Montana Early Learning Standards
MontanaEarly Learning Standards2014they need to achieve success in learning to reach their full potential in life
AcknowledgmentsThe 2014 Montana Early Learning Standards reflects the passionate, engaged, and effective collaboration of early childhood experts and leaders fromacross the state representing a variety of interests, knowledge, and experience in the care and education of young children. Facilitation of this effort wasconducted jointly by Cindy O’Dell and Libby Hancock. Major editing was completed by Sandra Morris. The Early Childhood Services Bureau of the MontanaDepartment of Public Health and Human Services provided funding. Special thanks to Audra Landis of the Montana Department of Administration, Printand Mail Services for graphic design and layout.The following representatives provided key expertise as members of the Early Learning Standards Task Force. In addition to these state early childhoodleaders, other key stakeholders and content specialists provided feedback. These contributions are incredibly valued and greatly appreciated.Montana Early Learning Standards Task ForceTerri BarclayMontana Office of Public InstructionSusan Harper-WhalenUniversity of Montana MissoulaCindy O’DellSalish Kootenai CollegeCollette BoxDiscovery Developmental CenterChristy Hill LarsonEarly Childhood ProjectMontana State UniversityKelly RosenleafMissoula Child Care Resource and ReferralJulie BullardUniversity of Montana WesternKristin Dahl-HorejsiLearning and Belonging PreschoolUniversity of Montana MissoulaRenee FunkNorthwest Montana Head StartJennifer GilliardUniversity of Montana WesternLibby HancockEarly Childhood ProjectMontana State University BozemanCathy JacksonHRDC Head Start BozemanStevi JacksonHRDC Head Start BozemanAnn KlaasEarly Childhood ProjectMontana State UniversityMary Jane StandaertMontana Head Start AssociationViola WoodFort Belknap Head StartIn addition to the ELS Task Force, the followingindividuals provided key guidance and feedback:Sandra MorrisChild Care plus Center forInclusion in Early ChildhoodUniversity of Montana MissoulaMerle FarrierSalish Kootenai CollegeLisa MurphyMontana Head Start Trainingand Technical AssistanceJustine JamIndian Education for AllMontana Office of Public InstructionLucy Hart-PaulsonUniversity of Montana Missoula
Table of ContentsAcknowledgmentsCore Domain 1: Emotional and SocialIntroductionCulture, Family, and CommunityStandard 1.1 - Culture . 192014 Montana Early Learning StandardsChildren develop an awareness of and appreciation for similarities anddifferences between themselves and others.Early Learning PrinciplesAlignment across Early Childhood Settings. 7Assessment . 7Brain Development and Research . 8Child Development Expertise . 8Connections among Domains . 8Culture . 9Curriculum. 9Developmentally Appropriate Practice . 9Dual Language Learners. 9Emotional and Social Development . 9Environments. 10Ethics and Professionalism . 10Family Engagement. 10Health and Well-being . 10Inclusion . 11Indian Education for All. 11Individuality . 11Lifelong Learning . 12Modeling . 12Open-ended Materials and Open-ended Questions . 12Play . 12Policy-making . 13Primary Caregiver . 13Quality . 13Relationships . 13Research and Best Practice . 14Responsive Routines . 14School Readiness . 15Screen Time . 15Use of Technology . 15Standard 1.2 - Family . 20Children develop an awareness of the functions, contributions, and diversecharacteristics of families.Standard 1.3 - Community . 21Children develop an understanding of the basic principles of how communitiesfunction, including work roles and commerce.Emotional DevelopmentStandard 1.4 - Self-Concept . 23Children develop an awareness and appreciation of themselves as unique,competent, and capable individuals.Standard 1.5 - Self-Efficacy . 24Children demonstrate a belief in their abilities.Standard 1.6 - Self-Regulation . 25Children manage their internal states, feelings, and behavior and develop theability to adapt to diverse situations and environments.Standard 1.7 - Emotional Expression. 26Children express a wide and varied range of feelings through their facialexpressions, gestures, behaviors, and words.Social DevelopmentStandard 1.8 Interactions with Adults . 27Children show trust, develop emotional bonds, and interact comfortably withadults.Standard 1.9 Interactions with Peers . 28Children interact and build relationships with peers as they expand their worldbeyond the family and develop skills in cooperation, negotiation, and showingempathy.i
Core Domain 2: PhysicalPhysical DevelopmentStandard 3.2 Expressive Communication(Speaking and Signing) . 42Standard 2.1 Fine Motor Skills . 31Children develop skills in using sounds, facial expressions, gestures, and wordsfor a variety of purposes, such as to help adults and others understand theirneeds, ask questions, express feelings and ideas, and solve problems.Children develop small muscle strength, coordination, and skills.Standard 2.2 Gross Motor Skills. 32Children develop large muscle strength, coordination, and skills.Standard 3.3 Social Communication . 43Standard 2.3 Sensorimotor. 33Children develop skills that help them interact and communicate with others ineffective ways.Children use all the senses to explore the environment and develop skillsthrough sight, smell, touch, taste, and sound.Standard 3.4 English Language Learners:Dual Language Acquisition . 44Health, Safety, and Personal CareChildren develop competency in their home language while becoming proficientin English.Standard 2.4 Daily Living Skills . 35Children demonstrate personal health and hygiene skills as they develop andpractice self-care routines.LiteracyStandard 2.5 Nutrition . 36Standard 3.5 Early Reading and Book Appreciation . 45Children eat and enjoy a variety of nutritional foods and develop healthyeating practices.Children develop an understanding, skills, and interest in the symbols, sounds,and rhythms of written language as they also develop interest in reading,enjoyment from books, and awareness that the printed word can be used forvarious purposes.Standard 2.6 Physical Fitness . 37Children demonstrate healthy behaviors that contribute to lifelong well-beingthrough physical activity.Standard 3.6 Print Development/Writing . 46Children demonstrate interest and skills in using symbols as a meaningful formof communication.Standard 2.7 Safety Practices . 38Children develop an awareness and understanding of safety rules as they learnto make safe and appropriate choices.Standard 3.7 Print Concepts . 47Children develop an understanding that print carries a message throughsymbols and words and that there is a connection between sounds and letters(the alphabetic principle).Core Domain 3: CommunicationStandard 3.8 Phonological Awareness . 48Communication and Language DevelopmentChildren develop an awareness of the sounds of letters and the combinations ofletters that make up words and use this awareness to manipulate syllables andsounds of speech.Standard 3.1 Receptive Communication(Listening and Understanding) . 41Children use listening and observation skills to make sense of and respond tospoken language and other forms of communication. Children enter into theexchange of information around what they see, hear, and experience. Theybegin to acquire an understanding of the concepts of language that contributeto further learning.ii
Core Domain 4: CognitionApproaches to LearningMathematics and NumeracyStandard 4.1 Curiosity. 51Standard 4.10 Number Sense and Operations . 61Children develop imagination, inventiveness, originality, and interest as theyexplore and experience new things.Children develop the ability to think and work with numbers, to understandtheir uses, and describe numerical relationships through structured andeveryday experiences.Standard 4.2 Initiative and Self-direction . 52Standard 4.11 Measurement. 62Children develop an eagerness to engage in new tasks and to take risks inlearning new skills or information.Children develop skills in using measurement instruments to explore anddiscover measurement relationships and characteristics, such as length,quantity, volume, distance, weight, area, and time.Standard 4.3 Persistence and Attentiveness . 53Children develop the ability to focus their attention and concentrate tocomplete tasks and increase their learning.Standard 4.12 Data Analysis . 63Children apply mathematical skills in data analysis, such as counting, sorting,and comparing objects.Standard 4.4 Reflection and Interpretation . 54Children develop skills in thinking about their learning in order to informfuture decisions.Standard 4.13 Algebraic Thinking . 64Children learn to identify, describe, produce, and create patterns usingmathematical language and materials.Reasoning and Representational ThoughtStandard 4.5 Reasoningand Representational Thought . 55Standard 4.14 Geometry and Spatial Reasoning . 65Children build the foundation for recognizing and describing shapes bymanipulating, playing with, tracing, and making common shapes. Childrenlearn spatial reasoning and directional words as they become aware of theirbodies and personal space within the physical environment.Children develop skills in causation, critical and analytical thinking, problemsolving, and representational thought.Creative ArtsStandard 4.6 Creative Movement . 57ScienceChildren produce rhythmic movements spontaneously and in imitation, withgrowing technical and artistic abilities.Standard 4.15 Scientific Thinkingand Use of the Scientific Method. 67Standard 4.7 Drama . 58Children show appreciation and awareness of drama through observation andimitation, and by participating in simple dramatic plots, assuming roles relatedto their life experiences as well as their fantasies.As children seek to understand their environment and test new knowledge,they engage in scientific investigations using their senses to observe, manipulateobjects, ask questions, make predictions, and develop conclusions andgeneralizations.Standard 4.8 Music . 59Standard 4.16 Life Science . 68Children engage in a variety of musical or rhythmic activities with growingskills for a variety of purposes, including enjoyment, self-expression, andcreativity.Children develop understanding of and compassion for living things.Standard 4.9 Visual Arts . 60Children develop an understanding of the physical world (the nature andproperties of energy, nonliving matter and the forces that give order to thenatural world).Standard 4.17 Physical Science . 69Children demonstrate a growing understanding and appreciation for thecreative process as they use the visual arts to express personal interests, ideas,and feelings, and share opinions about artwork and artistic experiences.iii
Additional InformationStandard 4.18 Earth and Space . 70Children develop an understanding of the earth and planets.If You’re Concerned – Act Early . 77Standard 4.19 Engineering . 71References . 79Children develop an understanding of the processes that assist people indesigning and building.Montana Earlyy Learningg Standards Task Force . 85Social StudiesStandard 4.20 Time (History) . 73Children develop an understanding of the concept of time, including past,present, and future as they are able to recognize recurring experiences that arepart of the daily routine.Standard 4.21 Places, Regionsand Spatial Awareness (Geography) . 74Children develop an understanding that each place has its own uniquecharacteristics. Children develop an understanding of how they are affectedby—and the effect that they can have upon—the world around them.Standard 4.22 The Physical World (Ecology). 75Children become mindful of their environment and their interdependence onthe natural world; they learn how to care for the environment and why it isimportant.Standard 4.23 Technology . 76Children become aware of technological tools and explore and learn how to usethese resources in a developmentally appropriate manner.iv
Introduction2014 Montana Early Learning Standards Early Learning Principles Introduction
2014 Montana Early Learning StandardsThe standards that guide the work of early childhood professionals to ensure that children from birth to age fivehave the skills and knowledge they need to achieve success in learning and reach their full potential in lifeAlterations of NoteMontana’s Early Learning Guidelines for Children 3 to 5 (2004) and Montana’s Early Learning Guidelines for Infants and Toddlers (2009) were incorporatedinto one document that represents a continuum of growth and development for children from birth to age 5. This integrated document is called the 2014Montana Early Learning Standards (MELS). Major changes include: Instead of using the term “guidelines,” the current document uses the term “standards.” This wording aligns with similar documents used across thestate to guide the education of Montana’s children, most notably K—12 Standards. Changes were made to ensure that the MELS incorporate current research, particularly in the areas of brain development and cultural/linguisticdiversity, including significant and meaningful integration of the Montana Indian Education for All Act. In addition, a crosswalk analysis of theMELS was conducted to highlight connections with other professional standards, including the Montana Common Core Kindergarten Standards forLanguage Arts and Math and the Next Generation Science Standards as well as the Head Start Framework. The MELS feature a continuum of developmental progression without listing specific ages. Children’s development can be identified and observed overtime on the continuum described in each developmental domain.Applicable SettingsThe Montana Early Learning Standards (MELS) are applicable to children regardless of the setting in which they are cared for, nurtured, and educated. Thesesettings may include their own homes; family, friend and neighbor homes; family and group child care homes; child care centers; preschool programs; HeadStart; Early Head Start; and public schools.Appropriate UseIn case there is any confusion about how, when, and where to use the MELS, the following lists of how they SHOULD and SHOULD NOT be used have beencreated. This information clearly defines the MELS as a tool to guide early childhood practice in a way that benefits an early childhood practitioner’s decisionmaking and intentional teaching on a daily basis.Introduction1
2014 Montana’s Early Learning Standards (MELS) SHOULDbe used to 2014 Montana’s Early Learning Standards (MELS) SHOULDNOT be used toAcknowledge the diverse value systems in which children learn and growDiagnose or assess a child’s developmentAssist early childhood professionals in communication/collaborationwith policy makers, community members, and key stakeholdersDevelop training and education programs for adults working withchildren and their familiesEmphasize the importance of early care and education to the communityEvaluate early care and education programs or parenting skillsHighlight differences between the core philosophies of early childhoodand elementary educationIncrease pressure on children and the adults who care for and educatethemJustify inappropriate assessment packagesHelp teachers focus on what children CAN do and reinforce the idea thatchildren are capable learnersHelp teachers meet children’s developmental needs, including those ofchildren with disabilities, at the level they require and in an individualcapacityHelp teachers recognize the critical need to meet children’s emotional/social needs and that meeting those needs serves as the basis for a child’sfuture learningHelp teachers recognize their own value and abilitiesMake decisions about funding programsMandate specific curriculum or practices or serve as rules andregulations for programs to followPlace increased importance on academics and move adults away from thepower of play and relationships“Push down” curriculum meant for older children to young childrenScreen children to determine school readiness and/or limit access tokindergartenSuggest that preschool is more valuable than the home experienceImprove quality in early care and education programs and serve as amodel for teaching and building secure relationships with young childrenIncrease the flow of information among early childhood teachers,professionals, and policy makersSupport teachers in learning more about child developmentAudienceThe Montana Early Learning Standards (MELS) are a tool for every early childhood and related service professional working with young children and theirfamilies, including early care and education practitioners, elementary school teachers, early interventionists, pre-service teachers, parent/family educators,family support specialists, home visitors, mental health providers, and child/family health practitioners. The MELS are also a tool for those who plan andprovide early childhood professional and career development, including college instructors, high school teachers, professional development specialists, andEarly Head Start/ Head Start training and technical assistance personnel.Introduction2
CautionThe Montana Early Learning Standards are not intended to be used as a diagnostic or assessment tool. They are not mandatory standards nor are they a set ofregulations.DescriptionThe Montana Early Learning Standards document is designed to guide the work of early childhood professionals in a variety of early childhood settings.Professionals who implement the Montana Early Learning Standards (MELS) help ensure that children from birth to age five develop the skills and knowledgethey need to achieve success in learning and reach their full potential in life.LanguageThroughout the MELS, the people that care for young children are referred to primarily as “teacher” as defined as “anyone who cares for or provides supportand services to young children and families.” Although those who provide direct services to children are often referred to as “caregivers” or “practitioners,”adults cannot care for children well without teaching, and teaching is most effective when it occurs in a caring and nurturing context (ELS Task Force, August2013).Further, while adults are most often considered the primary teachers of young children, interaction, modeling, and playful experiences can be led—eitherformally or informally—by peers and older children, including the child’s siblings.PurposeThe MELS provide a structure that frames the amazing developmental process from birth to age five as the foundation for children’s success in life andlearning. They are meant to: Provide a common language and improve communication among the professionals who impact and provide services to young children and theirfamilies; Build upon early childhood professionals’ understanding of the continuum of children’s growth and development; Serve as a resource for ways to enhance children’s early learning experiences; Describe the expectations for what young children should know and be able to do across different domains of learning; Support the transfer of child development knowledge to improve teaching and caregiving practices and encourage individualization; Provide information and context for the range of skills children develop from birth to age 5. They do not provide a comprehensive or exhaustive list ofevery skill children might achieve in the first years of life.Introduction3
Organization: Core Domains è Subdomains è StandardsThe MELS are arranged in multiple layers, reflecting the complexity of young children’s development. Children’s development is organized within 4 CoreDomains, which can be defined as broad categories or dimensions of development reflective of children’s learning and growth. A basic description of eachCore Domain is included along with an explanation of essential components across domains: teacher-child relationships, environment, and connection withother core domains. The Core Domains are:1. Emotional/Social2. Physical3. Communication4. CognitionAlthough the MELS are organized within Core Domains, it is important to note that each Core Domain is related to and influences the others. Children’sgrowth and development occur, not as a series of isolated events throughout the first years of life, but through ebb and flow in a unique way for each child.Sometimes growth in one domain will result in a pause, or even regression, in another domain.The four Core Domains are further expanded into 13 Subdomains that are described in more detail in 47 Standards. The Standards are statements reflectingyoung children’s growth and development and are accompanied by detailed descriptions. The chart below shows the relationship and the content of the CoreDomains, Subdomains, and Standards.2014 Montana Early Learning StandardsCore Domains1.EMOTIONAL /SOCIALSubdomainsCulture, Family, and CommunityEmotional DevelopmentSocial Development2.PHYSICALPhysical DevelopmentHealth, Safety, and Personal f-ConceptSelf-EfficacySelf-RegulationEmotional ExpressionInteractions with AdultsInteractions with PeersFine MotorGross MotorSensorimotorDaily Living SkillsNutritionPhysical FitnessSafety Practices4
2014 Montana Early Learning Standards3.COMMUNICATIONCommunication and Language DevelopmentLiteracy4.COGNITIONApproaches to LearningReasoning and Representational ThoughtCreative ArtsMathematics and NumeracyScienceSocial StudiesIntroductionReceptive LanguageExpressive CommunicationSocial CommunicationEnglish Language Learners: Dual Language AcquisitionEarly Reading and Book AppreciationPrint Development and WritingPrint ConceptsPhonological AwarenessCuriosityInitiative and Self-directionPersistence and AttentivenessReflection and InterpretationReasoning and Representational ThoughtCreative MovementDramaMusicVisual or Fine ArtsNumber Sense and OperationsMeasurementAlgebraic Thinking and OperationsPattern Recognition and ReproductionGeometry and Spatial ReasoningScientific Thinking/Use of the Scientific MethodLife SciencePhysical ScienceEarth and SpaceEngineeringAwareness of Time (History)Places, Regions and Spatial Awareness (Geography)The Physical World (Ecology)Technology5
Organization of Benchmarks, Indicators, and Learning Opportunities for Each StandardThe Standards can be further used to shape a continuum of behaviors expected in children from birth to 5 years old or Benchmarks. For each Standard, thereare 10 - 17 Benchmarks with related Indicators and Learning Opportunities. The Benchmarks explain key skills and behaviors representative of what we wantthe child to be able to do to achieve each Standard.For each Benchmark, there is an associated Indicator. Indicators describe behaviors we might see that demonstrate children have reached the Benchmark.For each Indicator, there is an example of the type of Learning Opportunities or experiences we might provide to support development. In other words,activities we might use to support children’s development of the behavior described in the Benchmark and result in ultimate achievement of the Benchmark.The chart below illustrates one example from the MELS of how the layers or levels of development fit together into a useful framework for guiding earlychildhood practice.Core Domain Four: COGNITIONSubdomain: Approaches to LearningStandard 4.3: Persistence and attentiveness –Children develop the ability to focus their attention and concentrate to complete tasks and increase their learning.BenchmarksIndicatorsLearning OpportunitiesWhat we want the child to be able to doBehaviors we might seeExperiences we might use to support developmentb. Hold the attention of a caregiverThe child may smile, babble and/or sustain eye contact.Play with the child one-on-one and face-to-face.Revision ProcessThroughout 2013, drafts of the MELS were intensely reviewed, modified, and validated by a task force of early childhood leaders from across the state,representing various areas of expertise and service (see Acknowledgments). In addition, multiple stakeholders representing specific interests, such as IndianEducation for All, reviewed the document and provided feedback. Other reviewers included early childhood providers, program directors, higher educationfaculty, special education practitioners, and Early Head Start/ Head Start personnel. Comments were received on the document’s usability, readability,completeness, and attention to specific details. Additional information about the MELS Task Force members can be found at the end of this document.Introduction6
Early Learning PrinciplesThe following principles reflect the essential understandings and fundamental early childhood concepts that strengthen both development andimplementation of the Montana Early Learning Standards. It is well documented that growth and development in the early years is essential to children’ssuccess in school and in life. There is also ample evidence linking high quality early care and education programs with future achievement and lifelonglearning.The Early Le
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