Volume 2

Other California Preschool Learning Foundations sets

• Volume 1
• Volume 3

Maintain balance while holding still; sometimes may need assistance. 1.1

Maintain balance while in motion when moving from one position to another or when changing directions, though balance may not be completely stable.1.2

Show increasing balance and control when holding still. 1.1

Show increasing balance control while moving in different directions and when transitioning from one movement or position to another. 1.2

Walk with balance, not always stable, oppositional arm movements still developing, and relatively wide base of support (space between feet).2.1

Run with short stride length and feet off the ground for a short period of time. May show inconsistent opposition of arms and legs.2.2

Jump for height (up or down) and for distance with beginning competence.2.3

Begin to demonstrate a variety of locomotor skills, such as galloping, sliding, hopping, and leaping. 2.4

Walk with balance, oppositional arm movements, and relatively narrow base of support (space between feet). 2.1

Run with a longer stride length and each foot off the ground for a greater length of time. Opposition of arms and legs is more consistent.2.2

Jump for height (up or down) and for distance with increasing competence. Uses arm swing to aid forward jump. 2.3

Demonstrate increasing ability and body coordination in a variety of locomotor skills, such as galloping, sliding, hopping, and leaping. 2.4

Begin to show gross motor manipu - lative skills by using arms, hands, and feet, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking.3.1

Begin to show fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing. 3.2

Show gross motor manipulative skills by using arms, hands, and feet with increased coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking.3.1

Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing.3.2

Demonstrate knowledge of the names of body parts. 1.1

Demonstrate knowledge of an increasing number of body parts.1.1

Use own body as reference point when locating or relating to other people or objects in space.2.1

Use own body, general space, and other people’s space when locating or relating to other people or objects in space.2.1

Distinguish movements that are up and down and to the side of the body (for example, understands “use that side, now the other side”).3.1

Use any two body parts together. 3.4

Can place an object on top of or under something with some accuracy.3.3

Move forward and backward or up and down easily.3.2

Begin to understand and distinguish between the sides of the body. 3.1

Can change directions quickly and accurately.3.2

Can place an object or own body in front of, to the side, or behind something else with greater accuracy.3.3

Demonstrate more precision and efficiency during two-handed fine motor activities. 3.4

Initiate or engage in simple physical activities for a short to moderate period of time. 1.1

Initiate more complex physical activities for a sustained period of time.1.1

Engage in frequent bursts of active play that involves the heart, the lungs, and the vascular system.  2.1

Engage in sustained active play of increasing intensity that involves the heart, the lungs, and the vascular system.2.1

Engage in active play activities that enhance leg and arm strength, muscular endurance, and flexibility.3.1

Engage in increasing amounts of active play activities that enhance leg and arm strength, muscular endurance, and flexibility. 3.1

Demonstrate knowledge of some steps in the handwashing routine. 1.1

Practice health habits that prevent infectious diseases and infestations (such as lice) when appropriate, with adult support, instruction, and modeling.1.2

Demonstrate knowledge of more steps in the handwashing routine.1.1

Begin to independently practice health habits that prevent infectious disease and infestations (such as lice) when appropriate, with less adult support, instruction, and modeling. 1.2

Demonstrate knowledge of some steps of the routine for brushing teeth, with adult supervision and instruction.2.1

Demonstrate knowledge of more steps of the routine for brushing and when toothbrushing should be done, with less adult supervision.  2.1

Identify a few internal body parts (most commonly the bones, brain, and heart) but may not understand their basic function. 3.1

Begin to understand that healthcare providers try to keep people well and help them when they are not well.3.2

Communicate to an adult about not feeling well, feeling uncomfortable, or about a special health need, with varying specificity and reliability.3.3

Identify several different internal body parts and demonstrate a basic, limited knowledge of some functions.3.1

Demonstrate greater understanding that health-care providers try to keep people well and help them when they are not well.3.2

Communicate to an adult about not feeling well, feeling uncomfortable, or about a special health need, with more specificity and reliability.3.3

Begin to practice sun-safe actions, with adult support and guidance.4.1

Practice sun-safe actions with decreasing adult support and guidance.4.1

Follow safety rules with adult support and prompting. 1.1

Begin to show ability to follow emergency routines after instruction and practice (for example, a fire drill or earthquake drill). 1.2

Show beginning ability to follow transportation and pedestrian safety rules with adult instruction and supervision.1.3

Follow safety rules more independently though may still need adult support and prompting.1.1

Demonstrate increased ability to follow emergency routines after instruction and practice. 1.2

Show increased ability to follow transportation and pedestrian safety rules with adult support and supervision.1.3

Identify different kinds of foods. 1.1

Identify a larger variety of foods and may know some of the related food groups. 1.1

Demonstrate a beginning understanding that eating a variety of food helps the body grow and be healthy, and choose from a variety of foods at mealtimes.2.1

Indicate food preferences that reflect familial and cultural practices.  2.2

Demonstrate greater understanding that eating a variety of food helps the body grow and be healthy, and choose from a greater variety of foods at mealtimes.2.1

Indicate food preferences based on familial and cultural practices and on some knowledge of healthy choices. 2.2

Indicate awareness of own hunger and fullness.  3.1

Indicate greater awareness of own hunger and fullness.  3.1