New York State EARLY LEARNING GUIDELINES
New York StateEARLYLEARNINGGUIDELINES:A Child Development Resource for Educatorsof Children Ages Birth Through EightNew York Works forbuilding knowledgebuilding careersbuilding futures
NYS EARLY LEARNING GUIDELINESNew York Works forbuilding knowledgebuilding careersbuilding futuresNew York Works for Children is New York State’s integrated professionaldevelopment system for the early childhood and school age workforce. Ourmission is to positively influence outcomes for young children and familiesthrough the development of a skilled, knowledgeable, well-compensated, andcommitted early childhood education work force.Copyright 2019 by the New York State Early Childhood Advisory Council.
NYS EARLY LEARNING GUIDELINESDear Colleagues,It is our pleasure to bring this publication to you in support of your practice with or on behalf of New York’s youngchildren and their families. The Early Childhood Advisory Council (ECAC) is committed to realizing the vision thatall young children are healthy, learning, and thriving in families that are supported by a full complement of services andresources essential for successful development.We see the publication and dissemination of the New York State Early Learning Guidelines as a critical step inmoving closer to the ECAC’s vision. Understanding child development is key to supporting the well-being of children.When you understand child development, you will be able to anticipate developmental changes, have reasonableexpectations of children’s behavior, act with empathy and provide support.The best early childhood educators are always learning and developing their skills. The New York State Core Body ofKnowledge: Core Competencies for Early Childhood Educators, describes the knowledge, skills and dispositions youneed to work with young children. The Early Learning Guidelines are designed for you to use in concert with theCore Body of Knowledge as a daily resource and reflection tool. The Guidelines provide information about developmental milestones and specific instructional, environmental and family engagement supports you can use tosupport young children’s development and are an ideal companion to the state’s early learning standards developedby the New York State Education Department.The Guidelines are also aligned with strategies recommended by the Pyramid Model, an evidence-based frameworkfor building the social and emotional competence of all early care and education settings. When you use the EarlyLearning Guidelines, you work toward the goals of the Pyramid Model by building nurturing and responsive relationships with children, creating high quality supportive environments and becoming more effective in your work.It is important to make the distinction that The Early Learning Guidelines are not standards and cannot be used as areplacement for standards. Learning standards are goals for New York State students; they describe learning ideallyintended to be accomplished by the end of each instructional year. New York State Education Department publishes learning standards and guidance documents for children in pre-K through 12th grade. The New York State EarlyLearning Standards were revised in 2017, and the Office of Early Learning published the consolidated Prekindergarten Learning Standards: A Resource for School Success, and the New York State Kindergarten Learning Standards: AResource for School Success in 2019. You can find these documents and additional resources at http://www.nysed.gov/curriculum-instructionThank you for all that you do to support the success of young children and their families.Patricia E. PersellECAC Co-chairSherry M. ClearyECAC Co-chair
NYS EARLY LEARNING GUIDELINESTable of ContentsIntroduction New York Works for Children.6Guiding Principles.7The Importance of Understanding Child Development.8Culture, Equity, and the Early Learning Guidelines. 10Emergent Multilingual Learners and the Early Learning Guidelines. 11Children with Disabilities and the Early Learning Guidelines. 12The Arts and the Early Learning Guidelines. 13Standards and the Early Learning Guidelines. 14How to Read the Early Learning Guidelines. 15How to Use the Early Learning Guidelines (Cycle of Intentional Teaching and Learning). 16Development by DomainI. Approaches to Learning. 21A. Curiosity and Interest. 22B. Initiative. 26C. Persistence and Attentiveness. 30D. Creativity and Inventiveness. 34II. Physical Well-Being, Health and Motor Development. 41A. Large Motor Skills. 42B. Small Motor Skills. 46C. Sensory Integration. 50D. Self-Care. 54E. Healthy Sexuality. 58III. Social and Emotional Development. 64A. Trusting Relationships with Adults. 66B. Sense of Belonging. 70C. Sense of Self. 74D. Empathy. 78E. Cooperation and Negotiation. 82F. Emotional Self-Regulation. 86G. Rhythms, Rules, and Routines. 90
NYS EARLY LEARNING GUIDELINESIV. Communication, Language, and Literacy. 96A. Speaking. 98B. Listening and Understanding.102C. Social Communication.106D. Engagement with Stories and Books.110E. Phonological Awareness.114F. Composing.118G. Creating and Interpreting Multimedia Texts.122V. Cognitive Development. 129A. Understanding Stability and Change.130B. Representing.134C. Memory and History.138D. Investigating and Exploring.142E. Understanding Cause and Effect.146F. Engineering: Problem-solving with Materials.150G. Math.1541. Comparing and Categorizing.1542. Number Sense and Quantity.1583. Patterning.1624. Spatial Sense and Geometry.166Appendix. 171 Worksheets. 1721. Home Language Survey.1722. Funds of Knowledge Survey.1733. Observation Template.1744. Responsive Planning Form .175 Glossary. 176 Appendix References. 179 Selected Children’s Books . 180 Acknowledgments. 182
NYS EARLY LEARNING GUIDELINESNew York Works for Children: The State’s IntegratedProfessional Development SystemWell-educated and committed early childhood educators are among the most valuableresources that we can offer young children. Healthy development depends on the qualityand reliability of children’s relationships with trusted adults. New York Works for Children’s(NYWFC) — the state’s early childhood professional development system — is designed topositively influence outcomes for young children and families through the developmentof skilled, knowledgeable, and committed early childhood educators.New York Works for Children publications:1The New York State Early Learning GuidelinesThe NYS Early Learning Guidelines representa child development resource for all earlychildhood educators working with children frombirth through age eight, across all early learningsettings. The Guidelines describe how childrendevelop and provide strategies that educatorscan use to promote child development.2The New York State Core Body of Knowledge:New York State’s Core Competencies for EarlyChildhood The NYS Core Body of Knowledge: New YorkState’s Core Competencies for Early ChildhoodEducators (CBK) outlines the knowledge,dispositions, and skills required to work withyoung children. The CBK describes the actionsthat educators can take to build meaningfulrelationships with children, families, andcolleagues; create stimulating environments;and develop professionally in this incrediblyimportant field.The New York State Early Learning Guidelines provide a critical reference tool for trainers, coaches, and educators. Thestrategies suggested within the Guidelines are aligned with five CBK domains: (1) Child Growth and Development,(2) Family and Community Relationships, (3) Observation and Assessment, (4) Environment and Curriculum, and (5)Health, Safety, and Nutrition.6Introduction
NYS EARLY LEARNING GUIDELINESGuiding PrinciplesTo assure alignment, the Core Beliefs of the New York State CBK serve as the guidingprinciples for the New York State Early Learning Guidelines. These principles guide ashared vision of quality for early childhood educators in New York State.i.Children are born ready to learn.ii.Every human being is a unique individual, with diverse modes of learning and expression, as well as interestsand strengths.iii.Children are worthy of the same respect as adults.iv.Children’s needs for shelter and for physical, intellectual, emotional, and social nourishment must be met forthem to grow, develop, and learn to their fullest potential.v.Children have the right to secure, trusting relationships with adults and to safe, nurturing environments.vi.Children learn through play.vii.Children construct their own knowledge based on their curiosity and driven by their interests. This activeconstruction is facilitated by interaction with adults and other children.viii.Children’s learning is active and follows a recurring path: awareness, exploration, inquiry, and application.ix.Children learn best when exposed to and engaged in high-quality environments, interactions, andrelationships.x.Children learn best when adults in their lives work in partnership with one another.xi.Children and families of all ethnic origins, value systems, faiths, customs, languages, and compositions mustbe equally respected.xii.Families and children have the right to support systems that foster their growth and development.xiii.Teaching and learning are dynamic, integrated, and reciprocal processes.Introduction7
NYS EARLY LEARNING GUIDELINESThe Importance of Understanding Child DevelopmentEarly childhood educators’ knowledge of child development is an important protectivefactor. Protective factors are conditions that improve the health and well-being ofchildren and families and minimize harmful experiences. When educators understandchild development, they are able to anticipate developmental changes, have reasonableexpectations of children’s behavior, act with empathy, and provide support. They respondmore intentionally and feel confident of their ability to meet children’s needs.In order to understand children’s development, educators must learn about the culturalvalues, beliefs, goals, and expectations of children’s families. Educators who have aculturally grounded understanding of child development are able to make good decisionsabout how to extend children’s learning.The Importance of Understanding Development: Examples in PracticeInfancy ExampleToddler ExampleKnowing that babies need to move freely to developtheir muscles and bones, educators create safe placesfor infants to play near caregivers and other children.Educators give infants, like Lucia, lots of time to lie onthe floor so they can stretch, kick their legs, and reachfor toys.If an educator didn’t know that holding on to a specialobject helps some toddlers manage their feelings, theymight tell families to keep objects from home out of thelearning environment. When educators talk to familiesabout what helps their children feel better when upset,they can facilitate familiar and comforting experiencesto support toddlers’ well-being.Lucia (6 months) is lying on the floor on her blanket.Rolling over on her tummy, she spots a wooden ringnearby on the floor. She reaches for it, kicking herlegs and stretching her arm out. Almost and thenshe gets it. She pulls the ring toward her, babblingthe whole time. She rolls onto her back, looks at thering, smiles broadly, and brings it to her mouth.Without this knowledge, an educator might keep infantsin a swing or an infant seat that limits movement anddevelopment. Lucia wouldn’t have had this experience,which gave her the chance to develop physical skills, besuccessful and competent, and learn a little more abouther world.8IntroductionJackson (28 months) misses his family during naptime. As he curls up on his cot, Ms. Lopez brings himthe teddy bear his mother gave him. Jackson rubsthe soft fur between his thumb and forefinger asMs. Lopez sits nearby. He looks up at her and asks,“Mommy’s coming after snack?” Ms. Lopez respondsin a gentle voice, “Yes, she’s coming to take youhome after snack. She will be so happy to see you.”Jackson smiles and drifts off to sleep, hugging theteddy bear.Without an understanding of child development orasking Jackson’s mother’s advice, the educator maynot have allowed objects from home. Instead, she wasable to create a reassuring and nurturing naptimeexperience that helps make the children feel safe,secure, and valued when they are at the program.
NYS EARLY LEARNING GUIDELINESPreschool ExamplePrimary ExamplePreschool educators who know about childdevelopment understand that between the ages ofthree and five, it is typical for children to demonstratea growing awareness of the body and its functions.Young children are often talkative and curious abouteverything, including their bodies and the bodies ofothers.Knowing that primary age children often form groups ofpeers who share their cultural or linguistic backgroundsand that these peer groups provide a sense ofbelonging, educators affirm and create opportunities forchildren’s friendships.Luda and Min (both 4 years old) are in thebathroom. When Luda starts to pee, Min asks, “Whydoesn’t she have anything there? I have a wee-wee.”Their teacher takes a deep breath, gets down onMin’s eye-level, validates the child’s curiosity, andanswers his question accurately. “That’s a goodquestion, Min! Thanks for asking me. Some bodieshave penises, like you, and some bodies don’t. Manyboys have penises — that’s what
principles for the New York State Early Learning Guidelines. These principles guide a shared vision of quality for early childhood educators in New York State. i. Children are born ready to learn. ii. Every human being is a unique individual, with diverse modes of learning and expression, as well as interests and strengths. iii.
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