INPEACE Institute for Native Pacific Education and Culture

1
INPEACE Institute for Native Pacific Education
and Culture
in partnership with
2
Hawaii Preschool Content Standards
Presents an Orientation Workshop on the

Family and Community Guidelines
3
What is GBA?
The Good Beginnings Alliance is a public/private
partnership that brings resources training to
individuals and organizations in order to benefit
Hawaiis keiki, their ohana and the early
childhood community.
4
What is SPARK?
Supporting Partnerships Assuring Ready Kids 
SPARK helps keiki become ready for school and
schools to become ready for keiki.
One program of INPEACE is Keiki Steps 
Parent-Child Interactive Early Education and Care
for families of young children on the Waianae
Coast and on the island of Hawaii.
5
SPARK is

• A National initiative of the Kellogg Foundation
• Located on the Waianae Coast and in Hilo on
  the island of Hawaii
• Supports families as first teachers of keiki
  ages 3-7 years old
• Provides school readiness skills, experiences,
  materials tools, and ASQ assessments
• Works in partnership with nonprofit
  organizations, State agencies, businesses and
  community groups
• Partners with GBA in public policy, educational
  materials for teachers and families/community

6
What in the world are the Hawaii Preschool
Content Standards and the Family and
Community Guidelines???
??? SO ???
7
The Hawaii Preschool Content StandardsHPCS
Purpose

• to help teachers and administrators plan a
  meaningful and well-rounded daily program for
  keiki

• includes examples of what most keiki are able
  to do by the end of preschool when exposed to a
  variety of developmentally-appropriate learning
  experiences

• to guide curriculum and activities planning for
  preschools and programs serving four-year-olds

8
The Hawai?i Preschool Content Standards are NOT
a curriculum and should not be thought of
ascurriculum or assessment measures.
Rather, the HPCS booklet is a guide to
curriculum planning.
We welcome you to adopt these standards as your
own.
9
regardless of their age, ethnicity, income or
education level,
As educators, we know that all parents,
need support from family, friends, professionals
and community groups, to assist them with the
challenge of being
THEIR CHILDS FIRST TEACHER.
10
So, the Family and Community Guidelines suggest
practical and fun daily activities that parents
and caregivers of preschool aged children can
utilize to help promote their young childs
development.
In addition, they suggest ways communities can
share in the effort and demonstrate their
support for families and young children.
11
Both the Hawaii Preschool Content Standards and
the Family Community Guidelines support
Hawaiis School Readiness Definition, which
states that Children are ready to have
successful learning experiences when there is a
positive interaction among the childs
developmental characteristics, school practices,
and family and community support.
12
HPCS Guiding Principles
1. Programs should be designed to support the
development of the whole child.
2. Every child has a unique combination of
characteristics, background and experiences.
3. Families are the primary caregivers and
educators of their young children.
4. Young childrens feelings and relationships
are as important as their thinking.
5. Children learn best through play, active
exploration of their environment, and
thoughtfully planned activities.
6. Children experience the world as a whole.
7. Assessment should be used to improve
childrens educational experiences.
8. Children learn from adult models.
9. Children learn from one another as well as
from adults.
10. Children with special needs and those who do
not speak English develop best in inclusive
preschool programs.
13
FCG Guiding Principles

• The foundation of a childs life is developed in
  the first five years.

2. All children are born ready and willing to
learn.
3. The family is the childs first teacher.
4. Families influence the values, attitudes and
expectations of the child.
5. All families have worth and strengths and
deserve respect.
6. Families are the foundation of our communities.
7. Family strengths and diversity in culture,
language, lifestyle and beliefs enrich the
community.
8. Families thrive most when they support their
individual members, and choose to support
and be supported by their community.
14
Both the Hawaii Preschool Content Standardsand
the Family and Community Guidelines are
organized into Five DOMAINS
Each DOMAIN contains various STANDARDS
15
These DOMAINS are 5 developmental areas that are
each part of the Whole Child
16
The STANDARDS are subject areas of SKILLS,
KNOWLEDGE CONCEPTS
that parents, caregivers and communities can help
young children develop
17
In the HPCS booklet, each DOMAIN section
lists its STANDARDS,
and next to each Standard arePERFORMANCE
INDICATORS
which areways keiki can demonstrate they have
mastered each Standard.
18
Next to most HPCS PERFORMANCE INDICATORS are
examples of the DOEs GLOs
General Learner Outcomes based on the DOE K-3
Content and Performance Standards. This tells
early childhood educators what keiki in their
programs will be expected to demonstrate once
they transition into DOE Schools from
Kindergarten through 3rd Grade.
19
In the Family and Community Guidelinesbooklet,
listed next to each STANDARD, youll see
20
ACTIVITIES
that Families
and Communities
can do to support their keikis learning in each
area.
21
So, what are the FIVE DOMAINS??
(Inquiring minds want to know)
22
DOMAIN I PHYSICAL DEVELOPMENT, HEALTH AND SAFETY
DOMAIN II PERSONAL AND SOCIAL DEVELOPMENT
DOMAIN III COMMUNICATION, LANGUAGE DEVELOPMENT
AND LITERACY
DOMAIN IV COGNITIVE DEVELOPMENT, including Symbol
ic Play, Math, Science Social Studies
DOMAIN V CREATIVE DEVELOPMENT, including Art,
Music, Creative Movement and Drama, Aesthetic
Appreciation
23
DOMAIN I PHYSICAL DEVELOPMENT, HEALTH SAFETY
This domain focuses on physical development as
an integral part of childrenswell-being and
ability to function in school.
The components are health, safety, self-help
skills, and small and large muscle development.
24
DOMAIN II PERSONAL SOCIAL DEVELOPMENT
This domain focuses on the development of
childrens understanding of themselves and others
and their ability to function productively in a
school setting.
The components are awareness of feelings,
self-concept,social relationships, approaches
to learning, and ability to meet school
expectations.
25
DOMAIN III COMMUNICATION, LANGUAGE
DEVELOPMENT LITERACY
The emphasis of this domain is onchildrens
acquisition of language for thepurposes of
communicating with others being able to
express thoughts, ideas feelings.
The domain includes Listening and Speaking as
well as emergent Reading and Writing skills and
concepts.
26
DOMAIN IVCOGNITIVE DEVELOPMENT, including
Symbolic Play, Math, Science Social Studies
This domain addresses childrens search for
meaning about the physical and social world in
which they live. Symbolic play, math, science,
and social studies provide many rich
opportunities for the development of childrens
thinking.
As they engage in these areas of curriculum,
children develop concepts that help them organize
facts, gain knowledge, make sense of their
experiences, organize their ideas, and construct
concepts about the world.
27
DOMAIN V CREATIVE DEVELOPMENT, including Art,
Music, Creative Movement Drama, and Aesthetic
Appreciation
This domain emphasizes childrens Creative
Expression and Aesthetic Development and their
ability to Create, Respond, and Appreciate.
The arts and other creative activities are vital
in the development of children who can feel as
well as think and who are sensitive and creative.
Art, music, creative movement and drama help
children to recognize and express their
feelings, communicate ideas in new forms, and
develop their senses.
28
Next, an Example of how to use theHawaii
Preschool Content Standards and the Family and
Community Guidelines
29
Please turn to PAGE 13 in your Hawaii
Preschool Content Standards booklet.
and then turn to
30
PAGE 12 in your Family and Community
Guidelines booklet.
MAHALO!
31
In each booklet, you should be in the section on
DOMAIN III Communication, Language
Development and Literacy.
Look for STANDARD 1 Use language in a variety
of ways.
32
In the HPCS, under Example Performance
Indicators,youll see
USE SPOKEN LANGUAGE TO

• Tell a story or relate an experience.

• Express thoughts, feelings and opinions.

• Ask questions.

These are just some examples of ways keiki can
demonstrate they have mastered this Standard.
There are many other ways as well!
33
In the FCG, under How Families Can Support
Their Childs Learning to Communicate, youll
see

• Expose your child to lots of conversation in
  your native language and/or spoken English

• Sing songs together

• Play rhyme games.

• And lots more!

34
Also in the FCG,under How Communities Can
Support Childrens Language and Literacy
Development, youll see

• Promote the importance of talking, singing and
  reading with young children

• Provide adult family literacy programs for the
  whole family

• Ensure libraries are well-supplied with books
  for young children

• And lots more!

35
Now, lets do an exercise that will help us see
how to use the Hawaii Preschool Content
Standards to enrich curriculum and daily
activities in the classroom!
As well, well see how to use the
Family and Community Guidelines to
encourage families to support their keikis
learning every day!
36
Join in small groups and decide on a typical
activity or curriculum component that you might
do with the keiki in your program.
Example taking the keiki outside to collect
flowers, leaves and berries they will use to make
a collage.
37
Once your group has chosen a typical activity,
please take the HPCS FCG Domains and Standards
Worksheets out of your packet.
38
Using the HPCS Worksheets, discuss which Domain
and Standard this activity is MOST LIKELY to help
keiki develop their skills, knowledge and
concepts in.

• Ask How will this activity help our keiki grow
  and develop?

Are there Domains or Standards you think this
activity does not apply to? Why not?
39
Discuss how this activity might be enriched,
expanded or developed to teach skills, knowledge
and concepts from other Domains/Standards.
40
An example using the leaf-flower-berry
collecting exercise
DOMAIN 1

• Teach keiki about NOT putting unknown
  leaves/flowers/berries in their mouths.

• Teach keiki about holding hands and walking
  safely outside, and listening to the teacher.

• Teach keiki small muscle coordination to pick
  flowers gently!

41
Still using the leaf-flower-berry collecting
exercise..
DOMA IN 2

• Teach keiki to cooperate in small group activities

• Teach keiki to take turns

• Teach keiki negotiation skills if conflicts arise

• Teach keiki to follow classroom and playground
  rules

42
And for our next Domain

• Read a story aloud about flowers, leaves, or
  trees with berries ask the keiki to tell
  you the story back

DOMA IN 3

• Teach the keiki to identify different types of
  pictures (photographic, artistic, symbolic) of
  the flowers theyve picked

• Show the keiki what the written words leaf,
  flower and berry look like have them
  practice writing the letters

43
Still working those Domains!
DOMA IN 4

• Have keiki pretend to gather flowers from a
  very tall tree (their thumb) what do they see
  from up there? (Symbolic Play)

• Teach the keiki to sort and count what theyve
  collected (Mathematics)

• Talk with keiki about the structure of the
  flowers and leaves, i.e., stems, petals, stamen,
  etc. (Science)

• Talk with keiki about where the trees originated
  and how they got to Hawaii (Social Studies)

44
And for our final Domain..
DOMAIN 5

• Teach keiki a song about flowers or trees

• In small groups, have them write a story or
  play about a leaf family and what they did last
  night while the keiki were sleeping

• Teach the keiki a dance where they whirl like
  leaves, bloom like flowers and sway like trees

45
In addition to our work in the classroom, we need
to help FAMILIES become PARTNERS in their
childrens learning, by supporting and
encouragingthem to
1) Attend to their childs physical, emotional,
social, and cognitive developmental needs.
2) Provide support in the home environment for
their child to achieve the standards at school
3) Partner with their childs school and teachers
46
As a group, discuss your GOALS for FAMILIES in
supporting their keikis development using your
example activity.
Ask How Can FAMILIES expand-enhance-engage this
activity to help their keiki develop the
skills, knowledge and concepts we teach in our
program?
47
Now, using the FCG Domains Standards
Worksheets, discuss specific activities you
can encourage FAMILIES to do with their keiki
that can help teach skills, knowledge and
concepts in at least one Domain.
48
Here are some examples from the Family and
Community Guidelines to help you see what we
mean.
In each Domain, you can encourage families to
49
DOMAIN1
Physical Development, Health and Safety

• Take your child outdoors daily - for exercise,
  fresh air and fun

• Teach your child safety rules, such as crossing
  streets only with adults and staying with the
  family

• Provide opportunities for your child to use their
  small muscles. Example to pick flowers GENTLY!

50
DOMAIN2
Personal and Social Development

• Help your child to express their feelings I
  like looking at flowers they make me feel good
  inside!

• Teach your child about your family and culture
  My Tutu grows these berries in her yard. She
  makes very special Hawaiian jam with them!

• Help your child to understand and respect family
  rules (privacy, asking permission) We have to
  ask Tutu before we pick her flowers.

51
DOMAIN3
Communication, Language Development and Literacy

• Read a story aloud about flowers, leaves, or
  trees with berries ask your keiki to tell you
  the story back

• Help you child to expand his/her sentences.
  Child Theres a flower. You Yes, thats a
  yellow flower with a red center.

• Have fun and make up silly nonsense words (dose,
  rose, yose).

• Support the learning and use of English as well
  as other languages in your community The
  Hawaiian word for flower is pua.

52
DOMAIN4
Cognitive Development

• Encourage your child to think, imagine and be
  creative. Ask questions that have many answers
  rather than right or wrong answers What games
  do you think flowers and berries play when we
  arent looking? Symbolic Play

• Help your child to count the number of each
  color of flower theyve collected. Mathematics

• Help your child to learn through all their senses
  and to identify differences in smells (fragrant,
  fresh, spoiled), and textures (soft, fuzzy,
  prickly). Science

• Expose your child to Hawaiis abundance of
  ethnic cultures These flowers came from China.
  Thats where your grandfather came from, too!
  Social Studies

53
DOMAIN5
Creative Development

• Create opportunities for your keikis art to be
  displayed. Celebrate and display the artwork
  they bring home from their preschool program.

• Make up songs about the flowers, berries and
  leaves in your keikis art collage, then sing
  the song with your keiki.

• Encourage your child to move (stretch, shake,
  clap, walk, skip and jump) in rhythm. Make up a
  dance about the way the flowers sway in the wind
  and perform it with your keiki for the rest of
  your family.

54
BE CREATIVE!! THINK OUTSIDE THE BOX!!
Use the Worksheets to discuss additional
activities you can do in the classroom and can
suggest to families that will help support the
learning activity your group has chosen.
55
Finally, look at the Community activities in
the Family and Community Guidelines.
Discuss how you might encourage your community to
support young keikis development by using the
suggested activities from the
Family and Community Guidelines.
56
That was a LOT of information!
WOW!!!
57
CONGRATULATIONS!!(all pau!)
Everyone give yourselves a hand!!
58
And MAHALO NUI to Hawaiis keiki --
Our true inspiration, our best teachers and
our greatest joy!