Early Childhood Education

This document describes specific learning and development standards for four-year-olds in the areas of reading, mathematics, science, history and social science, health and physical development, personal and social development, music and visual arts.

This guidance document is designed to assist Virginia’s school divisions and early childhood communities in identifying, developing and sustaining inclusive opportunities within high-quality, early childhood programs for children with disabilities

This document is designed for adults who teach and care for young children in a variety of settings including home-based child care, center-based child care, Head Start classrooms, early intervention programs, private preschools, public early childhood programs, and Virginia Preschool Initiative (VPI) classes.

The Maryland State Department of Education (MSDE) has established a number of early childhood initiatives promoting best practices in early pedagogy in support of Maryland school reform efforts. Includes Maryland Model for School Readiness, Standard and Instruction Toolkit, Common Core Standards

The MSDE, Division of Early Intervention/Special Education Services has established partnerships to support the mission of access, equity, and progress for students with disabilities across a continuum of services and programs, with a focus to elevate performance and narrow the existing achievement gap.

Provides common goals for how parents, teachers, and early childhood education providers can support young children's learning.

The early learning standards define the key aspects of development and learning that are the foundation for a child’s school and life-long success. While the progress of children toward the standards will vary depending on a number of factors, the standards act as a guide for educational and programmatic decisions by child care providers, PRE-K-Grade 2 teachers, and public school administrators.

The District of Columbia Early Learning Standards include indicators for infants, toddlers, two-year-olds and preschoolers, as well as exit expectations for children leaving pre-K and kindergarten. These standards provide parents and teachers with information about expectations for what children know and be able to do and describe how children progress at various ages and development levels. They focus on the whole child and include a broad range of domains because young children’s learning and development are interrelated and cross all areas of learning.

The standards or learning criteria are organized into several domains. For children ages three to five, the categories are: Approaches to Learning, Social and Emotional Development, Physical Development including Health and Safety, Language and Literacy, Mathematical Thinking, Scientific Inquiry, Social Studies, and Creative Arts.

The Early Learning Standards include alignment with the Common Core State Standards for English Language Arts and Mathematics (2010) as well as the Next Generation Science Standards (2013). The standards are also aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five (2015), thus ensuring that all children receive the same standards-based instruction and appropriate learning experiences regardless of program auspices.

Addresses the following ECE strands: language development,beginning reading, informational text, literary text, research, writing, and English language conventions

NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.

Children Now takes a whole-child approach, covering the full-range of key children’s issues, from prenatal through age 26, including early childhood development, education, children’s health, childhood trauma and resilience, foster care, and youth justice.

The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. The purpose is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them.

Contains program performance standards Parts 1301-1305 dealing with governance, operations, financial and administrative requirement, federal administrative procedures and definitions.

Represent the first standards to focus specifically on the preparation of professionals who work with young children ages birth through 8 who have or are at-risk for developmental delays and disabilities and their families, across home, classroom and community settings.

Designed to help educators and administrators think through options, opportunities, & trade-offs as you support children and families

The National Pre-K and Early Learning Evaluation Center provides: 1) Assistance with designing and implementing pre-k and early learning programs; 2) Evaluation services for states and federally funded pre-k and early learning programs; 3) Dissemination of evaluation findings to policymakers and other stakeholder groups

Established by the AMI Scientific Pedagogy Group, the standards insure that each school offers programs for their children that allow for their full intellectual, social, and psychological growth and that the approach is consistent with what is presented in AMI training courses worldwide.

CEI shares new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children's individual skills and abilities and provide opportunities for success in life.

This study gives an overview of the current status of ECE in Chile, Czech Republic, Denmark, Estonia, Italy, Oland, the Russian Federation and the U.S. This initial analysis enables in-depth comparison of policy provision within the different countries, with the goal of learning from the range of approaches to implementation adopted.

UNICEF, its national counter-parts and other partner organizations identified the need to clarify expectations of children’s development and achievement, and indicators against which such development would be measured.