze evidence.
Promoting the Development of Scientific Inquiry Skills

Observe and Describe
VIGNETTE In the fall, Ms. Linda brought a big pumpkin to class and placed
it on a table. When children came in, they noticed the pumpkin.
Alonzo and Lai tried to pick it up and commented, “This pumpkin is
heavy.” During small-group activity, Ms. Linda invited the children
in the group “to observe” the pumpkin, “When we observe it,” she
explained, “we use our senses to find out about it. We use our eyes
to notice carefully what it looks like. We may find out what it smells
like and touch it to find out what it feels like. We may even decide
to taste it. What do you observe about the pumpkin?” She invited
children to examine the pumpkin and make their own observations.
Andrea said, “It is big and round.” Veronica seemed very interested.
She touched the pumpkin but did not share her observations. Slowly,
more children became comfortable making observations. Tim said,
“It has a stick on it.” On a group chart, Ms. Linda recorded each
child’s name and observation. She touched the pumpkin and said,
“It feels bumpy.” Kim touched it and said, “I can feel the lines on it.”
Then Veronica felt comfortable sharing her observation and said,
“Hard.” Ms. Linda expands Veronica’s statement: “Yes, the pumpkin
feels hard” and writes it on the chart. After all the children had a
chance to share their observations, Ms. Linda said, “Let’s see what
we observed about the pumpkin,” and read their observations to the
group. She then invited children to document their observations by
drawing a representation of the pumpkin they observed.
TEACHABLE During the fall, children see pumpkins everywhere, but

MOMENT in this type of activity they get to observe a real pumpkin
closely. Ms. Linda first introduces the broad meaning of the
word “to observe.” She encourages the children to observe
carefully using their senses and to share their observations
with others. She asks questions and models for them how to
observe and describe what they see. Modeling is particularly
IMPORTANT FOR CHILDREN LIKE 6ERONICA WHO MAY NOT BE READY TO
respond to open-ended questions, or who may be developing
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their English language skills. This type of experience not only

introduces children to observation as a science practice, but
also provides opportunities for noticing details, building new
vocabulary, working as an investigative team, and developing
math concepts.
not see, or hear something they cannot

Interactions and Strategies see or touch. Isolating individual senses
will help children understand how they
Facilitate children’s observation skills. receive and process information from
Observing is the most fundamental their senses.
scientific skill for obtaining informa- Encourage children to describe their
tion, constructing meaning, and gaining observations. Talk with children and ask
knowledge about the world. In making questions to guide their observations:
observations, children use their senses “What do you notice about this apple?”
of sight, smell, sound, touch, and taste “What do you observe about your plant?”
to gather information about objects and “How is it different from the last time we
phenomena in their environment and to observed it?” “What does this rock look
notice specific details. Everyday playful like?” “What does it feel like?” “Does it
explorations and focused investigations make any sound when you shake it?”
provide children with many opportunities Encourage all children to participate at
to make meaningful observations. their comfort level and do not correct
Introduce children to the process of them or judge them for being right or
observing. Introduce children to the pro- wrong. Remember, the teacher is encour-
cess of observation by using a simple, aging observation, not looking for a right
familiar object from their daily environ- answer. Children who are English learn-
ment. Encourage them to hold and touch ers may be actively engaged by listening
the object. Remind children to use all to others’ observations, but may not yet
their senses, instead of “just looking” at feel confident or willing to share their
the object, and to note specific details. observations in English. Invite them to
share their observations in their home
Introduce the term “observe” to chil-
language whenever possible. When teach-
dren: “When we observe something, we
ers share what they notice, they model for
use our senses to find out about it. We
children how to make observations—“This
may use our eyes to notice carefully what
rock is very hard.” “It feels bumpy.” Chil-
it looks like. We may use our nose to
dren with hearing impairments or motor
find out what it smells like, and touch it
challenges may communicate with signs,
to find out what it feels like.”24 Teachers
gestures, or devices. Describing observa-
may need to spend time talking about the
tions that depend on use of all senses is
senses and experiment with using each
a prime opportunity to teach new vocabu-
sense.25 For example, teachers can pro-
lary. Invite children to describe the differ-
vide children with experiences where the
ent attributes of objects, including size,
children can smell something they cannot
shape, color, texture, and other observ-
see or feel, or feel something they can-
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able properties (“Is it soft or hard?” “Is

the rock heavy or light?”). See the Cali-
Volume 1, chapter 4, “Language and Lit-
eracy,” and chapter 5, “English-Language
Development,” for strategies to support
children’s vocabulary growth and their
ability to use language to communicate
their ideas.
Invite children to observe objects
and phenomena related to the cur-
rent focus of inquiry. Observations can
focus on living things, nonliving objects
and different materials (e.g., insects, record children’s observations by writ-
plants, body parts, fruits, vegetables, ing down their words (“It is green.” “It is
tools, rocks), and different phenomena smooth.” “It is round like a ball.” “It is
in the environment (“How does the worm heavy”). This requires them to observe
move?” “What happens when they let closely and to notice details. Documenta-
the ball go?”). Observations are mean- tion also allows them to track changes
ingful when built into children’s inquiry over time. For example, when children
experiences and allow children to con- record the growth of beans, by drawing
struct knowledge related to their focus or taking photos, they can refer to their
of inquiry. For example, while investigat- records and describe changes at differ-
ing properties of water, children observe ent times. The teacher may also write
drops of water and notice that drops down the comments children make when
of water are absorbed by fabric. Such describing their drawings. These repre-
observations may suggest related ques- sentations may be displayed, made into a
tions and phenomena to be investigated book about the investigation, or used in a
(“Would the drops of water be absorbed child’s portfolio to document development
by other surfaces? Other materials?”). in drawing and language skills. For more
Invite children to record their obser- information about strategies to support
vations. Encourage children to draw a documentation skills, see the “Record
representation of their observation and and Document” section, pages 166–167.
Use Scientific Tools
VIGNETTE While exploring the play yard, children became fascinated with pill
bugs (usually called roly polies by children). In the yard, they would
look for pill bugs and enjoy watching them curl into balls. One day,
Ms. Lopez noticed that a group of children collected pill bugs in a
bucket. She invited the children to put the “roly polies” on a tray and
observe them closely at the outdoor investigation table. Ms. Lopez
said, “Let’s use our tools and look really closely at the pill bugs.
What do you notice about their body?” Ms. Lopez assisted Jennifer
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in holding the magnifier above the pill bug: “Wow, it looks so big,”
Jennifer said. Jose observes the pill bug with a magnifier and gets
excited: “I can see its head.” Ryan asked, “When is it going to open
up again? I want to see how many legs it has.”
TEACHABLE The outdoor investigation table includes tools for exploration,

MOMENT such as trays and clear containers, magnifying glasses,
rulers, and children’s notebooks where they record their
observations. Having an outdoor investigation table with
tools for observation, measuring, and recording facilitates
children’s observations and outdoor explorations. The use
of magnifiers allows children to observe the pill bugs more
closely. Ms. Lopez makes scientific tools available for children
so that she can be ready for teachable moments. Over time,
children become familiar with the tools on the table and start
to use magnifiers and other tools spontaneously and more
independently. The observations of pill bugs can be expanded
in different ways. Teachers can invite children to record their
observations by taking photos or drawing a representation
of the pill bugs and dictating to the teacher what they
have observed. It can also lead to deeper explorations and
discussions about the body structure of pill bugs, how
they move, what they like to eat, where they live, how they
compare to other animals, and, most interesting for the
children in this group, finding out when and why the pill
bugs curl up.
Promote the use of scientific tools to

extend children’s observations and
investigations of objects. Children’s
investigations of objects and phenomena
can be augmented with the use of obser-
vation and measurement tools. Magni-
fiers, such as hand lenses, can help chil-
dren observe details and objects that are
too small to see with only their eyes. The
mere presence of scientific tools in the
discovery area or throughout the environ-
ment does not invite children to use them
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in a purposeful way. The teacher has an direction and support in using these
important role in promoting the mean- tools. Children with motor impairments
ingful use of scientific tools in children’s or other disabilities may need more assis-
investigations. tance from an adult or peer in using the
tools. For example, the teacher may need
Introduce children to scientific tools
to hold the hand lenses steady for the
and their function. Teachers can take
children to help them observe closely or
time to introduce children to the tools
offer them the use of a stationary magni-
and to demonstrate their functions. Not
fier. As with all materials in the preschool
all tools should be introduced at once.
environment, children need to learn to
Instead, the teacher should gradually
take turns using tools; this is an oppor-
increase the number of tools in the envi-
tunity to remind children about the con-
ronment. This will increase children’s
cepts of waiting and sharing.
tendency to use tools in the intended
way. For example, to introduce magni-
fiers, the teacher can set up a situation Measure
in which children observe an object and Young children begin to compare objects
need to see details more closely than they by size or weight and use words such
can with just their eyes (e.g., in observ- as “heavier,” “taller,” or “longer” to make
ing ants, seeds, the pattern on a leaf, or comparisons. They may compare length
grains of sand). by placing objects side by side, and as
Suggest language to introduce magnifi- they get older, they begin to measure
ers to children: “You still need your eyes length using nonstandard units (e.g., unit
to see, but the eyes and the magnifiers blocks, hands). Tools to measure length,
together allow us to see some things big- weight, or volume extend scientific inves-
ger. The magnifiers help us to “observe.”26
As with any new object, children need
time to explore, interact, and use it on
their own. Teachers can use the oppor-
tunity to explain how wearing glasses
helps some children to see things more
clearly and magnifiers help children to
see things enlarged.
Support children in using the tools.
After being introduced to tools and expe-
riencing their use with the help of teach-
ers, children may begin to spontaneously
pick up the magnifiers or a ruler and
ask to use them in context. For example,
while observing a worm, the child might
say, “I need the magnifying glass to look
very close” or “I want to see how big it
is.” Preschool children are not expected
to know how to use a ruler on their own
and may need help in holding the magni-
fer properly. They will need the teacher’s
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tigations by enabling observers to find tools on their own; however, with teach-
out how long something is, how much it ers’ guidance, they learn that specialized
weighs, and how much space it takes up. tools are used to measure attributes such
Measurement tools also allow compari- as length, height, volume, and weight
son of one object to another in an accu- (see the California Preschool Curriculum
rate way (e.g., “Which is longer?” “Which Framework, Volume 1, chapter 6, “Math-
is heavier?”). Preschool children are not ematics,” for more information about
expected to know how to read and use measurement concepts).
Sort, Classify, and Identify Patterns
VIGNETTE Following a group discussion about seeds, Mr. Adato set out a tray
with a variety of beans of different sizes and colors, including kid-
ney, pinto, and lima beans. He told the children that there were
different kinds of beans and mentioned some of their names. The
children were engaged in free exploration of the beans. They piled
them up and then spread them out on the tray or filled containers
of different sizes with beans, and then poured the beans back on
the tray. He provided them with small containers on the table and
demonstrated, “I am going to put all the white beans here.” Chil-
dren began to sort the beans, mainly by color. He noticed that Lee,
a new child to the group, was sorting the white beans by size, and
he asked, “I wonder why you put those beans together and those
beans together?” Lee pointed to the piles she created and said, “Big
here and small here.” During group time, Mr. Adato invited children
to observe the lima beans and the red kidney beans. He wrote down
children’s observations and led a discussion about the similarities
and differences between the two kinds of beans: “What do you notice
about their size and shape?” “What about their color?” “Are all the
red ones the same color red?”
PLANNING Mr. Adato presented children with hands-on experiences

LEARNING exploring beans of different kinds. Learning the names of
OPPORTUNITIES different beans was less important for him than having
children explore a variety of beans, and compare and contrast
beans based on different features. He encouraged children to
sort beans in different ways and talk about similarities and
differences. Lee, a child who is learning English, is engaged
in sorting the beans and explains her sorting to Mr. Adato.
She is empowered when Mr. Adato asks about the way she
sorted the beans. This experience encourages children to
notice attributes of objects and introduces Lee and other
children in the group to new vocabulary in a meaningful
context. Following up on the differences and similarities,
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Mr. Adato is planning on soaking the beans, then cooking

them, and providing more possibilities for comparisons (e.g.,
comparing the size and texture of raw, soaked, and cooked
beans, the tastes of different beans).
future understanding of the scientific

Interactions and Strategies classification of organisms. Children also
start to recognize patterns in objects and
Facilitate children’s abilities to sort, events, including ones in nature, and are
classify, and identify patterns. Chil- able to predict what comes next based
dren’s observations and their ability on the repeated pattern (e.g., colors on
to identify similarities and differences caterpillars, veins on leaves, rings on the
lead naturally to sorting and classifying. slice of a tree trunk, the pattern of day
Children start putting together objects and night, or everyday routines). Classi-
that belong to the same category, and fication and patterning are mathematical
sorting objects into groups with similar skills essential to learning and organizing
attributes (e.g., “These are big seeds, and information about the world. Like other
these are small ones.” “These rocks are mathematical skills such as counting,
smooth, and these are bumpy”). Providing estimating, ordering and measuring, they
opportunities for children to categorize are important in the processes of sci-
and classify encourages children to focus entific inquiry. The California Preschool
on physical and other characteristics of Curriculum Framework, Volume 1, chapter
objects and provides a foundation for 6, “Mathematics,” provides strategies to
facilitate these mathematical skills.
Compare and Contrast

As children develop skills in observation,
they notice discrete elements of objects
and naturally begin to identify similari-
ties and differences. The ability to com-
pare builds on the process of observing.
In addition to learning about an object
by observing its characteristics, children
learn more about the object by comparing
it with other similar objects. For example,
when comparing apples of different col-
ors, children can learn to infer that some-
times color has a relationship to taste. It
also introduces children to the concept
of variation and diversity. Children can
also compare an object to other related
objects, or discuss similarities and dif-
ferences in an object as it goes through
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changes; for example, different kinds of ferent. One is green, and one is red. One
squash or a caterpillar as it metamorpho- is bigger than the other. What else do you
ses into a butterfly. The ability to com- notice about these apples?” See the Cali-
pare and contrast is a critical thinking fornia Preschool Curriculum Framework,
skill and strengthens children’s classifi- Volume 1, chapter 4, “Language and Lit-
cation skills. It also sets the foundation eracy,” and chapter 5, “English-Language
for children’s understanding of experi- Development,” for strategies to encourage
mentation, in which children observe children to use language and engage in
similarities and differences between two conversations.
objects or events that differ in only one
Invite children to compare and con-
way; for example, observing similari-
trast objects and phenomena related
ties and differences between two tomato
to their current focus of inquiry. The
plants growing in similar conditions,
skill of comparing and contrasting is a
except that one plant is in the dark, and
powerful tool for constructing meaning
another plant is in sunlight.27
and knowledge about scientific concepts.
Comparing and contrasting different
kinds of leaves, for example, not only
expands children’s knowledge of leaves in
the environment, but more importantly,
Ask questions and model compara- introduces children to the concept of
tive language to introduce the idea variation and diversity. Similarly, com-
of comparing: “How are these alike or paring and contrasting an object before
similar?” “What is the same about these and after change due to growth or other
two things?” “How are these different?” transformations (e.g., seeds before and
Such open-ended questions may spark after sprouting, cornstarch before and
a conversation and encourage children after being mixed with water; or trans-
to describe similarities and differences. formations such as a moth transforming
Model comparative language for children from an egg, to a larva, to a pupa, to a
who may not be ready to answer open- moth) highlights changes in objects, and
ended questions: “These apples are dif- the concept of cause-and-effect.
Predict and Check
VIGNETTE Ms. Brown presented children with a big cube of ice. She asked
the children to touch or hold it and tell her what they notice about
it: “What does it feel like? What does it look like?” Children shared
their observations: “It is cold.” “It is slippery.” “It is very smooth.”
“It is wet.” “It is white.” “It is square.” Ms. Brown asked the chil-
dren, “What do you know about ice?” Some children shared their
ideas: “We keep it in the freezer,” “It’s very, very cold.” “If you put it
in water, it disappears.” She invited children to draw their observa-
tions of the ice cube in their notebooks. The next day, Ms. Brown told
the children that together they are going to explore what will happen
to ice when it is left outside of the freezer. She has asked children:
“What do you think will happen to this ice cube if we leave it in this
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bowl? What is your prediction?” “Will it stay the same?” “What will
be different?” Children made predictions, and she wrote them on a
chart (e.g., “It will not be so cold anymore.” “It will turn into water”),
“After lunch, we’ll check our ice cube and find out what happened.”
PLANNING Ms. Brown presented opportunities to explore properties and

LEARNING characteristics of water, including changes in water due to
OPPORTUNITIES changes in temperature such as freezing and melting. In this
particular example, she guides children, through a series of
scientific practices in exploring the phenomenon of melting.
The children observe the ice and record their observations
(“What does it feel like?” “What do you know about ice?”). Next,
they predict changes to the ice. Ms. Brown asks questions
to elicit predictions and records their predictions. Finally,
they observe the ice at a later time to check their predictions.
This experience can be expanded into more investigations of
melting; for example, by varying the size of the ice cube or the
location of the bowl (indoors or outdoors). Children may also
investigate how water can turn back into ice.
English. Therefore encourage children

Interactions and Strategies to make predictions in their home lan-
guage, whenever possible, and repeat
Encourage children to make predic- prediction prompts in English and in
tions. While observations involve using the child’s home language, if possible,
the senses to gain information about to help create the bridge between home
objects and phenomena, predictions and school language. Even though the
are about making a reasonable guess words prediction and hypothesis are
or estimation of what is going to hap- often used interchangeably in everyday
pen, on the basis of previous evidence usage, a prediction is not the same as a
and preexisting knowledge. For example, HYPOTHESIS 5NLIKE A PREDICTION WHICH IS
children can predict whether an object a guess about what is going to happen,
will sink or float in water, where a car a hypothesis is a proposed explanation
will stop after rolling down a ramp, or of observable phenomena that is either
what is going to happen after planting confirmed or disproved by an experiment.
sunflower seeds. They may not be accu- Teachers may choose to introduce the
rate, but they can make a reasonable word hypothesis to children, when asking
guess based on previous experiences and for children’s explanations of what they
knowledge of objects. The more experi- think happened, but use the term predict
ences children have with phenomena or when asking them to make a guess.
objects, the more likely they are to make Introduce children to the idea of pre-
reasonable predictions. Children who are dicting. Children need to be introduced
English learners may not feel confident to the process of making a prediction.
or willing to share their predictions in Gelman and others used the following
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reasoning with children: “Prediction is

kind of like a guess: When we predict,
we do not know the answer or what is
definitely going to happen, but we usu-
ally have some information that helps to
make a prediction, to make a guess.”28
Encourage children to first predict
and then check. When children first
predict and then check their predictions
with actions, they learn to compare what
actually happens with what they thought
would happen rather than merely accept-
ing facts without thinking about them tions with a group of children, some
(“So your prediction was that if we added children’s predictions might be correct
a block, the car would go farther. Now and some might not be. Predictions are
let’s release the car down the ramp and not always correct. Incorrect predictions
check how far it went.” “You predicted should be responded to in a matter-of-
that the water would overflow if you fact way (“Oh, that did not turn out like
dropped the block into the bucket. What we thought it would. Instead of the car
happened when you dropped the block going farther, it fell off the ramp. I wonder
in the water?”).29 By testing and verifying why?” “The water did not overflow, but do
their predictions, children gain new infor- you notice that something did happen?
mation that informs their future predic- I wonder why it didn’t overflow and how
tions. could we make it overflow?”). Some dis-
Elicit children’s predictions by asking crepancies between what children have
questions. Teachers can ask children predicted and what actually happens
questions to encourage them to make may lead to further inquiry, and this is
predictions: “What do you think will hap- the beauty and fun of science. Children
pen if we mix the water with flour? What need to be encouraged to make a predic-
is your prediction?” “Will the flour still tion and not be afraid of being wrong.
look the same?” “What would it feel like?” Communicate to children that predic-
Some children may not have any prior tions are like estimations and do not have
experience on which to base predictions to be right. Over time, with more data
and thus be hesitant to guess or feel or information, children’s predictions
uncomfortable expressing predictions in may change and become more accurate.
a large group. Those children may benefit Remember, the goal is to support chil-
from a one-on-one interaction with the dren’s scientific thinking. They will come
teacher focusing on examples of predict- up with predictions, hypotheses, and
ing or guessing. With more experiences ideas that teachers know are incorrect. It
of predicting and checking, children feel is more important to support their criti-
more comfortable with the process and cal thinking skills than to merely provide
may spontaneously suggest ways to test them with the correct answer.
their predictions. Record children’s predictions. Docu-
Remind children that predictions mentation facilitates the comparison of
do not have to be right. In investiga- what they predicted with what actually
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happened. Writing down children’s pre- riences: “Remember the time we forgot
dictions conveys to children that their to water the plants over vacation?” or “I
predictions are valuable and that docu- remember the last time we went outside
mentation is integral to the process of and the grass was wet.”
scientific inquiry. A small-group activity,
Use everyday observations to model
in which each child expresses her predic-
inferring. Everyday interactions and
tion and the teacher records it on a chart,
observations provide many opportunities
illustrates for children that not all predic-
for making inferences. For example, the
tions are the same, and each child can
sky turns dark, and the teacher says, “It
have her own prediction.
looks like it is going to rain soon.” Dur-
Draw Inferences and Conclusions ing mealtime, the teacher can lead the
children to make a similar inference; for
example, drawing the children’s attention
to the steam rising from the soup, asking
Interactions and Strategies what they notice and what it might mean,
leading them to infer that the steam they
Facilitate children’s ability to make see indicates the soup is hot.
inferences and draw conclusions. Pre-
Encourage children to explain the rea-
dicting and inferring are processes of
soning behind their inferences. When
reasoning that rely on observable infor-
children make inferences and draw con-
mation. When predicting, children guess
clusions, encourage them to explain their
what will happen next and then check
reasoning: “What makes you think the
their prediction. When inferring and
plant needs some water?” “What tells us
drawing conclusions, children observe
that it is probably cold outside?”
what happened and make an assump-
tion about the cause. Their assumption
is based on previous experience, even
though they cannot observe the cause
directly. For example, noticing that the
grass is wet, a child may infer that there
was rain before he went outside. Chil-
dren constantly try to make meaning of
their observations. From a very young
age, they use observations to make infer-
ences. For example, a child notices that
the plant is wilting and infers that it
needs water. The teacher can help chil-
dren draw connections to previous expe-
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2.0 Documentation and Communication
I ntegral to children’s processes of sci-

entific inquiry is their communication
about what they are doing and think-
reflect on their experiences through the
documentation of their work. They may
use drawings, words, photos, charts, and
ing. As illustrated by the vignettes in the other forms of communication to record
previous section, experiences of observa- and document information. Such experi-
tions and investigations provide children ences build children’s language and com-
with many opportunities to use language munication skills. Through conversations
(verbal, sign language, or other forms with adults and peers, children expand
of communication) to describe, explain, their vocabulary, and learn to share their
and reflect on their work. They describe thoughts and become aware of the ideas
their observations using their own words of other children. Sharing and reflecting
(signs or symbols), explain the reason- on their experiences also help children
ing for their sorting and classifications, think more deeply about their work and
discuss similarities and differences, make facilitate their understanding of science
predictions, and describe and record knowledge.
findings. Children also communicate and
Sample Developmental Sequence
t "UBWFSZZPVOHBHF DIJMESFONBZDPNNVOJDBUFUIFJSPCTFSWBUJPOTBCPVUDIBSBDUFSJTUJDTPG
objects or events nonverbally, using a variety of gestures, or with short phrases of one or two
words (e.g., “big ball”).
t "UUIFOFYUMFWFM UIFZDPNNVOJDBUFPCTFSWBUJPOTPGPCKFDUTPSFWFOUT VTJOHTJNQMFQISBTFT
to describe and compare physical characteristics.
t "TDIJMESFOEFWFMPQUIFJSJORVJSZTLJMMT UIFZCFHJOUPDSFBUFSFQSFTFOUBUJPOTPGUIFJSPCTFSWB-
tions and to record information in a variety of forms, including drawings, words, photos, and
models.
t 0WFSUJNF QSFTDIPPMDIJMESFOSFDPSEBOEEPDVNFOUUIFJSPCTFSWBUJPOTJOHSFBUFSEFUBJMBOE
engage in conversations related to scientific inquiry. They share observations, make predic-
tions, and discuss similarities and differences between objects and events.
t $IJMESFOVTFNPSFDPNQMFYGPSNTUPDPMMFDUBOESFDPSEJOGPSNBUJPO JODMVEJOHUBMMZJOH DIBSUT
and simple graphs. They also engage in deeper discussions in which they communicate their
thoughts and share findings and explanations.
Record and Document
VIGNETTE The children in Ms. Moreno’s group are taking turns bringing home the
picture book they created as a group. Today, it is Emilia’s turn to take
home this book. This picture book was created to document the growth of
their plant. Emilia points to the photos in the book (taken by Ms. Moreno
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SCIENCE
to document the process) and to children’s drawings. She tells the story
out loud to her grandmother, who is picking her up, “First we had to buy
seeds (points to a photo of the seeds packet on the first page), then we
put the soil, and then we put the seeds inside the dirt . . .” Emilia con-
tinues with more details while looking at the pictures in the book: how
they put the pot in the sun, watered the plant, and measured its growth.
“Here it was one inch, and here it was bigger, and here it was very tall,
and it has many leaves.” At home, Emilia will share it with her family,
and together they will retell the story in her home language.
TEACHABLE A book with photos and children’s drawings made by the

MOMENT group makes the process of growth visible. It allows children
to revisit the experience and to notice changes in the plant
over time. Creating a class book not only facilitates science
learning, but it also becomes a focus of discussion and
storytelling and supports the development of language and
literacy (e.g., developing age-appropriate vocabulary such as
seed, soil, plant, and the ability to retell a story, including
key details in the text). It is also useful for children new to
the program and for children who are English learners as
they revisit an experience, recall the terms used, and express
their memories in either or both their home language and
English.30 Sending the book home engages families and
supports children’s learning.
to use drawings and print to record infor-

Interactions and Strategies mation.
Introduce children to the idea of
Encourage children to record observa- recording. Children need to be intro-
tions and document investigations and duced to the process of recording and
findings. Recording and documenting documenting. Gelman and others used
facilitates children’s understanding about
what they investigate and provides a tool
for communication. The entries children
make in their journals are conceptual
representations that are important for
the child’s understanding of scientific
concepts and concepts of print. In record-
ing and transcribing the child’s own
words, teachers validate the child’s ideas
while showing the importance of writing.
It develops children’s understanding of
symbolic representations, as they begin
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SCIENCE
the following reasoning with children, promote and extend children’s recording
“Like scientists, we record things to keep (e.g., “Let’s look at it again. How many
track of our observations and ideas. We branches are coming out of the stem?”).
can look at them later to remind us of Remember, it is the process that is impor-
the things we observed and the ideas we tant, not the final product.32 Children’s
had.”31 descriptions of their drawings, models,
or photos will reveal their conception
Promote the use of different forms
and understanding of the object or event
to record and document information.
they recorded, regardless of whether
Children may create a representation by
their representation is accurate. Refrain
drawing a picture, making a three-dimen-
from making judgments about children’s
sional model, or taking a photo. They
representations; instead, ask them to
may have a specific science notebook
describe what they have drawn. For
or journal, which they use on a regular
example, the teacher said to the child,
basis, to record their observations with
“Tell me about your drawing (or model
drawings and verbal or sign language
or photo),” and the child explained, “This
dictations. They may also participate in
is the snail, and this is the leaf, and this
recording information on a group chart
line is how the snail got from here all the
or by keeping data logs; for example,
way to the leaf.” The teacher can record
tracking the height of their plant or the
in writing children’s explanation of their
temperature outside at different times of
drawing and display drawings on the
the day. Different forms of documenta-
wall, so that children (and families) can
tion provide children with multiple ways
view all the different representations of
to process information and express their
the same object (e.g., a pumpkin). See the
ideas, using verbal and nonverbal means
California Preschool Curriculum Frame-
of communication.
work, Volume 1, chapter 4, “Language
Consider adaptations for children with and Literacy” (Concepts about Print) for
special needs. Children with speech
or language delays also benefit from
expressing themselves using nonverbal
means of communication. Children with
motor delays or other disabilities may
appreciate dictating their drawing ideas
or “directing” the teacher to photograph
something for their journal. A child who
is not physically able to draw can benefit
from holding the object on her wheelchair
tray while the other children draw or take
photographs from various angles for her
to use as her observation record.
Encourage children to describe their
representations while you write their
words. Creating a representation of an
object or event is a skill that develops
over time. Sensitive adult guidance and
encouragement are often necessary to
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strategies to incorporate print and use Invite children to record collabora-

print as a tool to record information. tively, using charts, graphs, or models.
Some forms of documentation, such as
Encourage different means of com-
journal entries and drawings, are more
munication. Children may use many
appropriate for individual work, while
means of communication to describe
others can become a group collaboration
their observations and thoughts, includ-
of data collection and recording activity,
ing home language, sign language, and
guided by the teacher. For example, chil-
communication devices. Children who
dren recorded on a chart their prediction
are English learners may be at a stage
of lemons having seeds inside, by writ-
in which they are still developing their
ing down their name (or other symbol),
confidence and ability to express them-
either under the “Seeds” column or the
selves in English. They may benefit from
“No seeds” column. During group time,
recording their ideas nonverbally and
the teacher invited the children to count
then describing them in the home lan-
the number of names under each col-
guage to teachers who share the child’s
umn, and together they created a bar
home language, and describing them in
graph that represented how many chil-
English when possible. Having an adult
dren think lemons have seeds inside and
encourage, prompt, and scaffold the use
how many children think lemons do not
of expressive language in English and in
have seeds. In the next small-group activ-
the child’s home language whenever pos-
ity, children investigated what is inside
sible, would support the child’s overall
a lemon and compared what they found
development of scientific knowledge and
with the predictions the group had made.
language skills.
Communicate
VIGNETTE Maya fills up a cup with water and pours the water into the open-
ing of a long, clear tube, watching the water going down the tube
and coming out at the other end. She repeats it over and over. Seth
is holding his hands at the other end of the tube, touching the water
that is coming out. Then, Seth puts a bucket right underneath the
bottom of the tube.
Maya and Seth pour
water into the funnel
and watch the water
flowing down the clear
tube and filling up the
bucket. “More, more
water!” He tells Maya.
“Let’s fill it all the
way up to here.” He
points to the top of the
bucket. “Ms. Ruben,
look! We are filling the
bucket with the tube.”
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Ms. Ruben says, “Tell me how you do it.” Maya explains, “We put
water in this hole, and then the water goes in here and down to the
bucket.” Ms. Ruben says, “You used the tube with a funnel to make
the water fill up the bucket. What an interesting way to make the
water flow down. I wonder what would happen if the tube is held
this way (she holds it horizontally)? (Pause) What do you predict?
What do you think the water will do?”
TEACHABLE Ms. Ruben observes the children as they play and explore
MOMENT with water and materials at the water table. She waits for the
right moment to intervene and is invited over by the children.
She asks questions to engage children in talking and
reflecting on their experience of making the water flow down
the tube. She asks questions to encourage them to describe
and explain what they were doing and to predict what might
happen if the position of the tube is changed. She wants the
children to think about how water moves and what they can
do to affect its movement. The teacher also plans ahead for
the next time the children will be at the water table. She will
add tubes of different sizes and diameters and different size
buckets to facilitate children’s work and provide them with
more opportunities to discover how water moves.
open-ended questions. Children who may

Interactions and Strategies not be ready to respond or whose English
is limited would benefit from teachers’
Ask open-ended questions. One effec- modeling of possible responses and the
tive way to encourage children to think teacher’s expansion of children’s initial
and talk about their ideas is to present observations.
THEM WITH OPEN ENDED QUESTIONS 5NLIKE s Questions to encourage children
questions with yes or no answers (e.g., “Is to share their observations: “What
it black?”) or questions with one defined did you notice when you observed the
answer (e.g., “What color is it?”), open- snail?” “What happened to the ice cube
ended questions have a multitude of when we left it outside?”
answers (e.g. “What will happen if . . .”
s Questions to facilitate children’s
“How did that happen?” “What kinds of
problem-solving and investigations:
things do you think look like that?”). The
“What do you think we could do to
goal is to challenge children’s thinking
make the ball roll down in this direc-
and encourage children to put forward
tion?” “Can you think of another way to
their ideas and thoughts, not necessar-
make the clay softer?” “How could we
ily give the answer the teacher is looking
find out what worms like to eat?
for. Questioning also supports language
acquisition by embedding new words into
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s Questions to elicit children’s predic- other children in the group may have a
tions and explanations: “Why do you different idea from theirs. Teachers sup-
think this plant grew and this one did port children’s understanding of concepts
not?” “Why do you think the pill bug through effective adult–child interactions
turned its body into a ball shape?” and scaffolding. They may ask children to
“What do you think would happen if describe their observations, make predic-
you mix salt with water?” tions, and challenge them to give reasons
and explanations for their ideas: “Leah,
Engage children in collaborative dis- what did you do to make your tower
cussions. A powerful way to encourage stable?” “Kim, how did you get the water
children to discuss their ideas, share to flow through the tube?” “Which ball do
their experiences, and listen to others’ you think will roll farthest when we let go
perspectives is through small- and large- of it at the top of the slide?” Discussions
group discussions. While children inter- are richer when children refer to concrete
act with adults and peers, they learn to examples, including children’s represen-
express their ideas and thoughts in a way tations, documentation, and the actual
that others can understand them. They objects and materials they discuss while
learn to take turns and understand that sharing their experiences.
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Ms. Linda had noticed how engaged chil- you put all the green ones. What other
dren were in observing the pumpkin in the ways can we sort the squashes?” The chil-
room and looked for ways to extend their dren who placed all the orange squashes
explorations. She remembered that when- together started to order them by size.
ever she gave her children opportunities to They explained, “This pumpkin is the big-
compare objects, the children learned more gest, this one is medium, and this one is
about each of them. She brought in several the baby.” They were also excited to find
more pumpkins and other squashes in out which of the two larger pumpkins was
various sizes, shapes, colors, and texture bigger or heavier. For example, Ms. Linda
(e.g., acorn squash, butternut squash, gold helped them check how many hands it
nugget, sweet dumpling, zucchini, and took to go around each pumpkin. She also
yellow squash). During group time, she showed them how they can measure the
showed them the variety of squashes and circumference of both pumpkins, using a
pumpkins, including the pumpkin already measuring tape, to find out which one is
in the room, and asked them questions to larger.
engage their interest. She wanted to draw On a different day, Ms. Linda invited
the children’s attention to the character- them to predict the inside of a pumpkin.
istics of the different squashes: “Look at Children came up with different predic-
all of these squashes. What do you notice tions; for example, “seeds,” “orange stuff,”
about them? What colors do you see? How “juice.” Ms. Linda recorded their predic-
are they alike? How are they different?” tions and asked, “How do you think we
These types of questions generated a rich can find out?” One of the children said,
discussion of comparing and contrast- “Let’s cut it and see what’s inside.” Chil-
ing. Children shared their observations: dren observed the inside of a pumpkin.
“These are really big, and this one looks For some of the children who are sensi-
like a baby pumpkin.” “This one is long, tive to textures, Linda provided gloves
and this one is more like a pumpkin.” “The and sticks to explore the inside of the
pumpkins are orange and big, but these pumpkin. They were mostly fascinated
(pointing to other squashes) are orange with the great number of seeds inside,
and green and yellow.” Ms. Linda some- “Wow! So many seeds.” Ms. Linda asked,
times rephrased their observations: “So “How many seeds do you estimate it has
you observed that all the pumpkins are inside? What is your estimate? How many
orange, but the other squashes have many do you guess?” Children came up with a
different colors.” Or, “So you noticed that wide range, from twenty to one million.
some are big and some are small.” She Ms. Linda told them that the seeds would
told the children that the squashes would be available for their explorations. “You
be available for more observations and may try to count the seeds to find out how
explorations during their choice time. many seeds are inside the pumpkin.” “The
Ms. Linda observed the children explor- children recorded their observations of the
ing the squashes and posed questions or inside of the pumpkins through drawings
made comments along the way: “So here and dictations. During group time, Ms.
you put all the orange squashes, and here Linda pointed to one of the other squashes
172 3#)%.4)&)# ).15)29

SCIENCE
around the room and asked, “I wonder Engaging Families

what we will find inside this squash if we
cut it open? What do you predict?” One Science is a bridge across different
of the children said, “We are going to find cultures and languages. The content
many seeds.” Ms. Linda asked, “Why of science is the same in any lan-
do you think so?” and the child replied, guage or culture. Parents and families
“Because it looks like a small pumpkin, so may differ in their cultural perspec-
maybe it is also has the same inside.” Ms. tives related to concepts of science,
Linda told the group, “During choice time, but they all share a fundamental
we are going to explore what is inside knowledge about living and nonliving
some of our squashes. things (e.g., that living things need
food) and natural phenomena (e.g.,
weather). Families can support chil-
The teacher provided children with dren’s learning of science, using their
multiple experiences over several days of home language, and be partners in
observing and investigating characteris- THE EDUCATION OF THEIR CHILDREN 5SE
tics of squashes. Children had opportuni- science learning as an opportunity
ties to explore the outside and inside of to involve families by inviting them
squashes while developing their inquiry to the program and by sending home
skills of observing closely, describing, suggestions for activities that they
predicting and checking, recording, and can do with their children. For exam-
discussing their observations. Explor- ple, by sending home a picture-only
ing squashes also provided the context book about children’s current focus
for building children’s language skills of study (e.g., on the growth of seeds
and expanding their vocabulary as they into flowers, farm animals, or rolling
describe, compare, and predict the differ- objects), family members and children
ent attributes of squashes (e.g., words to can add words to describe the pic-
describe color, size, or texture). Further- tures, and children who are English
more, it also involved the application of learners can make it a dual-language
different mathematical skills, including book, describing pictures in the home
sorting, ordering, measuring, estimat- language and in English. With such
ing, and counting. By providing children experiences, children’s concept devel-
with squashes in different colors, sizes, opment and language abilities flour-
and shapes, the teacher introduced ish and thrive.
children to the concept of variation and
diversity in living things. The zucchini,
for example, looks very different from the
pumpkin, yet both are called “squash.”
This activity provides an opportunity to
challenge children’s thinking about ways
that things are the same and ways that
they are different. Sorting squashes into
groups based on similarities and differ-
ences provides a foundation for future
understanding of scientific classification.
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SCIENCE
Communicate to families their impor- are different ways to connect and

tant role in supporting children’s communicate with families, including
curiosity and the development of bulletin board postings, newsletters,
scientific knowledge. Children have sending home interactive materials
opportunities to engage with science and pictures of what the children are
all around them through the course of working on, and family night events.
their daily lives. They develop intuitive Communicating the objectives of chil-
ideas about the world through infor- dren’s current focus of explorations is
mal interactions with family mem- vital to engaging parents and family
bers, through cultural practices, daily members as partners in supporting
activities, books, and media sources. children’s development of scientific
Help families understand the impor- skills and knowledge.
tance of nurturing children’s expres- Learn about cultural beliefs and prac-
sions of curiosity. It could be as sim- tices. Invite family members to come
ple as being patient and slowing down and talk with the teacher and chil-
when a child stops to pick up an dren about their beliefs and connec-
object that looks interesting or when tions to nature. Cultural differences
she asks questions about objects and reflect differences in people’s basic
events in the environment. orientation for relating to nature.37
Share with family members your Native Americans, for example, have
approach to science and how you a spiritual connection with nature
support children’s development of that goes beyond science and a tra-
inquiry skills. Inform family members dition that honors humans living in
and other caregivers about children’s harmony with nature rather than
current focus of inquiry and the skills being in control of it. Cultural beliefs
children will develop while engaged are transmitted to children by adults
in processes of inquiry. Share with through practices and in their com-
families the question the children are ments regarding nature. Such beliefs
working on; explain your objectives shape children’s perception of the
and why they are important. There natural world.38 There are also cul-
Research Highlight: Family Activities Benefit Children
There is a growing recognition that out-of-school activities, including family social activities, din-
ner table conversations, access to books, and visits to nearby parks, museums, zoos, or libraries
have a cumulative effect on children’s science learning.33 Studies of dinner table conversations,
visits to the zoo, and other everyday activities have uncovered rich conversations on a variety of
scientific topics.34 Families of all backgrounds engage with children in everyday conversations
about a range of topics related to science. Through these kinds of interactions, children engage
in questioning, explaining, and making predictions.35 Evidence indicates that parents’ involve-
ment and their explanations to children during a museum visit or while watching TV (e.g., an
educational children’s program) enhance children’s learning experience and make it more ben-
eficial and productive for children.36
174 3#)%.4)&)# ).15)29

SCIENCE
tural differences in child-rearing prac-

tices.39 In some cultures, children are
encouraged to question and speak up,
while in other cultures they tend to
be silent observers and are expected
to listen rather than question. Know
the families in the program and
respect cultural differences, such as
their connection to nature and the
way children display questioning and
exploring behaviors. This knowledge
will help engage families appropriately
and respectfully.

1. What could you add to your program’s physical environment to
enhance and facilitate children’s experiences of scientific inquiry?
2. How would you incorporate practices of scientific inquiry (e.g.,
observing, predicting, comparing, and measuring) to engage chil-
dren in learning about topics typically in your curriculum (e.g.,
autumn, fruits and vegetables, rocks)?
3. How would you facilitate children’s thinking skills through every-
day observations and interactions?
4. What are different ways you can encourage collaboration among
children to facilitate scientific investigations?
5. What sorts of strategies can you use when engaging in scientific
explorations to develop children’s language and communication
skills?
6. What is a current topic of interest of your group? How can you
help them explore it directly through hands-on observations and
investigations? What questions would you like them to think
about?
3#)%.4)&)# ).15)29 175

SCIENCE
Physical Sciences
Y
oung children’s inquiry in physical science involves the active explo-
ration of nonliving objects and materials and of physical events
in their everyday environment. When children build with blocks;
play with different balls; push or slide objects of different kinds; play with
water, sand, clay, and other objects in the preschool environment; they
explore materials in different ways and begin to form ideas about the
physical properties. They manipulate objects, act on them, and observe
what happens. They may try a certain strategy over and over to see if the
same result happens again. Through such exploratory interactions with
objects and solid and nonsolid materials, children can learn about cause-
and-effect relationships, the physical properties of objects and materials
(e.g., size, shape, rigidity, texture), and about changes and transforma-
tions of objects and materials. For example, when building with various
kinds of blocks, children may learn about the size and shape of
the blocks and about the characteristics of the materials used
to make the blocks (e.g., wood, foam, plastic). They may dis-
cover that the big card-
board blocks should be
used at the bottom of a
tower and the small unit
blocks on top in order
to create a strong and
stable tower. When
playing at the water
table, they experience
how water flows down
and takes the shape of
the container.
176
SCIENCE
With teachers’ guidance, children’s ence concepts being investigated: “What

everyday play can become rich, hands-on can you do to make the bridge higher?”
inquiry experiences of the key concepts “How can we make mud?” “Why did the
in physical sciences. Teachers can pro- ball roll down in this direction?” Interac-
vide children with materials to broaden tions of this kind provide children with
their investigation. They encourage chil- opportunities to extend their experimen-
dren to try out their ideas, even if the tations with objects, to notice patterns
teacher knows the child’s strategy will of cause-and-effect, to reason and think
not create the desired result. Teachers more deeply about the phenomena they
challenge children’s thinking by asking observe, and to use language to describe,
questions that focus attention on key sci- explain, and reflect on their work.
Key Concepts in Physical Sciences
In exploring objects and materials, children develop understanding of key concepts about the
physical world.
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PHYSICAL SCIENCES 177

SCIENCE
The following section provides practical strategies to engage children in rich, playful
explorations of the physical world.
1.0 Properties and Characteristics

of Nonliving Objects and Materials
C hildren’s natural interest to examine

objects and act on them leads them
to discover with their senses the physical
characteristics of objects and materials
(Substrand 1.0) from aspects related to
changes in objects and materials (Sub-
properties of objects such as size, shape, strand 2.0). But in reality these aspects of
weight, texture, sound, flexibility, and physical sciences are interrelated. While
rigidity. The teacher has a significant role acting on objects and experimenting
in providing children with opportunities with different materials, children notice
to notice and explore the inherent prop- changes in the shape, size, form, or sub-
erties of solid materials they encounter stance. Physical properties of objects
daily such as wood, metal, rubber, foam, and materials have a direct effect on how
or clay, water, and other liquids. Teach- objects move, what they sound like when
ers encourage children to observe objects tapped, and how materials change and
closely, and in some cases, to use simple behave when squished, wet, heated, or
observation and measurement tools such mixed together. Children learn about the
as magnifiers and measuring devices to physical properties of objects and materi-
extend their observations of objects and als while manipulating objects and inves-
materials. The teacher invites children tigating how they move and change. The
to sort, classify, and reflect on the simi- following strategies, as well as the ones in
larities and differences of objects and the next section (Substrand 2.0, Changes
materials; to describe the characteristics in Nonliving Objects and Materials), will
of objects and materials in greater detail; broaden and deepen children’s aware-
and to think about their function. ness and understanding of properties and
The preschool foundations in science characteristics of objects and materials.
separate aspects related to properties and
VIGNETTE Jin is busy building in the block area. He places two flat rectangle
blocks one on top of the other. On the top block, he puts two cylinders
and spreads them apart. He then looks for another rectangle block.
He notices that the rectangle block he picked is not big enough to
cover both cylinders. Instead, he grabs a bigger, flat rectangle block
and places it gently on top of the two cylinders, trying to balance
the structure, moving the rectangle block more to the right. Then, on
top of it, he stacks smaller rectangle blocks vertically, one on top of
the other, until the structure begins to lose balance. He takes away
the last rectangle block that he added on top and tries to balance it
again. He gently adds to the top small foam blocks, one on top of the
other, and a small triangle block at the very top. As he sits back and
178 PHYSICAL SCIENCES

SCIENCE
observes his tower, the

teacher tells him, “Jin,
you built a really tall
building. Tell me about
your building. How did
you build it? What kind
of blocks did you use?”
Jin points to the rect-
angle blocks, saying the
shape name in English.
The teacher expands
Jin’s description of the
different parts of the
tower, “Yes, you chose
rectangles made of wood and rectangles made of foam.” Then she
adds, “I also noticed that you were trying to make it strong. You put
heavy, wood blocks at the bottom and the small foam blocks at the
top.” She points to a large foam block on the floor and asks, “What
do you think would happen if we put this block at the bottom?”
TEACHABLE The teacher is observing Jin’s actions very closely, and

MOMENT acknowledges his play with a smile, but does not interfere
while he is engaged in building the tower. She notices that
he is trying to choose blocks that are likely to balance and
is keeping the tower from falling down. Jin demonstrates an
understanding of balance and stability and of characteristics
of different materials.40 When it is clear that Jin is done
building the tower, she invites him to share and reflect on
his experience by asking guiding questions. Jin is learning
English. He does not yet have the confidence to talk in a big
group, and his vocabulary is very limited. This type of one-
on-one interaction with the teacher provides him with an
opportunity to express himself, and to build his vocabulary,
particularly words to describe shapes, different materials,
and the position of objects (e.g., bottom, top, above, below).
It also sends the message that the teacher values and is
interested in what he is doing. Taking the time for one-on-
one interactions is also helpful for children who may not
communicate easily in the group because of temperament
differences, use of sign language, cognitive delays, and the
like.
0(93)#!, 3#)%.#%3 02/0%2 4)%3 !.$ #(!2!#4%2)34)#3 /& ./.,)6).' /"*%#43 !.$ -!4%2)!,3 \ 179
SCIENCE
may begin to make predictions and draw

Interactions and Strategies conclusions related to the properties of
the balls.41
The following interactions and strate- In some cases, the teacher needs to add
gies promote children’s understanding of certain tools and materials to facilitate
the properties and characteristics of non- children’s explorations of certain materi-
living objects and materials. als. For example, to help children explore
Provide children with opportunities how water flows, the teacher may need to
to explore a variety of objects and be sure the water table has containers,
materials in the daily environment. tubes, basters, funnels, and droppers.
Children learn about the properties and Similarly, to investigate the properties of
characteristics of objects through direct sand, children will need containers of dif-
hands-on manipulation of real things. ferent sizes, funnels, plastic bottles, mag-
They need lots of experiences with a vari- nifiers, and access to water. Initial dem-
ety of objects made of different materi- onstration or suggestion of possible uses
als and with different substances and of materials is helpful to foster explora-
liquids. Children with physical disabili- tion, particularly for some children with
ties may need special accommodations special needs. The teacher may call atten-
to manipulate or experience materials. tion to the new materials by noting, for
Guidance for adaptations can come from example, “Today we added funnels to the
the family members or specialist work- water table. How might we use funnels
ing with the child. Children can explore when we explore how water moves?”
the properties and characteristics of a Prepare yourself and be purposeful
variety of materials in different areas of about the scientific concepts children
the preschool environment. A collection will investigate while engaged with
of fabrics and household objects made objects and materials. Ask yourself,
of different materials (e.g., wood, metal, “What scientific concept(s) will children
plastic) in the dramatic play area and explore while engaged in this activity or
different kinds of papers (e.g., construc- project?” Have a clear set of goals for chil-
tion, tissue, wax paper) in the art area dren’s exploration projects (see page 177
enrich children’s experiences. During for key concepts in physical sciences).
lunchtime or a cooking activity, young
children can be encouraged to describe
how various liquids such as water, milk,
juice, or oil and various kinds of food dif-
fer in taste, smell, texture, and so on. By
having wood, plastic, cardboard, foam,
and plastic blocks at the block corner,
children experience similarities and dif-
ferences in how materials behave, and
how the material affects the strength and
stability of their constructions. Similarly,
by playing with a variety of balls (e.g.,
tennis, soccer, rubber), children experi-
ence how some balls bounce higher or go
farther, and with teacher’s guidance, they
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When teachers have a basic understand- children have with the same objects and
ing of the scientific phenomena embed- materials, the more likely they are to
ded in children’s activities, they are more become aware and reason about their
likely to be thoughtful and selective about properties, and be creative in their exper-
the materials they provide children and imentation with objects. A project explor-
to guide children toward exploring and ing water or building structures can last
thinking about concepts of physical sci- for weeks and even months.42 Long-term
ence. To have clear goals for children’s projects allow children a deep exploration
scientific explorations, the teacher needs of the phenomena they investigate and
to prepare herself and acquire back- result in effective and powerful learning.
ground knowledge about the topic. For This may necessitate designating some
example, in preparation for a project that space to store projects between explora-
involves explorations of different materi- tions.
als, teachers may need to read and think
Experiment with materials and objects
about the different materials in the chil-
before offering them to children. It is
dren’s environment (e.g., wood, metal,
important that the teachers themselves
plastic, water, juice, paper, glass, fabrics)
experiment with the materials and objects
and how they react in different ways. The
children will investigate prior to offering
teacher may want to gain basic knowl-
them to children. By experimenting with
edge about the three different forms that
objects directly, teachers can learn first-
materials can take (solids, liquids, and
hand about the characteristics and how
gases), and about how materials change.
the objects behave. For example, prior to
Some changes in materials such as freez-
introducing children to a variety of mate-
ing and melting of water, are reversible
rials to explore sound, teachers need to
(physical changes), and others are irre-
experiment with actions and materials
versible, as in cooking (chemical change).
to produce different sounds and engage
The teacher does not need to become
in some of the science experiences and
an expert on these topics and should
concepts children are likely to encounter
not introduce theoretical information to
in their explorations. Similarly, before
young children, but rather have a basic
teachers introduce children to a variety
understanding of the scientific phenom-
of building materials and tools, they need
ena children investigate in order to sup-
to work with the tools and learn about
port and challenge children through their
the form and function of each tool. It will
explorations. Please refer to the “Teacher
prepare teachers in guiding children’s
Resources” section for more informational
investigations and will help them antici-
sources.
pate children’s questions, challenges,
Engage children in projects that allow and interesting ideas for investigation.43
them to explore, experiment, and Beyond this, teachers themselves can
invent with objects and materials for experience the pleasure of working with
an extended period of time. Children materials and experimenting. Through
need extended opportunities to explore this preparation, the teacher can also
and investigate concepts of physical sci- be more aware of any safety issues, par-
ence. They need time to experience and ticularly if there are children with special
revisit a variety of activities with the needs who may use materials in different
materials to deepen their understand- ways (e.g., may still explore objects with
ing of a concept. The more experiences their mouths).
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Invite children to observe and describe use tools such as a magnifier, a ruler,
the characteristics and physical or a scale to observe and study it more
properties of the objects and materi- closely. Talk with children and ask ques-
als they investigate. Objects may be tions to guide their observations: “What
hard, soft, rough, smooth, heavy, light, do you notice about this maraca?” “What
springy, firm, shiny, dull, and so on. Cre- does it sound like when you shake it?”
ate opportunities for children to observe, “What does this wagon look like?” “How is
describe, and document their observa- it different?” “What does this blanket feel
tions of objects. Encourage them to touch like?” For more information about strate-
or hold the object, when possible, and gies to support observation skills, see the
to note specific details about the inside Scientific Inquiry strand, pages 156–157.
and outside of the object. Children may
VIGNETTE It is Emma’s turn today to bring an object from home, hidden in a

brown bag, and share three clues about it during group time. The rest
of the children try to identify what is inside the bag without looking
inside. Emma shares with the group: “It is red, it is rectangle, and
has holes on one side.” The children make guesses: “Is it a piece
from a game? “Is it a car?” “Is it a box?” Emma shook her head “no.”
The teacher makes a suggestion: “Let’s ask Emma some questions
about her object. Emma, can you please feel the object with your
hand and tell us whether it is hard or soft?” Emma touches the bag
and answers, “It is hard.” Jamie asks “Is it heavy?” and Emma
says, “No, it is not heavy.” Jamie asks if he can hold the bag and
Emma lets him hold it and feel its weight. Julia asks, “Is it something
you can eat?” Emma says, “You cannot eat it. You can only play it
with your mouth, and it makes music.” The teacher clarifies, “So it is
a musical instrument?” Emma says, “Yes.” Ron asks, “Is it a flute?
Emma says, “No.” The teacher asks the children, “What other instru-
ments do we play with our mouth?” Then she asks Emma, “Can you
turn around and play it with your mouth? We’ll listen to the sounds it
makes and try to guess what instrument it is.”
TEACHABLE This routine activity encourages children to notice specific

MOMENT characteristics and properties of objects and use words
to describe them. Because the teacher has given families
some guidance in helping their children choose the hidden
object and develop good clues, Emma not only brought an
appropriate kind of object but also provided useful clues. The
teacher facilitated the conversation, helping children to ask
questions about characteristics of the objects (e.g., “Is it hard,
heavy, or edible?”). This type of activity not only encourages
children to think about the characteristics of objects and
materials, but also provides a natural opportunity to expand
SCIENCE
children’s vocabulary and develop their communication

skills. See the California Preschool Curriculum Framework,
Volume 1, chapter 4, “Language and Literacy,” and chapter
5, “English-Language Development” for strategies to support
children’s vocabulary growth and their ability to use language
to communicate their ideas.
materials are rigid and which are soft?”).

Interactions and Strategies Children can also classify or categorize
objects that belong together because they
Plan opportunities for children to sort have a similar function (e.g., kitchen
and classify objects and materials and tools, types of clocks). They may observe
reflect on similarities and differences. objects that belong to the same category
Classification of objects into groups (e.g., bicycle, car, motorcycle, wagon),
requires children to pay close attention and discuss in what ways they are simi-
to properties of objects and to identify lar or different: “What is similar about
similarities and differences among objects these objects?” “What is different?” “What
and materials. Children may classify materials are they made of?” Classifica-
objects and materials with similar physi- tion of common objects and reflection on
cal properties, such as the properties their similarities and differences increase
they can see, feel, or hear. For example, children’s understanding of the charac-
explore different materials such as feath- teristics of objects and provide a founda-
ers, wood chips, rocks, foam pieces, and tion for more abstract ideas of physics.
sort them by different criteria (“Which
VIGNETTE Ms. Yen introduced children to a variety of solid materials, including

feathers, wood chips, pennies, foam pieces, marbles, and eggshells.
After the materials were introduced, she left them for children’s free
exploration in the discovery center. The center also included tools such
as magnifiers, trays, cups, and a balance scale to expand their obser-
vations of the materials, and the children were familiar with how to
use them. Children enjoyed exploring these materials, especially find-
ing out how they are similar or different from each other. One ques-
tion they investigated was, “Which materials are rigid and which are
soft?” Children tried pressing, poking, twisting, tearing, and breaking
the different materials and shared their conclusions with their class-
mates as they worked: “The pennies are hard.” “The feathers are
very soft. You can bend them, and they do not break.” “The eggshell
breaks when you press on it, and these (points to foam pieces) are
soft, and you can break them like this (the child demonstrates how
they break easily).” “The wood chips are very hard, too.” With the
teacher’s assistance, some children recorded their findings on the
chart, by gluing a sample of each material under “Rigid” or “Soft.”
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PLANNING To broaden children’s experiences with materials, Ms. Yen

LEARNING decided to invite children to explore various materials that
OPPORTUNITIES are different in texture, weight, rigidity, color, and shape.
Exploring how various materials are similar or different
in properties (e.g., rigidity) is an interesting and engaging
experience for children. They learn about properties of
materials through a process of active inquiry. The teacher
encouraged children to observe objects closely, identify
similarities and differences among materials, sort and
classify, make predictions, check evidence, and record their
findings.
Provide children with opportunities planes, levers, or wheeled objects pro-

to build and experiment with simple vide children with concrete experiences
machines. Simple machines refer to six of the principles related to forces and the
mechanical devices that make it easier motion of objects.
to move or lift something: levers, a wheel
Provide children with opportunities to
on an axle, a pulley, an inclined plane, a
investigate the form and function of
wedge, and a screw. Simple machines are
different tools and machines. Children
the elementary building blocks of many
encounter different tools in their daily
complicated machines that are used
environment. Garden tools, kitchen tools
daily. For example, a wheel on axle is
or building tools differ in shape, size,
used in cars, bicycles, ferry wheels, door
knobs, clocks, steering wheels, even in a
toilet paper holder. Encourage children
to find examples of wheels on axles and
other simple machines in the preschool
and in their home environment.
Children can build their own simple
machines using blocks and other mate-
rials. For example, they can build an
inclined plane (a ramp) with a board or a
long block and use it to run cars or other
rolling objects down the ramp. Teachers
can also help children set up a lever in
the block area. Children may experiment
with lifting loads of different weights,
such as a pillow, a book, or a block. Chil-
dren will discover when more effort is
needed to push down the opposite side of
the lever to lift the load. Experiences of
building and experimenting with inclined
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the materials they are made of, and the This discussion may lead to an investiga-
function they serve. Encourage children tion about whether different tools could
to observe tools and machines closely; still serve the same function if made of
describe what they look like, inside and different materials. Children should have
outside; and the function of specific parts opportunities to operate and use tools
(e.g., “This one is sharp because it was and machines. They will learn best about
designed for cutting.” “This was created their function through use and opera-
with wheels so that we can move it eas- tion, whenever possible. Children with
ily from one place to another”). Talk with motor impairments, visual impairments,
children about the physical characteris- or other disabilities may need assistance
tics of different tools, what they are used from adults or peers while operating
for, and what materials they are made of. tools.
Research Highlight: Understanding Cause-and-Effect
Understanding cause-and-effect relationships is fundamental to children’s understanding of the

world. Based on their understanding of cause-and-effect, children are able to make appropriate
predictions, provide causal explanations, and draw inferences. Evidence suggests that three- to
five-year old children can think about cause-and-effect in a wide range of contexts, including
how physical objects cause movement,44 the causes of growth,45 and how emotions, desires, and
beliefs cause human actions.46 By the age of four, children demonstrate knowledge about the
causal relationships between object properties and object motion.47 They assume that a physical
event has a cause and search for it. They believe that causes must precede effects and can rea-
son about the kind of mechanism that can or cannot produce certain effects.48
Young children are sensitive to evidence of cause-and-effect relationships in the course of free
play. When playing with a toy, they figure out which parts activate the toy, for example, make
the toy light up and play music, based on patterns of evidence.49 When evidence is not consis-
tent (e.g., a lever that sometimes does and sometimes does not cause an effect), young children
are motivated to continue exploring the toy, preferring to play with it over other novel toys, until
they figure out how the toy works.50
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2.0 Changes in Nonliving Objects and Materials
Changes in Objects and Materials tricycles; swinging; pulling a wagon; or

pushing cars) are experiences in which
While interacting with objects and
children produce movement by their own
materials—building, cutting, combin-
actions, and increase their understand-
ing, squishing, or mixing—young chil-
ing of the movement of objects. Through
dren make them change. Some changes
interactions with objects, children learn
involve the rearrangement of existing
about cause-and-effect relationships in
parts and structures to produce a new
the movement of objects. They under-
structure, such as in building with
stand that inanimate objects cannot
blocks, pipe cleaners, or play dough.
move themselves and need to be moved in
Other kinds of changes involve combin-
order to change their position and loca-
ing, mixing and heating materials, creat-
tion. They experience the force of gravity
ing mixtures or solutions, and may result
and notice that some objects move by fall-
in changes of the structure of materials
ing or sliding on an inclined surface. By
in some way. Young children can reason
moving things in different ways, children
about changes and transformations of
also discover that the movement of an
objects and materials. From a very young
object depends on various factors such
age, most children understand the cause-
as the force that produced the movement
and-effect relationship in everyday phys-
(e.g., through pulling, pushing, throw-
ics, and that certain actions produce
ing, or rolling), the physical properties of
certain outcomes. They also have an
the object such as size, mass, shape, the
intuitive understanding about some
properties of materials. Through various
exploratory interactions with objects and
materials, children experience different
kinds of changes. Physical changes in
materials, as in creating with play dough,
building with blocks, or melting ice, are
usually reversible changes (i.e., materi-
als can be transformed back to their
original state). In chemical changes, as in
cooking, or other activities of mixing and
combining different materials, changes
are irreversible. Children cannot bring
objects or materials back to their origi-
nal state. As children combine, mix, and
attach different objects and materials
together, they begin to develop an under-
standing of how things change and react
with one another.
Movement of Objects
Everyday play activities (such as roll-
ing, dropping, or throwing balls; riding

SCIENCE
materials of which the object is made of, movement of objects and changes in their
and the friction created by the surface on position. Kamii and Devries proposed
which the object is moving. A stimulating four criteria for good activities: (a) the
preschool environment provides children child must be able to produce the phe-
with opportunities to experiment with nomena by his or her action; (b) the child
objects and make them move; to describe must be able to vary his or her action; (c)
the direction, speed, and way they move; the reaction of the object must be observ-
and to investigate and reason about the able; (d) the reaction of the object must
different factors that affect the movement be immediate.51 These four criteria were
of objects. used as guidelines in developing the fol-
Inquiry in physical science must lowing strategies to broaden and deepen
involve hands-on direct explorations with children’s experimentations with objects
objects and materials, whether about and materials and their understanding of
changes in objects and materials, or the cause-and-effect.
VIGNETTE While outdoors, Ms. Rosalinda notices that Darren is rolling the ball
down the slide over and over. He is letting go of the ball at the very
top of the slide and watching it roll down. Jasmine is sitting on the
ground about three feet from the bottom of the slide, facing the slide,
and watching the ball roll down. “Roll it all the way to me,” she tells
Darren. He goes up the slide, and this time, instead of just letting go
of the ball, he pushes the ball slightly when rolling it down the slide.
They observe the ball rolling down all the way to Jasmine. Jasmine
and Darren get really excited, exclaiming “Let’s do it again!” Now
Jasmine takes the ball up the slide, pushes it down even harder at
the top of the slide, and watches it roll down all the way to the tree.
“You made the ball roll all the way to here,” Ms. Rosalind remarked.
“How did you do that?” Jasmine says, “You have to push it hard,
and then it goes all the way to here.” Ms. Rosalinda brought a small
ball and asked, “What do you think will happen if we used this ball
instead, and just let go of it at the top of the slide? How far do you
think it will go?”
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TEACHABLE When children push, roll, kick, throw, and bounce balls, they
MOMENT have opportunities to explore phenomena in physical science.
At first, Darren is watching the ball roll down due to the force
of gravity, but it stops before it reaches Jasmine. Darren and
Jasmine discover that to make the ball roll down farther, they
need to push it, to apply force to the ball. Ms. Rosalinda asks
them questions to raise their awareness of how they made
the ball roll farther. She also encourages them to try using
a different type of ball and find out whether they would get
the same result. This could evolve into a series of experiences
in which children roll balls of different sizes and different
materials down the slide. Children who have had experience
playing with balls can predict and test which balls roll fast
or slow and how far different balls would go. For additional
support in extending this activity, see Ramps & Pathways:
A Constructivist Approach to Physics with Young Children by
2HETA $E6RIES AND #HRISTINA 3ALES
VIGNETTE During the last cooking activity Ms. Moreno noticed that the children
were fascinated when they mixed the flour with water. The children’s
reactions gave Ms. Moreno an idea for extending the group’s explora-
tions with dry materials and engaging them in exploring mixtures.
In small-group time, Ms. Moreno introduced the children to different
dry materials, such as salt, flour, cornstarch, and sugar, and invited
them to explore them. She then suggested that they mix some of these
materials with water. The teacher asked the children questions to
invite them to make predictions: “What do you think will happen if
we add salt to water . . .” As the children watched the salt crystals
disappear, they discovered that when salt is mixed with water, it can-
not be seen anymore. The teacher immediately asked questions that
encouraged the children to check their predictions. Ms. Moreno asked
the children, “What happened when you stirred the salt in water?”
Children came up with
different answers:
“It disappears.” “It is
inside the water, but
you cannot see it any-
more.” Ms. Moreno
invited the children to
taste plain water and
the water stirred with
salt, and tell the differ-
ence. When the children
communicated that they
tasted the salt and that
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it was still in the water, the teacher introduced the word dissolve to
the children and explained that the salt dissolved in water to make
salt water. The children tried out different materials and discovered
that some dissolve in water and others, such as flour or sand, do not.
The next day, the children tried mixing other materials such as glue,
lemonade powder, tea leaves, and play dough to find out what hap-
pens to each of these materials when mixed with water.
PLANNING Cooking activities provide children with opportunities to

LEARNING explore a variety of dry and wet ingredients and to discover
OPPORTUNITIES how materials change when mixed together. The teacher
built on children’s last cooking experience and extended
their explorations of dry and wet materials. She invited the
children to explore how different solid materials react when
mixed with water. Ms. Moreno facilitated the children’s
inquiry process by providing a variety of materials, some that
dissolve in water and some that do not, and by encouraging
children to predict and check what happens to different
materials. She introduced children to new words such as
mixture and dissolve to describe the scientific phenomena
they explored. Children can also investigate how different
materials (e.g., sponge, cotton balls, paper, wax paper) differ
in the capacity to absorb water.
responses. The magical transformation is

Interactions and Strategies the whole point of the activity. Further-
more, in activities of “magical” science,
Avoid presenting children with activi- children usually are only observers and
ties of “magical” science. Often, com- are not given the opportunity to explore
mercial science activities for young the properties of the materials used or to
children involve combining materials to understand what typically happens when
produce an unusual, radical reaction that different materials are mixed together.
is exciting and fascinating for young chil- Select activities or projects in which
dren. For example, chemical “snow,” com- children can vary their actions on
bining baking soda and vinegar to create objects and observe the immediate
an exploding “volcano,” or other chemical reactions to their actions. Children’s
reactions involving foam, bubbles, and ability to observe the effects of their
magical potions. Such “mad science” actions on objects is maximized if they
activities may be fascinating for children, are able to manipulate objects directly
but they do not help children to under- and produce the reaction by their own
stand the connection between what they actions. They must not be passive and
do and the reaction of materials and how simply observe an adult performing the
different actions can produce different activity. In order for them to see the con-
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nection between their actions and the between what they do and the outcome
effect, the reaction must be observable they obtain.
and immediate. A delayed reaction makes
Invite children to set up an experi-
it difficult for the child to make a con-
ment and collect and analyze data.
nection between their actions and the
Older children in the group can also
reactions of the objects. Furthermore,
participate in focused experiments and
the activity must provide children with
collect and analyze data. For example,
ways that their actions can be varied; for
they may investigate the characteristics
example, when mixing clay with water,
of the ramps they build and explore how
adding different amounts of water, and
the height of the ramp and its steepness
observing the effect on clay. When rolling
affect how far the ball would roll. They
a ball down a ramp, vary the height of the
may vary the height of the ramp and
ramp or the type of ball, and observe how
measure the distance from the ramp to
far the ball will go. This kind of variation
the point where the ball stopped, using a
makes experimentation possible. Other-
yardstick or unit blocks, with the assis-
wise, children reproduce only the same
tance of an adult. The teacher can also
action over and over and cannot explore
help children use a chart to record their
the effect of their own actions on the out-
data and think about the evidence. Col-
come.52 Some children tend to engage in
lecting data and analyzing evidence help
more repetitive actions and will need to
children reach conclusions such as “a
be encouraged to explore variations.
really steep ramp matters.”54
Use cooking activities as opportuni-
Focus children’s attention on the
ties to reason about transformations
effect of one aspect (variable) at a
in materials. Cooking activities invite
time. In order to help children reason
experimentation and provide opportuni-
about the relation between their action
ties to integrate math, science, literacy,
and the outcome, teachers may need to
and social studies in meaningful ways.53
help children vary only one aspect (vari-
Cooking is also an opportunity to explore
able), and leave the other constant. For
recipes, ingredients, and utensils used
example, while exploring the relation-
by children’s families. Cooking not only
ship between the steepness of a ramp
increases children’s knowledge of food
and how far the ball would go, children
and nutrition, it can also stimulate chil-
need to vary the height of the ramp, and
dren’s scientific reasoning and illustrate
other variables such as the surface of
concepts of chemistry and physics. For
the ramp or the kind of ball rolling down
example, through cooking activities chil-
should not vary. Another example is
dren learn that heat changes things. It
when children experiment with different
makes some things harder (e.g., eggs)
materials (e.g., beads, pebbles, sand) to
and other things softer (e.g., potatoes).
find out which materials inside a maraca
They distinguish between dry ingre-
make a softer sound and which make a
dients and wet ingredients. They also
louder sound. The teacher may need to
experience what happens when liquid is
make sure that other variables, such as
added to a dry mixture and how materi-
the external material of the maracaa or
als change when chopped, ground, or
the amount of beads or pebbles inside, is
blended together. Allow children to try
about the same. This helps children attri-
out their ideas and variations in recipes.
bute differences in the sounds only to the
Children begin to see the relationship
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content of the maraca, and not to other child collaborative discussions encourage
variables.55 children to put their thoughts into words,
challenge children’s thinking, and facili-
Lead children to make predictions
tate their understanding of scientific phe-
about what they expect to happen.
nomena.
In physical sciences, children can have
many opportunities to try things over As children reflect, describe and explain,
and over and see what happens. Because they also learn to use a variety of new
the reactions are immediate and observ- words. For example, in experimenting
able, children can first predict what they with moving objects, children learn to
expect to happen, try out their ideas describe their actions (e.g., pulling, push-
and immediately return to the evidence ing, throwing), and the direction, speed,
and check their prediction; for example, and different ways that things move (e.g.,
whether an object will sink or float in rolling, sliding, flying). This is especially
water, where a car will stop after roll- relevant for children who are English
ing down a ramp, or what is the result learners and get the opportunity to learn
after they mix the lemonade powder with a variety of new words in meaningful,
water. Encourage children to make pre- authentic learning experiences.
dictions by asking them questions: “What
Encourage children to record and
do you think will happen if we mix the
document investigations with objects
flour with water?” “What do you predict
and materials. Children’s documentation
will happen to this block when we drop
and representation of their work is part
it in the water?” “What will happen if
of children’s inquiry in physical sciences.
you let the ball drop in this direction?”
Children may draw a representation or
They may not be accurate, but they can
make a model of their constructions with
make a reasonable guess based on their
objects, such as their tower or ramp
previous experiences and knowledge
built with blocks. They may also draw
of objects. For more information about
a representation of what materials look
strategies to support the skills of pre-
like before and after being mixed or com-
dicting and checking, see the Scientific
bined together, what they predict would
Inquiry strand, pages 163–164.
happen, and what actually happened.
Ask questions to raise children’s The teacher may also use a camera or
awareness of how they produced an video to capture elements of movement
effect. Offer opportunities for children to and actions involved in physical science
reflect and become conscious about how events; for example, how the ball is roll-
their actions produced a reaction in an ing down a structure, or the different
object or material: “How did you make steps involved in preparing play dough.
the ball roll down faster?” “Can you do Experiments with objects and materi-
that again?” “What did you do to make als also provide opportunities to record
your tower stronger?” “How did you get data on charts and graphs. For example,
the water in the tube?” “Which ball do record on a chart which materials sink
you think will slide farthest when we let in water and which ones float or how far
go of it at the top of the slide?” Encourage each ball rolled. For more information
children to describe what they have seen about strategies to support processes of
and done and to give reasons and expla- recording and documenting, see the Sci-
nations for their ideas. Such teacher– entific Inquiry strand, pages 167–169.
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VIGNETTE The children were playing at the water table and taking turns toss-
ing an object into the water, to find out which objects sink and which
objects float. Ms. Schultz held a plastic cup, and asked, “What do
you predict will happen to this cup when you put it in the water? Will
it sink or float?” David said, “It will float like the other cup,” refer-
ring to the Styrofoam cup they tested earlier. Dana said, “It will sink
because it is more hard than the white cup.” Gaby said, “Maybe if
we put it in like this (facing up), it will not sink.” Ms. Schultz asked,
“Why do you think so?” Gaby said, “Because the water will not go
inside.” She put the cup in the water, facing up, and the children
observed the cup floating. “You see! It is floating.” David said, “Now,
let’s put it in like this (facing down).” Ms. Shultz said, “That’s a great
idea. Let’s put the cup in the water facing down and see what hap-
pens. What is your prediction? Will the cup sink or float?”
The children predicted that the plastic cup will float again. Ms. Shultz
asked, “Why do you think it will float?” David answered, “Because
it was floating before.” She put the cup in the water, facing down,
and everyone, including Ms. Schultz, was surprised when they saw
the cup sinking in the water. The children were fascinated with what
they discovered. They kept putting the cup in the water, one time fac-
ing up and one time facing down, watching it turn from a “floater” to
a “sinker.”
PLANNING Ms. Schultz decided to use one of the children’s favorite

LEARNING activities—playing at the water table—to focus their thinking
OPPORTUNITIES on sinking and floating of different objects. Preschool
children are not ready to understand the concept of density.
In fact, they tend to think that heavy objects sink and light
objects float. By providing children with a variety of objects
(i.e., light and heavy), made of different materials, the teacher
can challenge and refine their theories about why some
objects sink and why some objects float. In this example,
the same object turned from floater to sinker, depending on
whether the space within the cup was filled with air or water.
Ms. Schultz encouraged children to make predictions, explain
their reasoning, test their ideas, and record their results. In
fact, together with the children in her group, she discovered a
result she did not expect.
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Rolling Objects in the room, such as an orange, a paint-

brush, and a spoon. During group time,
Nicholas and Andrea demonstrated how Ms. Rosalinda invited children to share
the ramp ride they constructed works, “We their experiences at the ramp. She asked
put the ball all the way up, and now look them why they think some objects roll and
how it rolls all the way down.” They let others do not.
the ball go down at the very top of their
After giving opportunities over several
ramp and watched it roll down into one
days to explore characteristics of rolling
cylinder and straight down into another
objects, Ms. Rosalinda wanted children to
long open tube until it stopped.
focus on how they can control and change
Ms. Rosalinda decided to build on the chil- the movement of rolling objects. She pro-
dren’s interest in motion of objects and to vided children with different materials,
offer indoor and outdoor opportunities to such as cardboard rolls, cardboard tubes
explore ways to make objects move. She split in half, blocks, boxes, and wood sur-
engaged children in thinking about which faces, and invited children to construct “a
objects would be good at rolling downhill. long roadway for the ball.”
She set up a short ramp using a piece of
wood and a large wooden block. During
large-group time, she presented children Building on children’s interest, the
with a collection of objects (some that can teacher provided them with related expe-
roll and some that cannot) and asked, riences to explore and think about the
“Which objects do you think will be good form and function of rolling objects. She
at rolling downhill?” Ari, for example, pre- intentionally collected rolling and nonroll-
dicted that the car and the truck would ing objects in advance of the large-group
roll down because they had wheels. Jared time. She first engaged children in explor-
predicted that the can and the water bottle ing and describing the characteristics of
would roll too because they are round. rolling objects. The children observed the
More and more children made predictions objects, made predictions, checked their
and shared their explanations, and Ms. predictions by rolling the objects down
Rosalinda wrote them on a chart. The box the ramp, and recorded the results in dif-
with the objects was available next to ferent ways. Children also had an oppor-
the ramp during free-play time, and chil- tunity to reflect and share their discov-
dren tried rolling different objects down eries with rolling and nonrolling objects
the ramp. Ms. Rosalinda observed them during group time. To facilitate children’s
closely while they explored the objects. ideas about the characteristics of roll-
She would ask, “Why do you think the ing objects, she later invited them to sort
block is not rolling down the same way and classify rolling objects and to count
as the ball?” or “Why do you think the the number of objects in each category
rock is rolling down in a funny way?” The (e.g., round objects, wheeled objects). The
children put the rolling objects in a box teacher next focused children’s attention
that said “Rollers,” and the other objects on the movement of objects downhill and
in a box that said “Not Rollers.” Children the different ways to control the speed
got excited and tried rolling other objects and direction of the rolling object. She

SCIENCE
provided children with different materi- family night, for example, the teacher
als and invited them to plan, design, and may provide parents and family mem-
construct a track for a ball to roll down. bers with opportunities to engage in
This project not only facilitated children’s physical sciences through hands-on
understanding of properties and char- manipulations of objects and materi-
acteristics of objects, and the physical als similar to those of the children’s
science of the motion of objects downhill, experiences. Sending home children’s
but also fostered children’s math skills, work or items related to children’s
language skills, creativity, and ability to experiences of inquiry is a power-
work cooperatively. ful way to connect with families and
to encourage family conversations
Engaging Families about children’s projects in preschool.
Once parents and family members
Learn about children’s prior experi- are informed and aware of children’s
ences, preferences, and particular science activities in preschool, they
interests with objects and materials. can become more involved and sup-
Some children may have had many portive. They can refer children to
opportunities to play and experiment examples in their everyday life that
with different materials (e.g., blocks, illustrate the phenomena they learned
sand). Other children may come from about in the program. They can help
cultures where they are discour- children collect objects in the home
aged from getting dirty or playing environment related to children’s cur-
with messy materials. Teachers may rent focus in preschool (e.g., rolling
need to explain to family members objects; a musical instrument, or a
the importance of active hands-on tool) to share with other children in
explorations of objects and materials their group.
in physical sciences. Some children Involve family members as volunteers
may have specific interests and are and rich resources in the preschool
intrigued by particular objects or environment. Family members can
materials such as cars, blocks, water, also come to the preschool to share
or sand, while others may avoid their expertise in a particular area of
interacting with particular objects or study. They can make presentations
materials. Talk with family members to the children, set up exhibits, or
to learn about their approach and engage children in different activities.
children’s prior experiences and inter- For example, as part of the children’s
ests. Such information is vital in con- experience of building structures
necting with families and in support- with different materials, the teacher
ing children’s explorations in physical can invite a family member who is a
sciences. builder, architect, engineer, or car-
Inform families about children’s penter to come talk with the children.
explorations and experimentations The visiting parent can tell children
with objects and materials. Share what they do and share designs,
with parents and family members tools, books and stories related to
your goals, what children are focusing their work. Children benefit from see-
on, and why it is important. During ing their parents and family members

SCIENCE
in the preschool setting, and it ben- machine; cooking), and home-based

efits the teacher, who may not be an activities in which children explore
expert in all areas. different materials. Baking a cake,
taking apart an old machine, and dis-
Provide families with enrichment and
covering what materials the buildings
follow-up activities they can do with
in the community are made of provide
children at home. There are many
opportunities to engage children in
opportunities to involve children in
physical sciences.56 Provide families
science inquiries at home, including
with suggested activities, questions
observations and discussions dur-
to investigate with their children, and
ing daily routines about phenom-
key vocabulary associated with these
ena related to physical science (e.g.,
experiences.
freezing, melting, rolling; operating a

1. How can different interest areas in the preschool environment (e.g., the
block area, the water table, the sensory table, and the playground) be
used to enhance children’s explorations of objects and materials?
2. Think about your physical environment. What would you add or take
away to enhance children’s explorations of properties and characteris-
tics of particular objects or materials?
3. Think about one of your group’s previous projects or activities with
objects and materials:
- What was the purpose? What did you want them to notice and discover
while interacting with these materials?
- How engaged were the children with the activity? What makes you
think so?
- Did the children produce an effect or a change in objects or materials?
Was the effect immediately observable? Were children able to vary their
actions and observe corresponding reactions?
- How did you facilitate children’s explorations and experimentations
with objects?
- How did you encourage them to reflect, describe, and share their dis-
coveries?
- What would you do differently if you had an opportunity to do it again?
4. How can you facilitate the development of children’s math and language
skills while interacting with objects and materials? How can you use
these opportunities as a vehicle to support children who are English
learners?
5. What adaptations can you make, to materials or interactions with chil-
dren, to support children with special needs?

SCIENCE
Life Sciences
L
ife sciences for young children are about nurturing children’s curi-
osity and fascination with the natural world and building their
understanding and appreciation of living things. Preschool children
have various opportunities to engage with living things in their preschool
environment. When playing in the yard, they may come across small ani-
mals or bugs or notice changes in the trees. They may help take care of
the class pet or plants in the room. They participate in different planned
activities related to living things, such as going on a neighborhood walk to
collect different leaves, search for bugs or other small animals in the yard,
sort and classify fruits and vegetables, explore various seeds, plant bulbs,
sprout seeds, or grow a garden. Such experiences in the preschool envi-
ronment can provide the context for rich experiences of scientific inquiry
about properties and characteristics of living things. The goal is to pro-
vide children with opportunities to closely observe living things, including
human beings, and to encourage them to question, explore and investigate
physical characteristics, behaviors, habitats, and needs. Through ongo-
ing opportunities to observe and discuss what they have seen, children
develop their ideas about liv-
ing things, how they are the
same, and how they differ
from one another. They start
to sort and classify and look
for patterns. They begin to
recognize commonalities such
as the physical structure and
basic needs of different liv-
ing things, but also the
diversity and variation
among different organisms.
The teacher has an important
196
SCIENCE
role in guiding children through experi- observe closely, raise questions, inves-
ences of exploring and observing animals tigate more about a topic, describe and
and plants around them, whether out- represent their observations, and by cre-
doors, as they exist in nature, or indoors ating opportunities for discussion and
in an environment that is as natural reflection.57 At the same time, they model
as possible. They deepen children’s wonder and excitement of the natural
understanding of living things, includ- world and an attitude of respect for living
ing features of their own body parts and things and their habitats.
processes, by encouraging children to
Key Concepts in Life Sciences
In studying animals, plants, and humans, children develop understanding of key concepts
related to living things such as:
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LIFE SCIENCES 197

SCIENCE
1.0 Properties and Characteristics of Living Things
T he following section provides practi-

cal strategies for engaging children
in thinking and exploring important
investigate how different animals move,
what they eat, and where they live (i.e.,
their habitat). Observations of various
characteristics of living things, includ- plants indoors and outdoors, including
ing their physical appearance, body trees, bushes, flowers and seeds, and
structure, behaviors, habitats, and basic different organisms of the same spe-
needs. For example, explorations of the cies, highlight for children variation and
physical characteristics of living things diversity in living things. The following
may include observations of their shape, strategies, as well as the ones in the next
color, body structure, and parts. It can section (Substrand 2.0, Changes in Liv-
also involve a discussion about what is ing Things), will broaden and deepen
inside the body of living things and how it children’s awareness and understanding
is different from the insides of nonliving of properties and characteristics of living
objects. Teachers may invite children to things.
VIGNETTE While playing outdoors, Gregory pointed up to the oak tree and
shouted, “Look, a squirrel up in the tree.” Joanna whispered,
“Shhh . . . You will scare the squirrel away.” They stood there
silently, watching the squirrel. Soon more children joined them. Ms.
Leon, watched them observing the squirrel and asked, “What do you
think the squirrel is doing?” (Pause) “What do you think he is look-
ing for?” She listened carefully to the children’s ideas and questions
while observing the squirrel: “It is climbing up.” “He is looking at us.”
“I think he is looking for something to eat.” Joanna asked Ms. Leon,
“Is that where he lives?” Ms. Leon turned the question right back to
her and asked, “What do you think?” Ms. Leon expected this ques-
tion to come up because recently they were talking about the habitats
of different animals and commented that some animals live in trees.
Later, during group time, Ms. Leon invited children to share with the
group their observations of the squirrel. She brought up her ques-
tion again: “What do you think the squirrel was looking for in the
tree?” Some children said that squirrels were looking for food. Ms.
Leon asked, “What kind of food do you think squirrels may find in
the tree?” Joanna suggested, “Maybe they eat leaves.” Miguel said,
“Maybe the squirrel was looking for seeds.” Ms. Leon answered, “Oh,
so you think that squirrels may eat leaves, nuts, and seeds. Let’s get
our small binoculars and journals and observe the squirrels to find
out what squirrels are doing in the tree and what they like to eat.”
198 LIFE SCIENCES

SCIENCE
The play yard provides an ideal site for explorations of

TEACHABLE
animals and plants in the everyday environment. The children
MOMENT
displayed natural wonder and an interest in observing
and learning about squirrels, and Ms. Leon supported the
children’s excitement. She guides the children toward focused
observations by asking questions (e.g., “What does it look
like?” “What do you think the squirrel is doing?”) and getting
them to think about how squirrels’ habitats (like trees) help
them meet their needs. Squirrels live where there is food, and
the tree is a source for food (e.g., acorns, other seeds). She
invites children to continue to observe the squirrels and find
out more about what squirrels eat. Later, she may bring books
from the library about squirrels so that the children can find
out more about what squirrels like to eat and where their
food is located. She may also bring in some examples of what
squirrels eat for the children to examine and investigate.
ing things. With various kinds of teacher

Interactions and Strategies support, they are more likely to draw
connections between one activity and
Focus children’s explorations on key another and to search for patterns and
concepts of living things. The teacher relationships as they think about and
should be purposeful about the concept(s) reflect on their work.
children investigate while exploring living Take children on outdoor explorations
things and offer many opportunities to of plants and animals. The outdoor envi-
explore a concept from different perspec- ronment provides ideal sites for explora-
tives over an extended period (see page tions of living things. Teachers can create
197 for key concepts in life sciences). For opportunities for children to engage in
example, in exploring the physical struc- outdoor explorations, either in the play
ture of living things, children can engage yard or other places in the neighborhood,
in a series of investigations of the physi- and observe animals and plants in their
cal characteristics and body structure of natural environment. Such experiences
animals, plants, and humans and think build children’s connection to nature,
about the functions of different body increase their awareness of plants and
parts, and how their form helps differ- animals in the environment, and broaden
ent living things function and survive. their understanding of living things.
Similarly, in investigating the concept of Chalufour and Worth recommend the
growth, children may investigate growth following strategies in guiding children’s
in animals, plants, and themselves and outdoor explorations:
begin to recognize common needs of all
s Model curiosity and interest in
living things. Through such conceptually
nature. Children become interested in
related experiences, children will gain a
exploring nature through interactions
broader and deeper understanding of liv-
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with adults who model deep curiosity s Document children’s outdoor explo-
and interest in studying living things. rations. Encourage children to draw a
Share your excitement with children, picture of what they observed to docu-
look closely at plants and animals, ment their explorations. Take photo-
wonder aloud, and comment on inter- graphs or draw sketches of the plants
esting features: “Look at this leaf. What and animals that captured children’s
does it look like? What tree do you interest, and write down children’s
think it came from?” “I wonder if we questions and snippets of conversa-
can find some bugs under this log.” tions or words they use to describe
“What do you think we will find under what they observe. During group time,
the rock?” children can share their drawings of
a plant or animal they observed out-
s Remind children to be respectful
doors. The teacher can also make chil-
of nature. While teachers model deep
dren’s and teachers’ documentation
curiosity and interest in living things,
visible in the room, to allow children to
they should also convey an attitude of
revisit an experience, and to use it as a
respect toward living things and their
focus of conversation for children.58
habitats. Help children understand
that they study animals and plants by Provide children with tools for explo-
looking at them carefully and that ani- rations of living things. The study
mals and plants are living things and of life sciences has a strong basis in
need to be treated with respect. The observation. It is about observing and
more aware children are of the unique exploring the life of different organisms
needs of plants and animals, the more through direct sensory experiences. It
likely they are to interact with them also involves the use of tools such as
in ways that keep plants and animals hand lenses, digging and collecting equip-
healthy and safe. ment, and measurement tools, to extend
the ability to see details and take exact
s Engage children in conversations
measurements. Magnifiers, such as hand
about what they notice and point
lenses, can help children observe details
their attention to important aspects
in plants or animals that are too small
of living things. Encourage children to
to see without tools. Penlights help chil-
talk about what they notice and find:
dren see plants or animals that live under
“What did you find in the dirt?” “What
rocks or in other dark places. Small
does it look like?” “How is it moving?”
sticks (e.g., tongue depressors), tweezers,
“Who else found living things under
containers, and other digging and collect-
THE LOGv 5SE EXPANSIVE LANGUAGE WHILE
ing equipment can be used to safely col-
communicating with children: “Some
lect living things. Children also can use a
of you found leaves in the dirt. Some of
clipboard, paper, pencil, and art materi-
you found roots and rocks. Some even
als to record and represent what they dis-
found insects.” Draw children’s atten-
cover. Learning how to use tools properly
tion to key concepts related to living
and safely takes time and practice. The
things such as their physical struc-
teacher should take time to introduce the
ture, habitats, and the changes in local
tools and support children in using them.
plants and animals over time (e.g.,
For more information about strategies to
leaves that change color or fall or the
support the use of scientific tools, see the
growth of buds, flowers, or fruits).
Scientific Inquiry strand, pages 158–160.
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Include plants and animals indoors. places with limited access to natural out-
Plants and animals in the indoor environ- door areas, bringing plants and animals
ment provide opportunities for children to inside will be very important. Check for
look more closely at characteristics and zoning or legal restrictions due to local
needs of living things and learn how to program policies before deciding which
treat plants and animals with care and pets or plants to include in the preschool
respect. The preschool environment may environment.
include indoor plants and pets, such as
Engage children in close observa-
birds, fish, chameleons, guinea pigs, liz-
tions of living things. Invite children to
ards, or rabbits. Bringing nature indoors
closely observe small animals and vari-
may also take the form of a terrarium (an
ous plants from their environment. Focus
open container with soil) and a collec-
children’s explorations on a particular
tion of small plants and small animals,
aspect of living things and engage them
in which living things live indoors in as
in close observations of this aspect; for
natural an environment as possible. The
example, their physical structure, how
terrarium, or vivarium, could serve as
they move, what they eat, where they
“home” for visiting animals that the chil-
live (what is their habitat), and how they
dren have collected outdoors such as
protect themselves. Invite children to
worms, snails, pill bugs, and caterpillars.
describe and record their observations
Having a terrarium is an especially mean-
using different methods and to share and
ingful experience for children when they
discuss what they have learned about the
are involved in creating it, helping to col-
PLANT OR ANIMAL THEY OBSERVED 5SE THESE
lect terrarium materials (e.g., dirt, small
opportunities to ask thought-provoking
plants, stones, and sticks), and to decide
questions and encourage children to
what animals and plants to include in it:
share their developing ideas and theories,
“How do we make this a good place for
whether in small or large groups.
snails?” “Why do we need to put in dirt?”
“What plants should we include?” When s Close observations of animals. Chil-
actively involved in putting together the dren may explore in depth animals
terrarium, children become engaged in such as worms, snails, pill bugs, cat-
observing and caring for living things erpillars, or insects, both in the out-
in the terrarium and are more aware of doors and indoors, by bringing animals
ways to provide for the needs of animals inside the room for a short period of
and plants. In urban centers, or other time. For example, to engage children
in deep explorations of the physi-
cal characteristics of living things,
encourage children to look closely at
the structure and body parts of the
particular animal they observe: “What
shape is the pill bug?” “What does it
look like when it curls up?” “Look at
the snail’s antennae. What is the snail
doing with them?” Probe children’s
thinking by posing questions: “What do
you think the snail uses their antennae
for?” “Why do you think it has a hard
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SCIENCE
shell? What is it for?” Children can

observe their animals closely over time
and compare them to other animals,
including themselves. It will help them
recognize similarities and differences
across different animals and between
humans and nonhumans.
s Close observations of plants. Chil-
dren should observe trees, bushes,
flowers, and other plants outdoors, as
well as indoors, by observing potted
plants, sprouting seeds, or the terrar-
ium in the room. To explore the physi-
cal structure of plants, for example,
the teacher can encourage children
to observe closely the distinct parts,
including stems, trunks, branches,
leaves, and roots: “What shape are the
stems?” “What do they feel like?” “How
are the leaves the same? How are they
the ground (e.g., cauliflower). Children
different?” “What do you notice about
can also discover that fruits including
the roots?” Probe children’s think-
those we refer to as vegetables such as
ing by asking questions related to the
tomatoes and zucchini contain seeds
function and purpose of different parts:
inside, but vegetables (e.g., potatoes,
“What do the stems do for plants?”
carrots) do not contain seeds. A dis-
“Why do you think plants have roots?”
cussion about seeds could also lead to
Such thought-provoking questions
exploration of the life cycle of plants.
focus children’s explorations on the
Explorations of fruits and vegetables
distinct parts of the plant they observe
can also serve the purpose of increas-
and may engage them in thinking
ing children’s knowledge of nutri-
about ways in which the structures
tious food and healthful eating habits
help them function and survive.
through opportunities for cooking and
s Explorations of fruits and vegeta- tasting food. For more information,
bles. Encourage children to explore a see the California Preschool Curricu-
variety of fruits and vegetables. Explore lum Framework, Volume 2, chapter 3,
their insides and outsides and discuss “Health.”
similarities and differences: “What
Invite children to share in-home expe-
does it look like on the outside?” “How
riences with living things. This is an
does it feel?” “What do you predict is
area with a natural connection to home
inside?” Children can sort and clas-
life. Encourage children to observe some
sify them based on different attributes.
of these same elements of animals and
For example, which fruits have a hard
plants at home and bring in examples
peel and which ones do not, or which
or do a “talk–share” about what they
vegetables grow under the ground (e.g.,
observed. For example, in a discussion
carrot), and which ones grow above
about what different animals like to eat,
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children may share their experiences of Some of the books should present living
feeding their pet (or the preschool pet things in a scientifically accurate way,
they took home over the weekend). In dis- and not as they appear in fantasy. They
cussing fruits or vegetables, children may should be engaging, informative, and
share a fruit or a vegetable they tried at relevant to the group’s current interest.
home for the first time or one that their For example, books can illustrate the
family likes to eat. Family members may body structure or growth process and life
come to the preschool and share with cycle of living things through accurate
children stories, pictures, or samples of images, and serve as resources for chil-
plants or animals special to their culture dren and teachers. Make books acces-
(for example, a fruit or a vegetable unique sible to children either in the book area
to their kitchen). They can also teach the or around the area where they observe
teacher and the children in the group the plants and animals closely, and use them
names of animals or plants in their home during small- or large-group time to sup-
language. Such experiences enhance chil- port the discussion. Children may look
dren’s learning and build home–school at the images of animals and plants in
connections. the books and compare them to the living
things they observe. Fiction books about
Use books to enrich and extend chil-
plants and animals (e.g., Tiny Seed) can
dren’s study of living things. Children’s
also enrich children’s learning experi-
books can extend children’s firsthand
ences about living things. The teacher
scientific explorations and enrich their
can invite children to reflect about the
experiences. Include in the environment
content of the story and encourage them
a selection of books that focus on living
to act out and demonstrate with their
things, including fiction books, infor-
bodies how the plant or animal has
mation and reference books, and books
grown or changed.
with clear and vivid images of the kinds
of plants and animals children observe.
VIGNETTE Children were fascinated with their observations of the pill bugs at
the outdoor exploration table. Mr. J invited children to use their hand
lenses to observe them closely and documented their observations:
“Look it is rolling up again.” “It is moving now.” He directed chil-
dren’s attention to one of the pill bugs that was not curled up and
asked, “What shape is its body?” “How is it different from the one
that is curled up?” Mr. J encouraged them to draw representations of
their observations, of what the pill bug looks like, before and after it
curls into a ball. Diana pointed to her drawing and explained, “First
it looked like this, just straight,” referring to a horizontal line, “and
then it was round,” and pointed to the circle she drew next to it. Maya
showed with her body how pill bugs curl up. Mr. J encouraged other
children to try to curl up like pill bugs, “Can you use your body to
show me how the pill bugs curl up?” He helped Kashira curl her hand
up, because she wore a leg brace and could not curl her body up. He
then asked, “I wonder why pill bugs curl into a ball?” Sharon said,
“Maybe because they are shy?” Mr. J asked, “Why do you think they
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curl up when they are shy? What makes you think that?” Kayla said,
“I think it is because they get scared.” Mr. J asked, “Why do you think
pill bugs curl up into a ball when they are scared?” Tim jumped up,
“Because they are afraid we are going to hurt them.” Mr. J replied,
“How does curling up into a ball help them protect themselves?” Tim
answered, “Because they can hide inside,” and Kayla said, “Because
they look like a ball. They do not look like a bug anymore.”
PLANNING Mr. J wanted to focus children’s exploration on pill bugs’

LEARNING behavior, particularly how pill bugs curl into a ball, and
OPPORTUNITIES help them notice patterns of behavior and changes. He
directed them to observe and document the phenomena
closely and to notice the way the pill bug’s body changes.
Children communicated their observations through drawings
and movement, demonstrating with their bodies how
pill bugs curl into a ball. Mr. J wanted children to think
deeper about these phenomena—When do pill bugs curl
up? Why? Some of the children’s theories were not correct
(e.g., “Because it is shy”), but through questions, and
gentle probing, children came to new understandings, more
reasonable and sometimes more accurate than their previous
understandings. As a follow-up, the teacher may show
children how to do a little research on the Internet. Children
can look at enlarged photos of pill bugs and learn more
about them, for example, that they are not insects, that they
prefer living in soil and under decaying leaves, and that these
creatures are related to the armadillo. The teacher himself
may be surprised.
VIGNETTE The teacher cut open the avocado, and Danny got really excited. “I
knew there was going to be a big seed inside.” Ms. Wilson replied,
“You did predict that there was going to be a big seed inside.” She
invited children to observe the inside of the avocado. Rena said,
“It has this thing inside.” Sara pointed to the empty half and said,
“This is where it was.” The teacher replied, “It is the avocado seed.”
She took out the seed and handed it to Rena. “Oh, it is slippery.”
Ms. Wilson put it on a tray and said, “It does feel very slimy.” She
invited children to observe the seed. “What does it look like? What
does it feel like?” After she gave children time to observe the avocado
seed, she pointed to the other fruits in the basket and said, “I won-
der if these fruits are also going to have seeds inside. What do you
think?” Rena said, “Maybe the orange will not have very big seeds.”
Danny said, “The avocado has a big seed inside, not the orange.”
Ms. Wilson asked, “What do you think is inside the orange?” The
teacher invited the children to predict what kind of seeds are inside
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an orange, a mango, a butternut squash, a papaya, and a plum and

wrote down their predictions. She then invited the children to cut
open the fruits and check what was inside.
Ms. Wilson invites children to observe seeds in fruits that are

PLANNING
cut open. She selected a variety of fruits, including ones that
LEARNING
are familiar to the children in the group, such as mangos,
OPPORTUNITIES
papayas, and plums. Her goal is for children to focus on one
way seeds are produced within fruits. She invites children
to notice, discuss, and compare seeds of different fruits
(scientifically, tomatoes, cucumbers, peppers, and zucchini
are classified as fruits). Some seeds are small, and some are
big. Some fruits have many seeds inside, and others (like
the avocado) have only one. Seeds vary in size, shape, color,
and number. By comparing seeds of different fruits, children
will become aware of the variety of seeds within and across
different kinds of foods. Children can also discover that
carrots, potatoes, and other vegetables do not contain seeds.
Research Highlight: The Insides of Living Things
Traditionally, young children were described as externalists, focusing on external features of

objects, and incapable of reasoning about internal nonobservable (nonobvious) aspects of
things such as internal mechanisms of the human body and other animals.59 Research in the last
two decades has challenged this view, suggesting that by the age of four, children distinguish
between animals, plants, and machines and display clear expectations for the kinds of things
that are inside each of these categories of objects.60 When asked about the content of various
objects, they offer different answers for animate and inanimate things, typically reporting that
animates have skin on the outside and blood, bones, and internal organs such as hearts or
muscles on the inside, whereas inanimate objects have cotton,
paper, buttons, and other “hard stuff” inside. By four years of age,
children also appreciate the special importance of insides for an
object’s identity and how it functions. For example, they would
agree that a dog is still a dog if you get rid of its fur, but not if you
take out its insides, such as the blood and bones, so that all that is
left is the outside. They also expect all dogs to have the same kind
of insides.61"MUIPVHIDIJMESFOEFWFMPQLOPXMFEHFPGJOUFSOBM
parts between ages three and four, they do not see these inter-
nal parts as the causal explanation for familiar biological events
TVDIBTNPWFNFOUPSHSPXUI"TNPSFDPODSFUFVOEFSTUBOEJOHPG
internal parts develops, an understanding of biological causes of
behaviors arises, for example, that something inherent in bones,
brain, and muscles cause animals to behave in particular ways.62
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2.0 Changes in Living Things
A unique aspect of living things is their

ability to grow and change. Living
things change over time through stages
they grow and develop over time—deepen
the children’s understanding of how liv-
ing things grow and change and what
of the life cycle, as they grow, develop, they need to grow and develop. By study-
reproduce, and die. In order for living ing and comparing the needs of different
things to grow and develop, they must animals and plants, children begin to
meet their basic needs. They need water, realize that there are similarities and dif-
food, light, oxygen, and space to grow. ferences in how living things meet their
Preschool experiences of caring for plants needs and that some needs, such as
and animals—exploring growing plants food, water, and air, are basic to all living
and observing and studying animals as things.
Research Highlight: Growth and Change in Living Things
The notion of growth and change is fundamental to children’s understanding of living things.
From a very young age, children recognize that people, animals, and plants change over time
due to growth and that these changes are specific to living things.63 By the age of five, children
realize that animals grow over time and can go through a metamorphosis.64 Children under-
stand some aspects of the life cycle of plants.65 From a very young age, children also associate
growth of plants and animals with feeding or watering. They understand that animals and plants
have needs and require care. They may suggest that plants require rain and sunshine but overall
have less understanding of what plants need in order to grow compared with animals.
VIGNETTE After children were given time to explore lima beans, Mr. Adato asked
them, “What do you think will happen to the lima beans if we plant
them in our garden?” Sara predicted, “They will grow, and we will have
more beans.” Eric predicted that the lima beans will get bigger.” Shawn
predicted “If we water the beans, we will have a bean tree.” Mr. Adato
wrote the children’s predictions and then read them to the group. He
then asked, “What might we need to help them grow? What do you think
our lima beans will need to grow?” Mr. Adato invited the children to
share their ideas, so the children responded, “Water.” “Soil.” Mr. Adato
said, “These are great ideas. Plants need water to grow, and many
plants need soil to grow. What else do you think the lima beans need to
grow?” The children said: “A garden.” “A pot.” “Dirt.” “Rain.” Mr. Adato
recorded their ideas and asked, “Do you think they may need light?”
One of the children said, “They need to be outside, because they need
sunshine.” Another child said, “No, they can grow inside.” Mr. Adato
suggested that they grow some beans inside the room in a pot and out-
side in the garden and find out what happens. He said, “Let’s walk out-
side and find a good place in our garden for growing lima beans.”
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PLANNING The teacher introduced children to the idea of planting lima

LEARNING beans (seeds) after they had time to explore the seeds and
OPPORTUNITIES prepared them for their next learning experience: planting
lima beans in the garden. He elicited children’s predictions
about what the lima beans will look like as they grow and
focused the conversation on plants’ needs, “What will our
beans need to grow?” This raised their anticipation and
involvement level in the upcoming planting project and also
gave Mr. Adato an opportunity to find out and assess what
they know, including some of the children’s misconceptions.
He accepted the children’s ideas, even if some seemed
incorrect and invited children to grow lima beans, both in
the room and outside in the garden, to see what happens.
Mr. Adato provided children with time to explore the lima
bean pods and gathered children’s thoughts, ideas, and
predictions before beginning planting, making it a rich and
more engaging experience for children.
and development. Sprouting seeds and

Interactions and Strategies watching them grow, planting bulbs in
the garden, or planting things indoors
Provide children with opportunities to in pots made of recycled materials are
care for plants and animals. Plants and activities that are typically used in early
animals in the preschool environment childhood programs when teaching about
raise children’s awareness of growth growing plants or gardening. Outdoor
and change in living things and what is and indoor planting activities can become
needed to survive. By observing adults experiences of inquiry about plants, in
caring for plants and animals and by which children ask questions, observe
actively participating in watering plants, and explore plants closely, and track
feeding the class pet, or working in the their changes and growth over time. By
garden, children become more aware of caring for plants and observing them
the needs of plants and animals and how
they change over time. For example, a
child may notice that the food tray of the
class pet is empty and offer to feed it.
“Teacher, may I give it some food?” Or she
may notice that the soil in the pot is very
dry and try to water the plant. She may
also discover that if the needs of animals
and plants are not met, they will die. “The
leaves are yellow. It’s dying.”
Provide children with opportunities
to observe and monitor plants’ growth
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change from seed to plant, flower, and/ s Encourage children to notice

or fruit and back to seed, children learn changes in their plants’ growth.
about plants’ needs and about the life “How is your plant different?” “How
cycle. has it changed?” “Do you notice any
s Provide children with a variety of buds?” “Does it have more leaves?”
planting experiences. Invite children Encourage children to notice the way
to start new plants in several differ- plants have grown and changed, and
ent ways: from seeds, bulbs, tubers, keep a record of children’s observa-
and cuttings. By experiencing differ- tions. Children can communicate their
ent ways to start new plants, children observations and ideas verbally or by
recognize that various plants may look drawing, pointing, and acting with
very different but have similar needs.66 their bodies.
Furthermore, children can compare s Invite children to measure the
and contrast what the growing process growth of plants. Engage children
looks like in the seedling, bulb, and in thinking about ways to measure a
cutting they planted. plant’s growth and keep track of the
s Invite children to experiment and plant’s changing height: “How can we
test what plants need in order to measure how much it grew?” They may
live. Children may have different ideas measure its height and keep a log of
about what plants need to grow. Set the plant’s growth, using nonstandard
up experiments and control the condi- measures such as unit blocks, paper
tions to test children’s ideas. Children strips, or a piece of string. Older chil-
can compare and contrast plants that dren can also keep track of the plant’s
are grown in light and those grown in height using standard measuring tools
a dark closet or those grown outside such as a ruler or a cloth measuring
to those inside. They can grow seeds tape, with the assistance of an adult.
in different media such as sand, clay, See the California Preschool Curricu-
potting soil, or garden soil and notice lum Framework, Volume 1, chapter 6,
differences in plants’ growth. They may “Mathematics,” for strategies to sup-
also give plants different amounts of port children’s measurement concepts
water—a small amount, a moderate and skills.
amount, and a large amount (Note: Dif- s Invite children to record the growth
ferences are more dramatic if there is of plants. Children can record the
no drainage from the pot.) One class growth of plants, using different meth-
even thought that plants, like children, ods, including, a personal notebook, a
might need water or milk or orange garden journal, or a group chart. They
juice to thrive and tried out their ideas may draw a representation of the plant
with surprising results. in their journal. A series of drawings
s Invite children to predict what with their notes would allow them to
plants will look like as they grow. compare changes from week to week.
Engage children in a conversation They may also take photographs of the
about how their plants will grow: plant, with the assistance of an adult,
“What do you think it will look like to keep track of changes in the plant’s
when it grows?” development over time. They can also
keep a log, or record on a chart, the
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A prominent display of the growing

plants can generate conversations
between children and family members
when families visit the preschool. Such
experiences bridge home and school
and enhance connections with families.
Provide children with opportunities to
observe changes and transformations
in animals passing through stages of
the life cycle. Providing children with
the opportunity to observe the life cycle
of organisms and see the transforma-
plant’s height as measured on differ- tions and changes enriches and enhances
ent days by gluing down strings cut to their learning experience and expands
the measurement, or by writing down children’s ideas of the different ways liv-
numbers, with adults’ assistance. ing things change over time. Some go
through metamorphosis, but many do
s Engage children in reflective con- not. Land snails and guinea pig babies
versations in small or large groups. look like small versions of their parents
Invite children to share their observa- when they are young. Other animals
tions and present their drawings or change and go through metamorpho-
refer to other records of their plant’s sis as they move through the life cycle.
growth. Encourage children to talk Painted-lady butterflies change from
about how the plant has changed and larva to butterfly in a few weeks, frog eggs
to reflect on what plants need: “How develop into tadpoles that become frogs,
has it changed?” “What did you do to and mealworms change into beetles. If
help it grow?” “What might we need to possible, let children observe the life cycle
make this new seed grow?” of different animals. It generates in chil-
s Involve families in children’s plant- dren a sense of wonder and excitement
ing and gardening experiences. Par- about the transformations they witness
ents and other family members may be in the growth process.
invited to the preschool environment s Invite children to predict changes
to take part in the planting experience. and closely observe animals pass-
For example, they can bring in cuttings ing through different stages of a
or seeds of vegetables or other plants life cycle. Provide children with hand
that are unique to their culture. Or lenses and encourage them to observe
they can bring ones they grew up with, closely and notice any changes. Model
to share and plant with children. They close observations, wonder aloud if
may also share with the group key they notice any changes, and encour-
vocabulary words related to planting age them to talk about what they see:
(e.g., soil, roots, plant), and the name “How did the baby caterpillar grow?”
of plants in the child’s home language. “What do you think will happen to
Words in the child’s home language them as they grow?” “What do you
can then be used in labeling plants think this white “stuff” is?”
(e.g., radish, carrot), and in children’s
journaling and group discussions.
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s Invite children to record and docu- cycles, one that goes through meta-
ment their observations of chang- morphosis and one that does not go
ing animals. As children observe through metamorphosis, and encour-
changes in an animal, encourage them age children to compare the two. “What
to record their observations by drawing do baby snails look like when they
or through other forms of communica- grow? What do caterpillars look like
tion. Date their work and write down when they grow?” Young children can
their observations in their journal. The also compare the life cycle of animals
teacher can use children’s drawings to their own process of growth and
and photos taken with a camera to development.
create a class book that describes the
Discuss the death of living things. As
life cycle of these animals. Some of the
part of children’s care and study of living
older children may decide to measure
things, they may come across the death
animals’ changes in size. For example,
of a plant, insect, bird, or a flower. Death
they may pick a larva and measure it
is part of life, and children are aware of it.
every couple of days, with the assis-
At the age of four, children have a basic
tance of an adult in the room, and see
understanding that living things can die,
how much the larva has grown. They
but they may still view death as tempo-
may also predict and chart the number
rary, reversible, and not universal to all
of days until the animal goes through
LIVING THINGS 5NDERSTANDING THE CONCEPT
transformation. For more information
of death continues to develop through-
about strategies to support processes
out their childhood. By the age of ten,
of recording and documenting, see the
children have a more solid understand-
Scientific Inquiry strand, pages 166–
ing that death applies to all living things,
169.
including plants, humans, and animals;
s Encourage children to compare life that all living things eventually die; and
cycles of different animals. Engage that dead things cannot physically come
children in a discussion about how back to life. Preschool children may ask
other animals grow and change over questions and show intense curiosity
the course of their life. If possible, ABOUT DEAD INSECTS AND ANIMALS 5SE
provide opportunities for children to incidents of death as opportunities to talk
observe or read about different life with children about death, address their
questions from the scientific perspective
of death, and explain to them that all liv-
ing things die.
Death may be made more comprehen-
sible to children by explaining it in terms
of the absence of life functions familiar
to young children. For example, when
people die they do not breathe, eat, talk,
or think; dogs do not bark or run; and
dead flowers do not grow or bloom.67
Family members may have different ways
of explaining death to children (e.g., “The
dog had to go away.” “Nana is sleeping in
heaven”). When the topic of death is dis-
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cussed in preschool, parents and families grow like this?” This could be a good
should be informed of the discussions to transition to invite children to investigate
be prepared to answer questions. what happens to them when they grow.
Some activities that have been used with
Invite children to investigate their
young children by Gelman and other
own growth. Children have ideas about
researchers include comparing baby pic-
the process of growth in humans based
tures to recent pictures, having children
on their own experience of growth from
visit an infant room and comparing their
a baby to a toddler to a young child or
hand sizes and heights to babies’, and
through their experiences with younger
recording changes in shoe sizes or height
siblings. Invite children to compare the
from when they started preschool to
stages of growth and change in the ani-
when they leave.68
mal they observed to their own lives and
experiences: “What about you? Do you
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Ms. M invited the children in her group to any changes. “Look how their head is
observe the stages in the life cycle of silk- white and green, but the rest of the body
worms, hatching from eggs, growing as is still brown.” “What do you think this
larvae, and spinning cocoons. She read white stuff is around them?” She invited
the children a book about the life cycle of children to record the growth and changes
silkworms and showed them pictures of through drawings and words. Their draw-
the metamorphosis. The next day, Ms. M ings were dated, and later Ms. M put them
showed the kids the box with silkworm into a book. At the end of each day, Ms. M
eggs. She invited the children to observe invited the children to share their observa-
them closely using hand lenses, “What do tions with the whole group during circle
these eggs look like?” She helped some time. She asked them questions to focus
of the children hold the magnifiers and the conversation and invited some of the
observe the silkworm eggs closely. She children to share their drawings: “What
encouraged children to record their obser- did you notice when you observed the silk-
vations of the eggs by drawing them, and worms today?” “How are they different?”
she wrote down their words: “They are “What do you predict will happen next?”
tiny.” “Many black eggs.” Ms. M. asked Children described the cocoons of the lar-
the children, “What do you predict will vae, and it evolved into a discussion about
happen to the eggs in a few days?” She what it is and how silk is produced. Ms.
wrote down their predictions. One of the M also invited Lynn’s mother, who works
children had brought in mulberry leaves to with textiles, to share with the group the
feed the silkworms. A few days later, the story of how silk is used to make clothing.
silkworms hatched. Ms. M invited children The mother shared with children items
to observe the silkworms, and the children made of silk such as a silk dress and a
immediately noticed the change: “They silk scarf.
move very slowly.” “They are black.”
“They have hair.”
Observing the silkworms grow and
The children were fascinated with the change introduced children to the devel-
growth of the silkworms. They had been opment of an animal through metamor-
watching the larvae get bigger and big- phosis and allowed them to observe the
ger and were excited each time they changes and transformations over time.
noticed new changes. They would stop by The children learned from direct observa-
the container to look at them and would tions about the life cycle of silkworms,
share their observations with each other. what they need in order to grow, and how
“Look, this one is really big.” “They stay they grow and develop. In addition, books
on the leaf.” “Maybe they need more about silkworms served as an important
leaves, I think they are hungry.” They took resource for introducing children to the
turns cleaning the container and feeding process and for learning some impor-
the worms with mulberry leaves. They tant information about how to care for
enjoyed watching them growing rapidly silkworms. The use of inquiry skills was
and molting. Ms. M encouraged the chil- embedded in the process. Ms. M invited
dren to observe them closely and notice children to observe the silkworms closely
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using observation tools, to make pre- lary words related to living things in
dictions, to record their observations the child’s home language.
in their books, and to reflect and share
Share with families children’s experi-
their observations and ideas with others
ences of inquiry in life sciences. Share
during group time. It also provided an
with parents and family members
opportunity to invite family members to
how to provide children with oppor-
the preschool to expand on their learning
tunities to closely observe plants and
experience. Most importantly, it gener-
animals and the strategies to encour-
ated in children an excitement and fas-
age children to question, explore and
cination with a process of growth and
investigate the characteristics of liv-
change in nature.
ing things. Invite parents and other
family members into the preschool or
Engaging Families host a family night where families can
learn about the science curriculum,
Ask families about children’s previ- observe documentation of children’s
ous experiences, cultural beliefs, and work, and experience firsthand explo-
theories about living things. Some rations of living things. Also, share
children may have had contact with with parents and family members the
many living things, while others may ongoing information and documenta-
have had little contact. Some may tion of children’s work through news-
view certain living organisms as dan- letters and the family communication
gerous, scary, or elusive, while others bulletin board in the room.
may view certain living organisms as
divine or sacred. Children’s day-to- Involve family members as volunteers
day interactions with the natural and rich resources in the study of life
world and their sensitivity to the cul- sciences. Parents or family members
ture and belief systems of their com- with certain expertise or interest (e.g.,
munities influence their reasoning an avid gardener or a bird watcher)
about concepts of living things. For can be invited to the preschool to
example, there may be differences in share their knowledge in a particular
the understanding of concepts such area of study. They can make pre-
as, which things are alive, whether sentations to children, share with
plants are alive, and the ability to children about what they do, set up
view humans as animals. All of these exhibits, or engage children in dif-
are related to children’s previous ferent activities. They can also share
experiences (i.e., rural or urban), tools, books, and stories related to
naming practices in their languages, their work or culture and assist as
and the cultural belief systems within volunteers with explorations of living
their communities.69 It is essential things outdoors or indoors.
for teachers to talk with and listen Support families in facilitating chil-
to children’s families to learn more dren’s curiosity and learning about
about children’s previous experiences, living things. Remind family members
beliefs, and interests with regard to of the many opportunities to engage
living things. They can also engage children in life science explorations
family members in teaching them and outside the preschool environment.
the children in the group key vocabu- Such experiences provide the con-
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text for observing and learning about ily members simple activities they
characteristics of living things. Pro- can do with their children such as
vide family members with tips to planting seeds, building a terrarium,
guide children’s explorations of liv- or looking for living things in their
ing things, for example, what they neighborhood. The teacher might also
may note about animals or plants provide a list of suggested places they
when observing them together, key can visit such as the zoo, botanical
vocabulary associated with these gardens, aquariums, museums, and
experiences, sample questions to farms in their area and a list of chil-
spark some conversations, and ways dren’s books that are related to the
they can support children in express- life science concepts they are learn-
ing their thoughts. Share with fam- ing.

1. Think about activities or projects related to life sciences that you were
doing or are planning to do with the children in your group.
- What is the purpose of these activities?
- What concepts of life science do they focus on?
- How do you develop children’s inquiry skills in the context of these
activities or projects?
- How do you introduce the inquiry topic?
- How did you, or will you, engage children in thinking about the key
ideas or concepts of science underlying these projects or activities?
- How do you find out about children’s questions, ideas, and under-
standings related to these explorations?
- How do you know when and how to draw an inquiry to a close?
2. How do you use the outdoors for engaging children in explorations of
plants and animals? What could you add or change in the way you use
the outdoors to enhance your life science curriculum? How will you
bring living things inside as well?
3. How can you find out what ideas, interests, cultural beliefs, or fears
the children in your group bring to their study of living things?
4. What tools, books, or other resources would you include in your envi-
ronment to enhance children’s observations and explorations of living
things? How would you adapt some of these tools or materials to sup-
port the special needs of children in your group?
5. How can you engage families in the activity or project in meaningful
and varied ways?
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Earth Sciences
W
hen children play with dirt, jump in puddles, collect rocks,
observe the rain, or feel the heat of the sun, they have direct
contact with aspects of the earth. Daily interactions and direct
contact with objects and earth events provide children with the context to
observe and explore properties of earth materials and to identify patterns
of change in the world around them (for example, patterns of day and
night, and changes in temperature). With teachers’ guidance,
children’s everyday interactions and direct contact with
objects and earth events can become rich, inquiry experi-
ences of earth sciences. Teachers can provide children
with opportunities to explore the physical properties of
earth materials and to observe, record, and track changes
in the weather and how it affects the living world. Explor-
atory interactions with earth materials and ongoing obser-
vations of earth phenomena enhance children’s connection
to nature and raise their awareness of the impor-
tance of caring for and respecting the natural
world. The box below summarizes key con-
cepts in earth sciences. The following section
provides practical strategies to engage chil-
dren in rich, focused explorations of earth
materials and phenomena.
Key Concepts in Earth Sciences
In studying earth materials and phenomena, children become aware of key characteristics of
earth:
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215
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1.0 Properties and Characteristics of Earth

Materials and Objects
E arth materials are part of children’s

environment. Children have direct
contact with soil, rocks, sand, air, and
water through daily experiences. While
playing outdoors, children may sponta-
neously collect rocks or dig in soil. They
enjoy pouring and mixing water with
dirt and sand. Through close observa-
tions and explorations of earth materials,
children can learn about properties, how
they are similar or different, and where
earth materials can be found. For exam-
ple, through close observation of sand,
they may discover that it is made up of acteristics of their home environment and
tiny pieces of rocks and that dry sand become aware of whether they live in the
can be poured like a liquid. A closer look mountains, near the beach, in a valley, or
at rocks will reveal to children that rocks in the desert.
vary in size, shape, color, texture, and The preschool environment provides
hardness. They may also begin to notice children with a variety of experiences
that soil, like sand, absorbs water and to observe, explore, compare, and pon-
that different kinds of soils have different der about earth materials in their envi-
properties. They may notice that some ronment. The following strategies will
areas around where they live have many broaden and deepen children’s awareness
rocks, and some areas do not have rocks. and understanding of properties and
They learn about the geographical char- characteristics of earth materials.
VIGNETTE Ms. Tina observes the children playing at the sandbox. Ted fills up the
bucket with water and pours it on the sand. Olivia and Ted watch as
the water is absorbed by the sand. Next they begin to pile the sand into
a mound. Olivia says, “It’s like a mountain. Let’s make it bigger.” They
add more sand and compact it together. Their mountain is beginning to
take shape and gets bigger and bigger. Olivia says, “I am going to get
water.” She gets a small bucket and gently pours it on top of the moun-
tain. She notices how the water creates a depression in the sand and
then flows down. Ted says, “Like a river.” He gets more water in the
bucket and pours it again in the same place. The depressed part gets
bigger. Ms. Tina gets closer and asks, “What happens when the water
is flowing down your mountain?” Ted describes, “The water makes a
hole in the mountain. Olivia says, “It takes the sand down.” Ms. Tina
said, “A little bit of water at the beginning helped to hold the moun-
tain together, but pouring a large amount of water causes the sand to
216 EAR TH SCIENCES

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slip and slide away. It can also happen in nature, when water breaks
down the land.”
TEACHABLE The sandbox is a great place to create different land forms

MOMENT such as mountains, valleys, craters, rivers, and lakes.
Through playful hands-on experiences with sand and water,
Ted and Olivia learn about their properties; for example, how
water is absorbed in sand, and a stream of water causes the
sand to drop and slide away. Ms. Tina raises their awareness
of the phenomena they observe by asking them to describe
what happened to the mountain. She then draws the
connection to the phenomenon of erosion in nature, which is
so prevalent on California’s coastal shoreline.
VIGNETTE Timothy was very excited this morning about the rock he brought from
home. “Tell us about your rock,” said Mrs. Hunt. Timothy told the
group, “I found it when I went to the beach with my mom and dad, and
I kept it in my pocket.” Mrs. Hunt asked if he could pass around his
white rounded pebble, so that everyone had a chance to look at it, and
asked the group, “Have you seen a rock like this before?” One child
said she saw one in her garden. Another child said he saw many rocks
like this when he went to the beach. “What have you noticed about
Timothy’s rock? What does it look like? How does it feel?” The chil-
dren were sharing their observations of the rock. They have mentioned
that it is white and smooth, and it has one hole on the side. Mrs. Hunt
wondered aloud, “What kind of rocks do you think we can find in our
yard? I wonder if the rocks we have in our yard look similar to Timo-
thy’s rock.” Later, while playing in the yard, Mrs. Hunt noticed that
some of the children in the group were searching for rocks. Mrs. Hunt
had joined the children in searching for rocks on the playground. She
noticed how the children got excited with every rock they found and
invited the children to put the rocks on a tray. By the time they had to
go back inside the room, they had a collection of rocks to observe and
investigate over the next several days.
TEACHABLE Mrs. Hunt builds on children’s emerging interest and

MOMENT excitement with rocks and plans to use it as a springboard
for studying the rocks in their environment. By wondering
aloud about the kind of rocks they may find in their yard,
Mrs. Hunt raises their curiosity and also plants the idea
that different locations may have different kinds of rocks.
Smooth, rounded pebbles are usually found at the beach or
near rivers or streams. Mrs. Hunt plans to do some research
EAR TH SCIENCES PROPER TIES AND CHARACTERISTICS OF EAR TH MATERIALS AND OBJECTS \ 217
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about rocks in their area, so she can guide and enrich

children’s investigations of rocks. She is not interested in
teaching them the names of different rocks, as much as she
wants them to recognize the characteristics of rocks in their
area. She plans to invite children to observe them closely and
classify and categorize them in different ways. They may also
investigate how they change; for example, what happens to
different rocks when they are put in water or scratched on
their surface. Not all outdoor areas provide access to rocks.
Children can collect rocks with their families over a period
of time and bring them to the preschool environment, a nice
way to engage families in children’s explorations of earth
materials.
ing materials will allow them to observe

Interactions and Strategies things more carefully and document what
they see. Consideration should be made
Take children on a search for earth for children with special needs through
materials in nature. Children should be assistance by teachers or peers or adap-
given opportunities to observe soil, rocks, tation of materials so they are able to
water, and sand as they appear in nature, fully participate and make observations.
whenever possible. Take children on a Further explorations of rocks, sand, soil,
search for natural materials around the and other natural materials they col-
area of the play yard, on a nature walk lect outdoors can be the focus of closer
in the neighborhood, or a field trip in observations and investigations in the
the area. Direct their attention to where preschool setting.
earth materials can be found, what they Invite children to observe, compare
look like in their natural setting, and and classify earth materials. Encour-
what materials are part of the children’s age children to observe earth materials
environment. A field trip in their area closely, using their senses and with the
may provide them with opportunities to help of magnifiers and other tools, to dis-
observe big rocks, high mountains, sand cover the physical properties. For exam-
dunes, dirt and rocks at a construction ple, in observing rocks, minerals, or crys-
site, or water in a stream, river, lake or tals, encourage children to explore the
ocean, depending on where they live. color, shape, size, and texture.70 “What
Invite children to go on a rock hunt (Note: does it look like? What color is this rock?”
Make sure there are no dangerous mate- “How can we find out how big it is?” “How
rials on the ground before children begin can we find out how much it weighs?” An
to collect natural materials. Prepare them examination of different kinds of rocks,
for some of the things they might find sand, and soil allows for comparison and
that should not be collected but simply categorization of earth materials. Encour-
observed). Providing children with mag- age children to come up with their own
nifying glasses, binoculars, and record- criteria for sorting and invite them to
218 \ PROPER TIES AND CHARACTERISTICS OF EAR TH MATERIALS AND OBJECTS EAR TH SCIENCES
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describe their sorting and classifying: it affects its texture. Children may dis-
“Tell me how you sorted these rocks. Why cover what happens to clay when it dries
did you put these rocks together?” Activi- out and whether they can make it soft
ties of this kind not only highlight for again.
children the variation in earth materials,
Use opportunities to explore earth
but also introduce children to descriptive
materials in the context of studying
words and expand their vocabulary in a
living things or when exploring other
context that is meaningful for them. Con-
solid and nonsolid materials. Much of
sideration should be made for children
the explorations of earth materials can be
with special needs through assistance by
a natural extension of children’s explora-
teachers or peers or adaptation of mate-
tions in physical and life sciences. Living
rials so they are able to fully participate
things use earth resources to grow and
and make observations. See the Cali-
survive. The study of plants, for example,
provides an opportunity to explore prop-
Volume 1, chapter 6, “Mathematics,” for
erties of soil and to discuss with children
additional strategies to support children’s
the way soil helps plants grow. As chil-
sorting and classification skills, and
dren take part in putting together all the
chapter 4, “Language and Literacy,” for
materials needed for creating a terrarium
strategies to support vocabulary and lan-
for their indoor plants, they may notice
guage skills.
that the teacher puts gravel in the bottom
Invite children to explore and experi- of the terrarium and soil on top of the
ment with earth materials. Exploring gravel. The teacher may use this as an
and experimenting with earth materials opportunity to explore these earth mate-
lead children to discover more of their rials with children: “How are gravel and
properties. For example, when playing soil different? Why do you think we need
with rocks, children may discover that gravel at the bottom and soil on top? How
they can use certain rocks to draw on a do these materials help plants grow?” As
sidewalk, that some rocks break more children investigate the habitats of differ-
easily, or change color or texture when ent animals, they notice that some pre-
put in water. Children also discover what fer to live in soil, some live under rocks,
happens when water is poured onto soil and some live in water. This creates the
or sand and how it affects the water opportunity to explore different earth
and the sand. Wet and dry sand and materials and how they provide for the
soil do not behave in the same way. Wet needs of different animals. The explora-
sand behaves like mud, while dry sand tion of sand, soil, clay, water, and rocks
behaves in some ways like liquid. Dry can also be part of children’s explora-
sand can be easily poured through a fun- tion of other solid and nonsolid materials
nel to fill up a bottle, but it can be more (e.g., wood, play dough, rubber, metal), as
challenging to try to fill the bottle with described in the Physical Sciences strand.
wet sand. Clay is another earth material
Invite children to share in-home expe-
that is derived from minerals. When add-
riences with earth materials. Engage
ing water to solid clay, children may dis-
family members in children’s explora-
cover how it transforms into a soft, slip-
tions of earth materials and phenomena.
pery material that can be cut, rolled, or
For example, invite families to send in
flattened. They can also vary the amount
samples of rocks or soil from their neigh-
of water they add to clay and notice how
EAR TH SCIENCES PROPER TIES AND CHARACTERISTICS OF EAR TH MATERIALS AND OBJECTS \ 219
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borhood or from a trip to a different area. what rocks, sand, soil or other natural
Teachers may also send home a journal materials they find outdoors.
for children to record in words or pictures
VIGNETTE Before going outside, Mrs. Cooper showed children a trowel and asked,
“What do you think this is for?” Nikko said, “It’s for digging in the
mud.” Hanna said, “My mom uses it for taking out the plants.” Mrs.
Cooper explained, “It is used for digging, and it’s called a trowel. We
are going to use this tool to dig up and collect some soil. I wonder what
we are going to find in the soil, when digging in it. What do you predict
we may find in the soil?” The children came up with different predic-
tions: “Rocks.” “Leaves.” “A ladybug.” “Old flowers.” “Ants.” “Seeds.”
Mrs. Cooper wrote down their predictions. Later, Mrs. Cooper brought
outside several trowels and hand lenses. She helped the children
use the trowels to dig in the dirt and collect some soil from the gar-
den, which they put in a dishpan. After they collected enough soil for
their plants in the dishpan, Mrs. Cooper invited them to observe more
closely the soil they collected. She brought a sieve and showed the
children how they could use it to sift the soil. She also provided them
with tweezers to pick up decomposing plant and animal materials.
The children looked curiously at the soil and, using their magnifiers,
were excited to discover roots, small rocks, slugs, and even worms.
During group time, Mrs. Cooper invited the children to describe what
they discovered in the soil, and she made a list of all the things they
found. She read the list and explained, “Soil is made up of all of
these things. Small rocks, minerals, and plant and animal materials
make up soil.”
PLANNING Mrs. Cooper recognizes an opportunity for exploration of

LEARNING soil, as part of her group’s planting project. She prepares
OPPORTUNITIES herself by reading about soil and learning about the main
components of soil (e.g., minerals, organic matter, and living
organisms). She introduces children to the trowel, a new
tool they will use, and later she assists them in using it.
Children’s predictions about what they will find in the soil
inform Mrs. Cooper of their ideas and thoughts, and increase
children’s curiosity and interest as they hear each other’s
predictions. Digging in the soil provides children with an
immediate way to check their predictions, and it opens the
door for more explorations of what they found in the soil.
220 \ PROPER TIES AND CHARACTERISTICS OF EAR TH MATERIALS AND OBJECTS EAR TH SCIENCES
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2.0 Changes in the Earth
Y oung children have daily experiences

and interactions with changes in the
earth. They experience changes of night
as the leaves falling down or puddles
on the playground. Invite children to
observe, record, and track changes in
and day and may notice how the sun and the earth that occur around them, such
the moon appear to move across the sky. as the pattern of movement and change
Young children may assume that the sun in the sun and the moon, changes in the
and the moon are actually moving, as weather and seasons, and the impact of
they do not yet understand that the earth weather and seasons on them, and on the
rotates around on its axis once in 24 environment around them. This practice
hours. They experience changes related requires systematic observations and
to weather and know they need to dress recording, to identify patterns in the data
differently when it is hot or cold outside. and changes over time. The following
The children also notice when the rain strategies will increase and deepen chil-
falls or the wind blows, and the changes dren’s awareness and ability to observe,
in the environment around them, such describe, and track changes in the earth.
VIGNETTE It was a rainy day, and Mr. Kim decided to take the children out to
explore the rain. Before they went outside, Mr. Kim discussed the
excursion with the group and asked for their ideas about what the
rain may feel, sound, taste, and smell like, and where they think it
comes from. After coming back inside, the children were all excited.
They were still observing the rain through the window. Mr. Kim
invited the children to share their observations of the rain and the
clouds. “What did you notice about the rain?” Simon said, “I saw the
rain falling on the ground.” Reina said, “I felt the raindrops on my
face. It tickled.” Mr. Kim asked the children, “Can you show me with
your body how the rain was falling down?” “It falls down like this,”
said Nicholas, and started jumping fast, rocking his feet on the floor.
Mr. Kim said, “Oh, so rain is falling down from above (showing with
his hands the direction in which the rain is falling). “Where do you
think the rain is coming from?” John said, “It’s falling down from the
sky.” Tommy said, “It is coming from the clouds.” Mr. Kim invited
children to observe the clouds again. “What do you notice about rain
clouds?” Children looked outside and shared their observations:
“They are up in the sky.” “They are not white.” “They are grey.”
“They have lots of rain inside.” Mr. Kim said, “These are rain clouds.
Scientists call them cumulonimbus clouds.”
EAR TH SCIENCES 221

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PLANNING Mr. Kim guides the children to think about where rain comes
LEARNING from, and to notice what rain clouds (cumulonimbus clouds)
OPPORTUNITIES are like. He did some basic research about different types of
clouds and introduces the names in a meaningful context.
Even though the children may be too young to understand
how water droplets are formed in the clouds, they can
begin to understand where rain comes from. The teacher
encourages children to use all their senses to observe the
rain and clouds. Such experiences help children to develop
their ability to describe their observations, in words and
through body movements, and to allow children who are
nonverbal to participate and communicate their observations
of the rain. Mr. Kim may also invite children to record their
observations of the rain through drawings and dictations in
their weather journals.
at night, what did you see?” You can

Interactions and Strategies also invite children to make predictions
(“What do you predict we will see in the
Engage children in observing and sky when we go outside?”) and to record
describing the sun and the moon and their observations of objects in the sky by
other natural objects in the sky. Invite drawing, or by creating other representa-
children to observe the sky and describe tions and by using different materials.
what they see. Young children are aware Avoid magical demonstrations of earth
that the sun, the moon, and the stars are phenomena, especially if they focus on
in the sky but are not ready to under- concepts children are not yet ready to
stand the explanation behind patterns of grasp; for example, showing movements
movement and apparent changes in the of the earth in relation to the sun and the
sun and the moon. Their observations moon by doing the “flashlight around the
may lead them to draw wrong conclu- globe” demonstration.
sions: that the sun comes up and goes Provide children with opportunities
down, the moon changes shape, and to observe, record, and discuss the
that the stars move to different parts of weather. Weather is driven by changes
the sky. Teachers can invite observa- in temperature, air movement, and pre-
tions and awareness without facilitat- cipitation activity. Common weather
ing conversations on changes in the sun phenomena in California include wind,
and the moon. For example, children rain, clouds, and in some areas fog and
may describe what they see when they snow. Discussions about the weather can
look at the sky at night and compare it raise children’s awareness to changes
with the day sky. The teachers can ask in temperatures and provide children
questions to focus children’s observa- with opportunities to use vocabulary to
tions and facilitate the discussion about describe the types of weather they experi-
objects in the sky: “What does the moon ence.
look like?” “When you looked at the sky
222 \ CHANGES IN THE EAR TH EAR TH SCIENCES

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s Develop an awareness of the daily they may say, “It rained three days this
weather. During large- or small-group week,” or “How many sunny days did
time, take opportunities to talk about we have this month?”
the weather. Invite children to observe s Invite children to observe and dis-
and describe the weather: “What do cuss the effects of weather and
you see?” “How is the weather different seasonal changes on their life and
from yesterday?” “What happens when the environment around them. Chil-
the wind blows?” Children may start dren notice that it is necessary to wear
making predictions based on their jackets in the winter, because it is
observations. For example, by observ- cold outside, and they may need their
ing the sky, they may predict whether boots and umbrella when it is raining.
they think it is going to rain. Encour- Weather can cause immediate changes
age children to label their observations, in the environment. After the rain, chil-
using words such as windy, cloudy, dren may notice puddles, or a stream
foggy, rainy, sunny, and to represent of water in the yard. They may notice
their observations in drawings or trails of water through the sand or soil.
actions. The wind may blow away leaves, toys,
s Invite children to record and dis- and other objects on the playground.
cuss changes in the weather. On a hot day, children may notice that
Recording the weather may take dif- the slide is too hot to slide on or that
ferent forms: drawing a picture of the the sand in the sandbox is hotter than
weather and describing it in words, usual. Provide opportunities for obser-
recording the weather in their jour- vations and discussions of the changes
nal, or recording their observation on they notice in their environment.
a weather chart (for example, using With seasonal changes, there are
a picture with a drawing of clouds to noticeable changes in weather and
indicate that it is a cloudy day). Chil- temperature and some observable
dren can also learn about the different changes in plant and animal activ-
types of clouds (e.g., cumulus, cumu- ity. For example, in the autumn, the
lonimbus, cirrus), and may observe leaves of some trees and plants may
the sky and record the clouds they are change color and fall down. Furry ani-
observing in their journals. The teacher mals have thicker coats to keep them
may read the thermometer, a tool for warm during the coming winter, and
measurement of temperature, with the many birds travel to warmer places.
children. For example, children may In the spring, temperatures become
read an outside thermometer, with warmer. Trees sprout buds and grow
assistance from adults, and record new leaves and flowers, and more birds
observations in their journals or in and bugs are seen around. Draw chil-
a chart. Systematic recording of the dren’s attention to seasonal changes
weather in a chart allows children to in their environment. Invite chil-
look back at the data and learn about dren to observe, record, and discuss
changes in the weather over time. changes in plants and animal activity.
Children discover that the weather For example, children may observe
may change from day to day and dur- a tree or a bush in the yard regu-
ing the day, and they can identify and larly throughout the year and track
describe weather patterns. For example its changes over time: “Does it lose
EAR TH SCIENCES CHANGES IN THE EAR TH \ 223

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its leaves?” “Is it growing new leaves?” and seasonal changes in the environ-
“Does it grow flowers or fruits?” “Which ment around them. Teachers may send
animals can be seen around the tree or home lead questions to guide in home
use it as part of their habitat?” Children observations with parents and other
may record their observations of the tree family members; for example, “Is it
or bush at different times of the year. sunny or cloudy this morning?” “Is it
s Engage families in children’s explo- windy?” Discussions with family mem-
rations of weather and seasonal bers will provide children with oppor-
changes. Invite children to share expe- tunities to use vocabulary in either
riences related to weather and seasonal their home language or English or in
changes while at home and while on both languages to describe the differ-
family trips to other areas. Parents and ent types of weather they experience
other family members should be part and the changes they notice in their
of children’s explorations of weather environment.
VIGNETTE During group time, Ms. Reese invited the children to record the
weather. Tania said, “It is windy. When I came, I felt the wind on my
face, and it moved my hair.” Ms. Reese told the group, “Tania says
that it is windy or breezy, because she felt the wind blowing her
hair when she came in this morning. Let’s look outside. How can we
tell if it is still windy or not?” She opened the door, and the children
could feel the wind coming in. Ms. Reese asked, “Is it a strong breeze
or a light breeze?” The children agreed it was a strong breeze. Ms.
Reese told the group that there are special
ways to tell if it is windy and to measure the
strength of the wind. She showed the group
a windsock that she had ordered in advance
and explained to the children what it is. She
told the children that she is going to hang it
up high in the yard. “Together we will look at
it and will be able to tell different things about
the wind; for example, how fast it blows and
in what direction it is going.” Then she asked
Tania, “Will you please help us record on our
weather chart that it is windy today?”
PLANNING A routine daily activity of recording the weather can become a

LEARNING rich experience in which children observe the weather outside
OPPORTUNITIES and use the evidence to determine whether it is windy or not. Ms.
Reese is prepared to help children understand and be curious
about the weather. In this case, Ms. Reese presented children
with a windsock and placed it in the yard, so that children
would become aware of the tools that provide information about
different features of the wind such as its direction and relative

SCIENCE
speed. At other times, she has planned questions to elicit

children’s observations or brought in other tools to measure
temperature, wind, or rain. Her attention to this group activity
has made it interesting for the children and herself.
VIGNETTE Today, Rena’s father came to school to share with the group some
of his kites and to build a kite with the children. First, he invited the
children to observe him flying one of his kites in the air, and then
the children took turns flying the kite together with him. After they
came inside, Rena’s father asked the children, “So what do you think
makes the kite fly up?” Children came up with different answers.
“The wind touches the kite all around, and it goes up in the sky. It
pushes the kite up, up, up, up in the sky.” Another child said, “The
air goes through the holes of the kite, and it moves the kite to the
sky.” Rena’s dad invited children to notice the shape of the kite, and
together they discovered that the kites he brought have a similar
shape, “like a diamond.” He also asked them why they think the
kite needs to be light and not heavy, and one of the children said,
“Because it needs to fly up.” Rena’s dad told them, “A long time ago,
kites were invented in China. People used bamboo sticks and silk
to make kites.” He then invited children to build a kite. “Now we are
going to build our own kite. What do you think we need to build a
kite?”
PLANNING The children in this group observed how lots of things

LEARNING blew around on a very windy day. This was part of their
OPPORTUNITIES exploration of air movement and how air can make other
things move. Over a period of time, they investigated objects
such as fans, parachutes, air propellers, and kites and talked
about how some objects are moved by air. The teacher knew
that Rena’s father enjoys building and flying kites and invited
him to share his expertise with the children. She always
looked for ways to involve parents and family members to
enrich children’s learning experiences, and felt that after
children had many different experiences related to air, they
were ready for the visit. She called Rena’s father, and they
came up with a plan for his visit. After the visit, the teacher
read children the book Kite Flying by Grace Lin, describing
how an entire family participates in constructing a colorful
dragon kite. Exploring kites with Rena’s father incorporated
elements from science, art, literacy, culture, and history. It
was a powerful learning experience for the children and the
teachers in the group, particularly for Rena who was very
proud to help her father present his kites.
EAR TH SCIENCES CHANGES IN THE EAR TH \ 225

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Preserving the Environment Engage children in caring for and

Nature walks; studying and caring for protecting the environment through
plants and animals; playing with and everyday routines in the preschool
exploring water, sand and rocks; observ- environment. Caring practices may
ing weather and seasonal changes—are include showing responsibility in turn-
all experiences that enhance children’s ing off water after washing hands, taking
curiosity and love toward their natural turns in being the room’s light keeper,
environment, and build their disposition saving paper and other materials, par-
to participate in environmentally relevant ticipating in sorting recyclable items,
activities in their everyday life. In addi- and going on a “trash hunt” to clean the
tion, the preschool teacher can raise yard. While outdoors in nature, remind
children’s awareness of the importance them to act in a way that keeps animals
of caring for and respecting the environ- and plants safe and to show respect for
ment and engage children in practices living and nonliving things in the natural
related to its care. environment. This would include observ-
ing rather than collecting insects and ani-
mals and releasing the ones they find and
Interactions and Strategies study back into their habitat.
Collect and use recycled materials.

Model and discuss respect for the envi- Invite children and families to collect and
ronment. Young children can become bring to class various kinds of recycled
sensitive to basic environmental issues, materials. Some of these items may be
and develop pro-environmental attitudes paper tubes (the ones inside of paper
and behaviors, especially if the adults towel rolls), plastic containers of various
in their environment model environ- kinds, bottle caps, sticks, straws, papers
mentally sensitive practices, and engage and others. While working with these
them in discussions about what we can materials, teachers can guide children
do to protect our environment. Children to sort the materials by shape, material
can understand concepts such as recy- kind (e.g., plastic versus paper), where
cling things, caring for animals, keeping they come from, and why they need to
the environment clean, and not wasting BE RECYCLED 5SE THESE MATERIALS WITH
resources. These are concepts within children in different art projects, putting
their capacity to act and change. Air and together a construction project or a col-
water pollution and overcrowding are not lage. An activity of “making paper,” one
issues that young children can actively in which children use recycled paper to
prevent; and therefore are less appropri- make paper (soaking it in water and then
ate to discuss in preschool. Model care grinding paper, squeezing it, and laying it
and responsibility for the environment out on a flat surface to dry), is a nice way
through everyday practices in the pre- to illustrate for children the use of recy-
school environment, such as not leaving cled materials. They can draw or write on
water running or lights on, reusing paper, the paper they have made and even make
recycling and utilizing recycled materials, a book. Such activities combine science,
and keeping the environment clean by art, literacy, and social science.
picking up trash.

SCIENCE
The children in Ms. B’s group spend a lot menting the changes the children observe
of time exploring the outdoor environment. each month. By the end of the school year,
While outdoors, whether in the yard or on the book will include their documentation
a walk outside, she talks with the children of the tree in order of the seasons: fall,
about the weather. She is always excited winter, spring, and summer (based on an
to draw their attention to different trees example from Chalufour and Worth).71
and plants, how they change or grow,
and any birds or bugs that the children
come across in their environment. There This project illustrates the natural con-
is one particular tree that the children in nection between earth sciences and life
her group follow very closely and track its sciences. Through regular observations
changes over time. The valley oak tree is recorded of the valley oak tree throughout
native to California’s valleys. In autumn the year, children notice changes in the
its leaves turn a yellow or light-orange tree and how they coincide with weather
color and become brown by mid to late and seasonal changes. Ms. B enhances
fall. By midwinter, the oak tree is leafless. children’s awareness and involvement
In the spring, the oak tree sprouts new in the process by encouraging them to
leaves, and in the summer, it has heavy, describe and record their observations
green foliage. and by making documentation materi-
als visible to children. Documentation
Every month the children observe the oak
allows children to see the changes in the
tree outdoors and keep records of how
tree over time and provides the context
it changes from month to month. Ms. B.
for rich discussions and comparisons of
encourages children to make drawings of
current and previous images of the tree
the tree, and together with the children,
and ideas about why the tree or plant has
she takes photos of it once a month. While
changed. Experiences of ongoing observa-
observing the tree, Ms. B invites them to
tions in the outdoors enhance children’s
share their observations: “What changes
connection to nature and their awareness
do you see?” “Why do you think the tree
of changes in their natural environment.
changed like that?” Through such discus-
sions, Ms. B helps children to begin to
draw the connection between the changes Engaging Families
they observe in the tree and the changes
in the weather and seasons. In the fall,
Support families in facilitating chil-
dren’s curiosity and learning about
children collected fallen oak acorns and
their world. In the course of their
leaves. They were fascinated with its
daily life, children ask the adults
deeply lobed leaves, and some of them
around them for explanations about
made drawings of the oak leaves in their
how the world works; for example,
journals. They also observed the acorns
why the moon is sometimes invisible,
and talked about what them and other
how the seasons change, why the sun
trees around the yard that have dry fruit
cannot be seen at night. Provide fam-
similar to the acorn. Ms. B creates a class
ily members with tips to support chil-
book with the observational drawings,
dren’s awareness and understand-
children’s words, and photographs docu-
EAR TH SCIENCES 227

SCIENCE
ing of their natural environment. ments, or notices on a bulletin board

For example, they can encourage provide families with topics to discuss
children’s inquiry about the natural and ways to engage with their chil-
world by providing key vocabulary dren. A list of open-ended questions
(also in the child’s home language, if to use with children is also helpful,
possible) associated with these expe- along with some suggested activities.
riences. They may ask questions to The teacher might also provide a list
spark some conversations. Give fam- of suggested outdoor places to visit
ily members a list of recommended and children’s books that are related
children’s books and other resources to earth sciences (e.g., earth materi-
to support children’s understanding als, objects in the sky, weather, and
of the natural world. Talk with family seasons).
members about their family’s culture
Involve family members as volun-
and stories about the weather, the
teers and rich resources in the study
moon and stars and other earth sci-
of earth sciences. Encourage family
ence content. When family members
members to assist as volunteers with
show curiosity and interest in learn-
explorations of earth materials and
ing about their natural environment,
phenomena. Family members with
children follow their lead and demon-
certain expertise or interest (e.g., geol-
strate even greater interest.
ogist, naturalist) can be invited to the
Share with families children’s experi- preschool to share their knowledge in
ences of inquiry in earth sciences. a particular area of study. They can
Invite parents into the preschool or give presentations, tell children what
host a family night in which family they do, set up exhibits, or engage
members can learn about the science children in different activities. They
curriculum, observe documentation of can also share tools, books, and sto-
children’s work, and experience first- RIES RELATED TO THEIR WORK 6ISITS BY
hand explorations of earth materials. parents and other family members
Developing “What we are observing enhance children’s learning and the
now” columns in the center newslet- home–preschool connection.
ter, e-mail, or Web site announce-
228 EAR TH SCIENCES

SCIENCE

1. How do you use the outdoors for engaging children in explorations and
observations of earth materials and phenomena? What could you add or
change in the way you use the outdoors to enhance children’s explora-
tions of the natural world?
2. How does your preschool environment encourage children to initiate
their own playful experiences with earth materials?
3. What other earth materials might you use to diversify the materials
available in your preschool environment?
4. How do you engage children in observing and describing characteristics
of the weather and its changing conditions (e.g., wind, rain clouds)?
5. What opportunities do you provide to encourage children to collect,
explore, compare, and sort earth materials?
6. How can you engage children in yearlong observations of seasonal
changes in their immediate environment?
7. How can you engage families in participating in your group’s observa-
tions and investigations?
8. How do you support children in developing an awareness of the impor-
tance of caring and respecting the environment? How is respect for the
environment reflected in the behaviors of the children in your group on
a daily basis?
EAR TH SCIENCES 229

SCIENCE
Concluding
Thoughts
Y oung children have a sense of wonder

and a natural curiosity about objects
and events in their world. Through
investigating concepts from physical, life,
and earth sciences, teachers encourage
children to ask questions, to observe and
exploratory play and experimentation investigate, to predict and experiment
with objects and materials, they discover with objects and materials, to draw con-
how to make their car go downhill faster clusions, to document their work, and
or how to control the movement and to share their observations and ideas
flow of water. They are excited to find with others. Such experiences not only
out what’s inside a pumpkin, how trees develop children’s scientific inquiry skills,
change over the year, how the rain feels but also provide the context for learning
and smells, and why pill bugs curl into a and developing their language (building
ball. The preschool environment nurtures vocabulary in English and in their home
children’s innate or natural dispositions language), literacy, mathematics, and
to observe and seek information and social skills. Science also offers a special
guides their curiosity into opportunities avenue to include families in the curricu-
to observe, explore, and inquire about lum and bridge the home and preschool
objects and phenomena in their environ- cultures. Preschool science is inclusive
ment. Teachers provide children with a and prepares children for the scientific
purposefully planned, play-based, sup- skills and knowledge they encounter later
portive environment that expands their in school. It fosters a joy of discovery, a
explorations. Children’s explorations positive approach to learning, and the
and guided investigations deepen chil- development of skills and attitudes neces-
dren’s understanding of concepts in sci- sary for many areas of learning through-
ence and develop their attitudes, skills, out life.
and language of scientific inquiry. While
230
SCIENCE
Map of the Foundations
Domain Science
Strand Earth Sciences
Earth Sciences
Substrand 1.0 Properties and Characteristics of Earth Materials and Objects

At around 48 months of age At around 60 months of age Age
1.1 Investigate characteristics (size, 1.1 Demonstrate increased ability
Foundation weight, shape, color, texture) of earth to investigate and compare charac-
materials such as sand, rocks, soil, teristics (size, weight, shape, color,
water, and air. texture) of earth materials such as
sand, rocks, soil, water, and air.
Examples Examples Examples
z Observes different rocks collected on a nature z Pours water on sand and compares the dry sand
walk (using the senses of sight and touch). Sorts with the wet sand (e.g., “The wet sand sticks
out all the smooth rocks. together”). Demonstrates how to make a cake
z Plays with rocks and discovers that she can use a with wet sand by filling up the bucket and then
rock to draw on a sidewalk. turning it over.
z Fills a bucket with soil and comments, “We need z Pours water in the sandbox to form craters, lakes,
water to make it more squishy.” and dams.
z While playing in the sandbox, pours sand into z Investigates the surfaces of different rocks and
a bottle and communicates to his friend in his sorts the rocks based on how shiny they are.
home language, “I can fill up the bottle with sand Communicates, “Here are very shiny rocks, and
all the way up.” here are not so shiny rocks.”
z While outside, observes a windmill spinning. z In explorations of air, observes a kite flying and
Responds, “I can feel the wind. The air is pushing communicates, “The wind blows really hard, and
it.” the kite goes really high into the clouds.”
z A child who is visually impaired holds different z Collects soil from the garden and uses a magnify-
rocks and communicates, “This one feels really ing glass to observe the container of soil closely.
smooth, but this one is not very smooth.” Describes and records, with adult assistance,
observations: “The soil has tiny rocks inside. The
z Uses a magnifying glass to observe sand and soil has some yellow leaves and some leaves that
communicates, “I can see many tiny pieces.” turned almost black. The soil is a little wet and
z Explains that sand and water are needed to make feels very soft.”
a sand castle.
231
SCIENCE
Teacher Resources
Books Pollman, M. J. Blocks and Beyond: Strengthen-

ing Early Math and Science Skills through
Brunton, P., and L. Thornton. Science in the
Spatial Learning. Baltimore, MD: Paul H.
Early Years: Building Firm Foundations from
Brookes Publishing, 2010.
Birth to Five. Thousand Oaks, CA: Sage
Sarquis, M., ed. Marvelous Moving Things:
Publications, 2010.
Early Childhood Science in Motion. Contrib-
The Young Scientist Series:
uting authors: M. Neises, L. Hogue, and B.
Chalufour, I., and K. Worth. Discovering
Kutsunai. Middletown, OH: Terrific Science
Nature with Young Children. St. Paul, MN:
Press, 2009.
Redleaf Press, 2003.
Worth, K., and S. Grollman. Worms, Shadows,
Chalufour, I., and K. Worth. Building Struc- and Whirlpools: Science in the Early Child-
tures with Young Children. St. Paul, MN: hood Classroom. Portsmouth, NH: Heine-
Redleaf Press, 2004. mann, 2003.
Chalufour, I., and K. Worth. Exploring
Water with Young Children. St. Paul, MN: Web Resources
Redleaf Press, 2005. A Head Start on Science
$E6RIES 2 AND OTHERS Developing Construc- A collaborative project between the Depart-
tivist Early Childhood Curriculum: Practical ment of Science Education of California
Principles and Activities. New York: Teach- 3TATE 5NIVERSITY ,ONG "EACH AND THE (EAD
ers College Press, 2002. 3TART 0ROGRAM OF THE ,ONG "EACH 5NIlED
$E6RIES 2 AND # 3ALES # Ramps & Path- School District. It includes information on
ways: A Constructivist Approach to Phys- training opportunities for teachers, sample
ics with Young Children. Washington, DC: activities, and other resources.
National Association for the Education of http://www.csulb.edu/~sci4kids/
Young Children, 2011. Center for Early Education in Science,
Gelman, R., and others. Preschool Pathways Technology, Engineering and Mathemat-
to Science: Facilitating Scientific Ways of ics, University of Northern Iowa
Thinking, Talking, Doing, and Understand- Supports early childhood educators in cre-
ing. Baltimore, MD: Paul H. Brookes Pub- ating hands-on, interactive classroom activ-
lishing, 2010. ities that encourage children to develop
Life Lab. Sowing the Seeds of Wonder: Discov- and use scientific inquiry processes. The
ering the Garden in Early Childhood Educa- site provides information on teacher work-
tion. Santa Cruz, CA: Life Lab, 2010. shops, ideas for activities, and games.
An educator guidebook that provides http://www.uni.edu/coe/special-
insight and lessons for educators to help programs/regents-center-early-develop-
children develop a lifelong connection to the mental-education/ceestem
outdoors. A publication of Life Lab, Santa Children and Nature Network
Cruz, California (http://www.lifelab.org). The Children and Nature network sup-
Lind, K. K. Exploring Science in Early Child- ports people and organizations that work
hood Education. 4th ed. Clifton Park, NY: to reconnect children with nature. Includes
Thompson Delmar Learning, 2005. resources for parents and educators.
Martin, D. J. Constructing Early Childhood Sci- http://www.childrenandnature.org/
ence. Albany, NY: Thomson Delmar Learn- Exploratorium
ing, 2001. The museum of science, art, and human
perception in San Francisco. The museum’s
Web site offers plenty of resources,
232
SCIENCE
including hands-on activities, online Nature Explore

exhibits, articles, videos, and more. http:// A comprehensive program to connect
www.exploratorium.edu children with nature. The Web site
The Hawkins Centers of Learning includes information about designing the
The Hawkins Room for Messing About with environment, family activities, teachers’
materials and ideas offers contemporary workshops, and other resources.
work on topics such as balance and rolling http://www.arborday.org/explore
and access to articles and other resources. North American Association for
http://www.hawkinscentersoflearning.org/ Environmental Education (NAAEE)
Contemporary_Work.html The Web site has resources about
KinderNature environmental education programs and
A resource for early childhood educators, initiatives.
including activities, songs, games, an idea http://www.naaee.net/
bank, book lists, and more. Teachers can also check out EE-link,
http://kindernature.storycounty.com a resource for exploring environmental
Life Lab Science Program education.
Helping schools develop gardens where http://www.eelink.net
children can create “living laboratories” for Science NetLinks
the study of the natural world. It includes Lessons, tools, resources, and benchmarks
valuable educators’ training materials and for science education.
resources and tips for starting a school http://www.sciencenetlinks.com
garden. Sid the Science Kid
http://www.lifelab.org 4HE 7EB SITE FOR THE 0"3 46 SHOW h3ID THE
Young Children articles on science, a Science Kid” has a parent/teacher section
journal of the National Association for the that includes resources and activities to
Education of Young Children (NAEYC), support children’s learning process of
access to a list of articles about science in different topics in science.
preschool. Search for “science.” http://www.pbs.org/parents/sid/
http://www.naeyc.org/yc/search U.S. Department of Education, Office of
NASA Teacher Resource Site Communications and Outreach. Helping
NASA Education homepage. Your Child Learn Science. Washington,
http://www.nasa.gov/audience/ DC: Ed Pubs, 2005. Booklet.
foreducators/index.html This booklet provides parents of children
National Science Teachers Association ages three through ten with information,
(NSTA) tools, and activities to develop children’s
The premier organization for science interest in the sciences.
teachers of all grades. The site includes http://www2.ed.gov/parents/academic/
information on professional development, help/science/index.html
conferences, and institutes.
http://www.nsta.org/
4%!#(%2 2%3/52#%3 233

SCIENCE
Appendix: Suggested Materials
Scientific Tools
Observation Tools Magnifying glasses, hand lenses
Tools to extend close Binoculars
observations Tweezers
Microscope
Trays (Collectors’ trays)
Measurement Tools Tape measures, strings, unit blocks

Tools for measuring length, Rulers
Scales (e.g., balance scale, bathroom scale)
height, weight, volume,
Measuring cups
and temperature Measuring spoons
Thermometer
Recording Tools Pencils, markers, crayons

Tools for recording and Science notebooks/journals
Papers, posters
documenting information
Camera, computer
Charts
Felt board, magnet board
Materials to create 3-D models
A Wide Range of Open–Ended Objects and Materials

Materials for Building Sample Materials:
and Construction Blocks of various shapes, sizes, and materials (e.g., wood, foam,
cardboard)
Open-ended materials can
Boxes
be used in multiple ways Cardboard, planks, ramps
and therefore allow for Carpentry tools
investigation, creativity, Gutters, hollow tubes
and problem solving. Logs
Nuts and bolts
Screws
Sticks
Straws
Wheels, wheeled objects
Other construction materials
234
SCIENCE
Collections of Objects Sample Materials:

and Reclaimed Materials Bottles
Boxes of various sizes
For exploration of diverse
Buttons
materials and use in Collection of balls of different sizes
sorting, classifying, and Collection of different types of animals (for sorting and pretend
ordering activities play)
Collection of household tools made from metal, wood, plastic
Collection of musical instruments
Corks
Fabrics (e.g., a collection of gloves made of wool, rubber, leather)
Glass nuggets
Metal lids
Plastic lids
Screws
Shakers, maracas, castanets
Styrofoam pieces
Wind chimes
Woodchips
A Variety of Substances/ Cooking utensils

Materials Corn starch
Dough
Eggshells
Flour
Liquids
Salt
Sugar
Natural Materials: Clay

Earth Materials Crystals
Minerals
Natural materials found on
Rocks
earth Sand
Seashells
Soil
Tools to dig and explore soil (e.g., trowels, containers, magnifiers,
trays)
Tools to explore water (e.g., water table, clear plastic tubes,
connectors, funnels, containers)
Water
Natural Materials: Bark

Plant Materials Cotton
Feather
Materials derived from
Fruits
plants and animals Fur
Leaves
Seeds, seed pods (e.g., pinecones)
Tree logs
Twigs
6EGETABLES
!00%.$)8 35''%34%$ -!4%2)!,3 235

SCIENCE
Living Things
Plants* Bulbs
Indoor terrarium
Garden area
Garden tools
Plants, tubers, cuttings
Pots
Seedlings
Seeds (planted in soil or germinated with paper towels/cotton)
Soil
Animals Clear containers

Organic material for animals (follow specific instructions for the
care of different animals)
Scientific tools
Small animals (e.g., mealworms, land snails, earthworms,
crickets, pill bugs, and the like)
Books
Informational Books Nonfictional, informational books about topics from the physical,
life, and earth sciences.
Fictional Books Literature books with connection to topics of science (e.g.,

weather, growth, life cycle, animals).
*Choose your plants carefully, as some plants are poisonous. More information about common poisonous houseplants can be
found at http://www.nybg.org/hgc_online/fact_sheets_detail.php?id_fact_sheet=4.
236 !00%.$)8 35''%34%$ -!4%2)!,3

SCIENCE
Endnotes
1. National Academy of Sciences and Na- in Programs for Children Birth through
tional Academy of Engineering. Nurturing Age 8: A Joint Position Statement of the
and Sustaining Effective Programs in Sci- National Association for the Education of
ence Education for Grades K-8: Building a Young Children (NAEYC) and the National
Village in California: Summary of a Convo- Association of Early Childhood Specialists
cation (Steve Olson, Rapporteur), ed. Jay in State Departments of Education (NAECS.
B. Labov (Washington, DC: The National SDE) (Washington, DC: NAEYC, 2003).
Academies Press, 2009). 7. National Research Council, and Kinder-
2. E. S. Spelke, “Principles of Object Percep- garten through Eighth Grade Committee
tion.” Cognitive Science 14 (1990): 29–56; on Science Learning, Taking Science to
R. Baillargeon, “Physical Reasoning in In- School: Learning and Teaching Science in
fancy,” in The Cognitive Neurosciences, ed. Grades K–8, ed. R. A. Duschl, H. A. Sch-
M. S. Gazzaniga (Cambridge, MA: the MIT weingruber, and A. W. Shouse, Board on
Press, 1995). Science Education, Center for Education,
3. D. J. Martin, Constructing Early Childhood Division of Behavioral and Social Sciences
Science (Albany, NY: Delmar Thomson and Education (Washington, DC: The Na-
Learning, 2001). tional Academies Press, 2007).
4. K. Worth and S. Grollman, Worms, Shad- 8. N. L. Gallenstein, Creative Construction of
ows, and Whirlpools: Science in the Early Mathematics and Science Concepts in Ear-
Childhood Classroom (Portsmouth, NH: ly Childhood (Olney, MD: Association for
Heinemann, 2003). Childhood Education International, 2003).
5. Ibid.; see R. Gelman and others, Preschool 9. R. Gelman and others, Preschool Path-
Pathways to Science: Facilitating Scientific ways to Science: Facilitating Scientific
Ways of Thinking, Talking, Doing, and Ways of Thinking, Talking, Doing, and
Understanding. Baltimore, MD: Paul H. Understanding (Baltimore, MD: Paul H.
Brookes Publishing, 2010; see C. Chaille Brookes Publishing, 2010); K. Worth
and L. Britain, The Young Child as Sci- and S. Grollman, Worms, Shadows, and
entist: A Constructivist Approach to Early Whirlpools: Science in the Early Childhood
Childhood Science Education, 3rd ed. (Bos- Classroom (Portsmouth, NH: Heinemann,
ton, MA: Allyn and Bacon, 2003); see L. 2003).
French, “Science as the Center of a Coher- 10. D. C. Castro and others, “Language and
ent, Integrated Early Childhood Curricu- Literacy Development in Latino Dual Lan-
lum,” Early Childhood Research Quarterly guage Learners: Promising Instructional
19, no. 1 (2004): 138–49. Practices,” in Contemporary Perspectives
6. National Association for the Education on Language and Cultural Diversity in
of Young Children (NAEYC), Developmen- Early Childhood Education: A Volume in
tally Appropriate Practice in Early Child- Contemporary Perspectives in Early Child-
hood Programs Serving Children from Birth hood Education, ed. O. N. Saracho and B.
through Age 8: A Position Statement of the Spodek (Charlotte, NC: Information Age
National Association for the Education of Publishing, 2010).
Young Children (Washington, DC: NAEYC, 11. National Committee on Science Educa-
adopted 2009); National Association for tion Standards and Assessment and Na-
the Education of Young Children (NAEYC) tional Research Council, National Science
and National Association of Early Child- Education Standards. Center for Science,
hood Specialists in State Departments of Mathematics and Engineering Educa-
Education, Early Childhood Curriculum, tion (Washington, DC: National Academy
Assessment, and Program Evaluation: Press, 1996).
Building an Effective, Accountable System
237
SCIENCE
12. National Association for the Education of 22. C. E. Landry and G. E. Forman, “Research
Young Children (NAEYC), Developmentally on Early Science Education, in The Early
Appropriate Practice in Early Childhood Childhood Curriculum: Current Findings
Programs Serving Children from Birth in Theory and Practice, 3rd ed., ed. C.
through Age 8: A position Statement of the Seefeldt (New York: Teachers College
National Association for the Education of Press, 1999).
Young Children (Washington, DC: NAEYC, 23. N. L. Gallenstein, Creative Construction of
adopted 2009). Mathematics and Science Concepts in Ear-
13. K. Worth and S. Grollman, Worms, Shad- ly Childhood (Olney, MD: Association for
ows, and Whirlpools: Science in the Early Childhood Education International, 2003).
Childhood Classroom (Portsmouth, NJ: 24. R. Gelman and others, Preschool Path-
Heinemann, 2003). ways to Science: Facilitating Scientific
14. C. Chaille and L. Britain, The Young Child Ways of Thinking, Talking, Doing, and
as Scientist: A Constructivist Approach to Understanding (Baltimore, MD: Paul H.
Early Childood Science Education. 3rd ed. Brookes Publishing, 2010).
(Boston, MA: Allyn and Bacon, 2003). 25. Ibid.
15. R. Gelman and others, Preschool Path- 26. Ibid.
ways to Science: Facilitating Scientific 27. Ibid.
Ways of Thinking,Talking, Doing, and 28. Ibid.
Understanding (Baltimore, MD: Paul H. 29. D. J. Martin, Constructing Early Childhood
Brookes Publishing, 2010). Science (Albany, NY: Delmar Thomson
16. D. J. Martin, Constructing Early Childhood Learning, 2001).
Science (Albany, NY: Delmar Thomson * + "ERNHARD AND 6 0ACINIn+ETCHABAW
Learning, 2001). “The Politics of Language and Educational
17. P. Brunton and L. Thornton, Science in Practices: Promoting Truly Diverse Child
the Early Years: Building Firm Founda- Care Settings,” in Contemporary Perspec-
tions from Birth to Five (Thousand Oaks, tives on Language and Cultural Diversity
CA: Sage Publications, 2010); D. J. Mar- in Early Childhood Education: A Volume in
tin, Constructing Early Childhood Science Contemporary Perspectives in Early Child-
(Albany, NY: Delmar Thomson Learning, hood Education, ed. O. N. Saracho and B.
2001). Spodek (Charlotte, NC: Information Age
18. C. Chaille and L. Britain, The Young Child Publishing, 2010).
as Scientist: A Constructivist Approach to 31. R. Gelman and others, Preschool Path-
Early Childhood Science Education, 3rd ed. ways to Science: Facilitating Scientific
(Boston, MA: Allyn and Bacon, 2003). Ways of Thinking, Talking, Doing, and
19. K. Worth and S. Grollman, Worms, Shad- Understanding (Baltimore, MD: Paul H.
ows, and Whirlpools: Science in the Early Brookes Publishing, 2010).
Childhood Classroom (Portsmouth, NH: 32. Ibid.
Heinemann, 2003). 33. M. Fenichel and H. A. Schweingruber, Sur-
* + "ERNHARD AND 6 0ACINIn+ETCHABAW rounded by Science: Learning Science in
“The Politics of Language and Educational Informal Environments, Board on Science
Practices: Promoting Truly Diverse Child Education, Center for Education, Divi-
Care Settings,” in Contemporary Perspec- sion of Behavioral and Social Sciences
tives on Language and Cultural Diversity and Education (Washington, DC: National
in Early Childhood Education: A Volume in Academies Press, 2010).
Contemporary Perspectives in Early Child- 34. S. Blum-Kulka, Dinner Talk: Cultural Pat-
hood Education, ed. O. N. Saracho and B. terns of Sociability and Socialization in
Spodek (Charlotte, NC: Information Age Family Discourse (Mahwah, NJ: Lawrence
Publishing, 2010). Erlbaum Associates, 1997).
21. R. Gelman and K. Brenneman, “Science 35. M. A. Callanan and L. Oakes, “Preschool-
Learning Pathways for Young Children,” ers’ Questions and Parents’ Explanations:
Early Childhood Research Quarterly 19 Causal Thinking in Everyday Activity,”
(2004): 150–58.
238 ENDNOTES
SCIENCE
Cognitive Development 7, no. 2 (1992), 44. M. Bullock, R. Gelman, and R. Baillar-

213–33. geon, “The Development of Causal Rea-
36. R. A. Reiser, M. A. Tessmer, and P. C. soning,” in The Developmental Psychology
Phelps, “Adult-Child Interaction in Chil- of Time, ed. W. J. Friedman (New York:
dren’s Learning from Sesame Street.” Academic Press, 1982); E. S. Spelke and
Educational Communications and Tech- others, “Origins of Knowledge,” Psychologi-
nology 32, no. 4 (1934): 217–33; M. A. cal Review 99, no. 4 (1992): 605–32.
Callanan and J. L. Jipson, “Explanatory 45. K. Inagaki and G. Hatano, Young Chil-
Conversations and Young Children’s De- dren’s Naïve Thinking about the Biological
veloping Scientific Literacy,” in Designing World (New York: Psychology Press, 2002).
for Science: Implications from Everyday, 46. J. H. Flavell, F. L. Green, and E. R. Fla-
Classroom, and Professional Settings, ed. vell, “Young Children’s Knowledge about
K. Crowley, C. D. Schunn, and T. Okada Thinking,” Monographs of the Society for
(Mahway, NJ: Lawrence Erlbaum Associ- Research in Child Development 60, no. 1,
ates, 2001). serial no. 243 (1995): v–96; A. Gopnik and
37. M. Bang, D. L. Medin, and S. Atran, “Cul- H. M. Wellman, “The Theory Theory,” in
tural Mosaics and Mental Models of Na- Mapping the Mind: Domain Specificity in
ture,” Proceedings of the National Academy Cognition and Culture, ed. L. A. Hirschfeld
of Sciences of the United States of America and S. A. Gelman (New York: Cambridge
104, no. 35 (2007): 13868–74. 5NIVERSITY 0RESS
38. K. Crowley and others, “Shared Scientific 47. M. Bullock, R. Gelman, and R. Baillar-
Thinking in Everyday Parent–Child Activ- geon, “The Development of Causal Rea-
ity,” Science Education 85, no. 6 (2001): soning,” in The Developmental Psychology
712–32. of Time, ed. W. J. Friedman (New York:
39. O. N. Saracho, “The Interface of the Amer- Academic Press, 1982); E. S. Spelke and
ican Family and Culture” in Contemporary others, “Origins of Knowledge,” Psychologi-
Perspectives on Language and Cultural cal Review 99, no. 4 (1992): 605–32.
Diversity in Early Childhood Education: A 48. M. Bullock, R. Gelman, and R. Baillar-
Volume in Contemporary Perspectives in geon, “The Development of Causal Rea-
Early Childhood Education, ed. O. N. Sara- soning,” in The Developmental Psychology
cho and B. Spodek (Charlotte, NC: Infor- of Time, ed. W. J. Friedman (New York:
mation Age Publishing, 2010). Academic Press, 1982).
40. I. Chalufour, K. Worth, and Education 49. A. Gopnik and others, “Causal Learning
Development Center, Building Structures -ECHANISMS IN 6ERY 9OUNG #HILDREN
with Young Children (St. Paul, MN: Redleaf Two-, Three-, and Four-Year-Olds Infer
Press, 2004). #AUSAL 2ELATIONS FROM 0ATTERNS OF 6ARIA-
41. K. Worth and S. Grollman, Worms, Shad- tion and Covariation,” Developmental
ows, and Whirlpools: Science in the Early Psychology 37, no. 5 (2001): 620–29.
Childhood Classroom (Portsmouth, NJ: 50. Cited from L. E. Schulz and E. B.
Heinemann, 2003). Bonawitz, “Serious Fun: Preschoolers
42. I. Chalufour, K. Worth, and Education Engage in More Exploratory Play When
Development Center, Building Structures Evidence Is Confounded,” Developmental
with Young Children (St. Paul, MN: Redleaf Psychology 43, no. 4 (2007): 1045–50.
Press, 2004); I. Chalufour, K. Worth, and 51. C. Kamii and R. Devries, Physical Knowl-
Education Development Center, Exploring edge in Preschool Education: Implications
Water with Young Children (St. Paul, MN: of Piaget’s Theory (New York: Teachers
Redleaf Press, 2005). College Press, 1993).
43. K. Worth and S. Grollman, Worms, Shad- 52. C. Chaille and L. Britain, The Young Child
ows, and Whirlpools: Science in the Early as Scientist: A Constructivist Approach to
Childhood Classroom (Portsmouth, NH: Early Childhood Science Education, 3rd ed.
Heinemann, 2003). (Boston, MA: Allyn and Bacon, 2003); R.
$E6RIES AND OTHERS Developing Construc-
ENDNOTES 239
SCIENCE
tivist Early Childhood Curriculum: Practical 63. K. Inagaki and G. Hatano, Young Chil-
Principles and Activities (New York: Teach- dren’s Naïve Thinking about the Biological
ers College Press, 2002). World (New York: Psychology Press, 2002).
53. B. Zan, R. Edmiaston, and C. Sales, 64. K. S. Rosengren and others, “As Time
“Cooking Transformations,” in Developing 'OES BY #HILDRENS %ARLY 5NDERSTANDING
Constructivist Early Childhood Curricu- of Biological Growth in Animals,” Child
lum: Practical Principles and Activities, R. Development 62, no. 6 (1991): 1302–20.
Devries and others (New York: Teachers 65. A. K. Hickling and S. A. Gelman, “How
College Press, 2002). Does Your Garden Grow? Evidence of an
54. K. Worth and S. Grollman, Worms, Shad- Early Conception of Plants as Biologi-
ows, and Whirlpools: Science in the Early cal Kinds,” Child Development 66, no. 3
Childhood Classroom (Portsmouth, NH: (1995): 856–76.
Heinemann, 2003). 66. I. Chalufour, K. Worth, and Education
55. R. Devries and others, Developing Con- Development Center, Discovering Nature
structivist Early Childhood Curriculum: with Young Children (St. Paul, MN: Redleaf
Practical Principles and Activities (New Press, 2003).
York: Teachers College Press, 2002). 67. E. A. Grollman, Explaining Death to Young
56. D. J. Martin, Constructing Early Childhood Children (Cincinnati, OH: Forward Move-
Science (Albany,NY: Delmar Thomson ment Publications, 1998).
Learning, 2001). 68. R. Gelman and others, Preschool Path-
57. I. Chalufour, K. Worth, and Education ways to Science: Facilitating Scientific
Development Center, Discovering Nature Ways of Thinking, Talking, Doing, and
with Young Children (St. Paul, MN: Redleaf Understanding (Baltimore, MD: Paul H.
Press, 2003); Ibid. Brookes Publishing, 2010).
59. J. Piaget, The Origins of Intelligence in Chil- 69. S. R. Waxman and D. Medin, “Experi-
dren, trans. M. Cook (New York: Interna- ence and Cultural Models Matter: Placing
TIONAL 5NIVERSITIES 0RESS 3 #AREY Firm Limits on Anthropocentrism,” Hu-
Conceptual Change in Childhood (Cam- man Development 50, no. 1 (2007): 23–30;
bridge, MA: MIT Press, 1985). S. Atran and D. Medin, The Native Mind
60. G. M. Gottfried and S. A. Gelman, “Devel- and the Cultural Construction of Nature
oping Domain-Specific Causal-Explana- (Cambridge, MA: The MIT Press, 2008); M.
tory Frameworks: The Role of Insides and Bang, D. L. Medin, and S. Atran, “Cutural
Immanence,” Cognitive Development 20, Mosaics and Mental Models of Nature,”
no. 1 (2005): 137–58; K. Subrahmanyam, Proceedings of the National Academy of
R. Gelman, and A. Lafosse, “Animate and Sciences of the United States of America
Other Separably Moveable Objects,” in 104, no. 35 (2007): 13868–74.
Category-Specificity in Brain and Mind, 70. K. K. Lind, Exploring Science in Early
ed. E. Fordes and G. Humphreys (London: Childhood Education, 4th ed. (Clifton Park,
Psychology Press, 2002). NY: Thomson Delmar Learning, 2005).
61. S. A. Gelman and H. M. Wellman, “Insides 71. I. Chalufour, K. Worth, and Education
AND %SSENCES %ARLY 5NDERSTANDINGS OF Development Center, Discovering Nature
the Non-obvious,” Cognition 38 (1991): with Young Children (St. Paul, MN: Redleaf
213–44. Press, 2003).
62. G. M. Gottfried and S. A. Gelman, “Devel-
oping Domain-Specific Causal-Explana-
tory Frameworks: The Role of Insides and
Immanence,” Cognitive Development 20,
no. 1 (2005): 137–58
240 ENDNOTES
SCIENCE
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'OES "Y #HILDRENS %ARLY 5NDERSTANDING and Cultural Models Matter: Placing Firm
of Biological Growth in Animals.” Child Limits on Anthropocentrism.” Human
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BIBLIOGRAPHY 243
Glossary
Introduction ecology. The field of biology concerned

with the relationship between organisms
scaffolding. A process by which adults or
(including humans) and the environment.
capable peers provide supportive structures
economic exchange. Giving one thing of
to help children learn and play. Scaffolding
value for another thing of value, such as
is helpful when children are faced with a
giving money to a shopkeeper to purchase
challenge that they can solve with a simple
food.
hint, question, or prompt.
ecosystem. A physical environment in which
History–Social Science plants, animals, and (sometimes) humans
live and interact.
anecdotal notes. Short accounts of particular intuitive. Obtaining understanding by
incidents or events. one’s own natural reasoning, rather than
anti-bias literature. Books that address race learning from another.
and ethnicity, along with consideration of mental “scripts.” 5NDERSTANDING OF STEPS
gender, language, religious diversity, sexual in familiar routines, such as what occurs
orientation, physical and mental abilities, when going to a restaurant, getting ready
family structure, and socioeconomic class for bed, and so on.
through the use of authentic examples and persona dolls or puppets. Dolls or puppets
experiences. that represent diverse backgrounds and
authentic objects. Items from a variety of experiences, have a particular identity (e.g.,
settings (e.g., cultural, historical, linguistic) a name, family history, and other traits),
that reflect real-world experiences. and are used to discuss issues that may
authentic questions. Open-ended questions relate to classroom situations.
asked with the purpose of learning print artifacts. A genuine print document
children’s ideas, experiences, and (e.g., bus schedule, city map, menu) used
perspectives. to extend children’s classroom learning.
autobiographical memory. Memory for pro-social. Positive and cooperative. Sharing
personal events in one’s life. with another child is an example of pro-
barter. To trade by exchanging things of value social behavior.
rather than money. spatial. Pertaining to space.
chronological. Sequences in order of time timeline. 5NDERSTANDING OF THE SEQUENCE IN
(such as putting the birthdays of family time in which events occurred, such as
members in chronological order). that grandparents were born before parents
civics. Study of the privileges and obligations were, or that a tree begins as a small
of citizens. seedling and becomes larger over time.
consensus building. Activities that help tourist approach. A superficial educational
children come to agreement, such as by approach that does not make diversity a
discussion, encouraging children to listen routine part of the classroom environment
to others’ views, restating different points of and daily learning experiences.
view, and so on.
consumer. A person who uses (and thus may Science
purchase) something of value, such as an
object or a service. animate objects. Animate objects are living
cultural artifacts. Any items created by things with the capacity to impart motion
humans that give information about the or activity. The term refers to animals
culture of the items’ creators and users. (including humans) and is distinguished
from inanimate objects such as plants or
nonliving objects (e.g., a car or a rock).
244
GLOSSARY
cause and effect. Cause is what makes life sciences. The study of living things,
something else happen (e.g., kicking the including plants and animals, their
ball), and effect is what happens as a result characteristics, life cycles, habitats, and
of the cause (e.g., the ball rolled). their interrelationships with each other
classify/classification. The sorting, and the environment. The life sciences
grouping, or categorizing of objects encompass biology, physiology, and
according to established criteria. ecology.
communication. The skill of expressing living things. Living organisms that have
ideas, describing observations, and the capacity for self-sustaining biological
discussing findings and explanations with processes such as growth, breathing,
others, either orally, through sign language, reproduction, and responding to stimuli.
or in written form (e.g., drawings, charts, Examples of living things are humans,
pictures, symbols). animals, and plants.
compare and contrast. Looking at similarities measurement tools. Simple tools used
and differences in real objects and events. to measure length, volume, or weight.
constructivist approach. According to this Examples include rulers, scales, measuring
approach, children construct knowledge cups, and spoons.
and build theories through active observation. The process of gathering
experimentation and interaction with information about objects and events using
objects and people in their environment, the senses of sight, smell, sound, touch,
rather than passively taking in information. and taste, and noticing specific details
documentation. Different forms of recorded or phenomena that ordinarily might be
information, including drawings, overlooked.
photographs, written transcripts, charts, observation tools. Tools to extend
journals, models, and constructions. observations, such as magnifying glasses.
earth materials. Naturally occurring open-ended questions. Questions that do not
materials found on earth, including have a single right answer or that cannot
minerals, rocks, soil, and water. be answered with yes or no.
earth sciences. The study of the earth, patterns. Regularities or elements in events
which includes topics related to properties or objects that repeat in a predictable
of earth materials (i.e., soils, rocks, and manner.
minerals), the ocean, weather, and forces physical characteristics of objects.
that shape the earth. Major components Attributes or properties of objects, such
of earth sciences are geology and as the size, color, shape, and material the
oceanography. object is made of.
habitat. The home, place, or environment physical properties. Observable features of a
where an organism or a biological material, such as how it looks (e.g., shape,
population normally lives. color), feels (e.g., solid, liquid, texture), or
hypothesis. A proposed explanation for an behaves (e.g., sinks in water).
observable phenomenon that can be tested physical sciences. The study of nonliving
by an experiment. A confirmed hypothesis matter and energy. These sciences
supports a theory. deal with physical properties and
inferences. Logical assumptions or transformations of substances, as well as
conclusions that are based on observations the nature of motion, force, and energy
but are not directly observed. (e.g., mechanical energy, heat, sound,
investigation. Part of the process of scientific light, electricity). The two major branches
inquiry that involves asking a question of physical sciences are physics and
and conducting systematic observations or chemistry.
simple experiments to find an answer. prediction. A guess or estimation that is
life cycle. The series of changes in the growth based on prior observations, knowledge,
and development of humans, animals, or and experiences.
plants.
245
GLOSSARY
predisposition. A tendency or inclination sorting. Grouping together objects with

for something. In the context of early similar properties or that belong to the
childhood science, young children have same category.
the predisposition—the inclination and STEM. An acronym that stands for science,
capacity—to learn abstract concepts from technology, engineering, and mathematics.
biology and physics. substance. Any material with a definite
reclaimed materials. Any materials that have chemical composition (e.g., water, salt,
been used before and are reused. Examples sugar, gold).
include hollow tubes, corks, lids, planks, terrarium/vivarium. An enclosed
and empty bottles. environment, such as a transparent open
record. To set down information or knowledge container, where small animals and plants
in writing, drawing, or other permanent are raised and kept in natural conditions
forms for the purpose of preserving for observation and study.
evidence or tracking data over time. variation and diversity. Differences
scientific inquiry. The diverse ways in which among individuals of the same species;
scientists explore and develop knowledge for example, humans vary in physical
and understanding of scientific ideas. The structure, behavior, and physiological
process involves making observations, characteristics. Diversity represents the
posing questions, planning investigations, variety or differences that exist among
using tools to gather information, making organisms.
predictions, recording information, and
communicating findings and explanations.
simple machines. Six mechanical devices
that make it easier to move or lift
something: levers, wheels on axles, pulleys,
inclined planes, wedges, and screws. These
are the elementary building blocks of many
complicated machines used in daily life.
246
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California

#!,)&/2.)! $%0!24-%.4 /& %$5#!4)/. s 3!#2!-%.4/ 

The California Preschool Curriculum Framework, Volume 3, was

© 2013 by the California Department of Education

All rights reserved

Reproduction of this document for resale, in whole or in part, is

A Message from the State Superintendent Sense of Time (History) ............................. 86

I am pleased to present the California Pre-

T he development of the preschool

Relationships are central Play is a primary context

areas of strength. Integrated learning

Intentional teaching enhances

hips are central

In this introduction, curriculum plan- s A BRIEF Overview of the substrand;

T his preschool curriculum framework

children to talk about past and current

s ALLOW CHILDREN TO PARTICIPATE VOLUN-

Because first- and second-language engagement.32 Multiple means of repre-

engages their active minds and nurtures

and the opportunity to actively construct

dent at length, noting in this and simi-

this issue. Persona dolls—handmade respond when we invite a persona

lum planning. By thoughtfully planning piece of cloth Ashia’s mother called a

The example of the curriculum proj-

to T’syana, who also uses Spanish with

The Daily Schedule

T he daily schedule balances child-

P lanning preschool curriculum begins

The Reflective Curriculum Planning Process

together, Clayton. What do you see?”

be available to guide each child in choose from here, many shades of

1. California Department of Education, Cali- documents/reportcard_2010.pdf

19 . Children Now, California Report Card 27. California Department of Education,

Preschoolers’ understanding of history who built society, the importance of car-

they are enlisted into a preschool cur-

awareness of differences while also Observe and converse with children

ronment that supports children’s learn- A variety of materials to support

introduce children to less familiar eco-

for all.9 Conflict resolution focuses on

locations (such as home and school), the Self and Society

Summary of the Strands

The foundations of this section are

Self and Society

Young children are beginning to per-

tion, and evaluation of their program. early childhood program. Throughout

52 SELF AND SOCIETY

1.0 Culture and Diversity

A s preschoolers learn about them-

SELF AND SOCIETY 53

TEACHABLE The bilingual teacher in this vignette has supplied the

TEACHABLE This incident is an example of how young children bring

54 | CULTURE AND DIVERSITY SELF AND SOCIETY

in the preschool setting. Teachers can often only guess about

SELF AND SOCIETY CULTURE AND DIVERSITY | 55

“Dad,” replies Charlie.

VIGNETTE Daniel is already on the playground’s tire swing when Isaiah

56 | CULTURE AND DIVERSITY SELF AND SOCIETY

TEACHABLE Some of the most challenging interactions within a

SELF AND SOCIETY CULTURE AND DIVERSITY | 57

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