Prenatal through Pre-K: Building Bright Futures
Without effective policies that make quality early learning experiences available and accessible to all of our nation’s youngest children, many infants and toddlers will be be left behind and forced to play educational “catch-up” as they enter preschool.
While there is a growing interest nationwide in early childhood education in the years immediately preceding kindergarten, the unique needs of infants an d toddlers have been a public policy afterthought. Waiting to support children until they reach age three or four is simply too late to overcome the developmental disadvantages that may have begun even prenatally. Supporting the optimal development of the most vulnerable babies and toddlers must begin even before birth. Here are the specific ways that policymakers can include infant and toddler policies in pre-kindergarten initiatives.
This paper provides an in-depth look at the P-5 Workforce Development project and provides a tool for identifying core competencies that are universal to the diverse early childhood workforce.
One of the key features of the framework is a set of desired outcomes in health, education, well-being, and systems for children ages prenatal through three, their families, and their communities.