Resources on Social and Emotional Development and Early Learning Standards. CEELO FastFacts

Autor/in	Connors-Tadros, L.
Institution	Center on Enhancing Early Learning Outcomes (CEELO)
Titel	Resources on Social and Emotional Development and Early Learning Standards. CEELO FastFacts
Quelle	(2013), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Executive Function; Child Development; Young Children; Alignment (Education); Language Arts; Learning; Preschool Children; Elementary School Students; Grade 1; Grade 2; Grade 3; Kindergarten; State Standards; Parent Education; Educational Quality; Professional Development; Educational Policy; Self Concept; Self Management; Interpersonal Competence; Decision Making; Short Term Memory; Cognitive Processes; Inhibition; Language Usage; Early Childhood Education; Elementary Secondary Education; Idaho; Pennsylvania; Washington + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Frühe Kindheit; Sprachkultur; Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Parents education; Elternbildung; Elternschule; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Selbstkonzept; Selbstmanagement; Interpersonale Kompetenz; Decision-making; Entscheidungsfindung; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Hemmung; Sprachgebrauch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children birth to three and three to five years old, including examples of how other states have identified these domains/constructs in their standards documents. In this case, the state's Departments of Education, Human Services, and Health are working together to ensure that standards for children ages birth through grade three are aligned across ages/grades, and address all domains of development key to children's learning and success in school. State leaders are putting in place a long-term plan for regular revisions to each of the relevant documents. In late May, a revisions team will begin to revise standards for children birth through age five in the language arts, social-emotional, and approaches to learning domains. In response, CEELO staff refer to two primary sources of information and research on social and emotional learning and executive function: the Collaborative for Social, Emotional and Academic Learning and the Harvard Center on the Developing Child. A state example of professional development on executive function, additional selected state examples, recommendations for next steps, and a list of additional resources are provided. (ERIC).
Anmerkungen	Center on Enhancing Early Learning Outcomes. Available from: National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 877-982-3356; e-mail: info@ceelo.org; Web site: http://ceelo.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01