The Guidelines are for caregivers, program directors, teachers, early intervention specialists, parents, policymakers, and anyone else who is concerned about the well-being of children, birth to age 3. Printer-friendly PDF The following is a convenient list of the standards included in the Illinois Early Learning Guidelines. Funded by the Illinois State Board of Education (ISBE). If you have questions specifically about the website please email info@inccrra.org. When you and your childs caregiver talk about your child, it might be helpful for both of you to refer to the specific Guidelines as you talk about what your child does and what you and the caregiver are doing to help your child learn and thrive. The standards are general statements of what children should know and be expected to do by the time they reach 36 months of age. Early Brushing and Early Visits to the Dentist, Helping DLLs Learn in Two Languages During Early Childhood, Helping Your Child Learn in Two Languages, Including Infants and Toddlers with Disabilities in Child Care, The Impact of Trauma on the Lives of Young Children (Part 2), The Impact of Trauma on the Lives of Young Children (Part 1), Imagination and Fantasy in Early Childhood, Immunizations: What Parents and Caregivers Need to Know, Keeping Healthy and Safe: Smaller Group Sizes, Keeping Healthy and Safe: Arriving at School or Childcare, Keeping Healthy and Safe: Physical Distancing, Keep Young Children Learning at Home During Trying Times, Keep the Conversation Going With Young Dual Language Learners, Learning Literacy Through Songs and Music, Listening to Family Voices in Early Childhood Programs, Language Development, Communication, and Literacy, Learning Math Words: Family and Caregiver Conversations, Motor Development for Infants and Toddlers, Making and Keeping Friends for Young Children with and without Disabilities, Maintaining Home Language Is a Great Gift, Make Art a Part of Every Day: Focus on the Process, Making the Holidays Memorable and Meaningful, Mud-Luscious: Some Thoughts on Messy Play, Maintaining Home Language Is Key to Later Reading in English, The Project Approach: Resources for Teachers, Play Along: Following Your Childs Interests at Home, Positive Guidance for Young Children: Be Thoughtful, Positive Guidance for Young Children: Take a Break and Calm Down, Positive Guidance for Young Children: Plan Ahead, Positive Guidance for Young Children: Be Consistent, Parallel Talk: A Simple Way to Provide English Vocabulary, Project Approach: Phase 1Getting Started, Please Dont Go! Implementation of the Illinois Early Learning Guidelines happens as practitioners become better acquainted with the knowledge of development in the first three years of life, using it as they do the work of program implementation, and ultimately interacting with young children and their families. Early Learning Standards and Guidelines July 2017 3 State ELG Name and Web Site ELG Age Range Indiana Indiana's Early Learning Development Framework Aligned to the 2014 Positive and nurturing interactions and experiences promote neural connections in the brain, which are essential for healthy development and growth.7 Caregivers are not only forming how children think through consistent, nurturing, and responsive care; they are also building the foundation for how children learn and interact with their world. Child care providers must have a framework for understanding typical developmental stages of children at different ages. The Illinois Early Learning Project Web site is a source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois. Any person who is responsible for the care of children! We will do our best to reply to inquiries within one week. Translate. The Guidelines are designed to align with the Illinois Early Learning and Development Standards for children ages 35, the Head Start Child Outcomes Framework, the Illinois Early Learning Standards for Kindergarten, and the Illinois Grades 112 Learning Standards. The leadership group of the Workgroup then began coordinating the development of the Guidelines, with input from the Workgroup and from the six writing teams, which were small sub-groups of the Workgroup. The core principles are: Early learning occurs in the context of relationships. All of these principles are integrated into the Guidelines, providing a comprehensive and appropriate look at childrens development. A total of 24 interviews were conducted; thank you to representatives from the following Illinois entities for their time and expertise: Thank you to the following states, representatives of which participated in in-depth interviews: To our Illinois state agency partners, thank you for committing not only to the work of the creation of ELGs for birth to three but also to the longer term impact that will come from the implementation of this content across all programs in Illinois. Course: Cognition, Language, and Play. It is with great pleasure that we present you with the Illinois Early Learning Guidelines for children from birth to three years of age. Ounce of Prevention Fund. Brain development in the first three years is extraordinary. Within this committee, a Workgroup formed to create the vision for the Guidelines. All children are unique and these differences are to be taken into consideration when caring for them. Vertical alignment refers to the process of ensuring guidelines for one age period are in sync with guidelines from the age periods that come before it and/or those periods that follow after. The Guidelines consist of four developmental domains: Social and Emotional Development; Physical Development and Health; Language Development, Communication, and Literacy; and Cognitive Development. Over the course of the two year project term, we asked a lot of everyone involved, and ourselves, and found that a shared commitment to young children drove us to push for the highest quality set of developmental guidelines. Funded by the Illinois State Board of Education (ISBE). However, because the brain is still growing during the first three years of life, the effects of toxic stress can be buffered and even reversed through supportive and responsive relationships with nurturing adults.5. It is important to encourage acceptance and appreciation of differences in learning abilities and to partner with caregivers to align individual goals for children. Executive Director National Scientific Council on the Developing Child. The second main section of the Guidelines focuses on self-regulationhow children take in and respond to information from the world around them and from their own bodies. All caregivers are tasked with developing and shaping the brain of societys youngest scientists. Project management from the Ounce of Prevention and Positive Parenting DuPage thank the following individuals for being part of the team: Samantha Aigner-Treworgy, for project coordination and staffing; Barbara Dufford, our communications designer; Jessica Rodriguez Duggan, our technical writer; and Catherine Scott Little, national expert on early learning guidelines and processes to create them, for guidance on process design and review of the complete content. Click a language below to be redirected to the homepage for that language. It also provides information for directors and policymakers about how the Guidelines fit with the Illinois system of program services for babies and toddlers and how they align with the learning standards used by many preschools, Head Start programs, and schools in Illinois. We have all focused on building comprehensive developmental learning standards for our youngest learners that form the foundation for all learning and development that is to follow. Caregivers and parents can find suggestions in the Guidelines for activities and experiences that can help babies and toddlers thrive. Dawn V. Thomas, University of Illinois at Urbana-Champaign, Victoria Thompson, Childrens Home Association of Illinois, Marsha Townsend, Illinois Department of Children and Family Services, Sharifa Townsend, Illinois Action for Children, Melissa Veljasevic, 4-C: Community Coordinateed Child Care, Rebecca Waterstone, SGA Youth and Family Services, Candace Williams, Positive Parenting DuPage, Katie Williams, U.S. Department of Health and Human Services, Cass Wolfe, Infant Welfare Society of Evanston, Tweety Yates, University of Illinois at Urbana-Champaign, Advocate Healthy Steps for Young Children, Chicago Department of Family and Support Services, Illinois Birth to Three Training Institute, Illinois Chapter of the American Association of Pediatrics, Illinois Childrens Mental Health Partnership, Illinois Department of Children and Family Services Child Care Licensing, Illinois Department of Human Services (IDHS), including the Bureaus of Child Care and Development, Child and Adolescent Health, and Early Intervention; the Head Start Collaboration Office; the Healthy Families Program; and Migrant and Seasonal Head Start, Illinois Early Intervention Training Program, Illinois Infant Mental Health Association, Illinois Network of Child Care Resource and Referral Agencies, IIllinois State Board of Educations Early Childhood Division, Professional Development Advisory Council, Illinois Department of Child and Family Services. Talking Straight to Children, Summer Family Time Can Help Build Heritage Language Skills, Screening and Evaluating Children who are Dual Language Learners: What Every Teacher Should Know, Supporting Young Children in Military Families, Starting a Family Childcare Program in Illinois, Teaching and Learning About Native Americans, Things to Do While Youre Waiting: Math Is Everywhere, Things to Do While Youre Waiting: Music and Movement, Transformative Early Childhood Education: An Interview with Dr. Kathleen Gallagher, Tech Time! Through this work we were establishing a shared set of beliefs around what children from birth to three should know and be able to do and what our responsibility is to seeing these outcomes for children. For example, a six-month-old plays with an object simply by touching and mouthing it, an 18-month-old purposefully makes an object move in a certain way, and a 34-month-old uses language and actions while playing with an object. This implementation should be appropriate to the given service delivery type, model, or mechanism, through programs such as home visiting, child care, early intervention, and others. They can be used as part of a training or professional development event and may give the instructor ideas about what to cover, but they do not tell the instructor what to teach. ). This period is marked by an extraordinary amount of growth, and sets the foundation for childrens future learning and ongoing development. Illinois Early Learning Guidelines for Children Birth to Age 3, 2013 Illinois Early Learning and Development Standards, Illinois Learning Standards for Kindergarten, Kindergarten Standards Resources and KIDS Assessment, Children with Disabilities and Developmental Delays, Lesson Planning in the Context of Projects, Blog: Perspectives on the Project Approach, After Something Happened: Responding to Trauma in Young Children, Advocacy, Communication Important at Each Step of the Journey, Active Play Promotes Young Childrens Development, Answering Questions About Your Childs Special Needs, Building Relationships with Refugee Caregivers During Home Visits, Best Practices for Infant and Toddler Care, Birthdays, Holidays, and Family Gatherings, Collaborating with Interpreters and Families, Community Resources for Illinois Families, Communication and Oral Language Development in Infants and Toddlers, Collaborative Care: Teaming to Support Infants and Toddlers With Disabilities, Creativity, Inventiveness, and Imagination, Childcare During COVID-19: Two Parents Perspectives, Childcare During COVID-19: A Teachers Perspective, Childcare During COVID-19: A Directors Perspective, COVID-19 Parenting Pep Talk: Be With Your Childs Big Feelings, COVID-19 Parenting Pep Talk: Make Time for Connection, COVID-19 Parenting Pep Talk: (Re)focus on Positive Guidance, Coaching Others in Implementing the Project Approach, Choose Good Books That Accurately Reflect Cultures and Home Languages, Childrens Play More than Fun and Games, Communicating With Parents During Sensitive or Difficult Situations, Choosing Child Care for Infants & Toddlers, Children in Refugee Families Need Extra Care, Attention, Celebrate Multicultural Childrens Book Day, Cherishing Childrens Treasures Can Create Many Opportunities to Learn, Connecting with Parents: But He Doesnt Do That at Home!, Conference Time! 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