Teaching Social Studies to Young Children Presentation Create Engaging PowerPoint. Please include ALL of these in powerpoint. – Describes what social stud

Teaching Social Studies to Young Children Presentation Create Engaging PowerPoint. Please include ALL of these in powerpoint.

– Describes what social studies is, including discussion of the different disciplinary content areas (self, history and events, geography, economics, citizenship) and social studies concepts that make up the early childhood curriculum

– Discusses the purpose and approach of teaching young children social studies (i.E. Why and how we should teach young children social studies)

Critically reflects upon your professional growth by reporting change in knowledge, skills, teaching practices and dispositions related to teaching social studies ( will provide you skills and knowledge i I build so that you can include in powerpoint)

Is clearly structured, grammatically accurate, well presented, and uses academic literature to support ideas, with APA formatting

Please ensure that you include a ‘References’ slide at the end. For example, I would expect to see full references to the Indiana Early Learning Foundations, and/or the Indiana Academic Standards for Social Studies (remember the author for these documents is the Indiana Department of Education), as well as the National Council for Social Studies. Use APA for citations and references.

Please only use the source I provided. Do NOT use outside resource. Indiana’s Early Learning Development Framework
Aligned to the 2014 Indiana Academic Standards
Indiana Department of Education
Family and Social Services Administration: Office of Early Childhood and Out of School Learning
Early Learning Advisory Committee
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Table of Contents
Background and Acknowledgements
Page 1
Introduction
Page 3
English / Language Arts Foundations
Communication Process
Early Reading
Early Writing
Page 5
Mathematics Foundations
Numeracy
Computation and Algebraic Thinking
Data Analysis
Geometry
Measurement
Page 12
Social Emotional Foundations
Sense of Self
Self-Regulation
Conflict Resolution
Building Relationships
Page 19
Approaches to Play and Learning Foundations Page 24
Initiative and Exploration
Flexible Thinking
Attentiveness and Persistence
Social Interactions
Science Foundations
Physical Science
Earth and Space Science
Life Science
Engineering
Scientific Inquiry and Methods
Page 29
Social Studies Foundations
Self
History and Events
Geography
Economics
Citizenship
Page 35
Creative Arts Foundations
Music
Dance
Visual Arts
Dramatic Play
Page 41
Physical Health and Growth Foundations
Health and Well-Being
Senses
Motor Skills
Personal Care
Page 46
Dual Language Learners
Page 51
Supporting Exceptional Learners
Page 53
Glossary of Terms
Page 56
References
Page 60
Appendix A
Page 62
ISTAR-KR/2015 Early Learning Foundations
Alignment Study
Appendix B
Classroom Planning Matrix
Page 63
Early Learning Foundations Background
History
In the early 2000s, a White House initiative, Good Start, Grow Smart, called for each state to establish early learning
frameworks around literacy and math. With the goal of guiding early childhood educators in understanding and
implementing classroom practices that facilitate learning of essential skills and knowledge young children require to be
prepared for Kindergarten, the Foundations to the Indiana Academic Standards (Foundations) were developed in 2002
with content for children three to five years of age. In 2004 and 2006, content for children from birth to age three was
added. The Foundations were revised in 2012 to ensure alignment with the modified ISTAR-KR assessment tool, the
Indiana Academic Standards (2007), and the Common Core State Standards. Each revision has provided direction and
guidance to the field toward developmentally appropriate expectations that support young learners.
2015 Revision
The 2015 revision was based on research, feedback from practitioners, and work from professionals with expertise in
each specialized area. The revision addresses:
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Alignment to the 2014 Indiana Academic Standards
Recognition of the early learning continuum, birth to Kindergarten
Utilization of the Foundations with the vertical articulations for the 2014 Indiana Academic Standards to view
the early learning continuum from birth to third grade
Identification of core foundations in each of the eight content areas
Alignment to the ISTAR-KR assessment tool
Addition of Approaches to Play and Learning Foundations
Addition of Health Foundations
Addition of WIDA Early English Language Development Standards
Easy to use format
Acknowledgements
A large group of stakeholders worked from July 2014 to May of 2015 to inform and guide the revision process. In June
2015, Indiana’s Early Learning Advisory Committee approved the revision of the Foundations.
The Center on Enhancing Early Learning Outcomes (CEELO) provided technical assistance throughout the revision
process. Dr. Diane Schilder served as a consultant to the Indiana Department of Education. Her guidance and feedback
greatly contributed to the success of this project. CEELO also facilitated an external review by Dr. Shannon Riley-Ayers.
Throughout the revision process, early learning guidelines of various states were referenced. The pioneering work of
Connecticut, Georgia, Massachusetts, Maryland, and New Jersey was greatly appreciated.
Public Comment
An opportunity for public comment was provided and resulted in a review by 94 individuals.
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The Foundations
Indiana’s Early Learning Development Framework
2015
The involvement, feedback, and contribution of the following groups are gratefully acknowledged:
Early Learning Advisory Committee / Early Learning Advisory Committee – Child Development and Well-Being
Workgroup / Indiana Association for the Education of Young Children – Higher Education Forum / Indiana Early
Childhood Special Education Administrators / Indiana Professional Development Network
The following individuals generously contributed their time, knowledge, and experience:
Anita Allison / Indiana Association of Child Care Resource and Referral / Sarina Arens / The Learning Community / Bree
Ausenbaugh / Indiana Department of Education / Beth Barrett / Office of Early Childhood and Out of School Learning / Beth
Barnett / Bona Vista / Debbie Beeler / Hoosier Uplands Head Start / Mindy Bennett / Child Care Answers / Angie
Blankenship / Wayne Township Preschool / Bruce Blomberg / Indiana Department of Education / Kim Bowers / Cumberland K3 Elementary / Melanie Brizzi / Office of Early Childhood and Out of School Learning / Kimberly Brooks / Fort Wayne Community
Schools / Erica Brownfield / Buttons and Bows / Lisa Brownfield / Buttons and Bows / Ann Canter / MSD Perry Township /
Audrey Carnahan / Indiana Department of Education / Rebecca Carothers / Ivy Tech Community College / Rhonda Clark /
Office of Early Childhood and Out of School Learning / Theresa Clark / NEISEC / Dawn Cole-Easterday / Indiana Association for
the Education of Young Children / Alice Cross / Indiana University / Robyn Culley / Early Head Start of Carey Services / Jill
Davidson / Early Childhood Alliance / Rachel Davidson / Indiana Department of Education / Scott Deetz / Alexandria
Community Schools / Patricia Dickmann / Ivy Tech Community College / Mary Jane Eisenhauer / Purdue University – North
Central / Jim Elicker / Purdue University / Jeremy Eltz / Indiana Department of Education / Marta Fetterman / Indiana
Association of Child Care Resource and Referral / Lenore Friedly / Child Care Answers / Rose Fritzinger / East Allen Community
Schools / Christina Furbee / Indiana Department of Education / Laura Fulton/ Pipe Creek Elementary / Terry Green / Evansville
School Corporation / Ashley Griffin / Buttons and Bows / Karen Guess / Plainfield Christian Church Preschool / Rachael Havey /
Indiana Department of Education / Kimberly Hendricks / Workforce Development Services / Lisa Henley / Indiana Association
for Child Care Resource and Referral / Teri Hornberger / Early Head Start – Head Start / Betsy Hull / GLASS / Cindy Hurst /
Indiana Department of Education / Dana Jones / Indiana Association for Child Care Resource and Referral / Angi Keppol / Early
Childhood Alliance / Renee Kinder / Indiana Association for Child Care Resource and Referral / Whitney Kinkel / Indianapolis
Cooperative Preschool Council / Andrea Lakin / MSD Perry Township / Debora Lanier Benberry / Family Development Services /
Ruthie McCray / Early Childhood Alliance / Tara McKay / Madison Consolidated Schools / Lanissa Maggert / Early Childhood
Alliance / Ted Maple / Early Learning Indiana / Tutti Martz / RES Developmental Preschool / Mort Maurer / ECISS / Shelly
Meredith / Early Childhood Alliance / Cheryl A. Miller / Indiana Head Start Association / Beckie Minglin / Indiana Head Start
State Collaboration Office / Sharon Molargik / Garrett –Keyser-Butler Community Head Start / Michelle Moore / MSD Perry
Township Early Childhood Academy / Karen Moore / SIEOC / Jennifer Newingham / Brownsburg Early Childhood Center / Anne
Olson / MSD Wayne Township / Diana Parker / Wawasee Community School Corporation / Courtney Penn / Indiana
Association for Child Care Resource and Referral / John Pennycuff / ICAP Head Start / Sierra Porter / Stay and Play Inc. / Teresa
Porter / Stay and Play Inc. / Natalie Pugh / Chances and Services for Youth / Megan Purcell / Purdue University / David
Purpura / Purdue University / William Reed / Indiana Department of Education / Jillian Ritter / Child Care Aware of America /
Barbara Roberts / Fort Wayne Community Schools / Patty Rodda / Purdue University- Calumet / Ann Ruhmkorff / ProKids, Inc.
/ Jill Russell / Indiana Association for the Education of Young Children / Melissa Schneider / Chances and Services for Youth /
Susan Smith / Shelbyville Central Schools / Rena Sterrett / Purdue University / Yvonne Swafford / Union County School District
/ Kim Swain / Early Childhood Alliance / Terri Swim / Indiana University – Purdue University Fort Wayne / Alyce Thompson /
Early Childhood Alliance / Angie Tomlin / Infant Mental Health / Amy Torres / Child Care Answers / Jared Totsch / Evansville
School Corporation / Dawn Underwood / ELC-JCLC / Sue Victor / JESSE / Steve Viehwig / Riley Children’s Center / Dianna
Wallace / Indiana Association for the Education of Young Children / Kresha Warnock / Ball State University / Nathan
Williamson / Indiana Department of Education / John Wolfe / Indiana Department of Education / Kristine Woodard / North
Webster Elementary / Julie Worland / Kokomo Schools Head Start
The revision process was facilitated by the Indiana Department of Education, Office of Early Learning and
Intervention.
Charlie Geier / Director of Early Learning and Intervention
Erin Kissling / Early Learning Specialist
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The Foundations
Indiana’s Early Learning Development Framework
2015
Introduction
The Foundations include the following content areas: English/language arts, mathematics, social emotional skills,
approaches to play and learning, science, social studies, creative arts, and physical health and growth. By outlining
specific topics and indicators in each of these content areas, the Foundations support teachers, parents, caregivers, and
other professional personnel as they develop appropriate experiences for young children. The primary audience for this
framework is early childhood educators, program directors, school administrators, and college and university faculty.
This core document was developed for use in all types of early childhood programs. Guidance and support documents
will be developed and released subsequently.
Kindergarten Readiness
Early learning experiences help a child become ready for Kindergarten. The Foundations show early educators the
developmental progression that typically developing young children should experience as they grow toward
Kindergarten readiness. In 2014, Indiana’s Early Learning Advisory Committee approved the following definition of
Kindergarten readiness:
“In Indiana, we work together so that every child can develop to his or her fullest potential socially, emotionally,
physically, cognitively, and academically. Through growth in all of these domains, the child will become a
healthy, capable, competent, and powerful learner.”
Birth to Third Grade Continuum
Research recognizes early learning as a comprehensive system, birth to age eight (third grade). During this crucial period
of development, the foundations for future success are laid out. Strengthening the alignment between the birth to age
five system and the Kindergarten to third grade system ensures children develop solid fundamentals in literacy, math,
social emotional skills, as well as strong engagement in learning (The Pre-K Coalition Policy Brief, 2011). This approach
allows for developmentally appropriate teaching at all age levels and leads to positive student outcomes.
Embracing this continuum:
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Provides equitable access and opportunity for all children
Minimizes achievement gaps
Maximizes individual pathways
Provides continuity for children and families
Engages families in children’s learning and development
“School districts on the leading edge of the Birth through Third Grade movement have demonstrated unprecedented
success raising the achievement of low-income students by developing coherent strategies focused on the early years of
learning and development. These communities are not merely improving preschool. Rather, they are building aligned,
high-quality early education systems” (Jacobson, 2014).
Special Populations
This revision of the Foundations specifically addresses two special populations, Dual Language Learners and Exceptional
Learners. In order to provide high-quality, equitable early learning experiences, it is important to provide a responsive
environment along with linguistically and culturally relevant instruction that allows all children to progress within the
classroom.
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The Foundations
Indiana’s Early Learning Development Framework
2015
In order to meet the language needs of Dual Language Learners (DLL), Indiana has adopted the WIDA Early English
Language Development Standards (E-ELD). These standards are specifically designed to help support the unique needs
of DLLs, ages 2.5 – 5.5 years, who are in the process of learning more than one language prior to Kindergarten entry. By
utilizing these standards alongside the Foundations, a quality program honors the children’s home languages, embraces
dual language development, promotes family and community engagement, and builds partnerships to support young,
Dual Language Learners. Additional information addressing DLLs can be located on page 51. More resources can be
found at www.doe.in.gov/elme and www.wida.us/EarlyYears.
Exceptional Learners are children who enter the classroom with a range of developmental, language, behavioral, and
medical needs. Exceptional Learners should be included in classrooms with typically developing peers. In inclusion
classroom environments, teachers can support the needs of all children through differentiated instruction. Exceptional
Learners may attend developmental preschools offered by their local school corporation. Developmental preschools
should use the Foundations to set expectations for learning. Specific information that addresses Exceptional Learners is
on page 53. Additional information on Exceptional Learners can be found at http://www.doe.in.gov/specialed.
Purpose
Indiana’s early learning development framework, the Foundations, is aligned to the 2014 Indiana Academic Standards.
This framework provides core foundations and skills that children are to achieve at various ages. The Foundations create
common language and expectations for the early childhood field. Effective implementation of the Foundations will lead
to desired student outcomes.
The Foundations are not a curriculum, a lesson plan, or an assessment tool. Programs must select a curriculum based on
their philosophy of how children learn. Curricula contain both content that children should learn and methods to teach
the content. Lesson plans describe how the content is conveyed to children, and assessments evaluate children’s
acquisition of the content. In order to drive continuous improvement, the Foundations should be regularly utilized to
evaluate a program’s curricula for strengths and weaknesses.
From Kindergarten through twelfth grade, academic standards have been established to promote excellence and equity
in education. Excellence in education is a predictor of future success. K-12 academic standards represent the essential
content every student needs in order to have a basis for understanding a subject area. The Foundations include
concepts for children’s development and address skills and competencies that children are to achieve from birth to age
five. Vertical articulations have been established for the 2014 Indiana Academic Standards. By utilizing these vertical
articulations, one can see the continuum of development for children through the elementary years. Understanding the
developmental progression gives early educators the ability to individualize instruction and experiences to advance each
child’s development and learning.
Families
Children develop in the context of their environments, which include family, culture, and community. The family plays
the most critical role in a child’s development. It is essential that early childhood professionals respect the role of the
child’s family in the educational journey. A wide body of research supports the benefits of family-school partnerships.
Successful partnerships with families support and sustain common goals for children. Early childhood professionals have
the opportunity to connect families to their children’s learning. The Foundations should serve as a resource for early
childhood professionals to inform families of appropriate developmental expectations.
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The Foundations
Indiana’s Early Learning Development Framework
2015
English / Language Arts
Language and Literacy
Perhaps the most significant accomplishment a child makes during the first five years of life is acquiring language and
using it to communicate. Infants first begin to communicate through crying, body movements, gestures, and facial
expressions. As babies grow into toddlers and preschoolers, they attain a vocabulary of hundreds of words, and they
learn how to use them to get what they need or want, to express their feelings, or to simply make conversation.
While children do have the predisposition to learn languages, this does not happen without external intervention and
support. Adults play a vital and irreplaceable role in a young child’s speech development and literacy knowledge.
Frequent interactions with others, as well as providing opportunities to use (and witness the use of) written language in
daily life, enable children to become competent readers, writers, speakers, and listeners.
Young children must have the opportunity to do more than simply “learn to read and write.” They need adults who
provide experiences that make literacy enjoyable. Children should develop skills, but should also have the disposition to
become readers and writers. They must desire books. They must love words. Adults can help make this happen by
making language pleasurable through reading aloud, singing songs, reciting playful poetry, and exposing language for
what it is – an important and enjoyable part of our world.
Research has demonstrated that children that have foundational skills with print, books, the purposes of writing,
listening, and speaking will be ready to benefit from reading instruction in school, learn to read sooner, and will be
better readers than children with fewer of these skills (NELP, 2008; Whitehurst & Longman, 1998).
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The Foundations
Indiana’s Early Learning Development Framework
2015
English/Language Arts Foundations
English/Language Arts Foundation 1: Communication Process
Early learners develop foundational skills to communicate effectively for a variety of purposes.
English/Language Arts Foundation 2: Early Reading
Early learners develop foundational skills in understanding alphabet awareness, phonological awareness,
concepts of print, and comprehension.
English/Language Arts Foundation 3: Early Writing
Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a
variety of purposes.
Guide to Using the Foundations
Each foundation has been broken down into topics. Each topic has particular concepts or skills that serve as indicators of
a child’s developmental progress through the age ranges. While the indicators articulate expectations for early learning,
they are not exhaustive and do not prescribe a singular pathway of helping children arrive at developmental milestones.
To assist with the navigation of this document, a model of the format is outlined below.
Foundation: The essential concepts and skills early learners should know or demonstrate in a particular developmental area.
TOPIC: A subcategory of essential concepts and skills early learners should know and/or demonstrate under a particular
foundation.
Age Range: Infant, Younger Toddler, Older Toddler, You…
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