La. Admin. Code tit. 28 § CLIX-107
Current through Register Vol. 50, No. 8, August 20, 2024
Section CLIX-107 - Guiding PrinciplesA. There are a number of principles that guided the development of the document, and are intended to guide adults who are using the document with children. NOTE: These guiding principles were reprinted with permission from the Connecticut state Department of Education preschool curriculum framework and benchmarks for children in preschool programs (May 1999).
1. Early learning and development are multidimensional; developmental domains are highly interrelated. a. Development in one domain influences the development in other domains. For example, children's language skills impact their ability to engage in social interactions. Therefore, developmental domains cannot be considered in isolation of each other. The dynamic interaction of all areas of development must be considered.2. Young children are capable and competent. a. All children are capable of positive developmental outcomes. Therefore, there should be high expectations for all young children.3. There are individual differences in rates of development among children. a. Each child is unique in the rate of growth and the development of skills and competencies. Some children may have a developmental delay or disability that may require professionals to adapt expectations of individual children or adapt experiences so that they will be successful in attaining the performance standard. Additionally, each child is raised in a cultural context that may impact a child's acquisition of certain skills and competencies.4. Children will exhibit a range of skills and competencies in any domain of development. a. Preschool age children will exhibit a range of skills and competencies in any area of development. All children within an age group should not be expected to master each skill to the same degree of proficiency at the same time.b. Knowledge of child growth and development and consistent expectations are essential to maximize educational experiences for children and for program development and implementation.c. Early care and education professionals must agree on what it is they expect children to know and be able to do, within the context of child growth and development. With this knowledge, early childhood staff can make sound decisions about appropriate curriculum for the group and for individual children.5. Families are the primary caregivers and educators of their young children. a. Families should be aware of programmatic goals and experiences that should be provided for children and expectations for children's performance by the end of the preschool years. Professionals and families should work collaboratively to ensure that children are provided optimal learning experiences. Programs must provide families with the information they may need to support children's learning and development.6. Young children learn through active exploration of their environment through children-initiated and teacher-selected activities. a. The early childhood environment should provide opportunities for children to explore materials and engage in concrete activities, and to interact with peers and adults in order to construct their own understanding about the world around them. There should therefore be a range of approaches to maximize children's learning.La. Admin. Code tit. 28, § CLIX-107
Promulgated by the Board of Elementary and Secondary Education, LR 39:2446 (September 2013).AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).