Outcome 2:
knowledge and skills
What evidence have you observed that indicates the child
understands that people are the same in some ways and different in other ways (e.g., some children speak with their hands, some use their voice, some use Spanish, some use English)?
VII.A.1.
Child identifies similarities and differences in characteristics of people.
The 48 month old child:
identifies special friends (54-60 mo).
can explain similarities and differences between people (54 mo).
comments on differences between people based on age, gender, ethnicity, native language (48-60 mo).
selects items that are different from a set/group (54-60 mo).
selects an item based on category (54-60 mo).
matches like items based on category (48-60 mo).
The 36 month old child:
demonstrates through role play and pretend play an understanding that different people have different feelings, attitudes, or beliefs (42-48 mo).
shows pride in own race/ethnic group (36 mo).
beginning to form friendships (36 mo).
Answers correctly when asked if he/she is a boy or a girl (30-36 mo.) Has categorical knowledge of self (e.g., age, gender, physical characteristics, good/bad behavior, competence) (30 mo)
Knows own behavior may make others sad or mad (24 mo)
Girls may withdraw from roughhouse play of boys (24 mo)
Shows interest in gender, body parts, body functions (24 mo)
The teacher:
assures that the children understand the concepts of same and different.
verbally labels objects as “same” and
“different” during the natural course of the day so children gain understanding of the concepts.
demonstrates concepts of “same and different”.
provides materials for children to categorize according to “same and different”.
draws a body outline and each child adds colors for skin, clothing, hair, and eyes that match his/her own; displays the finished products so children can compare and look for similarities and differences.
uses photographs and pictures to illustrate and elicit ideas about how people are alike and different.
provides a culturally sensitive classroom that reflects the experiences, home languages, and cultural heritages of the children in the class.
incorporates cultural and ethnic activities and materials into the curriculum on an everyday basis (e.g., VII. SOCIAL STUDIES DOMAIN
Early Childhood Outcome and Guiding Questions
End of
Prekindergarten Year Outcomes
Developmental Continuum
(48 and 36 months)Foundational Skills
(may lead to age appropriate functioning)
Differentiation of Instruction for Children with Learning Differences
multicultural dolls, storybooks, posters, figures in block area and dollhouse, etc.).
provides play materials such as foods, food preparation tools, dolls, clothing, etc. that reflect the cultures of the students.
reads books to help children
understand and build community with people of different cultures as well as to recognize and value the cultural experiences of children within the class.
demonstrates respect for cultural and linguistic heritages of all people.
Outcome 2:
knowledge and skills
Tell about a time when the child demonstrated understanding that families can be similar and different. For example, child looks at pictures or photographs of families and makes
comments such as, “I have a sister and you have a brother.”
VII.A.2.
Child identifies similarities and differences in characteristics of families.
The 48 month old child:
engages in cooperative play with other children assuming roles of various family members.
notices differences between her own family and other families (e.g., some mothers work outside the home and some stay home; some families have babies, some don’t, etc.).
selects items that are different from a set/group (54-60 mo).
selects an item based on category (54-60 mo).
matches like items based on category (48-60 mo).
The 36 month old child:
engages in role play with dolls assuming roles of different family members.
Knows rules, standards, cultural values of family (30 mo)
The teacher:
assures that the children understand the concepts of same and different.
verbally labels objects as “same” and
“different” during the natural course of the day so children gain understanding of the concepts.
demonstrates concepts of “same and different” with materials.
provides materials for children to categorize according to “same and different”.
during naturally occurring conversations uses and reinforces children’s use of names of family members such as mother, father, brother, sister, grandmother, grandfather, etc.
provides opportunities and materials for role play or dress-up to represent family members (e.g., mother, father, sister, brother, baby, etc.).
encourages children to bring
Early Childhood Outcome and Guiding Questions
End of
Prekindergarten Year Outcomes
Developmental Continuum
(48 and 36 months)Foundational Skills
(may lead to age appropriate functioning)
Differentiation of Instruction for Children with Learning Differences
photographs of their families;
comments on how their families are alike and different; makes a chart or bulletin board to visually represent similarities and differences in the children’s families.
encourages children’s families to visit the classroom and share their customs, music, and traditions.
encourages families to send common objects found in their home that represent their culture for classroom dramatic play center.
Outcome 2:
knowledge and skills
Does the child display awareness of routines? How?
How does the child respond to transitions in routines or activities? Are the child’s actions different for familiar transitions versus new transitions?
How does the child react when the daily routine changes?
Describe how the child shows understanding of
VII.A.3.
Child organizes her life around events, time, and routines.
The 48 month old child:
follows class schedule with minimal cues (60-72 mo).
understands seasons of the year and what you do in each (60-72 mo).
understands basic time concepts (54-60 mo).
talks about past, present, and future time (54 mo).
tells what is going to happen next (54 -60 mo).
shows understanding of time concepts (e.g., before/after, yesterday/today) (48 mo).
The 36 month old child:
adapts easily to changes in routine (36-42 mo).
predicts what will happen next in daily routine.
Indicates understanding of the sequence of routine daily activities (e.g., walks to bathroom for bath after dinner, expects storybook reading before bedtime) (24-36 mo)
The teacher:
represents the daily schedule and daily routines using symbols that are meaningful to the child such as photographs, pictures, line drawings, and/or objects, and written words.
discusses daily routines and events with children while referring to the visually represented schedule.
uses a marker or symbol to designate current activity in the daily schedule, so children can predict what will happen next (e.g., clip a clothespin to the symbol for the current activity in the daily routine).
designates a classroom helper whose job is to move the marker on the daily schedule.
visually represents yesterday, today, tomorrow in such a way that it is meaningful to the children. Links events and experiences to these days so children develop an understanding of time.
encourages children during morning
Early Childhood Outcome and Guiding Questions
End of
Prekindergarten Year Outcomes
Developmental Continuum
(48 and 36 months)Foundational Skills
(may lead to age appropriate functioning)
Differentiation of Instruction for Children with Learning Differences
the time concept of yesterday, today, and tomorrow.
message to link yesterday’s activities with what is happening today;
supports children in making predictions (e.g., “It’s cloudy today like yesterday. Do you think we will be able to play outside today?”).