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Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research?
Scott-Little, Catherine, 2006
Early Childhood Research Quarterly, 21(2), 153-173

An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness

Reports & Papers

Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten
Scott-Little, Catherine, 2003
Early Childhood Research & Practice, 5(2)

A description of the content and development of state early learning standards

Reports & Papers

Early learning standards: Changing the parlance and practice of early childhood education?
Kagan, Sharon Lynn, January 2004
Phi Delta Kappan, 85(5), 388-396

An discussion of early learning standards and the status of their adoption by states in 2002

Reports & Papers

Infant-Toddler early learning guidelines: The content that states have addressed and implications for programs serving children with disabilities
Scott-Little, Catherine, April 2009
Infants and Young Children, 22(2), 87-99

A categorical analysis of the contents of the infant and toddler early learning guidelines (ELGs) published by 21 states, and a discussion of their implications for programs serving children with disabilities

Reports & Papers

Inside the content: The breadth and depth of early learning standards
Scott-Little, Catherine, 2003
Greensboro, NC: SERVE.

A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004

Reports & Papers

Inside the content: The breadth and depth of early learning standards: Executive summary
Scott-Little, Catherine, 2003
Greensboro, NC: SERVE.

An executive summary of a national study examining the content of state-level standards for early childhood education, specifically looking at the inclusion of different development domains

Executive Summary

Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations
Scott-Little, Catherine, February 2008
Greensboro: University of North Carolina at Greensboro, Department of Human Development and Family Studies.

An analysis of the organization and content of state early learning guidelines (ELGs) for infants and toddlers, based on coding ELG documents

Reports & Papers

Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations: Research brief
Scott-Little, Catherine, February 2008
Greensboro: University of North Carolina at Greensboro, Department of Human Development and Family Studies.

A summary of an analysis of the organization and content of state early learning guidelines (ELGs) for infants and toddlers, based on coding ELG documents

Fact Sheets & Briefs

Linking play to early learning and development guidelines: Possibility or polemic?
Kagan, Sharon Lynn, September 2009
Zero to Three, 30(1), 18-25

A discussion of potential role of play in early learning guidelines

Other

Pennsylvania early learning standards alignment study: Executive summary
Kagan, Sharon Lynn, 2009
Harrisburg: Pennsylvania, Office of Child Development and Early Learning.

A summary of an examination of the alignment of Pennsylvania early childhood standards and assessments with each other and with standards and assessments in the early elementary grades

Executive Summary

State policies on readiness surveyed
Saluja, Gitanjali, September 2000
(NCEDL Spotlights No. 26). Chapel Hill, NC: National Center for Early Development and Learning.

Key findings from a survey of early childhood state representatives on state policies, definitions, and assessment methods of children's school readiness

Fact Sheets & Briefs

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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			Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research? Scott-Little, Catherine, 2006 Early Childhood Research Quarterly, 21(2), 153-173 An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness	Reports & Papers
			Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten Scott-Little, Catherine, 2003 Early Childhood Research & Practice, 5(2) A description of the content and development of state early learning standards	Reports & Papers
			Early learning standards: Changing the parlance and practice of early childhood education? Kagan, Sharon Lynn, January 2004 Phi Delta Kappan, 85(5), 388-396 An discussion of early learning standards and the status of their adoption by states in 2002	Reports & Papers
			Infant-Toddler early learning guidelines: The content that states have addressed and implications for programs serving children with disabilities Scott-Little, Catherine, April 2009 Infants and Young Children, 22(2), 87-99 A categorical analysis of the contents of the infant and toddler early learning guidelines (ELGs) published by 21 states, and a discussion of their implications for programs serving children with disabilities	Reports & Papers
			Inside the content: The breadth and depth of early learning standards Scott-Little, Catherine, 2003 Greensboro, NC: SERVE. A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004	Reports & Papers
			Inside the content: The breadth and depth of early learning standards: Executive summary Scott-Little, Catherine, 2003 Greensboro, NC: SERVE. An executive summary of a national study examining the content of state-level standards for early childhood education, specifically looking at the inclusion of different development domains	Executive Summary
			Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations Scott-Little, Catherine, February 2008 Greensboro: University of North Carolina at Greensboro, Department of Human Development and Family Studies. An analysis of the organization and content of state early learning guidelines (ELGs) for infants and toddlers, based on coding ELG documents	Reports & Papers
			Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations: Research brief Scott-Little, Catherine, February 2008 Greensboro: University of North Carolina at Greensboro, Department of Human Development and Family Studies. A summary of an analysis of the organization and content of state early learning guidelines (ELGs) for infants and toddlers, based on coding ELG documents	Fact Sheets & Briefs
			Linking play to early learning and development guidelines: Possibility or polemic? Kagan, Sharon Lynn, September 2009 Zero to Three, 30(1), 18-25 A discussion of potential role of play in early learning guidelines	Other
			Pennsylvania early learning standards alignment study: Executive summary Kagan, Sharon Lynn, 2009 Harrisburg: Pennsylvania, Office of Child Development and Early Learning. A summary of an examination of the alignment of Pennsylvania early childhood standards and assessments with each other and with standards and assessments in the early elementary grades	Executive Summary
			State policies on readiness surveyed Saluja, Gitanjali, September 2000 (NCEDL Spotlights No. 26). Chapel Hill, NC: National Center for Early Development and Learning. Key findings from a survey of early childhood state representatives on state policies, definitions, and assessment methods of children's school readiness	Fact Sheets & Briefs