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

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successfully,independentof adultassistanceConsistentlyinitiates andcompletespeer- to- peerconflictresolutionsuccessfully,independentof adultassistanceDomain: Approaches to <strong>Learning</strong>
Domain Vignettes:Three four-year-old boys were invited by their teacher, Gina, to sort coloredbears into round sorting trays withmultiple compartments. As long as she was there with them, they cooperated inthe sorting activity, talking about the colorsof the bears as they sorted them. As she moved on after five or six minutes tohelp in another area of the classroom, theirinteraction with the bears changes. ìHey, I know,î says Alec. ìLetís see whocan throw them into the tray!î The boys movethe trays to the opposite end of the table and begin to throw the bears. Theirinitial throws involve aiming for the smallcompartments. As bears fly across the table and land in the compartments, someof them bounce out again onto the tablefrom the force of the throw. The boys laugh hysterically, and continue tothrow the bears harder and harder. Their laughtergrows louder by the minute. Soon, bears are flying across the table and ontothe floor. The boysí laughter is high-pitched.They pound on the table and lay across it as each bear lands. (Gronlund andJames 2008, 50)Gina moves across the room and says to the boys, ìItís gotten very loud overhere. And I see that youíre throwing thebears instead of sorting them.î The boys stop throwing but still giggle. Shecontinues, ìIt looks to me like you wanted to dosomething different with the bears. Thatís okay. But throwing them into thesesmall compartments probably isnít safe. Whatare some other things that you might do with the bears?î The boys look at herblankly, and Noah says, ìI donít know.î Ginasays, ìI wonder if you might like to practice throwing with something else,like beanbags and soft balls. We could set up ahoop as the target over there across the room. You could try throwing fromdifferent distances and see how many times youcould get the beanbags and balls inside the hoop. What do you think?î Noah andhis friends yelled out, ìYeah! Letís do that.îGina suggested that they clean up the bears first, then help her get out thethrowing items and hoop. She then supervised asthey played the throwing game. (from Gronlund, 2010, DevelopmentallyAppropriate Play: Guiding Young Children to a HigherLevel, pp. 83-84)
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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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(First Stepsfor 4ís)MakingProgress
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connectedsentences toexpress ideasa
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for 4ís)MakingProgressAccomplished
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Listens to anadult read abook or ch
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Domain: LiteracyOutcome #7: The chi
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Uses ownexperiences tomakecomments
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Essential IndicatorsDomain: Literac
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(End of K)Identifies printin theenv
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Essential IndicatorsDomain: Literac
Page 211 and 212: Accomplishedfor K(End of K)Makes ma
Page 213 and 214: Writes somesimple wordsusing standa
Page 215 and 216: Children to a Higher Level, pp. 149
Page 217 and 218: Photo 19 NumeracyWhen You Are Obser
Page 219 and 220: correctlyassigns anumber to eachite
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
Page 235 and 236: than verballyUses onesense (such as
Page 237 and 238: numbers orsymbols ongraphs andchart
Page 239 and 240: Accomplishedfor K(End of K)Asks ìw
Page 241 and 242: Developsalternativehypothesisbased
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Page 245 and 246: Keep in MindConsideration of each c
Page 247 and 248: 4ísMakingProgressAccomplishedfor K
Page 249 and 250: and explainstheirimportance(beyondc
Page 251 and 252: Accomplishedfor 4ís(First Stepsfor
Page 253 and 254: and someadult helpPlacespersonal it
Page 255 and 256: ProgressAccomplishedfor 3ís(First
Page 257 and 258: Interacts withother children,sharin
Page 259 and 260: First StepsMakingProgressAccomplish
Page 261: and assistanceWith teacherguidanceg
Page 265 and 266: Photo 23 Approaches.PNGWhen You Are
Page 267 and 268: 3-Year-Old Rubrics4-Year-Old Rubric
Page 269 and 270: often choosingfavorite,familiaracti
Page 271 and 272: Indicator 24.2 (Essential Indicator
Page 273 and 274: Needsextensiveadult helpduringactiv
Page 275 and 276: Outcome #25: The child exhibits ima
Page 277 and 278: Adds dress-upclothes orother items
Page 279 and 280: ole playacross morethan one dayEsse
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
Page 288 and 289: Indicator1.1(Essential Indicator #2
Page 290 and 291: esponse tothrowing,catching andkick
Page 293 and 294: Building PortfoliosWhen authentical
Page 295 and 296: what children do and say so thatthe
Page 297: Observerís Name DateAs children pl
Page 300: SCIENTIFIC CONCEPTUAL UNDERSTANDING
Page 303 and 304: Childís Progress toward the Outcom
Page 305 and 306: . Familiar task for this childAnecd
Page 307 and 308: Making ProgressUses own experiences
Page 309 and 310: NM Early Learning GuidelinesPortfol
Page 311 and 312: 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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NM Early Learning GuidelinesPortfol
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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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