Washington State
Early Learning and Development Benchmarks
In 2005, under the leadership of the Office of the Governor and
the State Superintendent of Public Instruction, Washington state
policymakers and those most interested in the success of young children—their
parents, caregivers, teachers and administrators in early childhood
and elementary settings, and others—came together to create
a description and framework of the skills, knowledge, and approaches
to learning that contribute to children's success when they go to
kindergarten.
The Benchmarks describe the characteristic knowledge and skills
necessary for a young child to succeed in school. The Benchmarks
cover all areas (domains) of early childhood development: physical
well-being, health and motor development; social and emotional development;
approaches toward learning; cognition and general knowledge; and,
language and literacy, and communications. They include examples
that demonstrate developmental stages as well as a variety of strategies
that support learning for infants, toddlers and preschoolers. The
Benchmarks highlight a continuum of learning that aligns early learning
and development with enhancing potential for success in school and
life.
As our understanding of the importance of the early years has expanded,
so has interest in ensuring that all young children receive the
best start possible. Families, caregivers, early childhood educators
and early elementary teachers are eager to know “How can I
be sure that what I am doing will help the children I support and
love build the foundational knowledge they need for future learning
success?” “What steps can I take right now that can
assist them as they move along their unique learning path?”
“How can I be sure that what they are learning will align
with what they will need to know when they start their K-12 education?”
Benchmarks documents are designed to respond to these questions
and to assist in developing a common understanding from which families
and staff who support young children can build. It is important
for readers to understand that these benchmarks are not intended
to be used as a rigid outline of what educators and/or families
should or must do but rather are tools to guide educators' and families'
thinking and planning of learning opportunities.
How should they be used?
When using early learning benchmarks, readers are responsible
to assure that the any activities they engage in with the children
in their care are:
- culturally relevant
- developmentally appropriate
- respectful and build on child’s current development
It is only through these lenses that benchmarks can effectively
benefit and support children to move along on their unique developmental
path whether in their home, child care program or classroom.
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