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What It Means to Be
Kindergarten Ready in the U.S.
—Patricia Lozano†
Background
Proprietary and Confidential.
• Parents, educators, and policymakers are increasingly
focused on the importance of ensuring that children are
well prepared for kindergarten.
• But there is no national standard for Kindergarten
Readiness (KR).
• Each state independently defines what it means to be
kindergarten ready.
This paper presents an unprecedented, comprehensive
analysis of Kindergarten Readiness across all 50 states that
reveals substantial common ground. By bringing some
clarity to a complex picture, this document can also serve as
a useful resource for the early childhood community.
2
Definitions of Kindergarten Readiness
(KR)
Proprietary and Confidential.
Some experts define Kindergarten Readiness as:
• “Stages” or “levels” of development, or a set of “skills” and
“competencies” in children.
• A relationship between a child’s level of social-emotional
and intellectual development and the specific expectations
of the program in which they’re enrolled.
• A “process” in which a child’s family, the community, and a
school influence the child’s physical, intellectual, and
social-emotional development.
Common to almost all definitions of KR is a group of skills and
capacities across a range of child development domains that
correlate to a child’s academic success in kindergarten and
beyond.
3
Domains of Kindergarten Readiness
Proprietary and Confidential.
• Even though standards of Kindergarten Readiness vary,
there is broad agreement in the early childhood education
community regarding the categorization of KR skills and
capacities as a set of child development domains.
• Early Learning Standards in most U.S. states include the
following five domains, delineated by the National
Education Goals Panel (NEGP).
4
Domains of Kindergarten Readiness
Proprietary and Confidential.
Language & Literacy
• Expressive language
• Receptive language
• Literacy, including phonological awareness, print
awareness, letter recognition, and early writing.
5
Domains of Kindergarten Readiness
Proprietary and Confidential.
Cognitive & Math
• Cognitive skills include problem solving, exploring cause
and effect, reproducing patterns, sorting objects, and
reasoning.
• Math includes counting, naming numbers and shapes,
measuring, comparing quantities, and understanding words
for spatial relationships and positions.
6
Domains of Kindergarten Readiness
Proprietary and Confidential.
Physical Health & Motor Skills
• Physical Health refers to the ability to carry out personal
care and cleanliness routines, being nourished and well
rested, distinguishing between healthy and unhealthy
foods, and understanding safety rules.
• Motor Skills refers to the ability to perform both gross and
fine muscle movements.
7
Domains of Kindergarten Readiness
Proprietary and Confidential.
Social-Emotional
• Social Development includes developing friendships, taking
turns, sharing, seeking assistance from adults, following
routines, and showing concern for others.
• Emotional Development refers to children’s perceptions of
themselves, being able to understand the feelings of others
and to express their own, and demonstrating self-
control/self-regulation.
8
Domains of Kindergarten Readiness
Proprietary and Confidential.
Approaches to Learning
• Initiative and Curiosity include willingness to try new
activities; asking questions using who, what, where, why,
how; expressing an interest in learning new ideas; and
taking apart and reassembling materials.
• Engagement and Persistence include the ability to maintain
interest in a project or activity until completed, seeking
assistance when the next steps seem unclear or difficult,
and using different strategies in order to complete a task.
9
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential.
In order to contribute to the national discussion of KR, Age of
Learning analyzed each state’s standards in terms of a
common framework so that they could be easily compared.
Our analysis of state KR standards in the five domains was
performed through a review of publicly available information
about 2014 Early Learning Standards (ELS) across all 50
states.
Some states had specific standards for 4- and 5-year-olds,
but others outlined different age groups (3- to 5-year olds, at
around 60 months, 60 months to kindergarten entry).
This analysis included the highest age grouping and skills
described by the states. 10
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential.
Age of Learning’s analysis showed that there were various
common skills for each developmental domain among states.
The charts that follow illustrate that the most common
skills were in these three domains:
• Language & Literacy
• Cognitive & Math,
• Physical Health & Motor Skills
11
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 12
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 13
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 14
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 15
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 16
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 17
Similarities and Differences Among State
Kindergarten Readiness Standards
Proprietary and Confidential. 18
Other Subjects: Percentage of States with
Standards in Science, Arts, or Social
Studies
Proprietary and Confidential. 19
Other Subjects: Top 3 Common Standards
within Science, Arts, and Social Studies
Proprietary and Confidential. 20
Percentage of States that Included this Trait
Other Subjects: Top 3 Common Standards
within Science, Arts, and Social Studies
Proprietary and Confidential. 21
Percentage of States that Included this Trait
Other Subjects: Top 3 Common Standards
within Science, Arts, and Social Studies
Proprietary and Confidential. 22
Percentage of States that Included this Trait
Conclusions
TM & © 2016 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services
are the property of their respective owners.
• The state-by-state analysis suggests several research
follow-ups and can support efforts to answer the important
question: How can we best help parents and educators
provide experiences that prepare their young children for
success in kindergarten?
• Given the diversity of population and circumstances, there
are undoubtedly many answers to this question, but when
parents and educators are armed with a better
understanding of what constitutes Kindergarten
Readiness, they can better evaluate children’s strengths
and areas for further development and draw from
available resources to nurture further growth.
23
Further Reading
TM & © 2016 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services
are the property of their respective owners.
• Download the complete white paper (PDF) here:
http://www.ageoflearning.com/whitepapers/KindergartenReadiness.pdf
• Visit the Age of Learning website for additional ABCmouse
research: http://www.ageoflearning.com/research/
24

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Age of Learning Research | What It Means to Be Kindergarten Ready in the U.S.

  • 1. 1 What It Means to Be Kindergarten Ready in the U.S. —Patricia Lozano†
  • 2. Background Proprietary and Confidential. • Parents, educators, and policymakers are increasingly focused on the importance of ensuring that children are well prepared for kindergarten. • But there is no national standard for Kindergarten Readiness (KR). • Each state independently defines what it means to be kindergarten ready. This paper presents an unprecedented, comprehensive analysis of Kindergarten Readiness across all 50 states that reveals substantial common ground. By bringing some clarity to a complex picture, this document can also serve as a useful resource for the early childhood community. 2
  • 3. Definitions of Kindergarten Readiness (KR) Proprietary and Confidential. Some experts define Kindergarten Readiness as: • “Stages” or “levels” of development, or a set of “skills” and “competencies” in children. • A relationship between a child’s level of social-emotional and intellectual development and the specific expectations of the program in which they’re enrolled. • A “process” in which a child’s family, the community, and a school influence the child’s physical, intellectual, and social-emotional development. Common to almost all definitions of KR is a group of skills and capacities across a range of child development domains that correlate to a child’s academic success in kindergarten and beyond. 3
  • 4. Domains of Kindergarten Readiness Proprietary and Confidential. • Even though standards of Kindergarten Readiness vary, there is broad agreement in the early childhood education community regarding the categorization of KR skills and capacities as a set of child development domains. • Early Learning Standards in most U.S. states include the following five domains, delineated by the National Education Goals Panel (NEGP). 4
  • 5. Domains of Kindergarten Readiness Proprietary and Confidential. Language & Literacy • Expressive language • Receptive language • Literacy, including phonological awareness, print awareness, letter recognition, and early writing. 5
  • 6. Domains of Kindergarten Readiness Proprietary and Confidential. Cognitive & Math • Cognitive skills include problem solving, exploring cause and effect, reproducing patterns, sorting objects, and reasoning. • Math includes counting, naming numbers and shapes, measuring, comparing quantities, and understanding words for spatial relationships and positions. 6
  • 7. Domains of Kindergarten Readiness Proprietary and Confidential. Physical Health & Motor Skills • Physical Health refers to the ability to carry out personal care and cleanliness routines, being nourished and well rested, distinguishing between healthy and unhealthy foods, and understanding safety rules. • Motor Skills refers to the ability to perform both gross and fine muscle movements. 7
  • 8. Domains of Kindergarten Readiness Proprietary and Confidential. Social-Emotional • Social Development includes developing friendships, taking turns, sharing, seeking assistance from adults, following routines, and showing concern for others. • Emotional Development refers to children’s perceptions of themselves, being able to understand the feelings of others and to express their own, and demonstrating self- control/self-regulation. 8
  • 9. Domains of Kindergarten Readiness Proprietary and Confidential. Approaches to Learning • Initiative and Curiosity include willingness to try new activities; asking questions using who, what, where, why, how; expressing an interest in learning new ideas; and taking apart and reassembling materials. • Engagement and Persistence include the ability to maintain interest in a project or activity until completed, seeking assistance when the next steps seem unclear or difficult, and using different strategies in order to complete a task. 9
  • 10. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. In order to contribute to the national discussion of KR, Age of Learning analyzed each state’s standards in terms of a common framework so that they could be easily compared. Our analysis of state KR standards in the five domains was performed through a review of publicly available information about 2014 Early Learning Standards (ELS) across all 50 states. Some states had specific standards for 4- and 5-year-olds, but others outlined different age groups (3- to 5-year olds, at around 60 months, 60 months to kindergarten entry). This analysis included the highest age grouping and skills described by the states. 10
  • 11. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. Age of Learning’s analysis showed that there were various common skills for each developmental domain among states. The charts that follow illustrate that the most common skills were in these three domains: • Language & Literacy • Cognitive & Math, • Physical Health & Motor Skills 11
  • 12. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 12
  • 13. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 13
  • 14. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 14
  • 15. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 15
  • 16. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 16
  • 17. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 17
  • 18. Similarities and Differences Among State Kindergarten Readiness Standards Proprietary and Confidential. 18
  • 19. Other Subjects: Percentage of States with Standards in Science, Arts, or Social Studies Proprietary and Confidential. 19
  • 20. Other Subjects: Top 3 Common Standards within Science, Arts, and Social Studies Proprietary and Confidential. 20 Percentage of States that Included this Trait
  • 21. Other Subjects: Top 3 Common Standards within Science, Arts, and Social Studies Proprietary and Confidential. 21 Percentage of States that Included this Trait
  • 22. Other Subjects: Top 3 Common Standards within Science, Arts, and Social Studies Proprietary and Confidential. 22 Percentage of States that Included this Trait
  • 23. Conclusions TM & © 2016 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services are the property of their respective owners. • The state-by-state analysis suggests several research follow-ups and can support efforts to answer the important question: How can we best help parents and educators provide experiences that prepare their young children for success in kindergarten? • Given the diversity of population and circumstances, there are undoubtedly many answers to this question, but when parents and educators are armed with a better understanding of what constitutes Kindergarten Readiness, they can better evaluate children’s strengths and areas for further development and draw from available resources to nurture further growth. 23
  • 24. Further Reading TM & © 2016 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services are the property of their respective owners. • Download the complete white paper (PDF) here: http://www.ageoflearning.com/whitepapers/KindergartenReadiness.pdf • Visit the Age of Learning website for additional ABCmouse research: http://www.ageoflearning.com/research/ 24