The state of state pre-kindergarten standards

@article{Neuman2005TheSO,
  title={The state of state pre-kindergarten standards},
  author={Susan B. Neuman and Kathleen A. Roskos},
  journal={Early Childhood Research Quarterly},
  year={2005},
  volume={20},
  pages={125-145}
}
Recent federal initiatives, including Good Start Grow Smart, and the Child Care and Development Grant (CCDF), call for states to develop early learning standards for children ages 3–5 in language, literacy and mathematics. To date, 43 states have such standards, with the remaining seven in progress. In this article, we argue that coherent, quality standards and their benchmarks (indicators) must be solidly grounded in research, and reflect age-appropriate outcomes for young children. We first… Expand

Figures and Tables from this paper

Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications
Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre-K) age 4 learning standards that are intended to outline skills andExpand
Early learning and development standards: An examination of teachers' knowledge, practices, and professional development support and needs
Early Learning and Development Standards (ELDS) articulate what young children should know and be able to do prior kindergarten. In 2013, early childhood experts in North Carolina revised the state’sExpand
Kentucky's Early Childhood Continuous Assessment and Accountability System
Kentucky has developed an assessment and accountability system that provides outcome data for a set of state early childhood standards for children birth to 5 years of age that are aligned with earlyExpand
Early Childhood Assessment: Why, What, and How
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of allExpand
balancing the readiness equation in early childhood education reform
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how theExpand
The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees.
The proposed federal Early Learning Challenge Fund (ELCF) aims to improve the quality of early care and education programs by promoting the integration of more stringent program and early learningExpand
Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children's progress toward pre-writing standards.
Abstract We used a multiple baseline across students in preliminary study to investigate the effects of embedding learning opportunities on the acquisition of pre-writing skills in 3 preschool-agedExpand
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is theExpand
Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit
Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a betterExpand
Increasing the Effectiveness of Preschool Programs
Preschool attendance has become the norm for 4-year-olds in many parts of the country. Policymakers, educators, and families have embraced publicly funded preschool programs as a way to improve youngExpand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 44 REFERENCES
Making Validated Educational Models Central in Preschool Standards.
This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that areExpand
Learning To Read And Write : Developmentally Appropriate Practices For Young Children
TLDR
This position statement reflects the commitment of two major professional organizations to the goal of helping children learn to read well enough by the end of third grade so that they can read to learn in all curriculum areas. Expand
Books Make a Difference: A Study of Access to Literacy.
This study examines the impact of an intervention targeting economically disadvantaged children in child care centers. The program was designed to flood over 330 child care centers with high-qualityExpand
Child development and emergent literacy.
TLDR
It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition. Expand
Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
TLDR
Kindergarten–Grade 3 Educators often ask how the Second Step program supports their state's academic learning standards, and this chart shows connections between the program and academiclearning standards from two sources. Expand
The Theoretical Basis For Relationships Between Language and Literacy in Development
Abstract Considerable research now suggests that, in addition to the phonemic awareness skills which support early decoding, skilled reading also requires more general oral language competencies,Expand
Handbook of early literacy research
Part I: Ways of Conceptualizing Early Literacy Development. Neuman, Dickinson, Introduction. Whitehurst, Lonigan, Emergent Literacy: Development from Prereaders to Readers. Gee, A SocioculturalExpand
Predicting, Explaining, and Preventing Children's Reading Difficulties†
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predictExpand
The Cooperative Research Program in First‐Grade Reading Instruction
Presents the report of the Coordinating Center of the Cooperative Research Program in First-Grade Reading Instruction. Data used in the study were compiled from the 27 individual studies comprisingExpand
Eager to learn : educating our preschoolers
Executive Summary Context of the Report and Committee Charge New Understandings of Early Childhood Development and Pedagogy Variation Among Children Quality in Education and Care Features of QualityExpand
...
1
2
3
4
5
...