Early Childhood Standards of Quality for ... - State of Michigan

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ELE: Intellectual DevelopmentIntellectualDevelopmentIn the early years intellectual development and brain development areintegrally linked. Young children acquire, adapt, practice, apply, and transferknowledge in order to construct new or expanded concepts and make senseof their world. By observing, exploring, manipulating, listening, reflecting, andmaking inferences, children become capable of more complex thinking. They areable to use their experiences and knowledge in increasingly advanced ways.Having knowledge of the major cognitive characteristics of children enablesparents, teachers and caregivers to support their cognitive development andlearning across the curriculum.Intellectual development across content areas; e.g., language and early literacy,math, science, social studies is interrelated. These expectations cross and haveapplication in all of them, thus supporting children’s learning across the curriculum.1. Early Learning Expectation: Children explore with increasingunderstanding the physical characteristics and relationships ofobjects and happenings in their environment. [HSCOF-ID 7.3.3]Children typically:1. Explore and identify the characteristics of objects, including theirsimilarities and differences.2. Progress from categorizing objects and events using one attribute tocategorize the same set of objects or events in multiple ways.3. Can provide reasons for grouping objects in particular ways.62 Michigan Department of Education
ELE: Intellectual Development4. Can classify objects and events by identifying sets of large groups; e.g.,all horses and all dogs are animals, all houses are buildings.5. Can progress from sequencing objects and events by using one attributeto sequencing the same set of objects or events in multiple ways,providing reasons for sequencing in particular ways.Examples of Experiences and Strategies• Adults make thoughtful changes to the classroom materials over timeto add interest and to support topics and skills in the curriculum and tostimulate children’s interests.• Children have opportunities to identify different shapes and threedimensionalfigures as they naturally occur in the indoor and outdoorenvironment; e.g., as they draw, look at books, work with geometricpuzzles, build structures in the block center, take a neighborhood walk.• Children have many opportunities to handle objects; blocks, boxes orcontainers, shape sorters, puzzles.• Children have opportunities to climb in and out of boxes or large blockstructures; on or around outdoor equipment; and under, over, around,through, into, on top of, and out of different things to experiencethemselves in space.• Adults encourage children to make new shapes by putting materialstogether and taking them apart in different arrangements; e.g., whencutting or folding paper, molding clay, building structures.• Adults introduce spatial vocabulary, including—location and positionwords (e.g., on/off, over/under, in/out, above/below, in front of/in back of);movement words (e.g., up/down, forward/backward, toward/away from,straight/curved path); and distance words; e.g., near/far, close to/far from,shortest/longest.• Children’s interests in the physical world and living things are extended byusing information books, field trips, visitors, and other ways of opening upthe classroom to the larger world.• Adults initiate questions and answer children’s questions about whythings happen; e.g., weather phenomena, darkness, and light.Early Childhood Standards of Quality for Prekindergarten 63
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Becky HarrisonParent ParticipantSan
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eyond minimum child care licensing
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Quality ProgramStandards for Prekin
Page 13 and 14: These quality standards are meant t
Page 16 and 17: Program’s Statement of Philosophy
Page 18: Community Collaboration and Financi
Page 23 and 24: Physical and Mental Health, Nutriti
Page 25 and 26: Staffing and Administrative support
Page 27 and 28: Staffing and Administrative support
Page 29 and 30: Partnership with familiesThe Partne
Page 31 and 32: Partnership with families3. Program
Page 33 and 34: Learning EnvironmentThe Learning En
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Page 37 and 38: Learning Environment7. Program Stan
Page 39 and 40: Learning Environment11. Program Sta
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Page 45 and 46: Learning Environment2. Provides a l
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Page 60 and 61: ELE: Approaches to Learning6. Demon
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ELE: early Learning in maTHEMATICS4
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ELE: EARLY Learning IN SCIENCE5. Be
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ELE: EARLY Learning IN SCIENCE16. I
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ELE: EARLY Learning IN SCIENCE• C
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ELE: EARLY LEARNING IN THE SOCIAL S
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ELE: EARLY SKILLS IN USING TECHNOLO
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ELE: EARLY SKILLS IN USING TECHNOLO
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Glossary [LRCCC-R400.5101]Administr
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with the child and/or is a signific
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needs of the children; and theestab
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for the Education of Young Children
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Hohmann, M., Educating Young Childr
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National Association for the Educat
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U.S. Department of Education, Conti
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Early Childhood Standards of Qualit
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Early Childhood Standards of Quality for ... - State of Michigan

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