1. Examining the Content of Infant- Toddler Early Learning Guidelines: What Has Been Addressed and What Hasn’t? Catherine Scott-Little December 4, 2007

2. Thank you to A. L. Mailman Family Foundation A. L. Mailman Family Foundation Reviewers Reviewers –Barbara Bowman, Erikson Institute –Peter Mangione, WestEd –Sandra Petersen, Zero to Three –Martha Zaslow, ChildTrends

3. I.Context

4. States with Infant- Toddler ELGs (as of July 07) Alaska Maryland Arkansas Michigan Delaware Minnesota Florida Nebraska Georgia New Hampshire Indiana Ohio Iowa Oregon Kansas Pennsylvania Kentucky Tennessee Louisiana Washington Maine

5. II. Content Analyses

6. Research Questions How have states organized their I/T ELGs? How have states organized their I/T ELGs? What content have states addressed in the I/T ELGs? What content have states addressed in the I/T ELGs?

7. Basic process for content analyses Read documents Read documents Record features of the document such as the age levels addressed Record features of the document such as the age levels addressed Record what area of development and learning each ELG addresses Record what area of development and learning each ELG addresses Note specific examples or unique features Note specific examples or unique features

8. Basic Elements of the Coding Framework Five domains Five domains –Physical Development and Motor Skills –Social and Emotional Development –Approaches Toward Learning –Language and Communication Development –Cognitive Development and General Knowledge 75 indicators 75 indicators Four age levels Four age levels –0 to 8 months –9 to 18 months –19 to 24 months –25 to 36 months

9. Calculating Data for Analyses “Breadth” or percentage of total ELGs (across all domains) that addressed each domain “Breadth” or percentage of total ELGs (across all domains) that addressed each domain “Depth” or percentage of ELGs within each domain that addressed individual indicators within the domain “Depth” or percentage of ELGs within each domain that addressed individual indicators within the domain

10. Results—Organization of the ELGs Age levels used Age levels used –Birth to 36 months: 8 states –Birth to 18 and 18 to 36 months: 3 states –3 age levels: 5 states –4 ages levels: 2 states –More than 4 age levels: 3 states

11. Domain or subareas used 3 domains used in all but one state 3 domains used in all but one state –Physical –Social-emotional –Language 2 domains less common 2 domains less common –Cognition/cognitive development –Approaches toward learning At least one heading that would be considered an academic subject area in 5 states At least one heading that would be considered an academic subject area in 5 states Michigan used a different framework Michigan used a different framework

12. Results—Content Analyses Interested in balance of ELGs across the five domains (“breadth”) and the degree to which various elements of development within the domains have been addressed (“depth”) Interested in balance of ELGs across the five domains (“breadth”) and the degree to which various elements of development within the domains have been addressed (“depth”)

13. Breadth of I/T ELGs Across all Age Levels 22.2% 25.3% 5.6% 23.5% 23.4% Physical Soc-Em Approaches Language Cognitive

14. Breadth of I/T ELGs for Birth to 18 Months 26.1% 29.1% 5.2% 21.2% 17.6% Physical Soc-Em Approaches Language Cognitive

15. Breadth of I/T ELGs for 19 to 36 Months 19.5% 21.7% 3.7% 29.0% 26.1% Physical Soc-Em Approaches Language Cognitive

16. Depth of ELGs—Physical Most commonly addressed Most commonly addressed –Gross motor –Self-help –Fine motor Least commonly addressed Least commonly addressed –Physical fitness –Nutrition –Health

17. Depth—Social-Emotional Most commonly addressed Most commonly addressed –Emotional expression –Social skills with adults –Self-concept Least commonly addressed Least commonly addressed –Relationships with peers –Shared activities/ social play –Self-control

18. Depth—Approaches Toward Learning Most commonly addressed Most commonly addressed –Interest and exploration –Concentration –Invention and creativity Least commonly addressed Least commonly addressed –Cooperative approach to learning –Willingness to try –Persistence and mastery motivation

19. Depth—Language and Communication Most commonly addressed Most commonly addressed –Expressive verbal communication –Receptive verbal communication –Participation in language/literacy activities Least commonly addressed Least commonly addressed –Alphabet awareness –Communicating in a second language –Comprehension

20. Depth—Cognitive Development and General Knowledge Most commonly addressed Most commonly addressed –Mathematics –Cause and effect –Memory Least commonly addressed Least commonly addressed –Social conventions –Metacognition –Representation

21. Limitations and Challenges to Keep in Mind Limitations within the coding system Limitations within the coding system –Unevenness across the indicators and domains –Difficult to capture “nuances” Other challenges Other challenges –Important characteristics of development are interrelated and are foundational –Unevenness in research literature –Limited research in cultural and linguistic diversity

22. III. Implications and Recommendations

23. Coming soon... Inside the Content of Infant-Toddler Early Learning Guidelines: Results from Analyses, Issues to Consider, and Recommendations Inside the Content of Infant-Toddler Early Learning Guidelines: Results from Analyses, Issues to Consider, and Recommendations