The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that children should achieve from birth to age five in order to be ready for future success. By outlining specific topics and indicators in each of these content areas, the "Foundations" support teachers, parents, caregivers, and other professional personnel as they develop appropriate experiences for young children. This core document was developed for use in all types of early childhood programs. Additional, the 2015 revision of the "Foundations" address two special populations, Dual Language Learners and Exceptional Learners. Understanding the developmental progression gives early educators the ability to individualize instruction and experiences to advance each child's development and learning. Appended to the report are: (1) ISTAR-KR/2015 Early Learning Foundations Alignment Study; and (2) Classroom Planning Matrix. A glossary of terms is also included.

The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.

Early Learning Standards and Staff Development helps directors and trainers guide early childhood staff to fulfill learning standards, often without compromising best practices. Written by respected consultants Gaye Gronlund and Marlyn James, it is one of few books on staff development in the area of learning standards. The book includes activities for reflecting on issues such as how much teachers should direct each type of classroom activity, and helps staff developers assist teachers in strengthening their observation and documentation skills. The book comes with a DVD featuring video vignettes to accompany the observation exercises, as well as PowerPoint training aids.

In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)