Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

Abstract

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 and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early childhood education, providing a bridge strengthening ties between preschool and elementary grades. This report presents a national study of pre‐K age 4 learning standards based on an online survey completed by early childhood state and territory directors and administrators, geographically diverse focus groups representing a subsample of survey respondents, and one‐on‐one interviews composed of a sample of both focus group and survey participants. Data were collected from these sources and by direct examination of pre‐K age 4 learning standards documents. Responses to survey, focus group, and interview questions advanced current knowledge regarding the purpose, history, and development of pre‐K age 4 learning standards, comprehensiveness of standards documents, standards‐related supports for teachers, and pre‐K to kindergarten alignment. Systematic analysis of pre‐K age 4 learning standards documents revealed extensive variation across titles, organization, terminology, and enriching materials, such as teacher strategies and child examples that assist teachers in implementing standards. A surprising finding is the positive view among early childhood leaders in focus groups and interviews toward establishing national pre‐K age 4 learning standards. The report concludes with a brief discussion of implications of this study followed by recommendations to inform state and federal early childhood leaders, education‐focused philanthropic foundations, and others in the field of early childhood education.

State Early Learning and Development Standards: A Unified Curriculum Framework for All Young Children

“…Similar to prior research (DeBruin-Parecki & Slutzky, 2016), this review found that every state (and a few territories) had developed ELDS, though many state documents were organized differently. For example, some ELDS were contained in a single document whereas others separated their ELDS into separate documents by general or specific domains, or age bans.…”

“…This review suggests most state ELDS documents supported the learning needs of all young children, which is an improvement over previous reviews of state ELDS (DeBruin-Parecki & Slutzky, 2016; Scott-Little et al, 2006, 2009). While this finding was an encouraging step toward the realization of a unified curriculum framework for all young children, this review also documented that most state ELDS lacked explicit guidance and direction about the administration and use of ELDS in young children with developmental delays.…”

“…Similar to past reviews of state ELDS (DeBruin-Parecki & Slutzky, 2016; Scott-Little et al, 2009), our last recommendation concerns the need for effective PD for EC teachers and administrators about the use of state ELDS with all children. This is especially important for teachers of young children in inclusive classrooms who may not be familiar with accommodations and universal design strategies to facilitate the inclusion of young children with developmental delays within a unified EC classroom curriculum.…”

“…More recently, DeBruin-Parecki and Slutzky (2016) completed an in-depth review of 4-year-old Pre-K ELDS across 50 states, three territories, and the District of Columbia. They conducted a national survey, held focus groups, and interviewed state EC directors.…”

An Evaluation of Early Childhood Education Programs

“…should know and should be able to do before entering kindergarten (DeBruin-Parecki & Slutzky, 2016). ECE curricula, on the other hand, set goals for the knowledge and skills that children should acquire in an educational setting, and support educators' plans for providing the day-to-day learning experiences to cultivate those skills, such as daily lesson plans, materials, and other pedagogical tools (Duncan et al, 2015).…”