| Preschool Academic Standards | Teaching Strategies GOLD | HighScope COR | Colorado Building Blocks | Head Start Child Development & Early Learning Framework |
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1 - Individuals have unique talens but also work with others in groups a - Recognize membership in family, neighborhood, school, team, and various other groups and organizations |
Social Studies 29 - Demonstrates knowledge about self - - |
No Match |
Social and Emotional Development 2 - Self-concept Children demonstrate and express an awareness of self. a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership. |
Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Identifies personal and family structure. |
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1 - Individuals have unique talens but also work with others in groups b - Name groups to which they belong and identify the leader(s) |
Social Studies 29 - Demonstrates knowledge about self - - |
No Match |
Social and Emotional Development 2 - Self-concept Children demonstrate and express an awareness of self. a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership. |
No Match |
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1 - Individuals have unique talens but also work with others in groups c - Identify examples of times when people can play different roles and bring unique talents to a variety of groups |
Social Studies 30 - Shows basic understanding of people and how they live - - |
No Match |
Social and Emotional Development 1 - Play Children use play as a vehicle to build relationships and to develop an appreciation for their own abilities and accomplishments. a - Participate in a variety of individual and group play experiences. Social and Emotional Development 2 - Self-concept Children demonstrate and express an awareness of self. a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership. |
Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Understands similarities and respects differences among people. Social Studies Knowledge & Skills Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. Recognizes a variety of jobs and the work associated with them. |
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2 - Rules and their purpose in allowing groups to work effectively a - Explain that groups have rules |
Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
No Match |
Social and Emotional Development 3 - Self-control Children increase their capacity for self-control. a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment. |
No Match |
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2 - Rules and their purpose in allowing groups to work effectively b - Recognize interpersonal boundaries |
Social-Emotional 3 - Participates cooperatively and constructively in group situations a - Balances needs and rights of self and others 4 - Takes turns |
No Match |
Social and Emotional Development 5 - Sense of Community Children increasingly demonstrate a sense of belonging to the program, family and community. a - Begin to respect the rights of others. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Recognizes how actions affect others and accepts consequences of one’s actions. |
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2 - Rules and their purpose in allowing groups to work effectively c - Exert self-control |
Social-Emotional 1 - Regulates own emotions and behaviors a - Manages feelings 6 - Is able to look at a situation differently or delay gratification |
No Match |
Social and Emotional Development 3 - Self-control Children increase their capacity for self-control. a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment. Social and Emotional Development 3 - Self-control Children increase their capacity for self-control. b - Begin to accept the consequences of their behavior. Use materials purposefully, respectfully and safely. Social and Emotional Development 3 - Self-control Children increase their capacity for self-control. c - Effectively manage transitions between activities. |
Social & Emotional Development Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior. Handles impulses and behavior with minimal direction from adults. Social & Emotional Development Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior. Follows simple rules, routines, and directions. |
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2 - Rules and their purpose in allowing groups to work effectively d - Interact positively with others |
Social-Emotional 2 - Establishes and sustains positive relationships a - Forms relationships with adults 8 - Engages with trusted adults as resources and to share mutual interests Social-Emotional 2 - Establishes and sustains positive relationships c - Interacts with peers 6 - Initiates, joins in, and sustains positive interactions with a small group of two or three children Social-Emotional 2 - Establishes and sustains positive relationships d - Makes friends 6 - Establishes a special friendship with other child, but the friendship might only last a short while Social-Emotional 3 - Participates cooperatively and constructively in group situations b - Solves social problems 6 - Suggests solutions to social problems |
Social Relations F - Relating to other children 5 - Child shows loyalty to another child. |
Social and Emotional Development 4 - Interactions with Others Children develop successful relationships with other members of their learning community. a - Play, work and interact easily with one or more children and adults. Social and Emotional Development 4 - Interactions with Others Children develop successful relationships with other members of their learning community. b - Develop friendships with peers. Social and Emotional Development 4 - Interactions with Others Children develop successful relationships with other members of their learning community. c - Demonstrate empathy and caring for others. Social and Emotional Development 4 - Interactions with Others Children develop successful relationships with other members of their learning community. d - Develop ability to take turns in activities. |
Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Cooperates with others. Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Develops friendships with peers. Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Establishes secure relationships with adults. Social & Emotional Development Social Relationships: The healthy relationships and interactions with adults and peers. Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns. Approaches To Learning Cooperation: An interest and engagement in group experiences. Joins in cooperative play with others and invites others to play. Approaches To Learning Cooperation: An interest and engagement in group experiences. Helps, shares, and cooperates in a group. |
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2 - Rules and their purpose in allowing groups to work effectively e - Give examples of some rules that are permanent and some that change |
Social-Emotional 1 - Regulates own emotions and behaviors b - Follows limits and expectations 6 - Manages classroom rules, routines, and transitions with occasional reminders |
No Match |
Social and Emotional Development 3 - Self-control Children increase their capacity for self-control. a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment. |
No Match |