ODYSSEYWARE

Standards for early childhood education are nothing new. More than twenty-five states have standards regarding pre-kindergarten “schooling” and learning expectations. The federal Head Start program has developed a Child Outcomes Framework, and other national organizations have their own content standards. 

According to a joint position statement from the National Association for the Education of Young Children (NAEYC) and The National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE): 

“The first years of life are critical for later outcomes. Young children have an innate desire to learn. That desire can be supported or undermined by early experiences. High-quality early childhood education can promote intellectual, language, physical, social, and emotional development, creating school readiness and building a foundation for later academic and social competence.”

 A recent study suggests that 35-45 percent of American children are poorly prepared to succeed in school at kindergarten entry. Could a quality Pre-K program, based on common readiness standards, make a difference? Study after study suggests that it could and often does make a difference.

 In light of this, why is there such an outcry against developing National Core Standards for Pre-K?

 Opponents worry that creating a set of standards for young children would discourage play, push children to reach unreasonable milestones, and take away the opportunities for discovery and social development that are planted in these early years. They don’t want children to be stressed out. Little kids develop skills at different paces, many being “normal.” With core standards, those children that learn differently would begin their education labeled as “slow” or “challenged” or simply be held back.

 How do we develop a set of standards that serves all children and recognizes diversity, and what guidelines should we use to develop these standards?

 The NAEYC NAECS/SDE Early Learning Standards Position Paper proposes that early childhood learning standards should:

 1. Emphasize significant, developmentally appropriate content and outcomes

2. Be developed and review through informed, inclusive processes

3. Use implementation and assessment strategies that are ethical and appropriate for young children

4. Be accompanied by strong supports for early childhood programs, professionals, and families

 It’s time to ask ourselves where we stand with Pre-K core standards. Are the benefits of creating a framework of outcomes that prepare little kids for kindergarten worth the costs to creativity, individualization, and self-paced social development?

 Creating courses that cater to individual student needs is what sets ODYSSEYWARE apart from other learning programs. Online anytime, our curriculum is based on facilitated individualized learning. We believe each student is different, and we meet them where they are. 

Where do you stand on the issue of core standards for Pre-K programs?