Florida's Early Learning and Development Standards for Birth Through Three-Year-Olds

The Standards are an integral part of Florida's quality early learning system. These Standards describe an age-appropriate understanding to the way young children think, create, and engage in the early learning process. They aid in creating a common vision for children in the State of Florida. The online format allows users easy access to this important information anytime. You may search by age or domain or both. Find useful tips for the classroom and home. Print the Standards for customized classroom use.

Visit http://www.flbt5.com/selection.aspx for more details.

Florida's Early Learning and Development Standards for Four-Year-Olds

The standards for four-year-olds identify the skills and knowledge children should have before they enter kindergarten. They are approved by the State Board of Education for use in Voluntary Prekindergarten (VPK) Education Programs, and are for use in School Readiness Programs.

Visit http://www.fldoe.org/earlylearning/pdf/feldsfyo.pdf for more details.

Choosing Quality Child Care

As a parent, no decision you make will be more important, or more difficult, than choosing a child care situation that best meets your family's needs. We are committed to helping parents find answers to their questions regarding how to locate quality childcare and other early care and education concerns.

Begin by visiting several child care homes and centers. Click on these attachments to learn about what to look for in quality child care:

Choosing Quality Care Checklist	Lista para Evaluar

Consider Your Options

Your first question should be "What type of care best meets my child's needs?"

A Family Guide For Selecting Quality Early Learning Programs	Una Guia Familiar Para Seleccionar Programas de Educacion Temprana de Calidad

Child Care Checklist

Basics

• License is displayed.
• Required staffing ratios are met.
• Written policies are available (including discipline policy).
• Group size is small enough to allow individual attention.
• The hours meet my needs.

Physical Facility

• The room is bright, cheerful, and clean.
• Enough space is provided for activities.
• Children get things themselves.
• There are enough toys, paints, books, etc. for all children.
• Equipment (chairs, tables, sinks, toilets) is all child size and in good condition.

Staff

• Caregivers have worked there for a year or more.
• Caregivers appear to enjoy what they do.
• Positive discipline techniques are used.
• Children are treated as individuals.
• Caregivers comfort the children when needed.

Parental Involvement

• Parents may make surprise visits (open-door policy).
• Lines of communication between parents and staff are open.
• Parent participation is encouraged.
• Parents are notified if accidents occur.

Program

• Daily schedule is posted.
• Quiet and active play is balanced.
• Activities are age appropriate and address the child's needs (physical, emotional, social, developmental).
• A variety of music is played during the day.
• The children have opportunities to be read to during each day.
• Rest/nap policy is reasonable.

Health and Safety

• Emergency contacts are kept on file.
• Staff members have CPR/First Aid training.
• Staff members observe safe hygiene (wash hands before and after diapering each child and wiping faces).
• Staff members change gloves after each diaper change.
• Diaper changing pads are of non-absorbent material.
• Infants/toddlers are able to explore the environment safely.

Training/Credentials

• Staff members have participated in more than the required minimum training.
• Lead teachers have a college degree in early childhood education or CDA Credential.
• Centers have NAEYC (National Association for the Education of Young Children) or other accreditation.
• Family child care providers have NAFCC (National Association for Family Child Care) or CDA.

General Impression

• Children seem happy here.
• I would feel comfortable leaving my child here.
• I would be happy here as a child.
• There is a calm and nurturing environment at this facility.

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What does it mean to be ready?

"Ready or not, here I come!" This is a common phrase we hear used by young children in their play. It takes on a whole new meaning; however, when we use it to refer to a child who is entering kindergarten. National, state, and local efforts struggle with defining "school readiness." In 1999, the National Education Goals Panel identified five areas that are important to a child's successful start to school:

1. Children's health and well-being
2. Social and emotional development
3. Approaches to learning
4. Language development
5. General knowledge about the world around them

The "academics" usually considered part of the definition of readiness was not specifically included. This is because these items can be taught and learned by any child whose needs in the five areas have been met. This approach to readiness is often referred to as "developmentally appropriate practices."

In a recent study, 92% of kindergarten teachers ranked healthy, rested and well-nourished children as the number one quality of successful kindergartners. More than half of the teachers rated the following as essential to school readiness:

• Vision, hearing and dental problems are detected and addressed
• A child knows his name and has a basic awareness of self, family and community
• A child can follow basic rules and routines

It is never too early to start providing the kinds of experiences that will help a child enter school ready and eager to succeed. Children are born ready to learn. They are naturally curious beings. Children learn best through their everyday experiences with the people they love and trust, and when learning is fun.

Parents/guardians and preschool teachers make a dynamic team when it comes to preparing children for school. An adult's support, interest, and enthusiasm go a long way to giving a child self-esteem which is key to preparedness. A child will often display these skills prior to entering kindergarten:

Personal Needs

Prior to entering kidergarten, a child will often, without help, be able to...

• Use the toilet
• Wash hands
• Put on and take off coat
• Tie shoes
• Snap, button, zip and belt pants
• Use silverware
• Eat unassisted
• Put away toys when asked

Social Skills

Prior to entering kidergarten, a child will be able to...

• Follow two-step directions
• Cooperate with other children
• Play with other children without hitting or biting
• Sit still for up to 10 minutes
• Follow rules

Intellectual Skills

Prior to entering kidergarten, a child will be able to...

• Hold a book upright and turn pages from front to back
• Sit and listen to a story
• Know first and last name
• Know some songs and rhymes
• Tell and retell familiar stories
• Know own age

Health Needs

Prior to entering kidergarten, a child needs...

• Required immunizations
• Dental check-ups
• Regular nutritious meals
• To run, jump, skip, climb, swing, use balls

Remember children develop at their own pace and in their own way. Recent research suggests that many factors go into determining "readiness." They vary for each child, family and situation. As defined by the National Education Goals Panal, readiness includes ready children, ready families, ready communities, ready early care and education, and ready schools. All are necessary so that all children will experience success.

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What about after school?

What children do after school is just as important as their school time activities. After school programs play a significant role in the lives of children and can offer more than a place to go when school is out.

How then, can we prevent children from risky behaviors?

Beating the Statistics

One way is to offer them good role models and a safe place to go after school. Students who have good relationships with their parents, are more likely to do well in school, have better social skills, are less likely to be involved in risky sexual behaviors and less likely to get into trouble with law enforcement. If students have no adult or non-parental role models at home a good after school program is essential to their well-being. This will:

• Help them develop the social skills they will need to succeed in school and in life. Youths who graduate are also more likely to earn a better income than non-graduates.
• After school programs that give students the chance to meet a caring adult offers them a positive role model. Students who have a healthy relationship with a compassionate non-parental adult are more likely to become contributing members of society and less likely to get into trouble.

The quality of your child's after school time is central to his/her emotional health. Children are more likely to do better in school, graduate and go on to higher education if they have an adult who cares about them.

After School Links

For more information about after school issues, visit these web sites:

• The National Institute on Out of School Time
• The National After-School Association
• The After School Alliance

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