- Children benefit when there are
consistent high-quality learning environments and learning experiences across
settings and sectors from birth through third grade.
- Early learning standards or
guidelines, which are designed to represent developmentally appropriate
expectations of what children should know and be able to do at various ages,
will be most beneficial when accompanied by an educator’s understanding of each
child’s developmental pace and trajectory. These expectations should not be
used to punish or hold back children who are not meeting the expectations and
should not be used to predict a child’s future success in learning.
- Concepts such as school
“readiness” or other markers of a child’s “readiness” for various levels of
education often leave out the readiness of educators and schools to support the
child. Educators should be ready to recognize where children are along their
individual trajectories and to provide appropriate learning experiences based
on those competencies.
- Educators need to develop shared
understandings of the expectations and instructional approaches used across
settings (such pre-K, kindergarten, first grade, etc.). This is particularly
important during transitions between pre-K and kindergarten as well as between
other grade levels, when adjustments for children and risk of inconsistencies
- Education leaders should prioritize interprofessional practice and collaboration to address the gaps and weaknesses in connecting children and families to services across sectors.