MarylandTransforms-StrategicPlanGuidebook - Flipbook - Page 31
MARYLAND TRANSFORMS - STRATEGIC PLAN 31
EARLY LEARNING STANDARDS
Early Learning Standards describe the skills, concepts,
and behaviors that young children in a high-quality
learning and care environment typically learn before
their fourth birthday. The standards promote the design
and implementation of developmentally appropriate
environments and learning experiences to support all
children’s development across different domains.
EARLY CHILDHOOD ASSESSMENTS
Ready for Kindergarten (R4K) is Maryland’s Comprehensive
Early Childhood Assessment System. R4K has two
components: the Early Learning Assessment (ELA) and
the Kindergarten Readiness Assessment (KRA). The ELA
is a formative assessment that measures the learning
progress of children 36-72 months. The KRA measures the
knowledge, skills, and behaviors that children should be
able to demonstrate at the start of kindergarten.
COMPONENTS OF HIGH-QUALITY EARLY LEARNING1
Effective leadership
Age-appropriate curriculum
Leaders support with lesson
planning and curriculum,
behavior management, and
professional development
Research-based curriculum
that is developmentally,
culturally, and linguistically
relevant for all children
Comprehensive family
engagement activities
Multilevel, continuous
quality improvement system
Sustainable and sufficient
set of funding mechanisms
Family engagement strategies
that encourage families to
participate in their child’s
learning
Programs must constantly
monitor, reflect, and revise
policies and practices to
maintain quality
Programs need to be able to
access funding that supports
the actual cost of operation
Professional and stable
teacher workforce
Compensation and
preparation that reflects the
expertise and importance of
the early learning workforce
LEARNING THROUGH PLAY IN EARLY
CHILDHOOD EDUCATION
EVIDENCE-BASED PEDAGOGY:
SCIENCE OF READING
Children naturally learn through play by engaging in and
making sense of their world. The best preschool programs
take a “playful learning” approach, teaching early academic
and social-emotional skills together through play and
exploration. Studies have long found positive physical,
social, emotional, and cognitive effects of play.
Research from the fields of education, cognitive
psychology, developmental psychology, and neuroscience
explains how individuals learn how to read and best
practices for reading instruction. The foundation of literacy
begins at a young age. Early childhood instruction of
phonological awareness and vocabulary can prevent many
reading difficulties in children.
Workman, S., & Ullrich, R. (2017). Quality 101: Identifying the Core Components of a High-Quality Early
Childhood Program
1