Listed below you will find additional resources on Standards of Learning and Play:
The Standards & SOL-based Instructional Resources
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
This is the official Virginia Department of Education website and has the most up-to-date information about the nitty gritty details of the Standards of Learning in Virginia. Once the above link opens, you will see a menu on the right-hand side of the screen with a list of all the Virginia SOL content areas. After clicking on a content area, you can read about what the SOLs look like for at a specific grade level.
Drew, W.F., Christie, J., Johnson, J.E., Meckley, A.M., Nell, M.L. (2008). Constructive play: A value-added strategy for meeting early learning standards. Young Children, July 2008, 38-44.
http://www.rbaeyc.org/resources/Constructive_Play_Article.pdf
This article describes in detail three principles that can be used when incoporating constructive play as a means to achieve early learning standards. The authors express the importance of making connections between children's play and the curriculum as a means of maximizing the value of play in the classroom.
Geist, K., Geist, E.A., Kuznik, K. The patterns of music: Young children learning mathematics through beat, rhythm, and melody. Young Children, January 2012, 74-79.
http://www.naeyc.org/files/yc/file/201201/Geist_Patterns_of_Music_Jan012.pdf
This article begins with a base of neuroscience research, which suggests that music and math may be connected in the brain from a very early age. By encouraging childrent to listen to and play with patterns heard in music, we may actually simultaneously encourage early math skills. The article includes four easy and practical tips for using music to engage children in mathematical thinking.
Hamlin, M., Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, May 2012, 82-88.
http://www.naeyc.org/yc/article/supporting-scientific-thinking-and-inquiry
Although this article is geared towards slightly younger children, it is still full of useful information about how to develop children's everyday play towards scientific concepts. Adults learn how to guide children in scientific thinking as they play and how to ask questions that encourage children to draw their own conclusions and connections from time spent at play.
Marigliano, M.L., Russo, M.J. (2011). Moving bodies, building minds: Foster preschoolers' critical thinking and problem solving through movement. Young Children, September 2011, 44-49.
http://www.naeyc.org/files/yc/file/201109/Moving%20Bodies_Russo_Marigliano_Online_0911.pdf
This fun and colorful article describes how as teachers (and parents) we can encourage critical thinking and problem solving skills through body movement. Information is provided on the scaffolding technique of "engage, expand, empower" and also on creative ways to encourage body movement in young children, such as by using a "dance word bank."
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
This is the official Virginia Department of Education website and has the most up-to-date information about the nitty gritty details of the Standards of Learning in Virginia. Once the above link opens, you will see a menu on the right-hand side of the screen with a list of all the Virginia SOL content areas. After clicking on a content area, you can read about what the SOLs look like for at a specific grade level.
Drew, W.F., Christie, J., Johnson, J.E., Meckley, A.M., Nell, M.L. (2008). Constructive play: A value-added strategy for meeting early learning standards. Young Children, July 2008, 38-44.
http://www.rbaeyc.org/resources/Constructive_Play_Article.pdf
This article describes in detail three principles that can be used when incoporating constructive play as a means to achieve early learning standards. The authors express the importance of making connections between children's play and the curriculum as a means of maximizing the value of play in the classroom.
Geist, K., Geist, E.A., Kuznik, K. The patterns of music: Young children learning mathematics through beat, rhythm, and melody. Young Children, January 2012, 74-79.
http://www.naeyc.org/files/yc/file/201201/Geist_Patterns_of_Music_Jan012.pdf
This article begins with a base of neuroscience research, which suggests that music and math may be connected in the brain from a very early age. By encouraging childrent to listen to and play with patterns heard in music, we may actually simultaneously encourage early math skills. The article includes four easy and practical tips for using music to engage children in mathematical thinking.
Hamlin, M., Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, May 2012, 82-88.
http://www.naeyc.org/yc/article/supporting-scientific-thinking-and-inquiry
Although this article is geared towards slightly younger children, it is still full of useful information about how to develop children's everyday play towards scientific concepts. Adults learn how to guide children in scientific thinking as they play and how to ask questions that encourage children to draw their own conclusions and connections from time spent at play.
Marigliano, M.L., Russo, M.J. (2011). Moving bodies, building minds: Foster preschoolers' critical thinking and problem solving through movement. Young Children, September 2011, 44-49.
http://www.naeyc.org/files/yc/file/201109/Moving%20Bodies_Russo_Marigliano_Online_0911.pdf
This fun and colorful article describes how as teachers (and parents) we can encourage critical thinking and problem solving skills through body movement. Information is provided on the scaffolding technique of "engage, expand, empower" and also on creative ways to encourage body movement in young children, such as by using a "dance word bank."