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IT'S
MORE THAN CONTENT: EARLY LEARNING STANDARDS
As
early childhood education continues to rise
to the top of federal, state, and local
policy makers' agendas as a "tool"
to improve children's academic performance
in the later grades, many researchers and
experts within the field are raising cautionary
flags to ensure that policy makers understand
the uniqueness that exists within the early
childhood years. These stakeholders want
to ensure that policy makers do not simply
push down K-12 education reforms for the
early years. A new Early Childhood Research
& Practice article investigates repackaging
of the K-12 standards within early childhood
education through a case study of the formulation
and implementation of Wisconsin's Model
Early Learning Standards. http://ecrp.uiuc.edu/v9n1/brown.html
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What
are the Wisconsin Model Early Learning Standards?
The
Wisconsin Model Early Learning Standards specify
developmental expectations for children from birth
through entrance to first grade. The standards
reflect attention to all the domains of a child's
learning and development. Each domain is divided
into sub-domains. Each sub-domain includes developmental
expectations, program standards, performance standards
and developmental continuum. Samples of children's
behavior and adult strategies are also provided.
Why
have model early learning standards?
Based on research and supported by evidence-based
practices, the Wisconsin Model Early Learning
Standards (WMELS) provide a framework for families,
professionals and policy makers to:
- Share
a common language and responsibility for the
well-being of children from
birth to first grade;
- Know
and understand developmental expectations of
young children;
- Understand
the connection among the foundations of early
childhood, k-12 educational experiences, and
lifelong learning.
What
are the Guiding Principles that informed the development
of the standards?
- All
children are capable and competent.
- Early
relationships matter.
- A
child's early learning and development is multidimensional.
- Expectations
for children must be guided by knowledge of
child growth and development.
- Children
are individuals who develop at various rates.
- Children
are members of cultural groups that share developmental
patterns.
- Children
exhibit a range of skills and competencies within
any domain of development.
- Children
learn through play and the active exploration
of their environment.
- Parents
are children's primary and most important caregivers
and educators.
What
Wisconsin Model Early Learning Standards Training
is Available Throughout the State?
More than 70 Approved WMELS Trainers are available
to do training in your area of the state. WMELS
Approved Trainers include child care providers,
teachers (classroom and higher education), program
support personnel, technical assistance personnel,
and administrators that represent the full-range
of services offered to young children birth to
first grade. Overview, one-day and 15 to 18 hour
trainings are available. 15 to 18 hour trainings
are available for credit. Find
a trainer in your area
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