La. Admin. Code tit. 28 § CLIX-307
Subdomain: Social Studies (CSS) | ||||
Standard CSS 1: Develop the understanding that events happened in the past and how these events relate to one's self, family, and community. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 1 Indicators | ||||
Recognize familiar people. (0.1) Show anticipation of events in daily routine and activities. (0.2) | Remember familiar people (e.g., object permanence). (1.1) Show anticipation of events in daily routine. (1.2) | Respond to changes in routines or schedules (may be a positive or negative response). (2.1) Remember familiar people, events and objects (e.g., object permanence). (2.2) Demonstrate memory of reoccurring events through actions or words (e.g., "After lunch, I will hear a story."). (2.3) | Use words to describe events or activities that happened at an earlier time (e.g., "after we had snack" or "last night"). (3.1) Remember familiar people even though they may not have seen them for a while. (3.2) Describe the sequence of daily routines. (3.3) Participate in conversations about familiar people and/or events from the recent past (e.g., what the class did earlier in the day or week). (3.4) | Describe events, activities, and people from the past using appropriate vocabulary. (4.1) Initiate conversations about familiar places, people, and/or events from the past (e.g., where they lived previously, what they did during summer vacation, etc.). (4.2) |
Subdomain: Social Studies (CSS) | ||||
Standard CSS 2: Describe people, events, and symbols of the past and present. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 2 Indicators | ||||
Show interest in people. (0.1) Recognize familiar people. (0.2) Show interest in holiday, cultural, and/or birthday celebrations for family members and peers. (0.3) | Differentiate between person attached to/family members and others. (1.1) Participate in holiday, cultural and/or birthday celebrations for family members and peers. (1.2) | Name immediate family members, caregivers and peers. (2.1) Point out family members, caregivers and peers in a picture. (2.2) Recognize familiar people even though there may be slight differences in their appearance (e.g., hat or new haircut). (2.3) Participates in songs, fingerplays and stories about familiar objects associated with local, state and national symbols. (2.4) Participate in holiday, cultural and/or birthday celebrations related to family and the local community. (2.5) | Look at pictures of self or a family member, caregiver, or peer from the recent past and recognize the person even though she/he looks different from what she/he looks like in the present. (3.1) With prompting and support, identify symbolic objects and pictures of local, state, and/or national symbols such as the American flag or bald eagle. (3.2) Recognize familiar aspects of community/cultural symbols in books such as Grandma's Gumbo) and songs (e.g, Alligator). (3.3) Participate in and talk about local cultural events, holidays and/or celebrations. (3.4) | Identify similarities/ differences between students, their families, and classroom members with those of the past. (4.1) Identify and name some local, state, and national symbols. (4.2) Describe familiar elements of the local community and culture. (4.3) Describe local, state, and national cultural events, celebrations, and holidays. (4.4) |
Subdomain: Social Studies (CSS) | ||||
Standard CSS 3: Develop an awareness of geographic locations, maps, and landforms. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 3 Indicators | ||||
Explore the immediate environment (inside and outside with adult supervision). (0.1) | Move from one area to another to explore the environment. (1.1) Assist with classroom clean-up routines such as picking up toys. (1.2) | Recognize some familiar places, such as child care, home, store, relative's house. (2.1) Know the location of objects and places in familiar environments (e.g., goes to shelf where toys are stored when asked to get a specific toy). (2.2) Play with and explore items such as maps or simple diagrams of the classroom. (2.3) Help to throw away trash when asked. (2.4) Assist adult with daily clean-up routines (e.g., put manipulatives back in to bucket, throw napkin into trash, etc.). (2.5) | Participate in walks and field trips to different places in the community. (3.1) Describe familiar places such as the home, center/family day home, etc. (3.2) Describe the location of items/areas in the classroom and places in home and community. (3.3) Draw or use blocks or other materials to represent places or things he/she has seen. (3.4) Recognize and name a map and a globe. (3.5) Look at a simple map and find various features/parts of the map with support and guidance. (3.6) Participate in conversations about how people can take care of the natural environment through activities (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). (3.7) Identify and use appropriate trash receptacles independently. (3.8) Participate in daily clean-up activities. (3.9) | CSS 3 Indicators Demonstrate geographic knowledge of the geographic features of the classroom and community. (4.1) Create representations of places, landforms, and roads he/she has seen through drawings and play activities. (4.2) Recognize a globe/map as a representation of the earth. (4.3) Use a simple map to find specific locations within a familiar environment (e.g., areas within the classroom). (4.4) With support and guidance, create a simple drawing that shows the relative location of specific objects and/or features in a familiar environment such as a classroom or playground. (4.5) Demonstrate care of the environment through activities (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). (4.6) Participate in daily clean-up activities. (4.7) |
Subdomain: Social Studies (CSS) | ||||
Standard CSS 4: Demonstrate awareness of culture and other characteristics of groups of people. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 4 Indicators | ||||
Respond to music from various cultures; especially those from their own culture (e.g., lullabies or simple songs). (0.1) Look at books or pictures of homes that are similar to/found in their own community. (0.2) | Participate in simple ways in rhymes and music from various cultures. (1.1) Listen for short periods of time and look at pictures of shelters/ homes in different geographic regions. (1.2) | Participate in rhymes and music from various cultures. (2.1) Communicate about the home that she/he lives in. (2.2) Listen to books and stories and look at pictures of shelters/homes in other geographic regions. (2.3) | Participate in music, dance, and other traditions from various cultures. (3.1) Show and talk about objects, food, and customs from own family or culture. (3.2) Identify homes that are similar to and/or different from her or his own home. (3.3) With prompting and support, describe pictures of shelters/homes in other geographic regions. (3.4) Identify the characteristics of one's own home. (3.5) | Explore music, dance, dress, foods, and traditions of own family and other cultures. (4.1) Discuss shelters/ homes in various geographic regions. (4.2) |
Subdomain: Social Studies (CSS) | ||||
Standard CSS 5: Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 5 Indicators | ||||
Notice others carrying out routines and responsibilities. (0.1) Respond to changes in adult's tone of voice, expression, or visual cues (e.g., shaking head). (0.2) | Participate in simple routines with adult support (e.g., putting away toys or handing out napkins). (1.1) Respond to guidance when redirected or given one word instructions. (1.2) Notice community workers they see on a regular basis (e.g., persons who collect the garbage, etc.). (1.3) | With adult support and guidance, carry out some routines and responsibilities in the classroom (e.g., picking up toys, cleaning up table, watering plants setting out snack, etc.). (2.1) Follow rules with adult support. (2.2) Accept redirection from adult. (2.3 Identify simple rules. (2.4) Identify various familiar workers in the community (e.g., doctor, nurse). (2.5) | Describe classroom and/or home responsibilities (e.g., "I pick up toys" or "I set the table."). (3.1) With prompting from adult, carry out routines and responsibilities in the classroom (e.g., cleaning up, care of plants and/or animals, setting out snack). (3.2) Follow many rules with little support. (3.3) Identify rules that are used at home or in the classroom. (3.4) Tell why rules are important. (3.5) Describe the roles of various familiar community helpers/workers. (3.6) Imitate the roles of familiar community workers. (3.7) | Recognize their responsibility as a member of a family and classroom. (4.1) Independently carry out specific responsibilities in the classroom (e.g., cleaning up, checking the temperature outside for the group, handing out snack, etc.). (4.2) Follow rules that have been established. (4.3) Participate in conversations about the importance of rules/ consequences, rights of self, and rights of others. (4.4) Identify workers and their roles as citizens within the community. (4.5) |
Subdomain: Social Studies (CSS | ||||
Standard CSS 6: Demonstrate an awareness of basic economic concepts. | ||||
Infants (Birth to 11 months) | Young Toddlers (9-18 months) | Older Toddlers (16-36 months) | Three-Year-Olds (36-48 months) | Four-Year-Olds (48-60 months) |
CSS 6 Indicators | ||||
Express preferences for food, toys, etc. through vocalizations, gestures and facial expressions. (0.1) | Communicate desire for objects and/or persons that are in the classroom or home. (1.1) | Use play money in play activities. (2.1) Use props related to buying and selling items during play (e.g., a toy cash register, play money, etc.). (2.2) Indicate wants and needs through words and gestures. (2.3) | Demonstrate an awareness of uses of money. (3.1) Demonstrate an understanding of the process of buying and selling during play by using props related to buying and selling the way they typically are used by adults. (3.2) Express wants and needs. (3.3) | Demonstrate awareness of the purpose of money through play activities. (4.1) Demonstrate the role of buyers and sellers in play activities. (4.2) Participate in conversations about wants and needs. (4.3) |
Cognitive Development and General Knowledge Strategies for Social Studies |
Infants |
Take and use photos of each child. Involve them in making a photo album to place in the library or home living area. Use photos on bulletin boards that are placed at child's eye level. Add realistic daily life props to the environment (e.g., dolls, simple doll clothing, blankets, telephones, and simple dress-up clothes). Include family photos in a variety of ways. Compile a scrapbook or photo album of family members and of family celebrations, for example. Include opportunities for children to know they are valued members of the total group in your care. For example, sing songs and play games that include each child's name. Sing "Where is Adam? Where is Adam?" to the tune of "Where Is Thumbkin?" Provide opportunities for children to explore their environment indoors and outdoors. Learn as much as you can about the cultures of the families in your program. Provide books, pictures, toys, music, etc. that are familiar to children. This brings their cultures into the play area in positive ways. |
Toddlers |
Share books with toddlers that support attachment to family such as Ten, Nine, Eight by Molly Bang and Runaway Bunny by Margaret Wise Brown. Talk about the specific roles of family members, such as grandmother takes care of baby at night or big brother helps with getting dressed. Take children for walks around the neighborhood. Use this as an opportunity to point out landmarks and signs in the environment. Provide opportunities for cooperative play like a rocking boat or a wheeled toy that accommodates two children. Talk with children about the work places that parents go after they drop off children. Include a variety of workplace props in the dramatic play area. Model the use of words to express a need. Offer the appropriate response to problems or conflicts, such as, "Ask Aidan if you can use the truck." |
3-Year-Olds |
Invite family members to participate in school or classroom events. Talk about similarities and differences in terms of dress, food, transportation, etc. as seen in books and pictures. Talk about similarities and differences that are represented by the children in your classroom. Read books and talk about community workers and their jobs. Cultivate a school garden where children can plant seeds and see how plants grow and change over time. Take pictures of things that change over time and display them in the classroom (e.g., seeds growing into a flower). Include materials in the dramatic play area that will encourage children to pretend that they are a community worker (e.g., firemen's hat or postal workers mailbag) or that they run a business (e.g., play money and grocery bags). Share children's pleasure in learning and discovering new things through daily routines and their play, both indoors and outdoors. Take children to community events and places (e.g., parks, playgrounds, petting zoo, farmer's market, and library to learn about the world). |
4-Year-Olds |
Involve children's families in every aspect of the program so that children can observe and learn about other's personal characteristics, experiences, and cultures. Demonstrate respect for various cultures and languages. Make sure that children's home languages and cultures are reflected in books, signs, and learning experiences. Write class books about children's families, their homes, their mealtimes, their pets, and other aspects of their lives. Discuss what is the same and different about the children's families. Engage children in long-term projects or a study of their community. Begin with children describing what they already know and then identifying what questions they have and ways to find answers. Take trips, invite visitors, make observations, gather and record data about what they learn. Use various media (e.g., blocks, clay, drawings, or photos to represent and map the classroom, center, neighborhood, or community). |
La. Admin. Code tit. 28, § CLIX-307