Early Learning Guidelines/Early Learning Standards

Infant/Toddler Early Learning Guidelines FactSheet

Type: 
Paper/Report
Author/Presenter: 

National Infant and Toddler Child Care Initiative

Year: 
2010
Abstract: 

This brief provides an overview of states' Early Learning Guidelines (ELGs) and school readiness assessments, and discusses the following considerations: 1) practices consider children's physical, social, and emotional progress will be most effective in supporting school readiness 2) care must be taken to align ELGs with research in child development 3) states must take specific precautions when assessing young children, including clearly defining the purpose and use of the results, and 4) READINESS DEPENDS ON SUPPORTIVE FAMILIES, SCHOOLS, AND COMMUNITIES.

Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices

Type: 
Paper/Report
Author/Presenter: 

Catherine Scott-Little, Jim Lesko, Jana Martella, Penny Milburn

Year: 
2007
Abstract: 

Data from a national survey are presented to illustrate trends in how states have developed and implemented early learning standards within the past four years. Results indicate that almost all states have developed early learning standards for prekindergarten-age children, and the number of states that have developed infant-toddler early learning standards has increased markedly. States have used a variety of strategies to support teachers in their use of early learning standards, and a number of states have or are developing monitoring systems to gauge the extent to which programs are using the standards. The authors discuss the implications of trends in early learning standards for early childhood policies and practices. 

Child Outcomes Standards in Pre-K Programs: What Are Standards; What Is Needed To Make Them Work?

Type: 
Paper/Report
Author/Presenter: 

Elena Bodrova, Deborah Leong, and Rima Shore

Year: 
2004
Abstract: 

This policy brief by the National Institute for Early Education Research (NIEER) provides an overview of how the standards movement is being extended to preschool programs; describes child outcomes standards in relation to other types of standards and quality indicators; offers an overview of the conditions needed for standards to work; and describes the special considerations that must be taken into account if child outcome standards are to have a positive impact on preschool children and programs.

A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

Type: 
Paper/Report
Author/Presenter: 

Child Trends

Year: 
2010
Abstract: 

The purpose of this factsheet is to document the various ways states and territories represent infants and toddlers in their early learning guidelines.

Fitting a Circle into a Square Space: Finding Alignment between Assessment Measures, State Guidelines, and Outcomes

Type: 
Conference Session
Author/Presenter: 

Jim Lesko (DE 619)

Year: 
2008
Abstract: 

Presented at the 2008 Measuring Child and Family Outcomes Conference. 

A combination presentation-working discussion session focused on aligning state early learning guidelines and assessment measures with OSEP outcomes. Bringing these elements into alignment strengthens intervention/assessment practices and can support efforts to better manage the overall process. Participants explored how one state brought these three elements into alignment. Participants worked through a hands-on activity to understand the alignment process and come away with a usable framework.

Benefits of Aligning Child Outcome Measurement to State Early Learning Guidelines/Standards

Type: 
Conference Session
Author/Presenter: 

Sheron Cochran (IN 619), Caroline Gooden and Barbara Singleton (KY 619), and Jim Lesko (DE 619)

Year: 
2007
Abstract: 

Presented at the 2007 Measuring Child and Family Outcomes Conference.

Presenters discussed similarities and differences about why they decided to align their early learning guidelines to assessment tools and OSEP's child outcomes and about how they did it. They explored with participants how outcomes data can be used to answer questions about program development and quality.

The State Preschool Yearbook

Type: 
Paper/Report
Author/Presenter: 

National Institute for Early Education Research

Abstract: 

This report profiles state-funded preschool programs in the United States on an annual basis.

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