Early Learning Standards: Changing the Parlance and Practice of Early Childhood Education?

Author: Kagan, S.L., Scott-Little, C.
Publisher: Phi Delta Kappa
Publication Date: 2004, January
Journal: Phi Delta Kappan
Journal Volume: 85(5)
Pages: 388-395
Available for purchase online at: http://www.pdkintl.org/kappan/ktoc0401.htm

Abstract (written by WestEd)

The authors trace the reasons for the emergence of standards for early childhood learning, and then analyze the relatively recent early childhood standards from 27 states in terms of what the "standards" are, their content, who has them, and who uses them and how. They also address the challenges of early childhood standards as they relate to young children, content, intention of use, alignment, pedogogy, existing programs, and the early childhood system. Lastly, the authors point out that having these standards raises critical questions about the care and education of our youngest children and the future direction the field.

Note that the standards for almost all of the states address more than one of the following domains: physical and motor development, social and emotional development, approaches toward learning, language and literacy, and cognition and general knowledge.