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Head Start Early Learning Outcomes Framework Ages Birth to Five

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Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 R U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start | 8th Floor Portals Building, 1250 Maryland Ave, SW, Washington DC 20024 | eclkc.ohs.acf.hhs.gov Dear Colleagues: The Office of Head Start is proud to provide you with the newly revisedHead Start Early Learning Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and Early Learning Framework for 3–5 Year Olds, issued in 2010. This new Framework is grounded in a comprehensive body of research regarding what young children should know and be able to do during these formative years. Our intent is to assist programs in their efforts to create and impart stimulating and foundational learning experiences for all young children and prepare them to be school ready. New research has increased our understanding of early development and school readiness. We are grateful to many of the nation’s leading early childhood researchers, content experts, and practitioners for their contributions in developing the Framework. In addition, the Secretary’s Advisory Committee on Head Start Research and Evaluation and the National Centers of the Office of Head Start, especially the National Center on Quality Teaching and Learning (NCQTL) and the Early Head Start National Resource Center (EHSNRC), offered valuable input. The revised Framework represents the best thinking in the field of early childhood. The first five years of life is a time of wondrous and rapid development and learning.The Head Start Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, and concepts that programs must foster in all children, including children who are dual language learners (DLLs) and children with disabilities. As designed, the Framework will guide early childhood programs to align curricula, assessments, and professional development to school readiness goals and assure the continuity of early learning experiences. The Office of Head Start invites all programs—Early Head Start, Head Start, and Child Care—to adopt the Framework and engage in meaningful dialogue regarding its implementation. To further assist in these efforts, an implementation guide for the Framework will be available, and technical assistance will be provided to help programs use the Framework with staff, parents, and community partners. We encourage all programs to access the Framework and its supportive implementation resources through the Early Childhood Learning and Knowledge Center (ECLKC). Our goal of becoming High Performing Head Start Grantees is advanced by this revised Head Start Early Learning Outcomes Framework: Ages Birth to Five. Thank you for incorporating it into your program design and investing in the future of our children as they deserve the very best!!! Respectfully, Dr. Blanca E. Enriquez Director Office of Head Start Contents INTRODUCTION ............................................................................................... 2 APPROACHES TO LEARNING ........................................................................10 Infant/Toddler Domain: Approaches to Learning .................................................12 Preschool Domain: Approaches to Learning ........................................................16 SOCIAL AND EMOTIONAL DEVELOPMENT ............................................... 22 Infant/Toddler Domain: Social and Emotional Development ...........................24 Preschool Domain: Social and Emotional Development ..................................29 LANGUAGE AND LITERACY .......................................................................... 34 Infant/Toddler Domain: Language and Communication ...................................36 Preschool Domain: Language and Communication ...........................................42 Preschool Domain: Literacy ......................................................................................46 COGNITION .................................................................................................... 50 Infant/Toddler Domain: Cognition ...........................................................................52 Preschool Domain: Mathematics Development .................................................. 57 Preschool Domain: Scientific Reasoning ..............................................................62 PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT ........................ 66 Infant/Toddler Domain: Perceptual, Motor, and Physical Development........68 Preschool Domain: Perceptual, Motor, and Physical Development ............... 72 Head Start Early Learning Outcomes Framework: Ages Birth to Five | 1 The first five years of life is a time of wondrous The Head Start Early Learning development and learning. Children grow from Outcomes Framework: infants communicating through babbling and crawling on all fours—to toddlers speaking Ages Birth to Five describes short sentences and beginning to run—to the skills, behaviors, and preschoolers telling detailed stories and kicking knowledge that programs a ball to a friend. All young children learn in the context of caring, responsive, and stimu- must foster in all children. lating relationships as they explore the world around them. The Framework is grounded in a comprehen- Yet, the quality of their early experiences can sive body of research about what young chil- vary dramatically, and this can influence their dren should know and be able to do to succeed learning and development. For example, by in school. It describes how children progress three years of age, some children have large across key areas of learning and development vocabularies and others have much smaller and specifies learning outcomes in these areas. ones. These differences usually reflect the This information will help adults better under- everyday language experiences that children stand what they should be doing to provide have with adults as well as other experiential effective learning experiences that support and developmental factors. Such differences important early learning outcomes. can have a lasting impact on later school success. Head Start and other early childhood Programs should use the Framework to guide programs must create stimulating learning their choices in curriculum and learning mate- environments and implement intentional rials, to plan daily activities, and to inform teaching strategies that ensure all children are intentional teaching practices. Aligning instruc- ready to succeed in school. tion and opportunities for play, exploration, discovery, and problem-solving with the early Family engagement and comprehensive services learning outcomes described in the Framework also play critical roles in children’s development will promote successful learning in all children. and school readiness. They remain essential Programs should also use the Framework with services in Head Start. The Framework does not families to help them engage in their children’s address these service areas because they are learning. This Framework replaces the 2010 detailed in the Head Start Program Performance Head Start Child Development and Early Standards. The Framework describes the skills, Learning Framework. behaviors, and knowledge that programs need to foster in all children. 2 | Head Start Early Learning Outcomes Framework: Ages Birth to Five GUIDING PRINCIPLES The guiding principles of the Framework have been fundamental to the Head Start program from its inception. They underlie the program policies and practices that prepare young children for success in school and beyond. ■ Each child is unique and can succeed. ■ Areas of development are integrated, and Children are individuals with different rates children learn many concepts and skills at and paths of development. Each child is the same time. Any single skill, behavior, uniquely influenced by their prenatal envi- or ability may involve multiple areas of ronment, temperament, physiology, and life development. For example, as infants gain experiences. With the appropriate support, fine motor skills, they can manipulate all children can be successful learners and objects in new ways and deepen their achieve the skills, behaviors, and knowledge understanding of cause and effect. As described in the Framework. preschoolers gain new verbal skills, they can better manage their emotions and ■ Learning occurs within the context of form more complex friendships. relationships. Caring families, teachers, and other adults matter in a young ■ Teaching must be intentional and focused child’s life. Responsive and supportive on how children learn and grow. Children interactions with adults are essential to are active, engaged, and eager learners. children’s learning. Good teaching practices build on these intrinsic strengths by providing develop- ■ Families are children’s first and most mentally appropriate instruction and oppor- important caregivers, teachers, and tunities for exploration and meaningful play. advocates. Families must be respected and supported as the primary influence in their ■ Every child has diverse strengths rooted child’s early learning and education. Their in their family’s culture, background, knowledge, skills, and cultural backgrounds language, and beliefs. Responsive and contribute to children’s school readiness. respectful learning environments
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