Resources on Early Learning
Illinois Early Learning Standards
Video & Background
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A camera crew from WILL TV, the educational television station of the University of Illinois, came to film the children at our center as they investigated cars in the automotive lab. Jeff Cunningham, the cameraman, was fascinated by the intentionality of the children’s field sketches and the understanding the sketches revealed. He talked with Bethany (age 4 years, 9 months) about her drawing of a wheel. Moments like this demonstrate the value of project work. Her sketch and her description of various parts of the sketch reveal learning in several areas of the Illinois Early Learning Standards.
Transcript
Jeff: (Pointing at Bethany's drawing.) “Can you tell me about it?”Bethany: (Points to the center of drawing.) “That is the middle, and that (draws finger across wheel) is part of the wheel (then points to the center of the drawing). And that’s a little picture that goes in the middle. And that’s (draws finger across curved lines on the left side of the drawing) so they would know that it’s moving (then points to the left side of the drawing). And that’s so they would know what direction it is going. It’s not going up (pointing at place on the left side of the page where she’s covered over an arrow with her pencil), and I drawed it going up, so I did it that way.”
Jeff: “What do you call it?”
Sallee: “Which one is it that you’re drawing, Bethany?”
Bethany: (Pointing to wheel on a car that is up on a lift.) “That wheel.” (Pauses.) “It looks like it’s turning.”
Jeff: “I like the way it looks like it’s turning. Can you show me which wheel again?”
Bethany: (Pointing.) “That wheel.”
Benchmarks
| Benchmark | Benchmark Description | How Benchmark Was Met |
|---|---|---|
Language Arts |
Use drawing and writing skills to convey meaning and information. |
Bethany used a picture to represent her understanding of the wheel and its movement. |
Mathematics |
Recognize, duplicate, and extend simple patterns, such as sequences of sounds, shapes, and colors. |
Bethany repeated a pattern in the design of her wheel drawing. |
Mathematics |
Find and name locations with simple words, such as “near.” |
Bethany said that the center of her drawing showed what was in the “middle” of the wheel. |
Science |
Collect, describe, and record information. |
Bethany used her sketch to record her observation of the wheel. The sketch was used as a basis for discussion in class the following day. |
Science |
Describe the effects of forces in nature (e.g., wind, gravity, and magnetism). |
Bethany used her sketch to show motion and direction. |
Fine Arts |
Use creative arts as an avenue for self-expression. |
Bethany used her graphic skills to represent her ideas about the wheel and its movement. |
Social/Emotional |
Exhibit persistence and creativity in seeking solutions to problems. |
Bethany found a way to show in what direction the wheel was “not going” by covering over the arrow that pointed up. |
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Language Arts | Mathematics | Science | Social Science | Physical Development & Health | Fine Arts | Foreign Languages | Social/Emotional Development
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