Florida Early Learning Research Paper
Florida Early Learning and Developmental Standards for Four-Year-Olds (2011)
Florida Department of Education State Board of Education
Kathleen Shanahan, Chair
Roberto Martínez, Vice-Chair
Gary Chartrand
Akshay Desai
Barbara S. Feingold
John R. Padget
Commissioner of Education
Gerard Robinson
This document was developed under the auspices of the Florida Department of Education Office of Early Learning and the Agency for Workforce Innovation Office of Early Learning, to disseminate the Florida Early Learning and Developmental Standards for Four-Year-Olds, adopted by the Florida State Board of Education, consistent with the requirements of Section 1002.67, Florida Statutes. …show more content…
They are designed to guide prekindergarten administrators and teachers in designing and implementing appropriate early learning environments. Working with four-year-olds requires knowledge of early childhood growth and development, as well as recognition of the diversity children present (e.g., racial, ethnic, cultural, economic, language, and social background differences). Although families and communities are most influential, high-quality early learning environments are associated with improved cognitive, social, and language skills. With a sound understanding of what children know and are able to do, teachers can individualize the curriculum and create environments that move children toward kindergarten ready to …show more content…
They are identified in the color of the domain with a capital letter (e.g., A, B, C). The domains of Social and Emotional Development and Cognitive Development and General Knowledge also have areas that more precisely organize the types of skills to be learned (See page nine for an example of a standards page that includes an area). Standards are expectations of what children should know and be able to do by the end of the prekindergarten year; they are identified by a numeral (e.g., 1, 2, 3). A description of each standard is also provided. The Language, Communication, and Emergent Literacy domain and the Mathematical Thinking component of the Cognitive Development and General Knowledge domain include benchmarks for development. Benchmarks are more precise than standards and are set to reflect the level of skill and knowledge that should be demonstrated by a child at the end of the prekindergarten experience (when most, if not all, of the children would be five years of age). The purpose of these benchmarks is to establish goals for children that maximize their chances for success during kindergarten, first grade, and later instruction related to oral and written communication, reading, writing, and mathematical thinking skills. Stated another way, the level of skill expected within the benchmark reflects where a four-year-old would
Florida Department of Education State Board of Education
Kathleen Shanahan, Chair
Roberto Martínez, Vice-Chair
Gary Chartrand
Akshay Desai
Barbara S. Feingold
John R. Padget
Commissioner of Education
Gerard Robinson
This document was developed under the auspices of the Florida Department of Education Office of Early Learning and the Agency for Workforce Innovation Office of Early Learning, to disseminate the Florida Early Learning and Developmental Standards for Four-Year-Olds, adopted by the Florida State Board of Education, consistent with the requirements of Section 1002.67, Florida Statutes. …show more content…
They are designed to guide prekindergarten administrators and teachers in designing and implementing appropriate early learning environments. Working with four-year-olds requires knowledge of early childhood growth and development, as well as recognition of the diversity children present (e.g., racial, ethnic, cultural, economic, language, and social background differences). Although families and communities are most influential, high-quality early learning environments are associated with improved cognitive, social, and language skills. With a sound understanding of what children know and are able to do, teachers can individualize the curriculum and create environments that move children toward kindergarten ready to …show more content…
They are identified in the color of the domain with a capital letter (e.g., A, B, C). The domains of Social and Emotional Development and Cognitive Development and General Knowledge also have areas that more precisely organize the types of skills to be learned (See page nine for an example of a standards page that includes an area). Standards are expectations of what children should know and be able to do by the end of the prekindergarten year; they are identified by a numeral (e.g., 1, 2, 3). A description of each standard is also provided. The Language, Communication, and Emergent Literacy domain and the Mathematical Thinking component of the Cognitive Development and General Knowledge domain include benchmarks for development. Benchmarks are more precise than standards and are set to reflect the level of skill and knowledge that should be demonstrated by a child at the end of the prekindergarten experience (when most, if not all, of the children would be five years of age). The purpose of these benchmarks is to establish goals for children that maximize their chances for success during kindergarten, first grade, and later instruction related to oral and written communication, reading, writing, and mathematical thinking skills. Stated another way, the level of skill expected within the benchmark reflects where a four-year-old would