Foundations for Young Children to the Indiana Academic Standards

Foundations for Young Children to the Indiana Academic Standards

(Book Review on Early Childhood Topics)

Brittany Green

Ivy Tech Community College of Indiana

Foundations for Young Children to the Indiana Academic Standards

The foundations for young children was written to make a set of

standards for every age group. In other words, it is to set certain goals
that every child should accomplish by a certain age or grade.

English/Language Arts
ELA1: Early Reading
ELA2: Early Writing
ELA3: Communication Process
Mathematics
M1: Numeracy
M2: Computation and Algebraic Thinking
M3: Data Analysis
M4: Geometry
M5: Measurement
Social Emotional Skills
SE1: Sense of Self
SE2: Self-Regulation
SE3: Conflict Resolution
SE4: Building Relationships
Approaches to Play and Learning
APL1: Initiative and Exploration
APL2: Flexible Thinking
APL3: Attentiveness and Persistence
APL4: Social Interactions
Foundations for Young Children to the Indiana Academic Standards

Science
SC1: Physical Science
SC2: Earth and Space Science
SC3: Life Science
SC4: Engineering
SC5: Scientific Inquiry and Methods
Social Studies
SS1: Self
SS2: History and Events
SS3: Geography
SS4: Economics
SS5: Citizenship
Creative Arts
CA1: Music
CA2: Dance
CA3: Visual Arts
CA4: Dramatic Play
Physical Health and Growth
PHG1: Health and Well-Being
PHG2: Senses
PHG3: Motor Skills
PHG4: Personal Care
Foundations for Young Children to the Indiana Academic Standards

1.TOPIC
2. AGE RANGE
3.INDICATORS

Emotional well-being and early childhood mental health have two things
in common. First is the child being able to achieve and respond to things
they have learned. Second is having age appropriate relationships with
other children and teachers.

Self of Self is important because confidence is needed for growing children. If they
are confident in themselves, they will try new things and when they are proud of
themselves, they will be more likely to try their best.

Self-Regulation is important so that children are more likely to be able to respond to

the reaction of things. If they get upset because someone took their toy, they are able
to say why they are angry rather than lashing out.

Conflict Resolution and self-regulation go hand in hand. If a child has good self-
regulation, they will be able to resolve a conflict peacefully and without violence.

Building Relationships is important because children need to have good relationships

with their peers and the adults around them. Children need to feel safe, loved and
encouraged at all times and if they have built a good relationship with the people
around them, they will be more open and willing to learn.

Dual Language Learners can better be taught by having them do things in their native
language. For example, if you have a Spanish speaking student you can have them
match words in Spanish to the same word in English.

Exceptional Learners can better be taught by having them work in small groups and
providing different levels of work. If they are put into small groups that are at the
same, or close to the same, level that they are, they are more able to apply themselves
and less likely to get bored with what they are learning.
Foundations for Young Children to the Indiana Academic Standards

The 3 topics I chose for the scenarios are: Demonstrate relationship skills,
demonstrate initiative and self-direction and demonstrate interest and curiosity as a
learner.

Scenario 1:
Chip demonstrated interest and curiosity as a learner because he was attempting to
make the sounds that Ms. Parker was making by forming the letter o. Some other
topics I would say he used that I did not choose were expressive communication and
demonstrate awareness of the alphabet.

Scenario 2:
Carly demonstrated relationship skills by smiling and waving to the stranger who was
speaking to the teacher. Some other topics I would say she used were self-control by
not interrupting the teacher and expressive communication by using non-verbal ques.

Scenario 3:
Carlos demonstrated initiative and self-direction by playing on his own with the
blocks. Some other topics I would say he used were demonstrating comprehension
and demonstrating development of sustained attention and persistence.

Scenario 4:
Madelyn demonstrated initiative and self-direction by being able to play by herself
contently as she makes a list. Some other topics I would say she used were
demonstrating the mechanics of writing and exhibiting the ability to identify,
describe, analyze, compare, and create shapes.

Scenario 5:
Rory demonstrated relationship skills with his class by playing outside with the
leaves. Some other topics I would say he used were demonstrating development of
flexible thinking during play and demonstrating self-awareness and confidence.

Content Area: Creative Arts

Topics: Music expression and movement expression
CA1.1: Demonstrate creative music expression
CA2.1: Demonstrate creative movement expression
Foundations for Young Children to the Indiana Academic Standards

Activity 1:
When I am teaching something and the children are having a hard time learning or
remembering it, the best way to help them is by turning it into a rhyme or song.
Example: The first thing I do is the same…. I grab my pencil and write my name!
Activity 2:
Bring in washable paint, a roll of white paper, something to dip their feet into, songs
and aprons. Ask questions such as what is the first letter of the alphabet? They then
dip their feet into the paint and draw it until the music stops and they freeze!