Early Childhood Assessment Why, What, and How (2008) / Chapter Skim
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Appendix C: Development of State Standards for Early Childhood Education
Appendix C: Development of State Standards for Early Childhood Education
Pages 437-448
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From page 437... ...
This use of the term is consistent with the definition in the Glossary developed by the Early Childhood Education Assessment Consortium of the Council of Chief State School Officers in collaboration with several early childhood organizations. The definition of early learning standards is: statements that describe expectations for the learning and development of young children across the domains of health and physical well-being, social and emotional well-being, approaches to learning, language development and symbol systems, and general knowledge about the world around them (Council of Chief State School Officers and Early Childhood Education Assessment Consortium, 2007)
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From page 438... ...
In several cases, the Head Start State Collaboration Offices were also included in the leadership team. Stakeholder participants typically included representatives from a wide array of early childhood program sectors and support services (e.g., family- and center-based child care; state prekindergarten; Head Start and Early Head Start; associate- and bachelor-level higher education; resource and referral agencies; specialists in age levels, such as infant/toddler, preschool, kindergarten/primary; specialists in content areas; specialists in special needs; social services, mental health, medical professionals, nutritionists, parents)
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From page 439... ...
content A more recent and complete compilation of information about the content of early learning standards and their use across the states is found in annual web-based surveys conducted by the members of the Early Childhood Education Assessment (ECEA) Consortium of the Council of Chief State School Officers
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From page 440... ...
. The results of the 2005 survey are reported in an article, "Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices" in the online peer-reviewed journal Early Childhood Research and Practice (Scott-Little et al., 2007, pp.
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From page 441... ...
TABLE C-1 Domain/Content Areas Headings Included in National and State Pre-K Early Learning Standards Documents Physical/ Approaches Language/ Cognition/ Motor/ Social/ Toward Comm- General Art/ Social Health Emotional Learning unication Literacy Knowledge Math Science Aesthetics Studies Other National Head Start COF x x x x x x x x Carnegie/ x x x x x x x x x World McGraw-Hill Languages States AL x x x x x x x x Technology Environmental Education AK x x x x x x x World Languages AZ x x x x x x x Safety AR x x x x CA x x Safety CO x x x CT x x x x DE x x x x x x x FL x x x x x GA x x x x x x HI x x x x x x ID x x x x x x Humanities 441 continued
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From page 442... ...
TABLE C-1 Continued 442 Physical/ Approaches Language/ Cognition/ Motor/ Social/ Toward Comm- General Art/ Social Health Emotional Learning unication Literacy Knowledge Math Science Aesthetics Studies Other IL x x x x x x x Foreign Language IN x x x x x x x IA x x x x x x x x KS x x x x x x x x x KY x x x x x x x LA x x x x x x x x x ME LR: Career Learning x x x x x x x Preparation, Results Modern Early x x x x and Classic Learning Languages, Results Technology MD x x x x x MA x x x x x x Technology, Engineering MI x x x x x x x x x Nutrition, Self Help MN x x x x x x x x x MS x x x x x MO x x x x x MT x x x x x x x x NE x x x x x x x x
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From page 443... ...
NV McGraw-Hill NH NJ x x x x x x x x World Languages NM x x x x x NY x x NC x x x x x ND OH x x x x x OK x x x x x x x x x OR PA x x x RI x x x x x x x x SC x x x SD x x x x x x x x x TN x x x x x x x x TX x x x x x x x x x Technology UT x x x x x x x x VT x x x x x x x x x Technology VA x x x WA x x x x Self-Help x x WV x x x x x x x WI x x x x x 443 continued
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From page 444... ...
on the content of the actual early learning standards included in the documents indicate that the table of contents is not always an accurate reflection of the content of the standards themselves. While the table of contents may reflect the intentions or overall mind set of the persons who developed the early learning standards, they do not necessarily give a complete or accurate indication of the areas of learning and development that have been addressed in the standards themselves.
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From page 445... ...
A more thorough analysis of the entire corpus of standards might reveal that Approaches to Learning indicators are embedded in other areas, such as Social/Emotional Development and Cognition. Furthermore, the emphasis on this area in the 21st Century Learning Skills (Partnership for 21st Century Skills, 2007)
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From page 446... ...
The openended survey responses provided more understanding of this downward-mapping process, with states reporting greater or lesser direct connection between the early learning standards and the states' kindergarten standards. Some states duplicated the content areas in the kindergarten standards, and others included domains typically associated with descriptions of children's early development (e.g., social emotional, approaches to learning)
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From page 447... ...
Pre-K practitioners have given greater attention to content areas over the past decade, owing greatly to earlier NRC publications (National Research Council, 2001)
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From page 448... ...
Lansing: Author. National Institute for Early Education Research.
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