Social Studies Standards for 3-Year-Olds
Course Preface

 

Course Introduction

 

Core Standards of the Course

Strand 1: CULTURE AND DIVERSITY
Early learning programs should include experiences that provide for the study of culture and cultural diversity. Students will have the opportunity to share their family's attributes with peers and discuss similarities and differences.

Standard SS 3 yr.1.1
With prompting and support, recognize differences and commonalities in culture, ethnicity, and abilities within the classroom and immediate communities (for example, language, family structure, traditions, disabilities).

Strand 2: TIME, CONTINUITY, AND CHANGE
Early learning programs should include experiences that provide for the study of the past and present. Students will identify changes over time to self, family, and community and explore how these changes affect them.

Standard SS 3 yr.2.1
With prompting and support, identify examples of change over time related to personal growth and experiences (for example, talking, dressing, feeding, potty training, height, daily schedule).

Strand 3: PEOPLE, PLACES, AND ENVIRONMENTS
Early learning programs should include experiences that provide for the study of people, places, and environments. Students will learn how to care for and protect their home and school environments, the earth, and to safely interact within their school and community.

Standard SS 3 yr.3.1
Recognize people and places within the home, classroom, school, neighborhood, and community.

Standard SS 3 yr.3.2
With prompting and support, identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).

Standard SS 3 yr.3.3
With prompting and support, describe ways to care for home and school environments and the earth (for example, recycle, use paper and use water only as needed, place trash in the garbage can).

Strand 4: INDIVIDUAL DEVELOPMENT AND IDENTITY
Early learning programs should include experiences that provide for the study of individual development and identity. Students will gain an awareness of their personal identity, including their abilities and preferences.

Standard SS 3 yr.4.1
Demonstrate awareness of identity including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members).

Strand 5: INDIVIDUALS, GROUPS, AND INSTITUTIONS
Early learning programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Students will work cooperatively with others and contribute to the classroom community.

Standard SS 3 yr.5.1
With prompting and support, interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others' needs.

Standard SS 3 yr.5.2
With prompting and support, participate in the classroom community by interacting with other children and adults in a formal or group setting (for example, follow established rules, participate in a variety of classroom roles, take care of classroom materials).

Strand 6: POWER, AUTHORITY, AND GOVERNANCE
Early learning programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Students will contribute to developing classroom rules and procedures and participate in the selection of classroom activities.

Standard SS 3 yr.6.1
With prompting and support, participate in the democratic process as it applies to a classroom community (for example, recognize the importance of rules, assist with developing rules, propose solutions to classroom problems, and participate in voting for activities).

Strand 7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Early learning programs should include experiences that provide for the study of how people organize and contribute to a family and a community. Students will identify the differences between wants and needs and the purpose of employment.

Standard SS 3 yr.7.1
With prompting and support, discuss the difference between basic needs (for example, food, shelter, and clothing) and wants (for example, toys, games, and treats).

Standard SS 3 yr.7.2
Begin to recognize that people have jobs to meet needs, including for self, classroom, and community.

Strand 8: SCIENCE, TECHNOLOGY, AND SOCIETY
Early learning programs should include experiences that provide for the study of relationships among science, technology, and society. Students will identify the uses of simple technology (for example, pencils, scissors, spoons) and electronic tablets and computers. Students will understand how to use technology safely and how it affects learning and living.

Standard SS 3 yr.8.1
With prompting and support, identify how simple and electronic technology affects the way people live, work, travel, communicate, and play.

Standard SS 3 yr.8.2
With prompting and support, recognize the importance of balancing media time with other activities.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Cristina  Barrera and see the Early Learning website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.