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Early Learning Standards
Early learning standards describe expectations for children's learning and development in different areas. They can be valuable for developing high-quality early education programs when implemented appropriately. The document discusses definitions of different types of standards and NAEYC's positions on how standards should be developed, applied, and supported.
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Early Learning Standards
- 1. Early Learning StandardsNAEYC Prepared by Carla Piper, Ed. D. http://www.naeyc.org/positionstatements/learning_standards
- 2. Why Early LearningStandards? “ Early learning standards can be a valuable part of a comprehensive, high-quality system of services for young children.”
- 3. Definitions of StandardsEarly Learning Standards - Expectations for the learning and development of young children. Content Standards - Summary descriptions of what it is that students should know and/or be able to do within a particular discipline (source: McREL) Performance Standards - Levels of student performance in respect to the knowledge or skill described in a single benchmark or a set of closely related benchmarks (source: McREL). http://www.naeyc.org/files/naeyc/file/ecprofessional/StandardsSelfAssessmentTool.pdf
- 4. More Definitions ProgramStandards Expectations for the characteristics or quality of schools, child care centers, and other educational settings. Head Start uses the term “PerformanceStandards” in a way that is closer to the definition of “program standards”— describing expectations for the functioning of a Head Start program and not the accomplishments of children in the program. Benchmarks Specific description of knowledge or skill that students should acquire by a particular point in their schooling—usually tied to a grade or age level. http://www.naeyc.org/files/naeyc/file/ecprofessional/StandardsSelfAssessmentTool.pdf
- 5. Where we Stand- NAEYC Standards must: Emphasize significant, developmentally appropriate content and outcomes Be developed and reviewed through informed, inclusive processes Be implemented and assessed in ways that support all young children’s development Be accompanied by strong supports for early childhood programs, professionals, and families.
- 6. Developmentally AppropriateContent Emphasize ALL areas of early development and learning cognitive, language, physical, social, and emotional Meaningful content and outcomes Not merely scaled-back versions of standards for older children but based on research Linked to specific ages or developmental periods
- 7. Outcomes for ALLChildren Recognize and accommodate variations children’s cultures, languages, communities individual characteristics, abilities, and disabilities. Flexibility supports positive outcomes for all children.
- 8. Standards Reviewed throughInformed, Inclusive Processes Relevant, valid sources of expertise are called on to help develop and review the standards Multiple stakeholders are involved community members, families, early childhood educators and special educators, and other professional groups. Shared and discussed with all stakeholders. Regularly reviewed and revised so they remain relevant and evidence-based.
- 9. Support All YoungChildren’s Development Curriculum, classroom practices, and teaching strategies must support the standards Connect with young children’s interests and abilities to promote positive development and learning
- 10. Assessment Assessment instrumentsclearly connected to important learning represented in the standards technically, developmentally, and culturally valid provide information that is comprehensive and useful Information gained from assessments must benefit children. Assessment and accountability systems should improve practices and services should not be used to rank, sort, or penalize young children
- 11. Need Support forPrograms, Professionals, and Families Require adequate resources for high-quality programs to create environments in which standards can be implemented effectively Significant expansion of professional development to implement the standards Accompanied by respectful family communication and support.
- 12. Assessing Progress withEarly Learning Standards Click Here for a Self Assessment Tool from NAEYC What should the standards include? Guiding principles—what you believe about young children and about their development and learning Overview of and rationale for each content area Expectations for young children’s learning (learning standard) or descriptions of what children should know or do within a discipline (content standard) Description of knowledge or level of skill that children should acquire (benchmarks, performance standards Examples of children’s behaviors Expectations for the program—agency, teachers’ support for children’s learning, etc. (program standards) How should the standards be organized? General Specific
- 13. National Early ChildhoodTechnical Assistance - NECTAC Early Learning Standards - http://www.nectac.org/topics/quality/earlylearn.asp Overview of 36 States (2005) http://www.serve.org/_downloads/publications/insidecontentes.pdf Quality Assurance Accountability Effectiveness
- 14. National Institute forEarly Education Research NIEER - http://nieer.org/ The State of Preschool Yearbook - http://nieer.org/yearbook/ State Profiles - http://nieer.org/yearbook/states/ California - http://nieer.org/yearbook/pdf/CA.pdf Washington – http://nieer.org/yearbook/pdf/WA.pdf
- 15. NIEER Quality StandardsExpectations
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- 18. Which States Have Early Learning Standards? Go to NCCIC - http://nccic.acf.hhs.gov/pubs/goodstart/elgwebsites.html
- 19. California Desired ResultsDevelopmental Profile http://www.cde.ca.gov/sp/cd/ci/desiredresults.asp Forms - http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp WestEd - http://www.wested.org/desiredresults/training/ Preschool Learning Foundations Volume 1 http://www.cde.ca.gov/sp/cd/re/psfoundations.asp http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf CPIN – California Preschool Instructional Network – http://cpin.us View the CPIN “Foundations” Powerpoint for more on California Learning Standards
- 20. CPIN Regions ForInteractive Map - http://www.cpin.us/regional.htm Are you connected to your profession? Locate your CPIN lead! Look for training events near you! http://www.cpin.us/cs/cpin/cal/4
- 21. Washington PDF Fileof Early Learning and Development Benchmarks - http://www.k12.wa.us/EarlyLearning/pubdocs/EarlyLearningBenchmarks.pdf Department of Early Learning - http://www.del.wa.gov/
- 22. Head Start HeadStart Program Measures
- 23. Zero to ThreeZero to Three - http://www.zerotothree.org/ Early Learning Guidelines - http://www.zerotothree.org/site/DocServer/Early_Learning_Guidelines_for_Infants_and_Toddlers.pdf Shared Vision for Early Learning Standards Improve teaching practices Serve as a curriculum resource Improve professional development Educate parents about child learning and development
- 24. Infant/Toddler Early LearningStandards Process Link
- 25. Get Involved! Joinyour professional organizations. Participate in your state organizations. http://www.naeyc.org/membership