The Kansas Early Learning Standards -

Are NOT designed to:

• Serve as a curriculum in an early childhood program or other setting.• Exclude children from an early childhood program, school, or activity.• Serve as an assessment for children, families or programs.

ARE designed to:

• Recognize the importance of the early years as learning years.• Serve as a guide for appropriate curriculum development/selection.• Serve as a guide for creating quality learning environments and opportunities.

Contacts

Kansas Children’s Cabinetand Trust Fund

Landon State Of�ice Building900 SW Jackson St., Rm. 152

Topeka, KS 66612785.368.7044 or 877.204.5171

Kansas Department forChildren and Families

Strengthening Families555 S. Kansas Avenue

Topeka, KS 66603785.296.3271 or 800.332.6262

Kansas Department of Health and Environment

Bureau of Family HealthCurtis State Of�ice Building

1000 SW Jackson Street, Suite 220Topeka, KS 66612

785.291.3368 or 800.332.6262

Kansas State Department of Education

Early Childhood, Special Educationand Title Services

Landon State Of�ice Building900 SW Jackson Street

Topeka, KS 66612785.296.7454 or 800.203.9462

Kansas Early

LearningStandards

Building the Foundation for

Successful Children

IntroductionThe Kansas Early Learning Standards provide information and guidance to early care providers, educators, related professionals, and parents/family members. These standards serve as a guide on the developmental sequence of learning for children from birth through kindergarten. They provide the foundation as learning environments are designed and activities are planned. The standards can be a resource for early childhood educators, caregivers, and families to engage in conversations around early learning.

Early childhood educators have the responsibility for creating environments that promote early learning opportunitiesfor the young children they educate and forwhom they care. Adults use their knowledgeof child development and evidence-based practices combined with their wisdom and experience to create quality experiences where children develop and learn. A standards-based and child-focused approachlinks the standards to program decisions, allowing the needs of all young children, birth to kindergarten age, to be met, including children who are typically developing, those who are learning English, those with delays, and those with disabilities.

Guiding Principles• All young children are unique and capable learners at birth;

• Individual children exhibit a range of skills and competencies within and among each of the developmental areas;

• Young children learn through play and active involvement in their environment;

• Children need opportunities for learning in a safe, nurturing environment and a consistent relationship with caring, knowledgeable adults; and

• All areas of development are interrelated. Skills and knowledge in each area support learning in other areas.

The Purpose of the Kansas Early Learning Standards

1. To create a continuum that links early development to school readiness and later learning in school and life;

2. To provide a clear statement of what young children should know and be able to do as a result of experiencing quality early learning opportunities;

3. To provide guidance for early learning professionals that enhance and support their abilities to create experiences that promote learning opportunities and support families; and

4. To show that during the early years, children acquire skills, knowledge and abilities in all developmental areas (e.g., social-emotional, physical, early literacy, mathematics, music) critical to future learning.

In summary, the standards are intended to guide: • Quality learning experiences for all children; • Professional development; • Common language and information sharing; • Establishment of developmentally appropriate expectations; and • Program accountability and evaluation.

Play is t

he funda

mental,

natural,

universa

l

activity f

or

children'

s learnin

g !