US Domains of School Readiness

• Physical and Motor Development,
• Social and Emotional Development,
• Approaches to Learning,
• Language Development, and
• Cognitive Development.*

Many states today have their own domains of school readiness which are often extensions or adaptations of these original five. They are constantly changing, sometimes adding in topics such as STEM and sometimes adding in 21st century skills such as creativity and problem solving.

For instance, in Maryland, the domains of development and learning look like this:

In Hawaii, they look like this:


It is useful to find out the school readiness standards of your state in order to be able to show that your library programs build skills in many of the different domains.

Resources: 

Did you know that Australia was the first country in the world to collect national data on the developmental health and well-being of all children starting school?
 

In 2009, Australia began collecting children's developmental health and well-being data. The success of this data collection aided the foundation for the Australian Government’s commitment to ongoing Australian Early Development Census (AEDC) data collections every three years, to measure the development of children in Australia in their first year of full-time school.

AEDC data is collected using an adapted version of the Early
Development Instrument, which was developed in Canada.
The Australian version of the Early Development Instrument consists of approximately 100 questions across five key domains, which are closely linked to child health, education and social outcomes. Figure 1 provides a description of each of the AEDC domains.

The most recent data
collection was in 2018.

• well-being and learning,
• age-appropriate content,
• tolerance and respect for cultural values and diversity, and
• values consistent with upcoming school needs.

NZ Curriculum Principles

1. Empowerment
The early childhood curriculum empowers the child to learn and grow.

2. Holistic Development
The early childhood curriculum reflects the holistic way children learn and grow.

3. Family and Community
The wider world of family and community is an integral part of the early childhood curriculum.

4. Relationships
Children learn through responsive and reciprocal relationships with people, places, and things.

Strands and Associated Goals

Strand 1. Well-being – Mana Atua

The health and well-being of the child are protected and nurtured.
Goals: Children experience an environment where their health is promoted; their emotional well-being is nurtured; and they are kept safe from harm.

Strand 2. Belonging – Mana Whenua

Children and their families feel a sense of belonging.
Goals: Children and their families experience an environment where connecting links with the family and the wider world are affirmed and extended; they know that they have a place; they feel comfortable with the routines, customs, and regular events; and they know the limits and boundaries of acceptable behaviour.

Stand 3: Contribution – Mana Tangata

Opportunities for learning are equitable, and each child’s contribution is valued.
Goals: Children experience an environment where there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background; they are affirmed as individuals; and they are encouraged to learn with and alongside others.

Strand 4: Communication – Mana Reo

The languages and symbols of their own and other cultures are promoted and protected.
Goals:  Children experience an environment where they develop non-verbal communication skills for a range of purposes; they develop verbal communication skills for a range of purposes; they experience the stories and symbols of their own and other cultures; and they discover and develop different ways to be creative and expressive.

Strand 5: Exploration – Mana Aotūroa

The child learns through active exploration of the environment.
Goals:  Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised; they gain confidence in and control of their bodies; they learn strategies for active exploration, thinking, and reasoning; and they develop working theories for making sense of the natural, social, physical, and material worlds.

A FUN OPENING SONG

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