reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLVII - Bulletin 135-Health and Safety › Chapter 7 - Glossary › Section CLVII-701 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Appropriate Mid-Level Provider
- a health
				  care provider duly authorized by a supervising MD/DO to provide care for sports
				  injuries in accordance with their respective scopes of practice. For the
				  purpose of this injury management program, the following health care providers
				  may function as an appropriate mid-level provider onsite at any
				  school-sponsored or sanctioned athletic activity: physician assistant (PA)
				  licensed to practice in Louisiana; a registered nurse practitioner licensed to
				  practice in Louisiana; an athletic trainer (AT) certified by LSBME to practice
				  in Louisiana.
Loss of Function
- any sign of inability to
				  perform any sport specific activity or movement. This may include, but not
				  limited to, walking/running with a limp or holding/protecting a body part, or
				  any other impaired movement.
Responsible School Personnel
- the
				  individual(s) (i.e., head coach, assistant coach, etc.) designated by the
				  respective school with the responsibility for student-athlete safety.
Return-to-Play
(RTP) - a term used to
				  describe when a student-athlete, who has followed a step-wise protocol, is
				  released to return to practice or competition.
Step-Wise RTP Protocol
- a protocol,
				  approved by a MD/DO, delineating a sequence of progressive activities (which
				  may include strength, stability, agility, etc.) designed to allow the athlete a
				  gradual return to physical activity, and eventually sport practice or
				  competition.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  40:1299.186.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Louisiana's
				Early Learning and Development Standards (ELDS) provide a set of common,
				developmentally appropriate expectations for what children typically know,
				understand, and are able to perform at different stages of early childhood.
				These standards are research-based, comprehensive, and are written with the
				understanding that children reach developmental milestones at different times.
				The ELDS provide age-appropriate goals for children's learning and development
				that can guide teachers, caregivers, and other early childhood professionals on
				what types of experiences and activities children should have during their
				earliest years. ELDS are used to support developmentally appropriate curriculum
				and assessment and to outline a progression of development and learning that
				supports success in school and in life.
AUTHORITY
				  NOTE: Promulgated in accordance with
				  R.S.
				  17:6(A)(10),
				  17:24.2, and
				  R.S.
				  17:153.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-103 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Alphabet Awareness
-Knowledge of letters of
				  the alphabet coupled with the understanding that the alphabet represents the
				  sounds of spoken language and the correspondence of spoken sounds to written
				  language.
Approaches to Learning
-behaviors and
				  attitudes that indicate how children approach tasks and activities to learn and
				  include characteristics such as initiative and curiosity; attention, engagement
				  and persistence; and problem solving which help strengthen and facilitate
				  learning across other school readiness domains.
Attention, Engagement and Persistence
-the
				  capacity to pay attention and engage in learning activities for short periods
				  of time so that children can complete short-term, concrete tasks and activities
				  and then progresses so that children can concentrate for longer periods of
				  time, persist in activities of interest, and set goals.
Emergent Writing
-young children's first
				  attempts at the writing process.
Expressive Communication
-the ability to
				  communicate our thoughts and feelings through words, gestures, signs, and/or
				  symbols.
Fine Motor Development
-Skill development
				  involving the smaller muscles of the hand.
Gross Motor Development
-Skill development
				  involving the large muscles in the arms, legs and torso
Initiative and Curiosity
-Personal
				  experiences and the openness and curiosity about new discoveries that begin
				  with interest in the world around them and the initiative to gain new knowledge
				  by taste, touch, smell, sight, sound, and physical actions, then develops into
				  interaction with unfamiliar objects and materials, seeking new ways for using
				  items in the environment, and learning new information in a variety of ways in
				  order to add to the growing knowledge of the world.
Phonological Awareness
-the awareness of and
				  ability to work with sounds in spoken language.
Print Concepts
-the understanding of the
				  nature and uses of print.
Problem Solving
-noticing how actions affect
				  objects and cause things to happen, to find solutions, and to apply similar
				  strategies again in the future including the skills of explaining how problems
				  are solved, observation, reasoning, and prediction.
Receptive Communication
-the ability to
				  understand words and language.
Social and Emotional Development
-the process
				  through which children acquire the capacity to understand, experience, express,
				  and manage emotions and to develop meaningful relationships with others.
AUTHORITY
				  NOTE: Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-105 - Role of the Early Learning and Development Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. The early learning and development
				standards are intended to be a framework for high-quality, developmentally
				appropriate early childhood programs and were designed to be used by early
				childhood you throughout Louisiana. The term
early childhood
				educator
is intended to encompass all those (e.g., teachers,
				caregivers, administrators, parents, etc.) who are responsible for the care and
				education of children from birth to age five. These standards establish a
				common vision for what the state of Louisiana wants children to learn before
				they enter kindergarten. As such, they provide age-appropriate goals for
				children's learning and development that can guide teachers, caregivers and
				others on what types of experiences and activities children should have during
				their earliest years.
B. These
				standards and indicators are intended to be a guide for teaching young
				children. They are neither a curriculum nor a checklist for assessing
				children's development and learning. Individual areas of the standards are
				considered to be equally important and should be integrated into all
				experiences and activities. Finally, it is important to remember that while the
				standards will help educators determine what is typical for children in an age
				group, they might not always describe a particular child's development. When a
				child's development and learning does not seem to fit what is included in the
				standards continuum under his/her age level, look at the indicators for younger
				or older age groups to see if they are a better fit for the child. The goal is
				to learn what developmental steps the child is taking now, and to meet the
				individual needs of that child on a daily basis.
C. Educational research has consistently
				proven that there is a strong correlation between the quality of early
				childhood experiences and later academic success. Therefore, it is imperative
				that Louisiana's early childhood programs provide children with the
				foundational experiences needed for them to become successful learners. The
				standards and indicators provide adults with a guide for the skills they should
				focus on for children of different ages, and offer some general ideas for the
				types of experiences that will help children develop the skills and knowledge
				described in this document.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-107 - Guiding Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A. 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.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-109 - Effective Use of Early Learning and Development Standards with All Children

Current through Register Vol. 50, No. 6, June 20, 2024
A. The standards
				that are presented in this document apply to all children in Louisiana who are
				not yet age-eligible to enter kindergarten. This includes:
1. children with and without
				disabilities;
2. children who are
				learning English; and
3. children
				who are participating in any type of early care and education
				program.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 1 - General Provisions › Section CLIX-111 - Overview of the Early Learning and Development Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. What ages are covered in the early
				learning and development standards?
1. The
				continuum of the early childhood and development standards is divided into five
				age levels: infants (birth-11 months), young toddlers (9-18 months), older
				toddlers (16-36 months), three-year-olds (36-48 months), and four-year-olds
				(48-60 months). These age levels were selected because they represent
				developmentally significant periods in a young child's life. However, it is
				important for educators to remember that young children's development is often
				uneven and progresses at different rates. Children may change dramatically in
				one area, while development progresses more slowly in another area. Children
				with disabilities may demonstrate even greater variation in their abilities to
				progress and reach developmental milestones.
2. Because children develop at different
				rates, there is overlap at the youngest age levels (birth-11 months/infants;
				9-18 months/young toddlers; and 16-36 months/older toddlers). Some children may
				not reach all of the indicators described in the first age level by the time
				they are 11 months old. Likewise, some children under 16 months of age may
				display some of the skills and abilities that are listed at the older toddler
				level. The overlap reflects the fact that it is normal for children this age to
				vary a lot in when they demonstrate the skills and behaviors described in the
				indicators written for infants and toddlers.
NOTE: Children should know and be able to do the skills in
				  each age range by the time they reach the end of that age level.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 2 - Early Learning Standards Continuum › Section CLIX-201 - Approaches to Learning

Current through Register Vol. 50, No. 6, June 20, 2024
A. In the
				1990s, the National Education Goals Panel recognized approaches to learning as
				an essential element of children's school readiness. The term
approaches to learning
typically refers to behaviors and
				attitudes that show how children approach tasks/activities and how they learn.
				Approaches to learning includes characteristics such as curiosity,
				problem-solving, maintaining attention, and persistence. These learning
				behaviors can help strengthen and facilitate children's learning across other
				school readiness domains. In fact, research has shown that approaches to
				learning is a distinct aspect of children's school readiness and is a strong
				predictor of their later success in school. Children with positive approaches
				to learning perform better academically and have more productive interactions
				with others. While some of these skills seem to come naturally to some
				children, researchers believe that others can be nurtured and developed through
				a supportive, high-quality learning environment.
B. Exploring and Acquiring New Knowledge
1. For very young children, growing and
				learning begins with personal experiences, and their openness and curiosity
				about new discoveries. Infants and toddlers learn about the world and gain new
				knowledge by taste, touch, smell, sight, sound and through their physical
				actions. They begin to develop an awareness of themselves and others through
				relationships and through their social interactions with those around them.
				Environments where children feel safe and secure nurture their interest in the
				world and support their own unique learning style. With a consistent
				environment and trusting, responsive adults, children have the emotional
				security necessary for exploring, growing and learning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 3 - Learning and Development › Section CLIX-301 - Approaches to Learning

Current through Register Vol. 50, No. 6, June 20, 2024
A. Initiative
				and Curiosity. Standard 1: Children engage in multiple and varied play-based
				experiences.
1. Infants, Birth-11 Months
a. Explore objects, materials, and/or people
				in their immediate environment using their senses. Interact with materials by
				manipulating them in a variety of ways (e.g., grasp; mouth; bang).
b. Demonstrate interest in others (e.g., turn
				head toward familiar voice).
c.
				Meet one's own needs using simple behaviors (e.g., feed oneself finger
				foods).
d. Select a particular
				material, toy, or place of interest to explore on their own.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 3 - Learning and Development › Section CLIX-303 - Social and Emotional Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Relationships with Adults. Standard 1:
				Children engage in and maintain positive relationships and interactions with
				adults.
1. Infants, Birth-11 Months
a. Notice and respond to familiar
				adults.
b. Respond differently to
				familiar versus new adults.
c. Move
				or cry to seek attention and comfort from familiar adults.
d. Engage in simple back-and-forth
				interactions with familiar adults (e.g., repeat cooing sound after adult
				responds).
e. Repeat actions that
				elicit social responses from familiar adults.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 3 - Learning and Development › Section CLIX-305 - Language and Early Literacy Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Language Development, Receptive
				Communication. Standard 1: Children attend to, understand, and respond to
				verbal and non-verbal communication and language from others.
1. Infants, Birth-11 Months
a. Recognize more than one tone of voice in
				adults and respond with body movement and sounds.
b. Demonstrate interest in voices, and focus
				on speech, sounds, and other communication directed at them.
c. Respond or show excitement upon hearing
				familiar words.
d. Respond to
				simple requests accompanied by gestures or tone of voice.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 3 - Learning and Development › Section CLIX-307 - Social Studies

Current through Register Vol. 50, No. 6, June 20, 2024
A. Introduction
1. The primary purpose of social studies is
				to help young children become good citizens and deepen their understanding of
				the world around them. For young children, social studies begins with their
				awareness of self and their family. These early experiences and relationships
				help children understand who they are and their place within the family. Later,
				when children enter an early childhood program, they begin to develop a sense
				of community outside of the home. When children interact with people outside of
				the family-classmates, teachers, caregivers-their understanding of the world
				changes and expands to include others. This process gradually helps children
				learn about the community in which they live and eventually they
				come to see themselves as citizens of that community.
2. In teaching social studies to young
				children, it is important that teachers build on what children already know and
				focus on ideas that are related to the child's immediate experience. For very
				young children-infants and toddlers who are just beginning to develop a sense
				of self and others-caregivers can encourage respect for others and provide
				opportunities for children to learn about other cultures. They can do this by
				reading books or singing songs. As preschoolers, the focus may shift to helping
				children become good citizens within the classroom. Teachers can encourage this
				by asking children to put away toys and materials or by helping two children
				resolve a conflict. These and other skills described in the social studies
				standards and indicators are important aspects of young children's
				understanding of the world around them.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-401 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Language and
				Literacy domain includes children's listening, speaking, writing, thinking, and
				reading development. These skills are critical to children's success in school,
				as well as their success later in life. Although children continue to develop
				language and literacy skills throughout their lives, what they learn in the
				early years establishes the foundation for later language, reading, and writing
				skills. Young children who have rich language and literacy experiences early in
				life are less likely to have later difficulties learning to read.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-403 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Children
				enter the world with the capacity to communicate. Before babies utter their
				first words, they are preparing to use language in many ways. As children grow
				and change, however, their communication needs change as well. Communicating
				with a preschooler is very different than communicating with a toddler or an
				infant. Infants and toddlers are learning the basics of communication and how
				important it is. Preschoolers are well on the way to becoming fluent
				communicators. They have learned a great deal about the purposes and
				conventions of communication. It's important for adults to support these
				changes so that children can continue to grow as skillful communicators.
				Singing songs and reciting simple nursery rhymes are one way to promote
				children's language development. They help to give children a sense of the
				natural rhythm of the language and its sentence patterns.
B. A solid foundation in language development
				in the years before a child enters school will promote success in reading and
				writing in the future. Some studies have linked the number of words a child
				hears before the age of four to future academic achievement. The more often
				parents and caregivers talk to their children in everyday situations, the more
				opportunities children have to learn new words and practice their communication
				skills.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-405 - Reading

Current through Register Vol. 50, No. 6, June 20, 2024
A. Reading begins
				long before children can pick up a book and read it to you. When a baby turns
				his or her head to the sound of a parent's voice, he/she is beginning to pay
				attention to language, language that will later be read from print. As children
				grow, their literacy related behaviors grow and change as well. Behaviors that
				foreshadow independent reading begin very early. For example, babies as young
				as 7-10 months may coo and babble while pointing at pictures in a book-this is
				a sign that they are interested in the book.
B. As children move into the toddler or early
				preschool years, other reading-like behaviors begin to development. These
				behaviors may include pretending to read or "reading" environmental print, such
				as a logo that they are familiar with. Later, the child may "read" a book by
				re-telling a familiar story and, especially as he or she approaches preschool
				age, may sit for longer periods of time and pretend to read a book
				independently. This is an exciting sign that he or she is beginning to
				understand what reading is about. It is a step forward on the road to
				literacy.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-407 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. When we think
				about early literacy, most often what comes to mind is reading. However,
				writing is an important part of early literacy as well. Learning to read and
				learning to write are both important literacy processes, and they support each
				other-children with strong writing skills often have strong reading skills and
				vice versa.
B. Writing, as with
				other accomplishments of young children, develops in stages that are a part of
				the normal development of writing ability. Children become competent writers as
				they move through these stages:
1. Stage 1 -
				Random Scribbling: (2-and 3-year olds). Children make marks on paper with
				little muscular control.
2. Stage 2
				- Controlled Scribbling: (3-year-olds). Children "write" across the paper in
				linear fashion, repeating patterns over again, showing increased muscular
				control.
3. Stage 3 - Letter-like
				Forms: (3-and 4-year-olds). Children make mock letters. These are written lines
				of letters that have letter characteristics, but they are misshapen and written
				randomly. They pretend they are writing; in their work they separate writing
				from drawing. They have purpose to their letter-like forms.
4. Stage 4 - Letter and Symbol Relationship:
				(4-year-olds). Children write letters to represent words and syllables. They
				can write their names. They recognize the word that represents their name. They
				can copy words, but often reverse one or more of the letters they are
				copying.
5. Stage 5 - Invented
				Spelling: (4-and 5-year olds). Children make the transition from letter forms
				to invented spelling. This requires organization of letters and words on the
				page. They use a group of letters to form a word. Many of the letters will be
				consonants. They understand that letters relate to sounds. Some punctuation
				appears. They can copy words from their environment.
6. Stage 6 - Standard Spelling: (5-, 6-, and
				7-year-olds). Most of the words the children use are written correctly; some
				children add punctuation. They organize their words in lines with spaces
				between the words; they move from left-to-right, and from the top of the page
				to the bottom.
NOTE: Adapted from: The Portfolio and Its Use: A Road Map
				  for Assessment by Sharon MacDonald.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-409 - English Language Learners (ELL)

Current through Register Vol. 50, No. 6, June 20, 2024
A. Children whose families speak a different
				language in the home learn language similarly to English-speaking children, but
				may face some unique challenges as we try to help them learn skills needed to
				communicate successfully in school. As the United States becomes increasingly
				diverse, more and more you must find a way to integrate children whose first
				language is not English into their classrooms. "English language learners"
				means that children are working to learn a second language (English) while
				continuing to develop their first (or home) language. It is important for early
				childhood you to recognize the need for children and families to maintain their
				home language and culture, while beginning to acquire the language of the
				learning environment.
B. Children's
				ability to acquire a second language is influenced by many factors including
				the extent to which the child is exposed to the new language; the child's
				temperament; and the child's need and/or opportunity to use the language to
				communicate. Research indicates that there are four stages of development
				through which a child progresses in learning a second language:
1. Uses home language in second language
				setting.
2. Relies on non-verbal
				communication (e.g., gestures, facial expressions).
3. Begins to use telegraphic (two-word
				sentence that conveys an action or possession such as "get milk" or "mommy's
				tummy") and formulaic speech (refers to a phrase that the child may use without
				completely understanding its function such as "gimme cookie").
4. Achieves productive language use (that is,
				the child begins to construct his/her own phrases and sentences in the new
				language). It can take years for children to reach the productive language use
				stage, and it is essential that children's language development in their home
				language and their language development in English to both be supported for
				them to make progress in this domain as well as the other domains described in
				these Standards
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 4 - Language and Literacy Development › Section CLIX-411 - Speaking and Listening Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 1: Comprehend or understand and use language.
Click Here To
				  View Image
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 5 - Cognitive Development and General Knowledge › Section CLIX-501 - Mathematics [Formerly section 303]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Knowledge of
				Numbers. Standard 1: Children demonstrate knowledge of numbers and the
				relationships between numbers and quantities.
1. Infants, Birth-11 Months
a. Demonstrate interest in quantity during
				play (e.g., reach for more toys; hold two objects, one in each hand).
b. Indicate they want "more" using gestures,
				sounds, or looks.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 5 - Cognitive Development and General Knowledge › Section CLIX-503 - Science: Scientific Inquiry [Formerly section 305]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Science.
				Standard 1: Children engage in scientific inquiry to explore observable
				phenomena (objects, materials, organisms, and events) in the physical and
				natural world.
1. Infants, Birth-11 Months
a. Demonstrate interest in objects,
				materials, people, and/or their environment using their senses.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 5 - Cognitive Development and General Knowledge › Section CLIX-505 - Social Studies [Formerly section 307]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Time and Place.
				Standard 1: Children demonstrate an awareness of time (past, present, and
				future) and place within the community.
1.
				Infants, Birth-11 Months
a. Demonstrate
				anticipation of events in daily routines and activities.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 5 - Cognitive Development and General Knowledge › Section CLIX-507 - Creative Arts

Current through Register Vol. 50, No. 6, June 20, 2024
A. Music and
				Movement. Standard 1: Children engage in multiple and varied music and movement
				experiences.
1. Infants, Birth-11 Months
a. Attend to, vocalize, and/or move body in
				response to different types of music and/or rhythmic sounds.
b. Make sounds and/or music using their
				bodies, toys, or small, shaker-type instruments.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 5 - Cognitive Development and General Knowledge › Section CLIX-509 - Physical Development and Well-Being

Current through Register Vol. 50, No. 6, June 20, 2024
A. Gross Motor. Standard 1: Children
				demonstrate large muscle control and coordination.
1. Infants, Birth-11 Months
a. Explore the environment with increasing
				body awareness using senses and movement.
b. Demonstrate strength and control of head,
				trunk, arms, and legs while exploring new body positions and movements (e.g.,
				sitting; crawling; kicking).
c.
				Demonstrate strength and control of one's body while exploring objects in their
				environment. (e.g., reaching; rolling over).
d. Engage in play to develop strength and
				stamina by continuing purposeful movements over short periods of time (e.g.,
				reaching; pushing; rolling over).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-701 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. School readiness
				not only means that children are intellectually prepared for school, but also
				that they are socially and emotionally prepared for success in the classroom.
				One of the primary goals of a quality early childhood program is to foster
				healthy social and emotional development in young children. To be successful,
				children must be able to develop relationships with others, cooperate with
				peers and adults, understand others' feelings and perspectives, and maintain
				some control of their behaviors and emotions. These characteristics help to
				ensure that children are able to get along and participate with others in the
				classroom.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-703 - Early Relationships with Adults and Peers

Current through Register Vol. 50, No. 6, June 20, 2024
A. The social and emotional development of
				young children is strengthened when they feel that the adults in their lives
				care about them and they develop close relationships (often called "secure
				attachments") with their parents, teachers, and other adults who care for them.
				Positive relationships encourage children to care about other people and seek
				to understand the thoughts and feelings of others. Research has found that
				children whom have secure, trusting relationships with their caregivers get
				along better with their peers and have an easier time adjusting to the demands
				of formal schooling. Adults can help children develop these types of positive
				relationships by consistently responding when children, especially babies, need
				something or they are upset, and by being warm and loving when caring for
				children.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-705 - Self-Concept

Current through Register Vol. 50, No. 6, June 20, 2024
A. How children
				feel about themselves and their own sense of worth has a lot to do with later
				success in life. Children who have a positive sense of self are more likely to
				try new things and work toward reaching goals. They tend to accept new
				challenges and feel more confident about their ability to handle any problems
				or difficulties that may come up.
B. Children's self-concept develops very
				early in life. How children see themselves and how they feel about themselves
				is related to their early relationships. These early relationships help young
				children learn about who they are and how they are seen by others. When
				caregivers and teachers respond to children with acceptance and positive
				regard, children feel important and they learn to feel good about
				themselves.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-707 - Self-Regulation: Managing Behavior and Emotions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Early childhood is a time when young
				children are learning to manage their impulses, desires, and emotions. Very
				young children (infants and toddlers) often need the support of caregivers who
				can provide comfort and help to soothe distressed feelings in order to learn
				how to regulate their emotions. As children get older, their ability to
				regulate and manage emotions develops some, but they often still have
				difficulties controlling their feelings. Parents and early childhood you may be
				able to help children learn to focus their attention, follow rules and
				guidelines, get along with others (e.g., learning to share), and manage their
				emotions or express feelings in an acceptable ways (e.g., expressing anger with
				words rather than hitting). Still, this is an area that can be challenging for
				young children, so they need consistent guidance as they learn to manage their
				behaviors and emotions.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 7 - Social-Emotional Development › Section CLIX-709 - The Role of Temperament

Current through Register Vol. 50, No. 6, June 20, 2024
A. One
				important concept in caring for young children is each child's temperament and
				the way a child's temperament affects how the child interacts with and relates
				to the world around him/her. Temperament refers to a child's "personal style."
				It influences the way in which he/she approaches and reacts to people and to
				different situations. Once caregivers understand a child's temperament, they
				can use this information to anticipate situations and issues before they
				occur.
B. Researchers suggest that
				children's temperament falls into three general categories:
1. easy/flexible. These children tend to be
				calm and happy. They are fairly flexible and adapt easily to new
				situations/people;
2.
				active/feisty. Active or feisty children often are more fussy and intense in
				their reactions. They tend to be more fearful of new situations and people, and
				can be easily upset by noise and stimulation;
3. cautious/slow to warm. These children tend
				to be fussy and less active. They may withdraw or react fearfully to new
				situations; however, if given time and support, "slow to warm" children will
				learn to adapt and adjust to the situation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 1 - General Provisions › Section CLXI-101 - Purpose and Authorization

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				purpose of this bulletin is to set forth the rules and regulations necessary to
				implement the provisions of
				R.S.
				17:407.31 et seq., that require the state
				Board of Elementary and Secondary Education (BESE) to establish statewide
				minimum standards for the health, safety and well-being of children in early
				learning centers, ensure maintenance of these standards, and regulate
				conditions in early learning centers through a program of licensing
				administered by the Department of Education (department).
B. The state superintendent of education
				(state superintendent), in order to carry out functions otherwise vested in the
				state superintendent by law, or by delegation of authority pursuant to law, is
				authorized to make, issue, rescind, and amend department guidelines,
				interpretive guidance and procedures governing the early childhood licensing
				program administered by the department.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6 and
				  17:407.32.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-301 - Requirement of Licensure

Current through Register Vol. 50, No. 6, June 20, 2024
A. All early
				learning centers shall be licensed prior to beginning operations in
				Louisiana.
B. A prekindergarten
				program operated by a public school serving children in grades kindergarten and
				above, and in which all children have not reached age 4 by September 30 of the
				current school year, shall be licensed.
C. A prekindergarten program operated by a
				private school serving children in grades kindergarten and above, and in which
				all children have not reached age 3 by September 30 of the current school year,
				shall be licensed.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:407.34 and R.S.
				  17:407.24.8.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-303 - Exemptions from Licensure

Current through Register Vol. 50, No. 6, June 20, 2024
A. A public
				or non-public day school serving children in grades kindergarten and above,
				including any pre-kindergarten attached thereto, except as provided in
				§301.B and C, is exempt
				from the provisions of this bulletin.
B. Camps and all care given without charge
				are exempt from the provisions of this bulletin.
C. A center operated by a recognized
				religious organization that is qualified as a tax-exempt organization under
				§501(c) of the
Internal Revenue Code
and that does not operate more than 24
				hours in a continuous 7-day week shall not be considered an early learning
				center for purposes of this bulletin.
D. Nothing in this bulletin shall apply to
				children in programs licensed or operated by the Louisiana Department of Health
				(LDH) or the Department of Children and Family Services (DCFS), and the United
				States Department of Defense.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:407.35.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-305 - Operating Without a License; Registry; Penalties

Current through Register Vol. 50, No. 6, June 20, 2024
A. Operating an early learning center without
				a valid license may result in fines up to $1,000 per day for each day of such
				offense.
B. If an early learning
				center is operating without a valid license, the department shall file suit for
				injunctive relief in the district court in the parish in which the center is
				located to enjoin the owner or operator from continuing the
				violation.
C. Upon receipt of a
				court order enjoining an individual from operating an early learning center
				without a valid, current early learning center license, the department shall
				notify local law enforcement, the local superintendent, and the early childhood
				community network lead agency, if different, in the parish in which the
				unlicensed care was provided, and in the parish in which the individual
				resides, if known and different from the parish in which the unlicensed care
				was provided, of the existence of such a court order.
D. The department shall publish on its
				website in a statewide registry the names of individuals that have an existing
				court order prohibiting them from operating an early learning center without a
				current, valid early learning center license and that do not currently operate
				a center with a current valid license. The registry shall at a minimum include
				the name of the individual, the name of the center under which the unlicensed
				care was provided, and the parish in which the unlicensed care was
				provided.
AUTHORITY
				  NOTE: Promulgated in accordance with
				  R.S.
				  17:6 and
				  17:407.37.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-307 - Types of Licenses

Current through Register Vol. 50, No. 6, June 20, 2024
A. A "type I
				license" is the type of license issued to an early learning center that is
				owned or operated by a church or religious organization that is qualified as a
				tax exempt organization under
				§501(c) of the
Internal Revenue Code
and that receives no state or federal
				funds directly or indirectly from any source.
1. Grandfathering Clause. A "type I license"
				is also the type of license issued to any early learning center holding a
				"class B" license on October 1, 2014, provided the center receives no state or
				federal funds directly or indirectly from any source. "Class B" licenses held
				by other than tax exempt church or religious organizations on October 1, 2014
				shall be grandfathered in as type I centers for the life of the existing
				license. However, if a type I license held by other than a tax exempt church or
				religious organization expires, is revoked, or is terminated for any reason, or
				if a new license is required for any reason, including but not limited to a
				change in location or ownership, the center shall not be eligible for a new
				type I license and shall apply for either a type II or type III license.
2. No early learning center
				holding a type I license shall directly or indirectly receive any state or
				federal funds from any source.
3.
				Repealed.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-309 - Term of License

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				department is authorized to determine the period for which a license shall be
				valid. A license is valid for the period for which it is issued unless it is
				revoked or suspended by the department for non-compliance with the licensing
				laws, regulations or minimum standards.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6 and
				  17:407.39(A).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-311 - Posting of License

Current through Register Vol. 50, No. 6, June 20, 2024
A. Each early
				learning center shall display its current license in a prominent place at the
				center where the license is visible to parents and other visitors to the
				center
AUTHORITY
				  NOTE: Promulgated in accordance with
				  R.S.
				  17:407.39(D).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 3 - Licensure › Section CLXI-313 - Annual Licensure Fee

Current through Register Vol. 50, No. 6, June 20, 2024
A. There
				shall be an annual licensure fee for each early learning center based on the
				licensed capacity of the center.
B.
				Annual Licensure Fees
Licensed Capacity
Annual License Fee
15 or fewer children
$25
16-50 children
$100
51-100 children
$175
101 or more children
$250
C.
				Pursuant to
				R.S.
				17:407.39(G), annual
				licensure fees shall not apply to type I centers operated by churches or
				religious organizations.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:407.39(E).