Sheri Johnson Course Competency 8

Analyze how WI Early Learning Standards provide a framework of guiding principles, developmental expectations, and program and performance standards to delineate the five developmental domains that embody delivery of quality education and care to young children
The intended use of the Wisconsin Model Early Learning Standards (WMELS) is to educate and provide guidance for families, educators/caregivers, administrators, and policymakers on developmental expectations for children in the early childhood period (in particular, from birth to first grade, before mandatory school enrollment); and - to inform the development of program standards across early learning environments. In tandem with the Guiding Principles, the Wisconsin Model Early Learning Standards establish a framework applicable across all early learning environments, with the following intended uses: Educate families by informing them about the development of young children. Guide the development of parent education activities and investments in parent education programs. Improve quality across all early learning environments. Guide professional development activities and investments. Inform educators and caregivers in their approaches to curriculum development across all early learning environments. Provide a unifying framework for resource investments and advocacy in early care and education. Ease transitions for children and families across early learning environments and elementary school settings by establishing a shared framework aligned with the Wisconsin Model Academic Standards. Serve as a basis for community partnerships and collaborations, unifying those who spend their days with children and those who advocate on behalf of these children.

The guiding principles that informed the development and application of the early learning standards are:
All children are capable and competent. Development and learning begins at birth, for all children and in all settings. The Wisconsin Model Early Learning Standards support practices that promote development and protect young children from the harm that results from inappropriate expectations. In this, they are aligned with ethical principles of the early childhood profession. Early relationships matter. Beginning at birth, a child forms relationships with adults who will guide their learning and development. Especially during the earliest years of a child's life from birth to age 3, a child's growth and development is shaped within the context of those relationships. Positive relationships are essential for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others.

Sheri Johnson Course Competency 8 A child's early learning and development is multidimensional. Developmental domains are highly interrelated. The Wisconsin Model Early Learning Standards reflect the interconnectedness of the domains of children's development: social and emotional development, approaches to learning, language development and communication, health and physical development, and cognition and general knowledge. Expectations for children must be guided by knowledge of child growth and development. The Wisconsin Model Early Learning Standards are based on research about the processes and sequences of young children's learning and development, and the conditions under which children develop to their fullest potential. Children are individuals who develop at various rates. The Wisconsin Model Early Learning Standards recognize that there are individual rates of development and learning across any age range. Children are members of cultural groups that share developmental patterns. The Wisconsin Model Early Learning Standards acknowledge that children's development and learning opportunities reflect the cultural and linguistic diversity of children, families and environments. Children exhibit a range of skills and competencies within any domain of development. The Wisconsin Model Early Learning Standards support the development of optimal learning experiences that can be adapted for individual developmental patterns. Children learn through play and the active exploration of their environment. The Wisconsin Model Early Learning Standards reflect the belief that children should be provided with opportunities to explore and apply new skills through child-initiated and teacher-initiated activities, and through interactions with peers, adults and materials. Teachers and families can best guide learning by providing these opportunities in natural, authentic contexts. Positive relationships help children gain the benefits of instructional experiences and resources. Parents are children's primary and most important caregivers and educators. Families, communities and schools all have significant roles to play in terms of what opportunities are available to children, and how well a child is able to take advantage of those learning opportunities. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community.

Sheri Johnson Course Competency 8 The standards are broken down into five domains; Health and Physical Development, Social and Emotional Development, Language Development and Communication, Approaches to Learning and Cognition and General Knowledge These standards help to cultivate the whole child during their critical years from birth through entrance to first grade. The following are areas that are developed in each of the five domains: Health and Physical Development Demonstrates behaviors to meet self-help and physical needs. Sleep Demonstrates behaviors to meet self-help and physical needs. Dressing Demonstrates behaviors to meet self-help and physical needs. Toileting Demonstrates behaviors to meet self-help and physical needs. Eating Demonstrates behaviors to meet safety needs. Demonstrates a healthy life style. Moves with strength, control, balance, coordination, locomotion, and endurance. Exhibits eye-hand coordination, strength, control, and object manipulation. Uses senses to take in, experience, integrate, and regulate responses to the environment

Social and emotional development Expresses a wide range of emotions. Understands and responds to others emotions. Develops positive self-esteem. Demonstrates self-awareness. Demonstrates attachment, trust, and autonomy. Engages in social interaction and plays with others. Demonstrates understanding of rules and social expectations. Engages in social problem solving behavior and learns to resolve conflict. Language and development and communication Derives meaning through listening to communications of others and sounds in the environment. Listens and responds to communications with others. Follows directions of increasing complexity. Uses gestures and movements (non-verbal) to communicate. Uses vocalizations and spoken language to communicate. Uses vocalizations and spoken language to communicate. Uses vocalizations and spoken language to communicate. Develops ability to detect, manipulate, or analyze the auditory parts of spoken language. Understands concept that the alphabet represents the sounds of spoken language and the letters of written language. Shows appreciation of books and understands how print works.

Sheri Johnson Course Competency 8 Uses writing to represent thoughts or ideas. Approaches to learning Displays curiosity, risk-taking and willingness to engage in new experiences. Engages in meaningful learning through attempting, repeating, experimenting, refining and elaborating on experiences and activities. Exhibits persistence and flexibility. Engages in imaginative play and inventive thinking through interactions with people, materials and the environment. Expresses self creatively through music, movement and art. Experiences a variety of routines, practices and languages. Learns within the context of his/her family and culture. Uses various styles of learning including verbal/linguistic, bodily/kinesthetic, visual/spatial, interpersonal, and intrapersonal. Cognitive and General Knowledge Uses multi-sensory abilities to process information. Understands new meanings as memory increases. Applies problem solving skills. Demonstrates an understanding of numbers and counting. Understands number operations and relationships. Explores, recognizes and describes shapes and spatial relationships. Uses the attributes of objects for comparison and patterning. Understands the concept of measurement. Collects, describes and records information using all senses. Uses observation to gather information. Use tools to gather information, compare observed objects, and seeks answers to questions through active investigation. Hypothesizes and makes predictions. Forms explanations based on trial and error, observations, and explorations. Through observation of a child over time, a child has the opportunity to show their understanding and mastery of a specific performance standard. The child can provide signs of growth and learning experience over multiple observations.