New Mexico Early Learning Guidelines - Center For Education ...

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Research clearly indicates that children who develop self-confidence andpositive social skills early in life are moresuccessful learners later on (The National Academies, Eager to Learn, NRC,2001a; Neurons to Neighborhoods, 2000; Katz &McLennan; Ladd, 1990). This competence is nurtured in an environment thataffirms children as individuals and asparticipants in their community helping them to learn to get along with othersand demonstrate personal responsibilities.Photo 22 Self, Family.PNGWatch & Listen Ask & Wonder Reflect & Plan Implement & Watch AgainWhen You Are ObservingTeachers learn about children by observing them inaction in many situations and experiences. Andparents and family members can contributeinformation to a teacherís observations. Talking withfamilies can be very helpful in learning more aboutthe childís experiences outside of the early childhoodprogram. Home visits can broaden the perspective ofthe early childhood professional and help her to learnmore about the familyís culture and values. Sensitivityand respect for family membersí goals for the childwill help build a partnership that will benefit thechild.
Keep in MindConsideration of each childís unique circumstances, respect for each family,and cooperative involvementbetween families and teachers is critical to childrenís academic success andlater school achievement.Teachers give families the information they need to support their children'slearning and development.Creating partnerships with families is a way to insure that children areprovided with the best learningexperiences at home and at school.Essential IndicatorsDomain: Self, Family and CommunityOutcome #17: The child exhibits self-awareness.Indicator 17.4 (Essential Indicator #16): Expresses cultural influences fromhome, neighborhood and community.
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WHAT ARE EARLY LEARNING GUIDELINES?
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student achievement.Photo 3.PNGPhot
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ï To help understand the complexit
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irth through kindergarten age. In c
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The New Mexico Early Learning Guide
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sensory and brain development. Ever
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communication andinteractions with
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children are not just products of t
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The Chief Council of State School O
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Domain I: Beginning to Know About O
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CreativityPersistenceProblem Solvin
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development: how very young childre
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ï "In what ways does this baby dem
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Charts for each domain will contain
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Summary of Indicators for Young Inf
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Begin to listen to words with under
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Gain control of head andbodyMove bo
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Express own needsFollow simple rout
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Participate in socially expectedcon
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Begin to controlmovements using arm
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Demonstrate different emotions ormo
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Use sounds and words in social situ
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Begin to use simple toolsShow incre
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Demonstrate an increasing ability t
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Initiate socially expected communic
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independentlyCoordinate several sen
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Domain: Beginning to Know About Our
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awareness of his own abilities by f
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Beginning to Know About Ourselves a
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Express own needsGesture when hungr
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Use self talk: Say ìnoî when reac
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Respond to emotional cues: smilebac
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Tell mom, ìDonít sing!îGive orde
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Participate in interactionsDisplay
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unfamiliar adultsHold adultís hand
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Demonstrate attention by watchingBe
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interaction skills with peersPartic
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Domain: Beginning to CommunicateDom
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Language is the shared code or symb
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use of language by a caregiver. So
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Respond non-verbally to gesturesand
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word when asked "Who?" or "Where?"q
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lips) or bubbles to experiment with
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Use adjectives in phrases ñ ìbig
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Pick up small toy with thumb andfin
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Explore writing as a means ofcommun
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Domain: Beginning to Build Concepts
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out of their written descriptions.
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Explore size and shapePlay with toy
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Begin to organize materials andinfo
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Continue to bat at crib toy to make
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Demonstrate beginning number andmea
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Respond to music or chantingQuiet w
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Try out new ways to get dressedDemo
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(Both Brian and Sofia are showing t
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Program planning works best when ea
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Demonstrate increasing largemotor c
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Follow toys with eyesReach for or s
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Show increasing eye-handcoordinatio
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Coordinate sucking, swallowingand b
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Remove hat and mittensZip or unzip
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Domain: Approaches to LearningDomai
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ï and Problem Solving ñ looks at
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Begin to demonstrate initiativeEnga
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Engage with objects that light up o
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Remember: You are likely to see the
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Aesthetic Creativity
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New Mexico PreK and Title Iì619î
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2.3 Holds writing tool in pincer gr
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5.1 Listens with understanding to d
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7.4 Progresses in understanding and
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#10 The child demonstratesunderstan
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DomainOutcomeIndicatorAestheticCrea
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#15 The child acquires scientific k
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#18 The child demonstrates self-con
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21.2 Accepts guidance and direction
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#24 The child takes initiative.24.1
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#28 The child uses problem-solving
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glue, Dominic?î William asks. ìSu
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coordinate their hands to pour juic
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MakingProgressAccomplishedfor 4ís(
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Uses smallerbeads, pegs andmanipula
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Domain: LiteracyDomain Vignette:In
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Domain Description:Literacy encompa
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Families transmit values, beliefs a
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Accomplishedfor K(End of K)Responds
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Followsincreasinglycomplexdirection
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Accomplishedfor 4ís(First Stepsfor
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letter-soundassociationswith beginn
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Page 199 and 200: Listens to anadult read abook or ch
Page 201 and 202: Domain: LiteracyOutcome #7: The chi
Page 203 and 204: Uses ownexperiences tomakecomments
Page 205 and 206: Essential IndicatorsDomain: Literac
Page 207 and 208: (End of K)Identifies printin theenv
Page 209 and 210: Essential IndicatorsDomain: Literac
Page 211 and 212: Accomplishedfor K(End of K)Makes ma
Page 213 and 214: Writes somesimple wordsusing standa
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Page 217 and 218: Photo 19 NumeracyWhen You Are Obser
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Page 221 and 222: 110Essential IndicatorsDomain:Numer
Page 223 and 224: Domain Description:The arts provide
Page 225 and 226: First StepsMakingProgressAccomplish
Page 227 and 228: Communicatestwo ideas orfeelingsthr
Page 229 and 230: Domain: Scientific Conceptual Under
Page 231 and 232: Watch & Listen Ask & Wonder Reflect
Page 233 and 234: MakingProgressAccomplished for 3ís
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Page 239 and 240: Accomplishedfor K(End of K)Asks ìw
Page 241 and 242: Developsalternativehypothesisbased
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Page 247 and 248: 4ísMakingProgressAccomplishedfor K
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Page 251 and 252: Accomplishedfor 4ís(First Stepsfor
Page 253 and 254: and someadult helpPlacespersonal it
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Page 257 and 258: Interacts withother children,sharin
Page 259 and 260: First StepsMakingProgressAccomplish
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Page 263 and 264: Domain Vignettes:Three four-year-ol
Page 265 and 266: Photo 23 Approaches.PNGWhen You Are
Page 267 and 268: 3-Year-Old Rubrics4-Year-Old Rubric
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Page 271 and 272: Indicator 24.2 (Essential Indicator
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Page 277 and 278: Adds dress-upclothes orother items
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Page 281 and 282: Accomplishedfor K(End of K)Shows in
Page 284 and 285: Domain: Physical Development, Healt
Page 286 and 287: Photo 24 Gross Motor.pngWhen You Ar
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Page 290 and 291: esponse tothrowing,catching andkick
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what children do and say so thatthe
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Observerís Name DateAs children pl
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SCIENTIFIC CONCEPTUAL UNDERSTANDING
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Childís Progress toward the Outcom
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. Familiar task for this childAnecd
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Making ProgressUses own experiences
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NM Early Learning GuidelinesPortfol
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First StepsMakes marks orscribbles
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ExceedsExpectationsCorrectly assign
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(include photo, worksample or other
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Making ProgressParticipates in more
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Uses one sense(such as sight only o
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. Child-initiated activity . Done i
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Demonstratesincreasedinterest andfr
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ExpectationsIncorporates 1 ñ 2soci
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minutes). New task for this child .
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First StepsShows interest infavorit
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SampleNew MexicoEarly LearningGuide
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sentences to expressideas and reply
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minutes). New task for this child .
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to pictures, turningpages, and/or a
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Shows increasing control ofthe writ
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one correspondenceChildís Progress
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. Teacher-initiated activity . Done
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Communicates a morecomplex combinat
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Childís Name Date ObserverDomain:
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First StepsUses obvioussensory info
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Childís Progress toward the Outcom
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Anecdotal Note: Describe what you s
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Incorporates 1 ñ 2 socialbehaviors
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Focuses and completes a variety of
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. Child-initiated activity . Done i
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Making ProgressUses 2 connectedsent
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Accomplishing for K(End of K)Answer
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Check off whatever applies to the c
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DemonstratingPurposefullymakes mark
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Making ProgressCorrectly assigns an
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Communicates ideas and/or feelings
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more complexcombination ofideas or
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Uses one sense(such as sight only o
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Understands thatìfairnessî requir
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Anecdotal Note: Describe what you s
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ehaviors withincreasing selfregulat
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ContinuingProgressUtilizes multiple
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