This resources provides information about setting up a veterinarian dramatic play center. Resources, question prompts, literature recommendations, picture examples, and downloadable resources are included.

This resource provides an overview of using your dramatic play center or writing center with a post office theme. The background, purpose, materials, and question starter prompts are provided. A list of children's literature related to the theme is also part of the document. In addition, downloadable center sign is embedded.

The ELM Learning Center is a collection of instructional materials on the Electronic Library for Minnesota (ELM) databases organized into courses. These materials are created by librarians in the Reference Outreach and Instruction unit of Minitex. The ELM Learning Center can help you get to know ELM and provides as much information as you'd like on using ELM more effectively.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS).

The objectives are two-fold:
1) Increase the supply of high quality lessons and units aligned to the CCSS or the NGSS that are available to elementary, middle, and high school teachers as soon as possible; and
2) Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.

In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. Objects, tools, and materials that are selected for inclusive activities provide options for engaging through multiple sensory, physical, and perceptual means. The Quality Indicators for Early Childhood describe how agencies, programs, and services can work together to improve the accessibility of early learning environments for children with disabilities.

This joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council

of Teachers of Mathematics (NCTM) highlights a set of principles for effective early math instruction.

In the 2018-2019 school year, Northwest Educational Service District 189 brought together a design team of six Pre Kindergarten - Kindergarten educators through a ClimeTime grant to find play-based, and engaging ways to teach climate science to early learners. This course shares out the findings of the team, including some work around designing for equity and 3-Dimensional Next Generation Science Standards (NGSS) alignment. You will engage in activities to use with students including a puddle walk, soil permeability tests, and lesson examples. Phenomenon based lessons will be shared as well as a list of resources and recommended books compiled by our design team.

This is a Spanish language translation of the activities from the Resource by Jodi Crimmins called Early Learning Climate Science. https://www.oercommons.org/courses/early-learning-climate-science-pre-k-k-canvas-commons.

Resource suggestions for family leadership, voice, and engagement, including ideas to explore with your family learning with remote learning.

Explore this resource guide with links and handouts detailing inclusionary resources in an Early Learning setting.  

OSPI and DCYF collaborated to compile resources useful to the Preschool Development Grant Transitions initiatives including:100 Schools Reach Initiative: local community early learning- elementary school partnerships pursuing Wildly Important Goals in strengthened transitions for children birth through kindergarten.Transitional Kindergarten (TK) Partners in Transition: Scaffolding for districts to implement all five pillars of TK in collaboration with community-based early learning programs to support an array of options for four-year-olds to best meet individual needs.PreK to 3rd Grade Outdoor Learning and Since Time Immemorial: Early learning collaboration to support high-quality outdoor environmental and tribal cultural learning.

This is a printable version of the activity in the user guide. It gives examples of how each domain in the learning trajectories contributes to the holistic outcomes of the EYLF V2.0.

It invites you to collect examples within the context of your service. You may then revisit and reflect on the examples, individually and with colleagues, to deepen your knowledge and understanding of the learning trajectories and EYLF V2.0 Learning Outcomes.

This guide will help you use AERO’s early childhood learning trajectories in your practice. The learning trajectories are designed for teachers and educators working in early childhood education and care (ECEC) services for children in the years before school. They can support ongoing professional learning for individuals and entire ECEC services and teams.

The Early Years Learning Framework (EYLF) defines literacy as ‛the capacity, confidence and disposition to use language in all its forms’. It can include talking, listening, viewing, reading, writing, music, movement, dance, storytelling, visual arts, media and drama. Children develop a wide range of literacy skills in the early years, from infancy through to the start of school, which form the foundation for reading, writing and communicating. Early literacy approaches aim to promote the development of these foundational skills.
Evidence-based practices for promoting early literacy in early childhood care and education settings are listed. Some of the examples offered may not apply in all contexts and/or may be more suitable for particular learners or age groups.

The Early Years Learning Framework (EYLF) describes numeracy as the capacity, confidence and disposition to use mathematics in daily life. Mathematics involves understanding about numbers and quantity, operations, patterns, space, measurement and shapes. Numeracy is the application of these mathematical concepts, with skills developing along trajectories from birth. As children’s mathematical capabilities grow, they are increasingly communicated and applied to solve real-world ‘problems’ and build numeracy skills. In the context of early childhood education and care, these problems may include how many cups we need so that every learner has a cup for their water, who has built the tallest tower, or how to make and extend a pattern made with musical instruments.
Evidence-based practices for supporting learners’ early numeracy development
in early childhood education and care settings are listed. Some examples
offered may not apply in all contexts and/or may be more suitable for particular
learners or age groups.

Earth Day is a time for raising awareness and appreciation for our environment. Children will learn the importance of their home planet and about the three R's: Reduce, Reuse, Recycle.

Aquí trobareu 5 activitats que formen part d'una unitat didàctica que gira en voltant del traç. L'objectiu principal és treballar des del traç fins al grafisme, incidint en la direccionalitat, la precisió, la coordinació ull-mà amb la finalitat de preparar als infants per la lectoescriptura, ja que és el pas previ adequat al nivell dels infants des de P3 fins a P5. Per poder aconseguir això, totes les activitats estan relacionades amb els animals, ja que és un tema que interessa i motiva molt a l'alumnat.