Virginia's Early Childhood Development Alignment Project

152 Pages·2009·1.14 MB·English

A Guide to Young Children’s
Milestones of Child Development
Learning and Development
from Birth to Kindergarten
Virginia’s Early Childhood Development Alignment Project
Milestones of Child Development
A Guide to Young Children’s
Learning and Development from Birth to Kindergarten
Virginia’s Early Childhood Development Alignment Project
COPYRIGHT 2008
Office of Early Childhood Development
Virginia Department of Social Services
We encourage replication and use of these materials for non-profit purposes.
Office of Early Childhood Development
Virginia Department of Social Services
7 North Eighth Street
Richmond, Virginia 23219
Table of Contents
Introduction .........................................i Sub-StrandDShapes ..........................91
Sub-StrandESpatialSense......................93
OverviewofDomainIndicatorsandStrands ...............1 Sub-StrandFDataCollectionandAnalysis..........94
Sub-StrandGTimeandSequence ................96
ComprehensiveMilestonesofChildDevelopment..........45 Strand2LearningAbouttheWorld..................98
Sub-StrandAScientificKnowledge ...............98
SocialandEmotionalDevelopment....................47 Sub-StrandBScientificInquiryandExploration......100
Strand1RelationshipswithOthers..................48 Strand3LearningAboutFamiliesandCommunities....103
Strand2LearningaboutSelf(Self-Perceptions).........51 Sub-StrandAHistory..........................103
Strand3ExpressionofFeelingsandSelf-Regulation ....54 Sub-StrandBGeography.......................105
Sub-StrandCEconomics.......................107
ApproachestoLearning .............................57 Sub-StrandDFamiliesandCommunities ..........108
Strand1Persistence..............................58
Strand2InitiativeandCuriosity.....................60 FineArts...........................................111
Strand3CreativityandInventiveness ................62 Strand1DanceArts .............................112
Strand4ReasoningandProblem-Solving.............65 Strand2Music .................................114
Strand3TheatreArts ............................116
LanguageandLiteracy ..............................69 Strand4VisualArts..............................118
Strand1ListeningandSpeaking ....................70
Strand2PhonologicalAwarenessand PhysicalDevelopmentandHealth ......................121
AlphabeticKnowledge.....................73 Strand1GrossMotorDevelopment.................122
Strand3PrintAwarenessandConcepts ..............76 Strand2FineMotorDevelopment..................125
Stand 4Comprehension ..........................78 Strand3HealthandWell-Being ...................128
Strand5EarlyWriting ............................80
Glossary............................................131
CognitionandGeneralKnowledge ....................83
Strand1LearningAboutMathematicalConcepts.......84 References.........................................135
Sub-StrandANumbersandOperations............84
Sub-StrandBMeasurement .....................86 DocumentsReviewed................................137
Sub-StrandCPatternsandRelationships...........89

Virginia’s Alignment Project
Introduction Guiding Principles
Withoutadoubt,theearlyyears–frombirthtokindergarten– TheAlignmentProjectdocumentsreflectasetofguidingprinciples
comprisethemostextraordinaryperiodofdevelopmentinachild’s thathaveservedasavaluablecompassindevelopingthese
lifetime. resources:
Learningbeginsininfancywhenachild’sdevelopmentof 1.Familiesarethefirstandmostinfluentialteachersofyoung
knowledge,skills,andattitudestowardlearningservesasthebasis children.
forhealthydevelopmentandlifelongachievement.Infantsand 2.Everychilddevelopsatanindividualrate,possessesunique
youngchildrenarebynatureavidlearners–enthusiastic,creative characteristics,andexhibitsanarrayoftalentsandinterests
scientistswhoobserve,explore,experiment,andpracticeskillsuntil regardlessoffamilybackground,culture,specialneed,
theyaremastered,andthencontinuetothenextchallenge. experience,orability.
3.Optimallearningoccurswhenwerecognizethatallaspectsofa
Althoughtheylearnmuchthroughindependentexploration,
child’sdevelopment(i.e.,socialandemotional,approachesto
infantsandyoungchildrenneedcompetentadultguidestoprovide
learning,languageandliteracy,cognitive,andphysical)are
thecriticalelementsofhighqualitylearningenvironmentsat
inextricablyinterrelatedandnurturedthroughacombinationof
optimaltimes.Skillfuladults–whetherparents,grandparents,child
activeexploration,play,socialinteraction,andthoughtfully
careprovidersorteachers-providethesafetyandsecurity,both
plannedactivitiesthatcapitalizeonchildren'snaturaltendencyto
physicalandemotional,thatsupportyounglearnersthrough
seekeverhigherlevelsofchallengetomaster.
adventuresofdiscoveryandmastery.Skillfuladultsprovidemore
4.Earlylearningexperiencesdrawuponandenhancethe
thanaffectionaterelationshipsthatsupportandfosterconfidence;
connectionsbetweenfamilies,earlychildhoodprogramsand
theystructuretheenvironmenttoprovidechallenges,coachthe
services,schools,andthecommunity.
learningprocessbyprovidingfeedback,andofferinterpretationto
confirmandtoinspire.Theseskillfuladultsbecomelearning 5.Qualityearlylearningexperiencesforchildrenareguidedby
partnerswhomentoryoungchildrenastheyexploretheworldin research-basedknowledgeandpractice.
whichtheylive.
6.Allchildrenarecapableandcompetentlearners,andtheylearn
bestwhentheyareincludedwiththeirpeers.
ItisvitalthatwesupportVirginia’syoungchildrenasthey
prepareforschoolandlifesuccess.TheAlignmentProject
documentsserveasguidestoassistadultsintheirimportant
roleswithyoungchildren.
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Developing the Acknowledgements
Alignment Project Documents
TheAlignmentProjectTeamwishestoexpressgratitudetothe
followingindividualswhocontributedtothedevelopmentof
Theseframeworksweredevelopedthroughacomprehensiveand
Virginia’sMilestonesofChildDevelopment:
collaborativeprocessinvolvingmanysourcesofinformation,
expertise,andguidance.
Alignment Project Team
TheprocessbeganinFebruary,2006,throughanintensiveinitiative MarkAllan,VirginiaDepartmentofEducation
knownastheAlignmentProject.Thoughspearheadedbythe ZeldaBoyd,VirginiaDepartmentofSocialServices
VirginiaDepartmentofSocialServices,theAlignmentProjectteam TanyaHighBrooks,UnitedWaySuccessby6
iscomprisedofdedicatedprofessionalsfrommanyagenciesand *ElizabethCrawford,2006Governor’sFellow
organizations,bothpublicandprivate.Eachoftheteammembers
KathyGillikin,VirginiaDepartmentofSocialServices
broughtinsightandwisdomreflectingyearsofexperience,
KathyGlazer,VirginiaDepartmentofSocialServicesand
expertise,andcommitment.
SecretariatofEducation
*TeresaHarris,JamesMadisonUniversity
Followingthedevelopmentoftheinitialdraftdocuments,critical
CoriHill,PartnershipforPeoplewithDisabilities
reviewswereconductedbynumerousearlychildhoodprofessionals
ArleneKasper,VirginiaDepartmentofSocialServices
whoprovidedfeedbackandsuggestionsforimprovement.In
AletaLawson,VirginiaDepartmentofSocialServices
addition,sixfocusgroupswereheldinsixdifferentregionsacross
theCommonwealthtogatherbroadfeedbackontheAlignment KathyMassie,VirginiaHeadStartAssociation
work,aswellasspecificfeedbackconcerningdraftdocuments.The DavidMills,VirginiaDepartmentofMentalHealth,
participatingindividualsrepresentedvariousrelevantconstituent MentalRetardationandSubstanceAbuseServices
groups,selectedtoofferafullrangeofperspectives,thereby PhyllisMondak,VirginiaDepartmentofEducation
ensuringinclusionandintegrationofvariedneeds,programs,and HelenO’Beirne,2006Governor’sFellow
culturestothegreatestextentpossible.Workingwithinatight DebraO’Neill,VirginiaDepartmentofSocialServices
timeframe,thereviewersprovidedvaluableeditsandadditions,
*CosbySteeleRogers,VirginiaPolytechnicInstituteand
contributingsubstantivelytothefinalproducts.
StateUniversity
KarenSchulman,NationalWomen’sLawCenter
Finally,theAlignmentProjectbenefitedinsignificantwaysby
CarolynneStevens,VirginiaDepartmentofSocialServices
reviewingandincorporatingguidelinesandcompetenciesgleaned
CherylStrobel,VirginiaDepartmentofEducation
fromearlychildhoodinitiativesfromnumerousstatesandlocal
BarbaraTayman,NationalChildCareInformationCenter
coalitions.Thankstothegraciousnessandgenerosityofkey
MaryJoThomas,VirginiaDepartmentofSocialServices
representativesfromeachstateandlocalityingrantingpermission
fortheteamtolearnfromtheirrespectiveprocessesandproducts, CaroleWhitener,TidewaterCommunityCollege
theAlignmentTeamfeelsassuredthatVirginia’sframeworksreflect
bestpracticesacrossthenation. *SpecialthankstoElizabethCrawford,TeresaHarris,andCosby
Rogers,whocontributedthelion’sshareofthewritingand
developingofdraftsfortheteam.
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Independent Reviewers JayWilkins,VirginiaPolytechnicInstituteandStateUniversity
MarthaAnnBell,VirginiaPolytechnicInstituteandStateUniversity Thanksalsotothefollowingcolleaguesfortheirvalued
contributionstotheAlignmentProjectinitiative:
BarbaraF.Boyd,RadfordUniversity
KatherineKersey,OldDominionUniversity
JudyApostolico-Buck,ArlingtonPublicSchools
MarciaKraft-Sayre,UniversityofVirginia
GailBjorklund,FairfaxCountyOfficeforChildren
JenniferLocasale-Crouch,UniversityofVirginia
IsabelBradburn,VirginiaPolytechnicInstituteandStateUniversity
MarieMasterson,OldDominionUniversity
RosemaryBurton,Minnieland
AmeliaKableMoody,UniversityofVirginia
ToniCacace-Beshears,VirginiaAssociationfor
EarlyChildhoodEducation LoriMorris,VirginiaEarlyChildhoodFoundation
LoriConnors-Tadros,NationalChildCareInformationCenter BobPianta,UniversityofVirginia
BrendaCubero,FamilyChildCareProviderandmother
Focus Group Participants
MaryMargaretGardner,VirginiaAssociationfor
EarlyChildhoodEducation Morethanonehundredparents,teachers,directors,childcare
KimGregory,VirginiaWesternCommunityCollege resourceandreferralagencystaff,andotherinterestedpartners
PatHenry,EarlyHeadStart,TAPRoanoke attendedthefocusgroupsinAbingdon,Fairfax,Harrisonburg,
Richmond,Roanoke,andSouthHamptonRoads.
KathrynA.Hoover,RadfordUniversity
JohnnieHumphrey,JohnTylerCommunityCollege
Anadditionalfocusgroupcomprisedofearlychildhoodeducators
CathyJacobs,VirginiaPolytechnicInstituteandStateUniversity
DebraDaily,ReneeDino,ReginaIhsane,ClaudiaKnapp,and
SusanJakob,VirginiaWesternCommunityCollege
RowenaSeamanfromWilliamsburg-JamesCityCountyoffered
DianneKoontzLowman,Region5T/TACat
importantfeedbackconcerningthecontentandformatofthe
JamesMadisonUniversity
CompetenciesforEarlyChildhoodProfessionals.
SarahLeMoine,NationalChildCareInformationCenter
PatsyMoon,VirginiaCommonwealthUniversity,
Wearegratefulforthecontributionofallfocusgroupparticipants
MCVChildCareServices
tothisprojectinprovidingvaluablefeedbackandguidance.
RobinPanneton,VirginiaPolytechnicInstituteandStateUniversity
AnniePapero,JamesMadisonUniversity
Finally,theAlignmentProjectTeamwishestoexpressgratitudeto
BoyoungPark,RadfordUniversity
thefollowingforencouragementandsupport:
JanetK.Sawyers,VirginiaPolytechnicInstituteandStateUniversity
TheHonorableThomasR.Morris,SecretaryofEducation
RachelSchumacher,CenterforLawandSocialPolicy
TheHonorableMarilynB.Tavenner,SecretaryofHealthand
KristiSnyder,RainbowRiders
HumanResources
MarshannSnyder,FairfaxCounty,OfficeforChildren,
JudyHeiman,DeputySecretaryofEducation
InstituteforEarlyLearning
GailJaspen,DeputySecretaryofHealthandHumanResources
KarlaSprouse,EarlyHeadStart,
AnthonyConyers,CommissionerofVirginiaDepartmentof
ChildDevelopmentResources,Williamsburg
SocialServices
EdythWheeler,VirginiaAssociationforEarlyChildhoodEducation
EleanorSaslaw,BoardofEducationPre-KCommittee
PennyWhite,Training&CurriculumSpecialist,FortLee
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Milestones of Child Development
WelcometoVirginia’sMilestonesofChildDevelopment! Adultsofvaryingrolesinthelivesofyoungchildrenmayusethe
Milestonesasaresourceforbetterunderstandingandsupporting
Thisdocumentisacomprehensiveresourceforthosewhowork thecontinuumofyoungchildren’sgrowthanddevelopmentacross
withandcareaboutyoungchildren.Wehopeyouwillfindthis variousdomainareas. TheMilestonesmayalsobeofparticular
documentvaluableandthatyouwillshareitwithothers. valueto:
Purpose and Goals •Parentsandfamiliesastheysupporttheirchildren’sgrowthand
developmentinthehomeandcommunity;
Inrecognitionoftheimportantlearningthattakesplaceinachild’s
•Earlychildhoodprofessionalsfortheselectionandplanningof
earliestyears,theAlignmentProjectaddressestheopportunityto
appropriatecurricularmaterials,qualitylearningexperiencesand
articulateasetofMilestonesforparents,grandparents,childcare
familysupportservices;
providers,educatorsandotherinvolvedadultsthatfocuson
children’sobservablebehaviorsandinteractionsduringtheperiod •Childcaredirectorsandotherschoolandearlychildhood
frombirthtokindergarten,aswellasasetofrecommended administratorstoassesstheirprogramsandtoinformthe
strategiesforadultstoprovideoptimallearningenvironmentsand professionaldevelopmentofstaff;andto
experiencesforyoungchildren. •Providersworkinginthefieldofearlyinterventionwhoseek
newstrategiestoprovideindividualizedsupportforinfantsand
Broadlydefined,theMilestonesareasetofchilddevelpment toddlersofvaryingabilitiesandfortheirfamilies.
indicatorsandstrategiesforadultsdesignedtosupportthegrowth
anddevelopmentofyoungchildrenfrombirthtokindergarten Byspecifyingtheknowledge,skills,anddispositionsoftenacquired
entry.Specifically,theMilestonesareorganizedbydomainarea orexhibitedinyoungchildren,theMilestonesoffera
(e.g.,SocialandEmotionalDevelopment);withineachdomainare comprehensivereferencetoconsolidateourunderstandingof
relatedstrands(e.g.,RelationshipwithOthers)andindicators, youngchildrenandtheirneeds,andtohelpreduceinequitiesin
examples,andstrategiesarrangedinagradualprogressionby achievementaschildrenmature.Further,theMilestoneshighlight
approximateagerange(i.e.,birthto18months;18monthsto36 theessentialneedforpartnershipsamongfamilies,earlychildhood
months;36monthsto48months;and48monthstokindergarten programsandservices,schools,andthecommunity.Together,we
entry).Theseagerangesareintentionallybroadbecauseyoung canmakeapositivedifferenceinthelivesofyoungchildren.
children’sdevelopmentishighlyepisodic;suchflexibility,therefore,
permitsvariationwithindevelopmentalranges.
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TheMilestonesofChildDevelopmentweredevelopedforyoung Virginia’sMilestonesofChildDevelopmentarenot:
children,agesbirthtokindergarten.Toinformone’suseofthe
•Adevelopmentalchecklistoranexactsequenceofdevelopmental
Milestones,itisessentialtounderstandtheirintendedpurposeand
indicators;
features.
•Acurriculum,althoughtheycanbeadaptedbycaregiversand
educatorstosupplementmanydifferentcurricula;
Virginia’sMilestonesofChildDevelopmentare:
•Anassessmenttooltodeterminechildren’seligibilityforvarious
•Research-based,withemphasisonrequirementstouseadult- programsorservices;togaugechildren’sfunctioningorskillsfor
childrelationshipsasthekeyingredientforcreatingalearning anIndividualizedFamilyServicePlan(IFSP)oranIndividualized
environmentforyoungchildren; EducationProgram(IEP);ortocollectstatewideinformationon
•Builtupon,butnotduplicating,licensingstandards; theoverallstatusofchildrenintheCommonwealthofVirginia;
•Aresourcemeanttostiflethecreativityoffamilies,childcare
•AlignedwithVirginia’sPre-K-12system,Virginia’sFoundation
providers,orteachers.
BlocksforEarlyLearning,andtheHeadStartChildOutcomes
Framework;
Structure and Content of the Milestones:
•Writtentobereadilyunderstandableforusers;
Becausechildrenlearnanddevelopbyexperiencingtheworldasa
•Focusedonprovidingage-andstage-appropriate,multi-
whole,theVirginiaMilestonesofChildDevelopmentcoversix
dimensionalopportunitiesforpromotingandenhancingchild
majordomains–orareas–ofdevelopment.Thesesixdomains
development;
representacommonlyheld,andresearch-based,organizationof
•Developedwithconsiderationtochildren’sindividualratesat thedimensionsofchildren’soveralldevelopment.
whichtheyprogressthroughcommondevelopmentalmilestones,
aswellasthedifferentpatternsexhibitedinchildren’sstrengths
Thoughpresentedseparately,thesixdomainsofchildren’s
acrossthelearningdomains.Thegoalmustbetofitlearning
developmentareinextricablyinterrelated.Childrendevelop
opportunitiestothechildratherthantofitthechildinto
holistically;growthanddevelopmentinoneareaofteninfluences
preconceived,“one-size-fits-all”paths.
and/ordependsupondevelopmentinotherareas.Itis,therefore,
imperativetorecognizetheinterconnectednessofchildren’searly
AsimportantasitistounderstandwhattheMilestonesare,itis developmentinotherareas.Forthatreason,nosingledomainis
equallyimportanttostatewhattheyarenot. moreimportantthananother.
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The domains used to organize Virginia’s Milestones of Importantly,theMilestonesofChildDevelopmentarearranged
Child Development are: alongacontinuumofdevelopment,apredictablebutnotrigid
progressionofaccomplishmentsthataresequencedintheorderin
•SocialandEmotionalDevelopment;
whichtheyemergeinmostchildrenaccordingtocurrentresearch.
•ApproachestoLearning; Weknow,however,thatchildrenareuniqueindividualswho
•LanguageandLiteracy; developatdifferentrates—and,therefore,theagerangesare
intentionallybroadandoverlap.Thesuggesteddevelopmental
•CognitionandGeneralKnowledge;
continuumservesasageneralguidetohelpadultsidentifya
•FineArts;and progressivesetofknowledge,skills,anddispositionsthatarelikely
•PhysicalDevelopmentandHealth. tooccurasachildmatures.Colorshadingisusedalongeachstrand
todenotetheapproximateagerangeduringwhichachildmay
exhibitagivenindicator.Additionally,caregiversandearly
Eachofthesixdomainsbeginswithanintroductionthatdefines
childhoodprofessionalsshouldbeawarethatthedevelopmentof
therationaleanddefinitionsforeachdomain.Withineachdomain
skillsinoneareaisrelatedtoandinfluencesdevelopmentinother
arestrandsorcomponentsofadomainareathat,whencombined,
areas—consequently,dailyroutinesandplannedlearning
representthecomprehensiveelementsofthedomain.
experiencesshouldintegrateskill-buildingacrossdomainsand
relatedstrands.
Eachindividualstrandisbrokendownbyindicator,example,and
strategy:
Tohelpacquaint youwiththeMilestonesofChildDevelopment,
Indicator–Ageneralstatementthatindicatestheknowledge,skills,
anoverviewsectionisincludedbeginningonPage1—detailingthe
and/orattitudestowardlearningthatachildmayexhibitduringa
comprehensivelistofindicatorsforeachdomainplusrelated
givendevelopmentalstage.
“Strands-at-a-Glance,”one-pageguidesforeachstrandthatoffer
Example–Defineswhatachildisdoingtodemonstrateheis asampleoftheindicators,examples,andstrategiesincludedwithin
acquiringtheknowledge,skills,and/orattitudestowardlearning thecomprehensivesetofMilestones.
addressedinthespecificindicator.
Strategy–Asuggestedlearningactivityorinteractiveapproachfor
adultstohelpchildrendeveloptowarddesiredindicatorsandgoals.
TheMilestonesofChildDevelopmentprojectwassupportedbytheVirginiaDepartmentofSocialServiceswiththe
federalChildCareDevelopmentFundprovidedthroughtheAdministrationforChildrenandFamilies,U.S.Department
ofHealthandHumanServices. Pointsofviewcontainedinthisdocumentdonotnecessarilyrepresenttheofficial
positionorpoliciesoftheU.S.DepartmentofHealthandHumanServices.
Anelectronicversionofthisdocumentisavailableathttp://www.dss.virginia.gov/family/cc/index.html.
FormoreinformationontheMilestonesofChildDevelopment,contacttheOfficeofEarlyChildhoodDevelopment,
VirginiaDepartmentofSocialServices,7NorthEighthStreet,Richmond,VA 23219.
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