High-quality early childhood programs aim to foster children's learning through developmentally appropriate practices and environments. Early childhood assessments, when well designed and well implemented, can support developmentally appropriate early learning experiences by providing information to guide instruction and support whole child…

This concise and accessible resource provides an overview of the fundamentals of teaching in early childhood settings (pre-K-2), with a focus on what high-quality practices look like. It details the features of developmentally appropriate, linguistically responsive, culturally relevant/sustaining teaching and how this approach can prepare our…

"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards. These include: (1) Early learning standards and curricula that address the whole child, are developmentally appropriate, and are effectively implemented; (2) Assessments that consider children's academic,…

Researchers have found that middle school students undergo developmental changes that require unique educational structures and support. As a result, experts have suggested a number of specific strategies for organizing middle schools in order to best meet students' needs. This Information Capsule summarizes middle school redesign initiatives that…

The Race to The Top-Early Learning Challenge (RTT-ELC) is designed to improve the quality of early learning and development and close the achievement gap for children with high needs. The Departments of Education and Health and Human Services define high needs to include children who are English learners, often referred to as English Language…

This report explores the extent to which states (and several large cities) are positioned to provide high quality preschool education on a large scale. States and cities that are already doing so or that could do so with modest improvements offer opportunities for advocacy to advance access to high quality early education as well as for rigorous…

Over the last decade, high-stakes test preparation has crept into the inventory of developmentally responsive middle level instructional practices. Amid calls for increased accountability and more rigorous curriculum and academic standards, the middle school movement now finds itself in a spotlight of intense scrutiny. This article examines the…

Since the development of the Keating Government's national statements and profiles, during the early to mid 90s, all Australian states and territories, to a greater or lesser degree, have adopted an outcomes-based education approach to school curriculum. Drawing on the writings of the US academic, William Spady, and in opposition to the more…

Five position statements of the Southern Association on Children Under Six are presented in this document. The statement on developmentally appropriate assessment includes such topics as testing practices that harm young children; limitations of standardized testing; misuses of test data; and assessment criteria. The statement on continuity of…

Proposes measures intended to help the nation meet the national educational goal of having each child start school "ready to learn" by 2000. Measures concern children's health; quality preschools; parent participation; responsive workplaces; educational television; proposed "neighborhoods for learning"; interactions across…

A study was conducted of the early childhood programs in the McAllen (Texas) Independent School District. This qualitative study used data collected through observations, interviews, document analysis, questionnaires, and site visits. Current practices were described and compared to developmentally appropriate practices as defined by the National…

Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and…

This guide was developed by the New Jersey Department of Education to assist adults working with young children in providing high quality education experiences. Articulating the optimal relationships between and among families, the community, and schools, the guide describes developmentally appropriate teaching practices; identifies expected…

In 1999, a task force was appointed to develop early childhood education (ECE) program expectations or standards for New Jersey's ECE programs. The standards were based on the task force's review of research, curricula, standards, and guidelines developed by local boards of education, other states, and professional organizations; feedback on draft…