Early Learning Curriculum: Environment and Social Development
Area 2: Foundational Learning Objectives
Block 1: Physical Environment & Measurement
- The objects and materials in the environment: their functions and everyday use. Interest in exploration and an attitude of respect and care for oneself, for others, and for objects.
- Perception of similarities and differences between objects. Discrimination of attributes of objects and materials. Interest in classifying elements. Relations of belonging and identification.
- Qualities and degrees of attributes. Management of gradual elements. Contextualized use of the first non-numeric ordinal numbers.
- Quantification of collections (many, few). Quantitative comparison between collections of objects. Relations of equality and inequality (e.g., ‘as many as’, ‘more than’, ‘less than’).
- Accurate quantitative estimation of collections and use of cardinal numbers related to manageable quantities. Oral use of numerical sequences for counting. Observation and awareness of the functional value of numbers and their usefulness in daily life.
- Exploration and identification of situations where measurement is necessary. Some conventional and unconventional units and measuring instruments. Approach to their use. Interest and curiosity in measurement.
- Estimation using instruments and intuitive measurement of time. Temporal location of daily living activities. Detection of temporal regularities, such as cycles or frequency. Observing changes caused by the passage of time in the environment.
- Situating oneself and objects in space. Understanding relative positions. Identification of flat shapes and three-dimensional elements in the environment. Exploring basic geometric shapes. Basic topological notions (e.g., open, closed, inside, outside, near, far) and performing oriented movements.
For clarification: Point 8 refers to spatial measures, such as understanding one’s position relative to a pharmacy, school, or church. Point 3 relates to classifying classroom items like pens, scissors, books, and glue on a shelf. This structure aims to make the content more accessible.
Block 2: Culture, Life, and Society
- Identification of early membership in social groups: family and school. Experiential awareness of the need for their existence and operation. Enjoyment and valuing of close relationships established within them.
- Observation of needs, occupations, and services in community life. Understanding that people are organized into social groups. Desire to participate in them.
- Progressive adoption of appropriate behavior patterns and basic rules of coexistence. Willingness to share and resolve conflicts through dialogue in a progressively autonomous manner.
- Interest in participating and assisting in daily tasks at home and school. Identification and rejection of stereotypes and gender bias. Establishment of balanced relations between boys and girls.
- Recognition and assessment of one’s own cultural identity and environment, and active interest in social and cultural activities. Interest in knowing and appreciating local cultural productions.
- Identification of changes in lifestyle and habits related to the passage of time.
- Interest and readiness to engage in respectful, affectionate, and reciprocal relationships with children from other cultures.
To illustrate: Point 1 involves understanding the family and recognizing the roles of its members. Point 5 includes appreciating cultural events like Christmas or seasonal holidays.