Ky.gov
Kentucky Early Childhood Standards

Every Child Can Have a Strong Start in the Commonwealth when Families, Communities and Schools work Together

References

​​​​Approaches to Learning

Atkinson, J., & Braddick, O. (2012). Visual attention in the first years: typical development and developmental disorders. Developmental Medicine & Child Neurology, 54 (7), 589-595. https://bit.ly/39upYWo

Boyatzus, C. J., & Watson, M. W. (1993). ​Preschool children's symbolic representation of objects through gestures. Child Development, 64 (3), 729-735. https://bit.ly/3Ayayg2

Da Costa, S., Páez, D., Sánchez, F., Garaigordobil, M., & Gondim, S. (2015). Personal factors of creativity: A second order meta-analysis. Revista de Psicología del Trabajo y de las Organizaciones, 31 (3), 165-173. https://bit.ly/39nlJw7

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v
Hooper. L. M., Jacobson, S. L., & Howard, L. H. (2020). Problem solving flexibility across early development. Journal of Experimental Child Psychology, 200. https://bit.ly/3kueqca

Hyson, M. (2008). Engaged and Enthusiastic Learners: Approaches to Learning in the Early Childhood Classroom. Teachers College Press.

Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology, 62, 1-21. https://bit.ly/3zuJLjk

Ramani, G. B., & Brownell, C. A., (2013). Preschoolers' cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 0 (0), 1-17. https://bit.ly/39EOc0B

Rueda, M. R., & Posner, M. I. (2013). Development of attention networks. In P. D. Zelazo (Ed.), Oxford library of psychology. The Oxford handbook of developmental psychology (Vol. 1): Body and mind (p. 683–705). Oxford University Press. https://bit.ly/3zEVMCZ

Vygotsky, L. S., (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42, (1), 7-97. Retrieved from https://bit.ly/2ZkRR1y

Williatts, P. (2013). Development of problem-solving strategies in infancy. In D. F. Bjorklund (Eds.), Children's strategies: Contemporary views of cognitive development. Psychology Press. 

Arts and Humanities

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Menzer, M. (2015). The arts in early childhood: Social and emotional benefits of arts participation: a literature review and gap-analysis (2000-2015). National Endowment for the Arts; In partnership with NEA's Interagency Task Force on the ARts & Human Development. https://bit.ly/3hTLAA6
State Education Agency Directors of Arts Education. (2014). National Core Arts Standards: Dance, Media Arts, Music, Theatre and Visual Arts.. Dover, DE: Authors. https://bit.ly/39wha2h

Cognitive Development

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Gopnik, A. (2011, July). What do babies think? [Video]. TED. https://bit.ly/3kq69Gi

Howard, T. C. (2018). Capitalizing on culture: Engaging young learners in diverse classrooms. Young Children, 73(2), 24-33.  

López, E. J., Salas, L., & Flores, J. P. (2005). Hispanic preschool children: What about assessment and intervention? Young Children, 60(6), 48-54. https://bit.ly/39rVB2V

Meltzoff, A. N. (2007). Infants' causal learning: Intervention, observation, imitation. In A. Gopnik & L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 37-47). Oxford: Oxford University Press. 

Schultz, L. (2015, March). The surprisingly logical minds of babies [Video]. TED.  https://bit.ly/3EBvm8N

 

Communication 

Bardige, B. (2009). Talk to me, Baby! How you can support young children's language development. Brookes Publishing Company.
Bardige, B. & Segal, M. (2005). Building literacy with love: A guide for teachers and caregivers of children birth through Age 5. Zero to Three Institute.

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

de Sousa, ,E. B. C. (2019). Five tips for engaging multilingual children in conversation. Young Children, 74(2), 24-31. https://bit.ly/3EA6xdr
Otto, B. (2019). Literacy development in early childhood. Waveland Press.
Paciga, K., Hoffman, J., Teale, W. (2011). The National Early Literacy Panel and preschool literacy instruction. Young Children, 50-57.
Pierce, P., Summer, G., & O'deKirk, M. (2009). The Bridge: An authentic literacy assessment strategy for individualizing and informing practice with young children with disabilities. Young Exceptional Children 12(3), 2-14.

Rosenkoetter, S. & Knapp-Philo, J. (Eds.). (2006). Learning to read the world: Language and literacy in the first three years. Zero to Three Institute.

Motor Development

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Haibach-Beach, P., Reid, G., & Collier, D. (2018). Motor learning and development. (2nd edition). Human Kinetics.
Haywood, K. & Getchell N. (2009). Life span motor development (5th edition.). Human Kinetics.

SHAPE America. (2020). Active start: A statement of physical activity guidelines for children from birth to age 5. https://bit.ly/3u0FwKY

SHAPE America. (2014). National standards and grade-level outcomes for K-12 physical education. Reston, VA: Author. 

U.S. Department of Health and Human Services. (2018). Physical Activity Guidelines for Americans, 2nd edition. https://bit.ly/3u0FIda

Creative Expression

Coleman, MB., Cramer, ES., Yuejong, P., Berry, SM. (2015). Art educators' use of adaptations, assistive technology, and special education supports for students with physical, visual, and severe disabilities.  Journal of Developmental and Physical Disabilities, 27, 637-660.

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

McDowell, C. (2010). An Adaption Tool Kit for Teaching Music. Teaching Exceptional Children Plus. 6(3), 1-20. https://bit.ly/3lO5de6
State Education Agency Directors of Arts Education. (2014). National Core Arts Standards: Dance, Media Arts, Music, Theatre and Visual Arts.. Dover, DE: Authors. https://bit.ly/39wha2h

English Language Arts

Bardige, B. (2009). Talk to me, Baby! How you can support young children's language development. Brookes Publishing Company.

Bardige, B. & Segal, M. (2005). Building literacy with love: A guide for teachers and caregivers of children birth through age 5. ZERO TO THREE.

Brooke, E. (n.d.). The critical role of oral language in reading instruction and assessment.  https://bit.ly/3lPnvvJ

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

de Sousa, ,E. B. C. (2019). Five tips for engaging multilingual children in conversation. Young Children, 74(2), 24-31. https://bit.ly/3EA6xdr
 
Florida State University (2020). Baby navigator: What every parent needs to know.  https://bit.ly/3CpI48G

Genishi, C. (1998). Young Children's Oral Language Development. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.  https://bit.ly/3zvlY2L

Howard, Tyrone C. (2018). Capitalizing on culture: engaging young learners in diverse classrooms. Young Children, 73(2), 24-33.

Mohr, K. A. J., Juth, S. M., Kohlmeier, T. L., & Schreiber, K. E. (2018). The developing bilingual brain: What parents and teachers should know and do. Early Childhood Education Journal, 46(1), 11–20. https://bit.ly/39t0WqV

Narr, R. (2006). Teaching phonological awareness with deaf and hard-of-hearing students. Teaching Exceptional Children, 38(4), 53-58. https://bit.ly/3EEupMU

Otto, B. (2019). Literacy development in early childhood. Long Grove, IL: Waveland Press.

Paciga, K., Hoffman, J., Teale, W. (2011). The national early literacy panel and preschool literacy instruction. Young Children, 50-57.

Pierce, P., Summer, G. O'deKirk, M. (2009). The Bridge: An authentic literacy assessment strategy for individualizing and informing practice with young children with disabilities. Young Exceptional Children 12(3), 2-14.

Rosenkoetter, S. & Knapp-Philo, J. (Eds.). (2006). Learning to read the world: Language and literacy in the first three years. Washington, DC: Zero-to-Three Institute.

Terrel, P. & Watson, M. (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. Journal of Language, Speech, & Hearing Services in the Schools, Vol.49, 148-164.

White, E. (2017). Listening & spoken language preschool programs. In An introduction to educating children who are deaf/hard of hearing (1-30).  https://bit.ly/3tYrr0M

Health and Mental Wellness

Cohen, J. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development. National Conference of State Legislatures and Zero to Three.  https://bit.ly/3hTNEYS

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. The National Academies Press. https://bit.ly/3hTwYRy

Sciaraffa, M., Zeanah, P., and Zeanah, C. (2018). Understanding and promoting resilience in the context of adverse childhood experiences. Early Childhood Education Journal, 46(3), 343-353. 

Swick, K., Knopf, H., Williams, R., & Fields, M. (2013). Family-school strategies for responding to the needs of children experiencing chronic stress. Early Childhood Education Journal. 41, 181–186. https://bit.ly/3hSXOt5

Mathematics

Clements, D. H., Fusnob, K. C., Saramaa, J. (2017). The research-based balance in early childhood mathematics: A response to Common Core criticisms. Early Childhood Research Quarterly, (40), 150-162.

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Hudson, M.E., Zambone, A., Brickhouse, J. (2016). Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities. Journal of Developmental and Physical Disabilities, 28: 153-175. 

NAEYC. (2010). Early Childhood Mathematics: Promoting Good Beginnings [Position statement]. https://bit.ly/3kv6U0w

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics [Executive summary]. Reston, VA: National Council of Teachers of Mathematics.  https://bit.ly/3kzCmLv

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards Mathematics. Washington D.C, Author. https://bit.ly/3u0dG1z

National Research Council (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academy Press.

Patterson, K. (2017). Focus on Mathematics Education Research. Hauppauge, New York: Nova Science Publishers, Inc. 

Stipek, D., Clements, D., Coburn, C., Franke, M., & Farran, D. (2017). PK–3: What does it mean for instruction? Social Policy Report, 30(2). https://stanford.io/3lIhv81
 

Physical Development

Coleman, MB., Cramer, ES., Yuejong, P., Berry, SM. (2015). Art educators' use of adaptations, assistive technology, and special education supports for students with physical, visual, and severe disabilities.  Journal of Developmental and Physical Disabilities, 27, 637-660     

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Gabbard, C. (2016). Lifelong motor development. (7th Ed. ). Pearson-Benjamin Cummings.

Haibach-Beach, P., Reid, G., & Collier, D. (2018). Motor learning and development. (2nd Ed.). Human Kinetics.

SHAPE America (2014). National standards and grade-level outcomes for K-12 physical education. Reston, VA: Author. 

Science

Brenneman, K. (2014). The progress of education reform: Science in the early years. Education Commission of the States. 15(2). West Ed: Center for Standards, Assessment, & Accountability. https://bit.ly/3ksTpPb

National Research Council (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press. https://bit.ly/3tYz3jO

NGSS Lead States. (2013). Next generation science standards: for states, by states. The National Academies Press. https://bit.ly/3AyG7Gn
NSTA. (2014). Early childhood science education. [Position statement].  https://bit.ly/3nV1wWE

Trundle, K. C., & Saçkes Mesut. (2015). Research in early childhood science education. Springer. https://bit.ly/3EBkd7P​

Social Emotional Development

Blodgett, C. (2012). Adverse Childhood Experiences and Public Health Practice. [Webinar] Maternal and Child Public Health Webinar Series. University of Washington, Seattle, Washington. https://bit.ly/3EGeYUw

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Jones, S. M., Barnes, S. P., Bailey, R. and Doolittle, E. J. (2017) Promoting social and emotional competencies in elementary school. Future of Children, 27(1), 49-72. https://bit.ly/3hRITPy

Price, C. L., & Elizabeth A. Steed. (2016). Culturally responsive strategies to support young children with challenging behavior. Young Children, 71(5), 36-43. https://bit.ly/3Cyj8fk
 
Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018) Understanding and promoting resilience in the context of adverse childhood experiences. Early Childhood Education Journal, 46(3), 343-353. https://doi.org/10.1007/s10643-017-0869-3.

Swick, K., Knopf, H., Williams, R., & Fields, M. (2013). Family-school strategies for responding to the needs of children experiencing chronic stress. Early Childhood Education Journal, 41(3), 181–186. https://bit.ly/3hSXOt5

Social Studies

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Epstein, A. S. (2014). Preschool: Social studies in preschool? Yes! Young Children, 69 (1), 78-83.

NCSS. (2019). Early childhood in the social studies context. [Position statement]. https://bit.ly/3AwB09x

Neill, P. (2015). Going from me to we: Social studies in preschool. Highscope Extensions. 29(1), 1-10.  https://bit.ly/3nUTQUG

Project Zero. (2016). Children are citizens. Harvard School of Education. https://bit.ly/2Zdj5a9

Technology

Barr, R., McClure, E., & Parlakian, R. (2018). Screen sense: What the research says about the impact of media on children aged 0-3 years old. Zero to Three. https://bit.ly/3zuJFrG

Department of Health & Human Resources. (2015). Head start early learning outcomes framework: Ages birth to five. Administration for Children & Families. https://bit.ly/3tWXX3v

Donohue, C. & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we've learned from five years of research, policy and practice. Young Children. 72(4). NAEYC.  https://bit.ly/3nQk0I1

Erikson Institute. (2019). Technology in early childhood center. https://bit.ly/3u6uyUr

ISTE (2016). ISTE standards for students, K-12.  https://bit.ly/3zs5vMM

NAEYC & Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8 [Position Statement].  https://bit.ly/3lKlRve

NAEYC &  Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College (2012).  Selected examples of effective classroom practice involving technology tools and interactive media. https://bit.ly/3lPJEtX

Reeves, J. L., Gunter, G. A., & Lacey, C. (2017). Mobile learning in pre-kindergarten: Using student feedback to inform practice. Educational Technology & Society, 20 (1), 37–44.  

STEM Smart Brief. (2018). Nurturing STEM skills in young learners, PK-3. STEM Smart: Lessons learned from successful schools. NSF. https://bit.ly/3u2Ye4L​​
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