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COPYRIGHTED MATERIAL Introduction  13 • Standard 3b: Knowing about and using observation, documenta- tion, and other appropriate assessment tools and approaches. • Standard 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children. • Standard 4b: Knowing and understanding effective strategies and tools for early education. • Standard 4c: Using a broad repertoire of developmentally appropri- ate teaching/learning approaches. • Standard 5a: Understanding content knowledge and resources in academic disciplines. • Standard 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. • Standard 5c: Using their own knowledge, appropriate early learning standards and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (2009b, 11, 13, 14, and 16) NAEYC’s position statement Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 specifies that “all the domains of development and learning—physical, social and emotional, and cognitive—are important, and they are closely interrelated. Children’s develop- ment and learning in one domain influence and are influenced by what takes place in other domains” (2009a, 11). The position statement instructs teachers to “plan curriculum experiences that integrate children’s learning within and across the domains (physical, social, emotional, cognitive) and the disciplines (including language, literacy, mathematics, social studies, science, art, music, physical education, and health)” (2009a, 21). Implementing the Program A lot of flexibility has been built into Early Elementary Children Moving & Learning. As mentioned previously, you can either pick and choose from among the five categories to create your own lesson plans, or you can use the activities within each category to address the specific unit you are covering. COPYRIGHTED MATERIAL