Preschool Comprehensive Health And Physical Education Academic Standards
Preschool Comprehensive Health andPhysical Education Academic StandardsIn High Quality Early Childhood Care and Education Settings
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow to use this documentColorado Preschool Program staff developed this document to help link the new Colorado preschool academic standards with the earlychildhood best practices that are already present in high quality early childhood care and education settings. While this document is intendedfor early childhood teachers in classroom settings that will be adopting the standards, we wanted to give some examples of how thestandards might look in family childcare homes and in other early care configurations.The preschool academic standards form the “what” of early childhood teaching – the objectives and goals for children to experience in theirformative preschool years. To make a connection between early childhood best practices and the new academic standards expectations, werelied on the Building Blocks to the Colorado Content Standards, the Colorado Quality Standards for Early Childhood Care and Education, andResults Matter assessment tools for examples and descriptions. These sources provide the “steps for getting there” or the “how” of earlychildhood teaching. Young children require a much different environment than their elementary school counterparts. For each standard and itsevidence objectives, we describe what should be in place to ensure children have opportunities to master the objectives and goals of thestandards in enriching, developmentally appropriate ways. We also provide examples of children and adults in various settings showing thestandards in action so that connections can be made from the small and large moments of early childhood experiences that build towardsmore formal learning.As you go through each standard domain, you will see the standard table as it appears in CDE documentation with the 21st Century Skills andReadiness competencies. On the next page, you will see the evidence outcomes, the steps for getting there, and the examples from earlychildhood settings. Each pair of tables is color-coded to help match the pages. These sections are not meant to be inclusive; they areguidance to begin thinking about the preschool academic standards and how they link to early childhood best practices.Resources:Preschool Standards & Assessments Crosswalk to Results Matter Systems, Building Blocks, and Head Start Early Learning sswalks/crosswalk.aspThe Colorado Quality Standards for Early Childhood Care and Education dards.htmBuilding Blocks to the Colorado K-12 Content Standards ocs/BuildingBlocksNov2010.pdf1
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsChildren use their senses and bodies to explore their physical environment. They investigate and practice with intensity themotions that lead to the mastery of fine and large motor tasks. How a child learns to sit, walk or hold a spoon has implicationsfor how the child understands space, coordinates thinking and holds a pencil. Children often describe their competence accordingto their physical accomplishments.Children enthusiastically explore how to move their bodies. Children may need encouragement to adapt sensible health habits.They appreciate learning how to enhance their strength, balance, muscle control and coordination.Young children’s future health and well-being are directly related to strengthening their large and small muscles, using theirsensory experiences and practicing healthy behavior.Preschool Physical Education Expectations at a Glance1. MovementCompetence andUnderstanding1.2. Physical andPersonal Wellness1.Recognize the positive feelings experienced during and afterphysical activity4. Prevention andRisk Management1.Apply safe practices, rules, and procedures2.Travel in a variety of directions using basic locomotor skills, anddemonstrate understanding of personal and general spaceDemonstrate balancePreschool Health Expectations at a Glance2. Physical andPersonal Wellness1.Develop self-management skills and personal hygiene skills topromote healthy habits4. Prevention andRisk Management1.Identify ways to be safe while at play2
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsContent Area: Comprehensive Health and Physical EducationStandard: 1. Movement Competence and Understanding in Physical EducationPrepared Graduates: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activitiesGrade Level Expectation: PreschoolConcepts and skills students master:1. Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general spaceEvidence Outcomes21st Century Skills and Readiness CompetenciesStudents can:Inquiry Questions:a. Move safely in a large group without bumpinginto others or falling while using locomotorskillsb. Travel forward and sideways while changingdirections quickly in response to a signalc. Jump over a stationary rope several times insuccession using forward-and-back and sideto-side movement patternsd. Move with even and uneven rhythmse. Perform movements to the rhythm of music1.2.3.4.Which movements are easy to control when in a large group?Which types of music are more rhythmic?Which are easier – even or uneven rhythms? Why?Why is a certain amount of space needed between members of a group whilethe group is moving?Relevance and Application:1. Individuals travel successfully and safely with family members in a variety ofactivities such as to a shopping center, country fair, or movie theaters.2. Individuals follow a rhythmic pattern when jumping rope with friends.3. Individuals participate in games that require movement.Nature of Physical Education:1. Individuals who learn to move safely, effectively, and efficiently and feelcomfortable and confident in the performance of motor skills are more likelyto participate in health-enhancing forms of physical activity throughout life.2. Spatial awareness is critical for success in any movement-based activity.3
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow does this standard look in high quality early childhood settings?Content Area: Comprehensive Health and Physical EducationStandard: 1. Movement Competence and Understanding in Physical EducationPrepared Graduates: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physicalactivitiesGrade Level Expectation: PreschoolConcepts and skills students master: 1. Travel in a variety of directions using basic locomotor skills, and demonstrateunderstanding of personal and general spacea.b.c.d.e.Evidence OutcomesMove safely in a large group withoutbumping into others or falling whileusing locomotor skillsTravel forward and sideways whilechanging directions quickly inresponse to a signalJump over a stationary rope severaltimes in succession using forwardand-back and side-to-side movementpatternsMove with even and uneven rhythmsPerform movements to the rhythm ofmusic Steps for Getting ThereThe indoor and outdoor environmentshave appropriate amounts of space sothat children are not crowded.When necessary, physical space hasbeen modified to meet the needs ofindividual children (refer to theAmericans With Disabilities Act andSection 504 of the Rehabilitation Actof 1973.)Creative movement activity isprovided using obstacle courses oractivity songs and records.Equipment includes tricycles and otherriding toys that children push withtheir feet and eventually pedal.There are activities that have a rangeof appropriate ways to participate sothat every child is successful.Use movement activities to enhancestories, i.e. acting out the wild rumpusin Where the Wild Things Are.Adults facilitate activities whichdevelop children’s ability to jump, run,balance, climb, walk, skip, gallop, andslide, using a variety of equipment.Examples from Early Childhood Settings During the “The Beanbag Boogie”song, the children balance theirbeanbags and move without bumpinginto one another. Kate draws a hopscotch pattern withsidewalk chalk and jumps into eachsquare. Mariah and Nevaeh run through theobstacle course set up on thepreschool playground making sharpturns and jumping over hurdles. MissRhonda holds Jackson’s hand andassists him in moving through theobstacle course. Alex, the paraprofessional who workswith Penny, a child diagnosed withautism, shows her a picture of childrenwalking on a balance beam and asksher to add it to her visual schedule asa cue for what activity would happennext. Penny walks on the balancebeam twice with Alex modeling andreminding how to stand in line andtakes turns. Marcus and Sherman jump over thejump rope as Ms. Kathy and Myraswing it back and forth.4
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsContent Area: Comprehensive Health and Physical EducationStandard: 1. Movement Competence and Understanding in Physical EducationPrepared Graduates: Demonstrate competency in motor skills and movement patterns needed to perform a variety ofphysical activitiesGrade Level Expectation: PreschoolConcepts and skills students master:2. Demonstrate balanceEvidence Outcomes21st Century Skills and Readiness CompetenciesStudents can:Inquiry Questions:a. Explore balancing on differentbody parts at different levels,becoming “like” a statue whilemaking symmetrical andnonsymmetrical shapesb. Demonstrate the relationship ofunder, over, behind, next to,through, right, left, up, down,forward, backward ,and in front ofby using the body and an object1.2.3.4.How long could one safely remain in an upside down position?Why is it easier to stand on two legs than one?What happens to balance when one spins around?Why was it easier for small children to crawl first before they learn how towalk?Relevance and Application:1. Individuals successfully ride a tricycle.2. Individuals successfully get on and off a moving escalator.Nature of Physical Education:1. Individuals who learn to move safely, effectively, and efficiently and feelcomfortable and confident in the performance of motor skills are more likelyto participate in health-enhancing forms of physical activity throughout life.2. Individuals who learn the benefits of motor skills are more likely to participatein health-enhancing forms of physical activity throughout life.5
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow does this standard look in high quality early childhood settings?Content Area: Comprehensive Health and Physical EducationStandard: 1. Movement Competence and Understanding in Physical EducationPrepared Graduates: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physicalactivitiesGrade Level Expectation: PreschoolConcepts and skills students master: 2. Demonstrate balanceEvidence OutcomesStudents can:a. Explore balancing on different bodyparts at different levels, becoming“like” a statue while makingsymmetrical and nonsymmetricalshapesb. Demonstrate the relationship of under,over, behind, next to, through, right,left, up, down, forward, backward ,andin front of by using the body and anobject Steps for Getting ThereChildren participate in movementactivities involving balance and weighttransference.Physical and cognitive interactionswith the environment, materials, andother individuals provide children withopportunities to construct, modify, andintegrate mathematical concepts.Provide opportunities for children topractice balance such as having thembalance on one foot.Provide balance beams, logs, chalklines both on the playground and inthe classroom for children to practicebalancing.Examples from Early Childhood Settings Tara and Diego balance on one footand count out loud to see how longthey can maintain the pose. At outside time, Mr. Jiminez sets uprelay race. “Everyone crawl throughthe tunnel!” The children take turnscrawling through the tunnel. “Noweveryone jump over the line in thegrass!” During the game of “Follow theLeader”, Marissa is the leader. Shecrawls under the bench and jumpsover the puddle, telling the otherchildren what to do as she leads them. Jose and Caleb walk along the edge ofthe sandbox without wobbling. Ashleyasks Miss Erin to hold her hand as shetries to imitate them.6
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsContent Area: Comprehensive Health and Physical EducationStandard: 2. Physical and Personal Wellness in Physical EducationPrepared Graduates: Achieve and maintain a health-enhancing level of physical fitnessGrade Level Expectation: PreschoolConcepts and skills students master:1. Recognize the positive feelings experienced during and after physical activityEvidence Outcomes21st Century Skills and Readiness CompetenciesStudents can:a. Participate in activities that increasethe heart rateb. Participate in activities that requirestretching the musclesc. Begin to understand how dailyactivity and healthy behaviorpromote overall personal health andsafetyInquiry Questions:1.2.3.4.5.If your body could stretch like a rubber band, which activities would you like to be good at?What are different ways to make a heart beat faster?How does running make you feel?How many different ways can one move his or her body safely?How do you feel before exercising your body? Immediately after exercising your body? Fiveminutes after? Ten minutes after?6. How do you feel after stretching?Relevance and Application:1. Individuals participate in fitness activities to have a healthy heart.2. Individuals set a base groundwork for lifetime physical fitness such as enjoyingoutside play.3. Individuals compare their heart rate.4. Individuals use sports equipment such as bicycles and tricycles that increases theirheart rate.Nature of Physical Education:1. Levels of exercise directly influence heart rate and overall health and fitness.2. Regular physical activity contributes to emotional well-being.3. Taking responsibility for one's own health is an essential step toward developing andmaintaining a healthy, active life.7
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow does this standard look in high quality early childhood settings?Content Area: Comprehensive Health and Physical EducationStandard: 2. Physical and Personal Wellness in Physical EducationPrepared Graduates: Achieve and maintain a health-enhancing level of physical fitnessGrade Level Expectation: PreschoolConcepts and skills students master: 1. Recognize the positive feelings experienced during and after physical activityEvidence OutcomesStudents can:a. Participate in activities that increasethe heart rateb. Participate in activities that requirestretching the musclesc. Begin to understand how daily activityand healthy behavior promote overallpersonal health and safety Steps for Getting ThereAdults provide opportunities wherechildren can participate in vigorous,sustained physical activity to developstrength and stamina.Movement is the framework throughwhich the physical education ofchildren can be facilitated.Movement is not limited to a specifictime period but is integrated dailythroughout the program.Adults provide opportunities wherechildren can improve their physicalmovement skills through practice.Adults participate in physical activitywith the children both outdoors andindoors.The outdoor area has a variety ofsurfaces such as hardtop for wheeledtoys, grass for rolling, sand and soilfor digging.The program has tricycles, wagons,sleds, jump ropes, balls and otherequipment to support large muscleplay activities.Examples from Early Childhood Settings Hayden, Phoebe and Joe play freezetag. Joe is it, so Phoebe and Haydenrun away from him. Jocelyn and Aaliyah play basketballtogether on the playground. Miss Erinhelps Kaden learn how to shoot abasket by showing him where to standand how to hold the ball. Miss Katie says, “Wow! Fletcher, youare running faster and faster everyday! I bet your heart is really strong.” After coming in from outside play,Mr. Jack leads the children in a seriesof stretches to calm their heart rates. Chloe and Aidan take turns pullingHerani in a sled through the soft snowon the preschool playground.8
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsContent Area: Comprehensive Health and Physical EducationStandard: 2. Physical and Personal Wellness in HealthPrepared Graduates: Apply knowledge and skills related to health promotion, disease prevention, and health maintenanceGrade Level Expectation: PreschoolConcepts and skills students master:1. Develop self-management skills and personal hygiene skills to promote healthy habitsEvidence Outcomes21st Century Skills and Readiness CompetenciesStudents can:Inquiry Questions:a. Develop an awareness of healthyhabits such as using clean tissues,washing hands, handling foodhygienically, brushing teeth, anddressing appropriately for theweather1. Why is it important to take care of your teeth?2. How would you feel if you did not have the right clothes for a very cold or hotday?Relevance and Application:1. The mothers of many baby animals such as cats and rabbits, clean theirbabies by licking them.2. Automatic water faucets, soap dispencers and toliets allow users to be“hands-free” in public place.Nature of Health:1. Personal hygiene is an important step in the prevention of disease andillness.9
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow does this standard look in high quality early childhood settings?Content Area: Comprehensive Health and Physical EducationStandard: 2. Physical and Personal Wellness in HealthPrepared Graduates: Apply knowledge and skills related to health promotion, disease prevention, and health maintenanceGrade Level Expectation: PreschoolConcepts and skills students master: 1. Develop self-management skills and personal hygiene skills to promote healthyhabitsEvidence OutcomesStudents can:a. Develop an awareness of healthyhabits such as using clean tissues,washing hands, handling foodhygienically, brushing teeth, anddressing appropriately for theweather Steps for Getting ThereToilets, drinking water and handwashing facilities are easily accessibleto children and staff. Sinks and toiletsare either child-sized or madeaccessible by non-slip stools.Soap and disposable towels areprovided at all sinks.Adults wash their hands with soap andwater before feeding, preparing orserving food.Adults supervise and assist childrenwith washing hands, handling foodand brushing teeth developingclassroom and personal routines asappropriate.Classroom activities such as using“Weather Bear” are used to helpchildren decide how to dressappropriately for weather conditions.Extra jackets, gloves, hats, and bootsare kept on hand so that children whoarrive without appropriate attire willstill be able to participate in outdooractivities.Examples from Early Childhood Settings Mr. Bob suggests that Matab wearsher hat outside because it is a coldday. Mrs. Ramirez reminds Abraham towash his hands before going to thesnack center. Abraham sings the ABCsong as he washes his hands beforelunch to ensure that they are clean. Jane assists Ethan, who has adevelopmental disability, with washingboth of their hands before feeding himyogurt at snack time. During the cooking activity, Miss Lupereminds the children to wash theirhands and put on their aprons. After breakfast, Miss Kristin placestoothpaste in small cups for thechildren. The children are called overin pairs to brush their teeth as sheassists and supervises them.10
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsContent Area: Comprehensive Health and Physical EducationStandard: 4. Prevention and Risk Management in HealthPrepared Graduates: Apply personal safety knowledge and skills to prevent, and treat unintentional injuryGrade Level Expectation: PreschoolConcepts and skills students master:1. Identify ways to be safe while at play.Evidence Outcomes21st Century Skills and Readiness CompetenciesStudents can:Inquiry Questions:a. State how to be a safepedestrianb. Identify ways to reduce injurieson the playground1. Why walk on a sidewalk and not in the middle of the road?2. Why should I listen to my teacher when I am on the playground?3. How can the playground be a place where I could get hurt when it is so much funto be there?Relevance and Application:1. It is important to identify situations that are unsafe to prevent injuries.2. Many playgrounds are built in special ways to prevent injury.3. Some roads and playgrounds are built to accommodate individuals with disabilities.Nature of Health:1. All fun settings have material and objects which can inadvertently be the source of injury.11
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsHow does this standard look in high quality early childhood settings?Content Area: Comprehensive Health and Physical EducationStandard: 4. Prevention and Risk Management in HealthPrepared Graduates:Apply personal safety knowledge and skills to prevent, and treat unintentional injuryGrade Level Expectation: PreschoolConcepts and skills students master: 1. Identify ways to be safe while at playEvidence OutcomesSteps for Getting ThereStudents can:a. State how to be a safe pedestrianb. Identify ways to reduce injuries on theplayground Adults and children are responsible forkeeping the learning environmentreasonably clean and safeThe building, playground, and allequipment are maintained in safe,clean condition and in good repairAdults provide activities to developsafety awareness in the center, home,and/or communityExamples Before boarding the bus for an applepicking field trip, Miss Rachel reviewsthe rules for riding the bus.On the way to the library, Miss Emeliareminds the children (as a group) tostop at the crosswalk, then asks thelead child to check both ways foroncoming traffic before walking acrossthe street.During a class meeting, Mr. Ben andthe preschool children create a list ofsafe ways to use the playgroundequipment as well as discussing whycertain types of play might be morelikely to cause injuries. Together theydecide that not walking too close tothe swings is an important rule.Thomas suggests that they create aline in front of the swings using ajump rope so that everyone knows notto come too close.Paul makes sure that Sarah hasmoved away from the base of the slidebefore his turn.12
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsUsing the Discipline Concept MapsDiscipline Concept Maps (DCM) provide a visual representation of unifying themes and organizing and supporting concepts ateach grade level. The DCMs provide a central purpose for that discipline at that grade level and depict how concepts relate toeach other for intentional planning. They provide a framework for entering the standards in a way that honors the emphasis on21st Century learning and interdisciplinary connections across the content areas.Three key terms are used in the discipline concept maps: Unifying themes provide an overview of content at a grade level. They are found in the center of the DCM and denotedby a blue dot.Organizing concepts connect multiple grade level expectations (GLEs) and evidence outcomes (EOs). They are the firstnode out from the center and are denoted by a red dot.Supporting concepts elaborate on and show the depth of an organizing concept. They are second node out from thecenter and are denoted by a yellow dot.13
Physical EducationPreschoolstretchingmaterialsincreasing heart ratebalancingshared spacePhysical activity for healthSelf awareness for safe movementmoving rhythmicallySpatial awarenessproper footwearpositional relationships between body andobjectchanging directionsKEY:Unifying ThemeOrganizing ConceptSupporting ConceptICON KEY: Prepared Graduate CompetenciesMovement CompetenceMovement UnderstandingRegular Physical ActivityPhysical FitnessEmotional and Social WellnessSafety14
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education SettingsPrimary AuthorsColorado Preschool Program Staff2012
Preschool Comprehensive Health & Physical Education Standards in High Quality Early Childhood Care and Education Settings Content Area: Comprehensive Health and Physical Education Standard: 1. Movement Competence and Understanding in Physical Education Prepared Graduates:
School Supportive Health Services Program Preschool Supportive Health Services Program Questions and Answers Issued June 11, 2010 Status of School and Preschool Supportive Health Services Program 1. Q. Who is responsible for setting Medicaid policy and reimbursement rates for the Preschool/School Supportive Health Services Program (SSHSP)? A.
Starmount Preschool accepts children without regard to race, color, creed, and national/ethnic origin. Statement of Purpose The Preschool is a ministry of Starmount Presbyterian Church, under the direction of the Preschool Committee. It seeks to provide child care and a preschool for f
Stepping Stones Christian Preschool Preschool Directors- Carrie Baxter & Al Rogers 2021 Staff- Mikki Champion, Martha Cooper, Charlotte Narmore, Joy Perkins Johnson, Tricia Quick, Machelle VanReenen, Katie Velez & Jamie Wulf 720 Kings Lane Tullahoma, Tennessee 37388 Church Phone- 455-8513 Email- steppingstones@hhcoc.org Preschool Handbook
preschool children's physical activity. It aims to address some of the shortcomings of current research to provide a more comprehensive understanding of the multidimensional correlates of preschool children's physical activity which span the three domains of the social ecological model. To achieve this aim, the research
Preschool Comprehensive View for use with preschool-age children. The DRDP (2015) was developed by the California Department of Education, Early Education and . Physical Development-Health* (PD-HLTH) The PD-HLTH domain assesses motor development and the development of routines related to personal care, safety, and nutrition The knowledge or .
health status and their relationship of preschool children in Chongqing, China, and puts forward relevant opinions to provide reference for preschool educators to build health education system and improve children's mental health. Exercise can not only enhance physical fitness, but also play a good role in regulating people's mental health.
provide a comprehensive preschool program. Together we work collaboratively to expand the preschool program and enhance the program delivery. The focus is on the domains set forth by the ELSFS which are: Social and Emotional, the Arts, Physical Health and Development, Language and Literacy, Mathematics and Science
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