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Perspectives on Early Childhood Learning Standards and Assessment
n a perfect world, participants in the development of a set of early childhood services at either a local or system level would Lbegin by thinking about what is needed to improve the physi cal well-being and developmental competence of young children. They would decide what outcomes could be anticipated for children who participate in a particular well-designed program or set of services. They would subsequently concern themselves with what standards and processes would be needed to ensure that participating children would benefit from the program. The planners would select formative assessments to track children's progress toward the standards and use this information to guide instructional adjustments. And finally, reliable and valid processes to assess whether children's overall development and learning have met the expectations of the planners would be selected and employed. The results of such assessment would be used to refine the program practices with the expectation that the outcomes for children would improve even further.
In the real world, this rarely happens. The underresourced complex of early childhood care and education settings in the United States is seldom able to implement the ideal sequence of steps at the local, state, or national level. The federal government, individual states, and local providers usually find themselves working at least partially backward to create workable processes
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