4.5: Incorporate the WMELS Framework

Purpose of WMELS

The Wisconsin Model Early Learning Standards (WMELS) provide a comprehensive framework outlining developmental expectations for children from birth until they enter first grade. These standards cover all areas of a child's learning and development, divided into specific domains and sub-domains. WMELS serves as a guide for educators to align their teaching strategies, learning experiences, and assessment practices with the state's standards and best practices. The primary purpose of WMELS is to ensure that young children receive a well-rounded, equitable, and developmentally appropriate education that fosters their physical, social, emotional, language, cognitive, and learning approaches.

This chapter aims to provide a detailed guide on incorporating the WMELS framework into early childhood lesson plans, specifically aligning with the National Council for the Social Studies (NCSS) standards. It includes an overview of the WMELS domains and sub-domains, steps for setting clear learning objectives, designing engaging and meaningful activities, integrating key developmental domains, and providing ongoing observation and assessment. Additionally, the document highlights strategies for involving families and communities in the learning process. By following these guidelines, educators can create lesson plans that promote comprehensive development in young children, ensuring they are prepared for future academic and social success.

Developmental Domains

The 5 domains are distinct areas of a child's development, which are interconnected, meaning development in one domain often impacts development in another.

Figure \(\PageIndex{1}\): Wisconsin Model Early Learning Standards Domains

Sub-Domains

Each developmental domain is further divided into sub-domains, labeled with letters such as A, B, and C.  Each of the Sub-Domains is pictured below with its corresponding Domain.

Figure \(\PageIndex{2}\): The WMELS Domains with their sub-domains.

How to Navigate the WMELS Book

There are 5 sections in the book.  Each section reflects one of the learning domains.  Each section has a table of contents and an introductory section explaining the domain and its sub-domains.  In the image below, the Domain of Approaches to Learning is indicated by the orange shaded rectangle.  Each of the 3 sub-domains for Approaches to Learning is circled in ORANGE. 

Figure \(\PageIndex{3}\): Example of WMELS table of contents.

Developmental Expectations

These are broad statements describing what children should know and be able to do, acknowledging the wide variability in early childhood development.  The Developmental Expectations are broad statements about each of the Sub-Domains.  It is circled in GREEN in the image below.

Figure \(\PageIndex{4}\): Example of WMELS Developmental Expectations

Performance Standards

These standards specify the information and skills children should acquire. They are designed from birth to first grade and align with the Common Core State Standards. There are 3 Performance Standards for this particular Sub-Domain. They are circled in BLUE. They are also indicated by A.EL.1, A.EL.2, A.EL3.

Figure \(\PageIndex{5}\): Example of Performance Standards

Performance Standards can be found in the introductions for each section, but they are also listed in BOLD PRINT at the top of each page in the section they align with.  For example, this is a portion of the page for The Approaches to Learning Domain,  showing the Sub-Domain,  A.  Curiosity, Engagement, and Persistence, which you will see circled in orange. The Performance Standard A.EL.1 Displays curiosity, risk-taking, and willingness to engage in new experiences is in BOLD PRINT at the top of the page and is circled in BLUE.

Figure \(\PageIndex{6}\): Example of performance standard at top of page

Developmental Continuum

This describes the predictable sequence of developmental accomplishments, outlining progressive levels of performance from early development through kindergarten.  The Developmental Continuum levels of performance start at the top and go down the left-hand column of the page.  They are circled in PURPLE.

Sample Behaviors of Children

Observable examples of children's behaviors at each level of the developmental continuum are provided. These samples are not exhaustive but illustrate typical behaviors. The Sample Behaviors of the Children start at the top and go down the middle column of the page.  They are circled in RED.

Sample Strategies for Adults

Examples of adult strategies to support children's learning at each developmental level are included. These samples are not comprehensive but offer guidance. The Sample Behaviors of the Adults is at the top and go down the right-hand column of the page.  They are circled in GREEN.

Figure \(\PageIndex{7}\): Example of Developmental Continuum (in purple), Sample Behaviors of Children (in red), and Sample Strategies for Adults (in green)

Program Standards

These standards outline what programs must do to ensure children have the necessary opportunities and experiences to meet developmental expectations.

Curriculum and Assessment

Programs and services can choose their own curriculum and assessment methods based on the standards and local expectations. This selection is a local decision.

Incorporating the WMELS Framework into Social Studies Learning Plans

Integrating the WMELS framework into social studies learning plans can be highly effective in promoting comprehensive development in young children. You will remember from Chapter 4, we discussed the NCSS Social Studies Framework, consisting of 10 themes of study.  A more accessible way for children to learn Social Studies concepts is to break those 10 themes down further into 5 themes or topics that are closest to the child.  Below are strategies for utilizing each developmental domain and sub-domain, organized by the five themes from "Social Studies and Me" by Sally Anderson, and aligned with the NCSS framework.  You will see each of the 5 themes and how each of the WMELS Domains and Sub-Domains aligns with the theme.

Theme 1: I Am a Person

Objective: Children will learn about themselves, their feelings, and their personal identity.

Health and Physical Development

1. Physical Health and Development: Encourage activities that promote self-care and healthy habits, such as brushing teeth and washing hands.
2. Motor Development: Plan activities that enhance fine and gross motor skills, such as drawing self-portraits or engaging in physical exercises.
3. Sensory Organization: Use sensory activities to help children explore their senses, such as identifying different textures or smells.

Social and Emotional Development

1. Emotional Development: Help children recognize and express their emotions through activities like emotion charts or storytelling.
2. Social Competence: Foster social skills by encouraging children to share their feelings and listen to others.
3. Self-Concept: Support children in developing a sense of identity by exploring their likes, dislikes, and personal traits.

Language Development and Communication

1. Listening and Understanding: Use storytelling and listening activities to help children understand themselves and their emotions.
2. Speaking and Communicating: Encourage children to talk about themselves and share their experiences.
3. Early Literacy: Use books and writing activities that focus on self-awareness and personal identity.

Approaches to Learning

1. Curiosity and Initiative: Promote inquiry-based learning by encouraging children to ask questions about themselves and their feelings.
2. Engagement and Persistence: Plan projects that require sustained effort, such as creating a personal scrapbook.
3. Creativity and Problem-Solving: Use creative activities like drawing, building, or dramatizing personal experiences to foster problem-solving skills.

Cognition and General Knowledge

1. Exploration and Discovery: Provide opportunities for children to explore their personal traits and interests through hands-on activities.
2. Mathematical Thinking: Incorporate activities that involve counting and measuring personal items, such as height and weight.
3. Scientific Thinking: Encourage children to observe and experiment with their senses and personal traits.

Theme 2: Families

Objective: Children will learn about their families and the roles of family members.

Health and Physical Development

1. Physical Health and Development: Discuss healthy habits and routines within families, such as meal times and exercise.
2. Motor Development: Plan activities that involve family-related crafts, such as creating family trees.
3. Sensory Organization: Use sensory activities to explore family traditions, such as tasting foods from family recipes.

Social and Emotional Development

1. Emotional Development: Help children understand family relationships and express their feelings about family members.
2. Social Competence: Foster social skills by encouraging children to share stories about their families and listen to others.
3. Self-Concept: Support children in developing a sense of identity by exploring their family heritage and traditions.

Language Development and Communication

1. Listening and Understanding: Use storytelling and listening activities to help children learn about family roles and relationships.
2. Speaking and Communicating: Encourage children to talk about their families and share family traditions.
3. Early Literacy: Use books and writing activities that focus on family stories and heritage.

Approaches to Learning

1. Curiosity and Initiative: Promote inquiry-based learning by encouraging children to ask questions about their families and traditions.
2. Engagement and Persistence: Plan projects that require sustained effort, such as creating a family album.
3. Creativity and Problem-Solving: Use creative activities like drawing, building, or dramatizing family traditions to foster problem-solving skills.

Cognition and General Knowledge

1. Exploration and Discovery: Provide opportunities for children to explore their family heritage and traditions through hands-on activities.
2. Mathematical Thinking: Incorporate activities that involve counting and measuring family-related items, such as the number of family members.
3. Scientific Thinking: Encourage children to observe and experiment with family traditions and routines.

Theme 3: Friends

Objective: Children will learn about friendship and the importance of social relationships.

Health and Physical Development

1. Physical Health and Development: Discuss healthy habits and routines that friends can share, such as playing sports together.
2. Motor Development: Plan activities that involve cooperative games and physical exercises with friends.
3. Sensory Organization: Use sensory activities to explore friendship, such as sharing favorite foods or playing sensory games.

Social and Emotional Development

1. Emotional Development: Help children understand the emotions involved in friendships and express their feelings about friends.
2. Social Competence: Foster social skills by encouraging children to share stories about their friends and listen to others.
3. Self-Concept: Support children in developing a sense of identity by exploring their friendships and social interactions.

Language Development and Communication

1. Listening and Understanding: Use storytelling and listening activities to help children learn about friendship and social relationships.
2. Speaking and Communicating: Encourage children to talk about their friends and share friendship experiences.
3. Early Literacy: Use books and writing activities that focus on friendship stories and social interactions.

Approaches to Learning

1. Curiosity and Initiative: Promote inquiry-based learning by encouraging children to ask questions about friendships and social interactions.
2. Engagement and Persistence: Plan projects that require sustained effort, such as creating a friendship book.
3. Creativity and Problem-Solving: Use creative activities like drawing, building, or dramatizing friendship experiences to foster problem-solving skills.

Cognition and General Knowledge

1. Exploration and Discovery: Provide opportunities for children to explore their friendships through hands-on activities.
2. Mathematical Thinking: Incorporate activities that involve counting and measuring friendship-related items, such as the number of friends in a group.
3. Scientific Thinking: Encourage children to observe and experiment with social interactions and friendships.

Theme 4: Communities

Objective: Children will learn about their community, the roles of community members, and how they contribute to society.

Health and Physical Development

1. Physical Health and Development: Discuss healthy habits and routines within the community, such as community sports and wellness programs.
2. Motor Development: Plan activities that involve community-related crafts, such as building models of community buildings.
3. Sensory Organization: Use sensory activities to explore community traditions, such as tasting foods from local festivals.

Social and Emotional Development

1. Emotional Development: Help children understand community relationships and express their feelings about community members.
2. Social Competence: Foster social skills by encouraging children to share stories about their community and listen to others.
3. Self-Concept: Support children in developing a sense of identity by exploring their role within the community.

Language Development and Communication

1. Listening and Understanding: Use storytelling and listening activities to help children learn about community roles and relationships.
2. Speaking and Communicating: Encourage children to talk about their community and share community traditions.
3. Early Literacy: Use books and writing activities that focus on community stories and heritage.

Approaches to Learning

1. Curiosity and Initiative: Promote inquiry-based learning by encouraging children to ask questions about their community and traditions.
2. Engagement and Persistence: Plan projects that require sustained effort, such as creating a community map.
3. Creativity and Problem-Solving: Use creative activities like drawing, building, or dramatizing community experiences to foster problem-solving skills.

Cognition and General Knowledge

1. Exploration and Discovery: Provide opportunities for children to explore their community heritage and traditions through hands-on activities.
2. Mathematical Thinking: Incorporate activities that involve counting and measuring community-related items, such as the number of community buildings.
3. Scientific Thinking: Encourage children to observe and experiment with community traditions and routines.

Theme 5: The Big World

Objective: Children will learn about the broader world, including different cultures, environments, and global connections.

Health and Physical Development

1. Physical Health and Development: Discuss healthy habits and routines from different cultures, such as traditional exercises and diets.
2. Motor Development: Plan activities that involve global crafts, such as creating models of famous landmarks.
3. Sensory Organization: Use sensory activities to explore global traditions, such as tasting foods from different countries.

Social and Emotional Development

1. Emotional Development: Help children understand global relationships and express their feelings about different cultures.
2. Social Competence: Foster social skills by encouraging children to share stories about their global experiences and listen to others.
3. Self-Concept: Support children in developing a sense of identity by exploring their place in the global community.

Language Development and Communication

1. Listening and Understanding: Use storytelling and listening activities to help children learn about global roles and relationships.
2. Speaking and Communicating: Encourage children to talk about their global experiences and share global traditions.
3. Early Literacy: Use books and writing activities that focus on global stories and heritage.

Approaches to Learning

1. Curiosity and Initiative: Promote inquiry-based learning by encouraging children to ask questions about the world and different cultures.
2. Engagement and Persistence: Plan projects that require sustained effort, such as creating a world map.
3. Creativity and Problem-Solving: Use creative activities like drawing, building, or dramatizing global experiences to foster problem-solving skills.

Cognition and General Knowledge

1. Exploration and Discovery: Provide opportunities for children to explore global heritage and traditions through hands-on activities.
2. Mathematical Thinking: Incorporate activities that involve counting and measuring global-related items, such as the number of countries.
3. Scientific Thinking: Encourage children to observe and experiment with global traditions and routines.

Conclusion

By incorporating these activities and lessons, teachers can ensure that they cover all essential themes in early childhood social studies. This approach supports children's curiosity and learning about their world, fostering a comprehensive understanding of self, identity, feelings, families, friends, communities, community helpers, the big world, and diversity.

Application of the WMELS Framework

Applying the WMELS Framework to your learning experience plans can be done in several easy steps.

1. Understand the WMELS Domains

Review the WMELS Domains: Familiarize yourself with the five developmental domains: Physical Development, Social and Emotional Development, Language Development, Cognitive Development, and Approaches to Learning.

Identify relevant standards within each domain that align with the goals of your lesson plan.

After understanding the developmental domains outlined in WMELS, the next crucial step is to set clear learning objectives. These objectives should align with the specific outcomes detailed in WMELS, ensuring that each lesson plan promotes developmentally appropriate, culturally responsive, and individualized learning experiences for children. By establishing well-defined objectives, educators can create a structured roadmap that guides the teaching process and supports children's holistic development.

2. Set Clear Learning Objectives

Align Objectives with WMELS: Your learning objectives should reflect the specific outcomes outlined in WMELS. For example, if your lesson is about storytelling, you might focus on Language Development, specifically early literacy skills or vocabulary building.

Be Developmentally Appropriate: Ensure that the objectives are suitable for the developmental stages of the children you're working with. For instance, toddlers might focus on listening skills, while preschoolers could be encouraged to narrate their own stories.

With clear learning objectives in place, the focus shifts to designing engaging and meaningful activities that cater to the developmental stages of the children. These activities should incorporate developmentally appropriate strategies, hands-on, play-based learning, and culturally responsive practices. By thoughtfully planning activities that align with the WMELS framework, educators can foster an inclusive and stimulating learning environment that encourages children to explore, discover, and grow.

3. Design Engaging, Meaningful Activities

• Incorporate Developmentally Appropriate Strategies: Choose activities that match the children’s developmental levels. For example, activities like sensory exploration can promote Physical Development, while cooperative play can support Social and Emotional Development.
• Encourage Hands-On, Play-Based Learning: WMELS emphasizes the importance of play in early learning. Activities such as building with blocks, dramatic play, or nature exploration can support multiple domains, such as cognitive development and approaches to learning.
• Culturally Responsive Practices: Incorporate diverse materials, themes, and perspectives that reflect the children's backgrounds. This can be especially important for fostering an inclusive learning environment.

Once the activities are designed, it's essential to integrate the key developmental domains into the lesson plans. This integration ensures that all aspects of a child's development—physical, social, and emotional, language, cognitive, and approaches to learning—are addressed. By weaving these domains into the activities, educators can provide a balanced and comprehensive learning experience that supports children's overall growth and development.

4. Integrate the Key Domains

Figure \(\PageIndex{8}\): Integrating the Key Domains

• Physical Development: Plan activities that involve movement, coordination, and fine motor skills (e.g., cutting, drawing, dancing).
• Social and Emotional Development: Create opportunities for children to express and manage their emotions, learn social skills, and practice self-regulation (e.g., group games, storytelling, role-play).
• Language Development: Use activities that build listening, speaking, and early literacy skills (e.g., reading books, singing songs, asking open-ended questions).
• Cognitive Development: Include problem-solving activities, games that involve counting, sorting, and classifying, and experiments to stimulate curiosity and exploration.
• Approaches to Learning: Design activities that promote curiosity, creativity, persistence, and the ability to focus on tasks (e.g., exploration centers, challenges, and interactive experiences).

After integrating the key domains into the lesson plans, ongoing observation and assessment become vital components of the teaching process. Formative assessments and reflective practices help educators monitor children's progress, identify areas for improvement, and adjust future lessons to better support learning outcomes. This continuous cycle of observation and assessment ensures that the educational experiences remain dynamic and responsive to children's needs.

5. Provide Ongoing Observation and Assessment

• Formative Assessment: Use observations and documentation to assess how children are meeting the WMELS standards. Are they engaging in the activities? Are they achieving the desired developmental outcomes?
• Reflection: After the lesson, reflect on which domains were most addressed, what went well, and how you can adjust future lessons to better support children's learning.

6. Incorporate Family and Community

• Family Involvement: WMELS emphasizes the importance of involving families. Consider sending home activities, notes, or suggestions for how families can extend the learning at home.
• Community Connections: Include local resources or guest speakers that might enhance children’s understanding of the lesson topic (e.g., inviting a community helper to talk about their job).

Finally, incorporating family and community involvement is a crucial aspect of the WMELS framework. Engaging families and utilizing community resources enrich the learning experience and create a supportive network for children. By fostering strong connections between the classroom, families, and the community, educators can enhance children's understanding of their world and promote a collaborative approach to early childhood education.

Social Studies Read-Aloud Lesson Plan Example

The lesson plan for Chrysanthemum by Kevin Henkes is designed to help preschool and early elementary children understand the importance of self-esteem and pride in their names. Through interactive read-aloud sessions and creative activities, children will engage in discussions about their names, how they make them feel, and participate in a name collage activity to express their unique identity. This lesson plan aligns with the Wisconsin Model Early Learning Standards (WMELS) by promoting fine motor skills, reinforcing positive self-concept, developing spoken language and communication skills, encouraging creative expression, and supporting cognitive development through multi-sensory engagement and problem-solving. Review the learning experience plan below to see how to incorporate the WMELS Framework into a plan.

Example Preschool Read-Aloud Learning Experience

Book

Chrysanthemum by Kevin Henkes

Age

Preschool and Early Elementary

Objective

Children will understand the importance of self-esteem and pride in their names. They will engage in a discussion about how names make them feel and participate in an interactive name collage activity to express their unique identity.

Materials Needed

• Chrysanthemum book
• Large paper
• Markers, crayons, or colored pencils
• Scissors (optional)
• Glue or tape
• Pre-cut letters or paper for a name collage (optional)
• A list of children’s names

Lesson Plan

• Introduction (5 minutes)
  • Gather children in a cozy reading area.
  • Show the book and ask, “What do you think this story will be about?”
  • Introduce the concept of names and why they are special.
  • Ask children if they know the story of how their names were chosen.
• Read-Aloud (10–15 minutes)
  • Read Chrysanthemum aloud, emphasizing key phrases.
  • Pause to ask questions like: “How do you think Chrysanthemum felt when the children teased her about her name?”
  • Encourage children to share their thoughts.
• Discussion (10 minutes)
  • Ask children how they feel about their own names.
  • Discuss the importance of respecting everyone’s name.
• Name Collage Activity (15–20 minutes)
  • Give each child a large piece of paper to create a name collage.
  • Encourage creativity and offer questions like: “What color did you use for your first letter?”
• Wrap-Up (5 minutes)
  • Gather children to share their name collages.
  • Review the main points of the story and remind children that every name is special and deserves respect.

Assessment

• Observe children’s engagement during the story.
• Assess how children express themselves creatively during the collage activity.
• Provide positive reinforcement for their efforts.

Family Engagement Ideas

• Name Story at Home: Encourage families to share the story of how their child’s name was chosen.
• Name Collage Extension: Send home name collage kits.
• Family Name Book: Create a name book with the child.
• “My Name is Special” Chart: Families can create a chart marking things they love about their name.

Review how the WMELS align with the activity of reading the story Chrysanthemum and making a name collage.

Health and Physical Domain (Highlight the Sub-Domain that Applies)

A. Physical Health and Development	B. Motor Development	C. Sensory Integration
Performance Standard	Performance Standard: B.EL.2 Exhibits eye-hand coordination, strength, control, and object manipulation
Developmental Continuum	Uses strength and control to perform complex fine motor tasks.
Sample Behavior of Children from the WMELS Book	The child can control a marker, crayon, or pencil to create some shapes.
How Sample Behavior relates to your lesson (Include what children are doing in the learning experience to develop this)	Children will Develop Strength and Control: In the name collage activity, children use scissors, glue, and markers to manipulate materials, developing the strength and control needed for fine motor tasks like cutting, placing, and gluing. Children will Develop Complex Fine Motor Tasks: Cutting out letters, controlling the glue stick, and arranging pieces for the collage are complex fine motor tasks that enhance eye-hand coordination and object manipulation.

Social-Emotional Domain (Highlight the Sub-Domain that Applies)

Social-Emotional Domain Example for Lesson Plan

A. Emotional Development	B.  Self-Concept	C. Social Competence
Performance Standard	B.EL.1 Develops positive self-esteem
Developmental Continuum	Exhibits positive self-concept and confidence in his/her abilities.
Sample Behavior of Children from the WMELS Book	After painting a picture, the child wants an adult to write a story about it and insists that the picture be put on the refrigerator.
How Sample Behavior relates to your lesson (Include what children are doing in the learning experience to develop this)	Children will Develop Positive Self-Concept: Creating a personalized name collage allows children to recognize and showcase their unique identity, reinforcing a positive self-concept. Children will Develop Confidence in Abilities: Completing the collage and making choices about materials builds confidence in their abilities, similar to the pride a child feels when asking for their artwork to be displayed.

Language Development and Communication Domain (Highlight the Sub-Domain that Applies)

Language Development and Communication Domain Example for Lesson Plan

A. Listening and Understanding	B.  Speaking and Communicating	C.  Early Literacy
Performance Standard	B.EL.2a Uses vocalizations and spoken language to communicate
Developmental Continuum	Uses multi-word sentences (parts of speech, word order, and sentence structure) much like that of an adult.
Sample Behavior of Children from the WMELS Book	After hearing his/her favorite story, the child says, “That was a great story. I really liked the part about the boy going on a trip to see his grandmother. It was exciting to hear about how he helped her plant the garden with corn, potatoes, and tomatoes. I think I would like to plant a garden.”
How Sample Behavior relates to your lesson (Include what children are doing in the learning experience to develop this)	Listening to the Story: Listening to Chrysanthemum helps children develop vocalizations and spoken language as they engage in conversation about the story. Using Multi-Word Sentences: Children use multi-word sentences to express their thoughts about Chrysanthemum and their own names, fitting the developmental continuum. Name Collage: During the name collage activity, children express themselves verbally, using language to describe their work and engage in conversations about their names.

Approaches to Learning Domain (Highlight the Sub-Domain that Applies)

Approaches to Learning Domain Example for Lesson Plan

A.  Curiosity, Engagement, and Persistence	B.  Creativity and Imagination	C.  Diversity in Learning
Performance Standard	B.EL.2 Expresses self creatively through music, movement, and art.
Developmental Continuum	Explores the process of using a variety of artistic materials, music, and movement.
Sample Behavior of Children from the WMELS Book	Child explores a variety of materials such as glue, colored rice, macaroni, glitter, cotton balls, etc., to create pictures.
How Sample Behavior relates to your lesson (Include what children are doing in the learning experience to develop this)	Listening to the Story: The story prompts children to express themselves creatively, setting the foundation for the name collage activity. Engaging in Creative Expression: The name collage activity involves using materials like paper, scissors, glue, and markers to form a unique representation of their name, promoting artistic exploration. Exploration of Art Materials: Using various materials during the collage-making process encourages children to explore different artistic techniques, enhancing their creative and imaginative skills. Creative Problem-Solving: Children face challenges during the collage activity, fostering creative problem-solving and experimentation.

Cognition and General Knowledge Domain (Highlight the Sub-Domain that Applies)

Cognition and General Knowledge Domain Example for Lesson Plan

A.  Exploration, Discovery, and Problem Solving	B. Mathematical Thinking	C.  Scientific Thinking
Performance Standard	A.EL.1 Uses multi-sensory abilities to process information.
Developmental Continuum	Uses senses to generalize and apply prior learning.
Sample Behavior of Children from the WMELS Book	Child uses a variety of ways to use crayons, markers, scissors, and paper to create “works of art.”
How Sample Behavior relates to your lesson (Include what children are doing in the learning experience to develop this)	Listening to the Story: Engaging with the narrative helps children make connections between what they hear and their understanding of themselves. Exploring Materials in the Collage: Using a variety of materials during the name collage activity engages children's multi-sensory abilities to process information and create something meaningful. Problem Solving with Materials: Children explore different ways of using materials to achieve their creative goals, applying prior learning to new tasks. Creativity and Sensory Engagement: Combining sensory experiences during the activity fosters multi-sensory learning, supporting cognitive and creative development.

Conclusion

By incorporating the Wisconsin Model Early Learning Standards (WMELS) framework into lesson plans, educators can ensure that they provide a comprehensive and developmentally appropriate education for young children. The alignment with the National Council for the Social Studies (NCSS) standards further enhances the effectiveness of these lesson plans, promoting a well-rounded understanding of social studies concepts. Through clear learning objectives, engaging activities, integration of key developmental domains, ongoing observation and assessment, and involvement of families and communities, educators can create a supportive and stimulating learning environment. This approach not only fosters children's physical, social, emotional, language, cognitive, and learning approaches but also prepares them for future academic and social success. By following these guidelines, educators can make a significant impact on children's early learning experiences, laying a strong foundation for their lifelong learning journey.