Oregon Early Learning

Oregon Early Learning and Kindergarten Guidelines aligned and expanded on Oregon's learning and development standards for children ages three through six in five domains. Approaches to learning, social-emotional development, language and communication.

Four best practices are essential for understanding and implementing the Early Learning and Kindergarten Guidelines: developmentally appropriate practice, culturally responsive practice, adverse childhood experiences and trauma–informed practice, and family engagement.

Oregon’s early learning and kindergarten guidelines were developed through an extensive, collaborative process in which the voices and values of a wide range of stakeholders were heard.  The Oregon Department of Education (ODE) and Oregon’s Early Learning Division (ELD) conducted a work group in April 2015 with two goals: aligning Oregon’s early learning and kindergarten standards for language, literacy, and math and developing new kindergarten standards in the domains of approaches to learning and social-emotional development.

These guidelines align with the NAEYC The National Association for the Education of Young Children (NAEYC) defines developmentally appropriate practice as: An approach to teaching grounded in the research of how children develop and learn and in what is known about effective early education … developmentally appropriate practice involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group.” (National Association for the Education of Young Children, 2003)

NAEYC also identifies three core considerations of developmentally appropriate practice: knowledge of child development and learning, knowledge of children as individuals, and knowledge of children’s cultures. Oregon’s aligned early learning and kindergarten guidelines provide early educators a foundation for understanding age-typical developmental progressions while maintaining the flexibility for adults to meet each child where they are, regardless of age.

NBPTS Standard V: Assessing Children’s Development and Learning

Assessment is a process through which teachers learn about children’s social, cognitive, linguistic, physical, and emotional development by gathering and interpreting information. They ensure that assessment practices fairly and equitably focus on children’s emerging capabilities.  Accomplished early childhood teachers purposefully focus on young children’s development and their emerging subject matter knowledge. To develop a comprehensive picture of a child’s social relationships, modes of learning, use of language, family priorities and resources, strengths, and any possible concerns.

My suggestions for Early Learning in Oregon are to look at the current needs assessment to see where the needs are in the community moving forward.  Oregon received over $26 million in early learning funding and created a hub from all over the state with suggestions on how to allocate funds.  I participated in the Washington County hub and gave input on areas of need.  I think it is extremely important to look at the community and the barriers for early childcare to support the families in ways where it will help them and their children.

Questions:

How does this assessment help address inequities in our community?

Is the assessment consistent with accepted views of preschool curriculum?

How has the assessment been improved to address English Language Learners?

References

Center on Enhancing Early Learning Outcomes. (2016). State-by-state. Retrieved from http://ceelo.org/state-information/state-map/

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf