Early Learning and the Early Grades

Welcome to ECS’ issue site on early learning and the early grades. This issue site is dedicated to issues relating to learning and development of children from birth to age 8.

Research firmly establishes the idea that early experiences have a profound impact on the development of children's brains and the cognitive, social, emotional and physical foundations of later success. Quality early learning programs can have significant and lasting benefits throughout childhood and into early adulthood. In acknowledgement of the importance of these early years and early grades, states and districts are taking a more active role in creating public policies to ensure that children have access to high-quality early learning experiences.

When addressing the needs of young children, public policy must look beyond simply creating preschools. High-quality programs for young children also must consider the health, social and emotional needs of the children they serve. A number of disparate programs currently exist at the federal, state and local levels that address the many and varying needs of young children. The foremost challenge for policymakers at this juncture is to coordinate these programs and services into a cohesive, high-quality, easily accessible system of services.

As policymakers bring these programs together into a functioning system, it is critical that they also consider how these programs and services align with the programs and services available once a child enters the K-12 education system. The important gains made by children in high-quality early learning programs can fade if they are not supported by continued high-quality learning experiences in the early elementary years. Policies and practice that effectively align early learning and the early grades (P-3) represent essential strategies for ensuring the success of all children.

How to use this Web site

The "Issue Breakouts" that follow contain information on the important policy questions facing decisionmakers as they address these issues.

"Infants and Toddlers" contains information to help policymakers think through ways public policies support our youngest children. What policies need to be in place to make certain that children, from the very beginning, are supported in ways to ensure their later success? What do policymakers need to know when thinking about the needs of this special population?

"Preschool" tackles the vast world of polices, programs and services supporting 3- to 5-year-olds. What do policymakers need to consider to ensure kids are receiving the high-quality, age-appropriate experiences they need to be successful in kindergarten?

"Kindergarten and the Early Grades" takes a special look at the importance of the early elementary years for a child's future success. What does it take to ensure that children acquire the important foundation skills and knowledge they will need for later school success? How can policymakers ensure that the gains made by children prior to kindergarten entry are sustained through 3rd grade?

"Early Care and Education Systems" addresses issues regarding the integration of policies and programs from birth through 3rd grade. What should policymakers do to create seamless systems of programs and services? What kinds of governance structures facilitate effective coordination of existing resources?

© 2010 Education Commission of the States
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