Iowa Early Learning Standards: A Comprehensive Overview

Introduction

The Iowa Early Learning Standards (IELS) serve as a guide for the skills and behaviors of children from birth to five years of age. These standards are designed to complement the values and beliefs held in the state of Iowa. They offer a standardized framework to assist educators in decision-making, informing all those involved in a child's education and development about age-appropriate expectations while promoting physical and mental development and health. It’s important to note that these standards are not intended to be used as an evaluation tool.

The Genesis and Evolution of Iowa's Early Learning Standards

In 2006, Iowa developed its initial early learning standards for children aged birth to five years. However, there were limited opportunities to inform early childhood personnel about these standards and how they should be integrated into early childhood programming.

To address this gap, in 2008, a grant from the Iowa Department of Management was awarded to Tammy Bormann of Early Learning and Caring Resources to develop a training series for early childhood personnel based on the Iowa Early Learning Standards. This initiative, titled "Welcome to the Iowa Early Learning Standards," aimed to provide professional development opportunities.

Building on this foundation, in 2010, Tammy Bormann collaborated with Child Care Resource and Referral of Central Iowa to create and offer a Train-the-Trainer workshop. This workshop was designed to train instructors, contracted with Child Care Resource and Referral, on how to effectively deliver the training series.

The Iowa Early Learning Standards were revised in 2012. In 2017, The Iowa Early Learning Standards 3rd edition was approved by the Early Childhood Iowa State Board and the Iowa State Board of Education.

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Purpose and Impact of Early Learning Standards

Over the past decade, significant progress has been made in strengthening early childhood education and ensuring greater accountability for child outcomes. Early learning standards for individual states have become a cornerstone of these initiatives. These standards establish a consensus on essential educational outcomes and approaches, outline clear expectations, and guide curriculum development.

According to the Office of Early Childhood Development, early learning standards are frameworks that define children’s developmental goals at specific milestones. These standards are grounded in research about what children should understand and be able to do-their abilities and skills-in various areas of learning and development. They describe the desired results, outcomes, and learning expectations for children from birth to pre-kindergarten age.

Early learning standards promote holistic growth in children by focusing on curriculum development to help teachers and caregivers provide a developmentally appropriate education.

Iowa Early Learning Standards (IELS)

The Iowa Early Learning Standards (IELS) are designed for anyone who cares for, educates, and works with young children. They serve as a resource to support and enhance children’s learning and development.

Key Components of the IELS Document

The IELS document is a comprehensive resource that includes several key components:

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Cover: The cover presents the color coding used throughout the IELS, allowing for easy recognition of different areas.
Table of Contents: The table of contents provides a summary and page numbers for each of the eight areas covered by the standards: Social and Emotional Development; Physical Well-Being and Motor Development; Approaches to Learning; Social Studies; Creative Arts; Communication, Language, and Literacy, Mathematics, and Science.
Invitation Letter: The invitation letter encourages every adult in Iowa to learn more about the necessity for quality experiences during the first years of a child’s life and the impact of these experiences on future learning and success.
Iowa Early Learning Standards Writing and Revision Committees: A list of the 2006, 2012, and 2017 committees is included. The revision committee, representing individuals from every region of Iowa and from a variety of positions within early care and education, recognized the efforts of the 2006 and 2012 writing committees.
Introduction: The introduction describes the intent of the IELS, the sections of the IELS document, the history of early learning standards in Iowa, revisions and updates to the 2012 version, and where to access the document online.
Essential Considerations: The essential considerations explain the connection of the IELS to the principles contained in the Iowa Core Knowledge of Child Development, developed in 2016. Additional information includes the role of relationships in learning, the importance of physical and mental health, diversity and inclusion, the importance of play, the role of technology and interactive media, the role of observation and monitoring child’s development, and understanding school readiness.
Index: The index provides a list of the standards for the age levels of infant and toddler (birth - 3 years) and preschool (3 - 5 years) in each of the eight areas, and a list of the alignments of the IELS to the Iowa CORE and Iowa Fine Arts Standards.
Rationale: The rationale provides details of why each standard is important for every child. This information provides a foundation for all adults to consider the impact of each standard.
Standards, Benchmarks, Examples, and Adult Supports: This section offers each standard within the area, along with benchmarks, examples of reaching a benchmark, and supports an adult can provide for a child to reach the benchmark. The landscape format assists lesson plan development, and promotes conversations by the child care provider with supervisors, parents, and others. It is critical that adults understand the IELS support the continuum of child development from birth through the end of the fifth year of a child’s life.

Eight Key Areas of Development

The Iowa Early Learning Standards are organized into eight key areas of development:

Social and Emotional Development: Focuses on how children develop a sense of self, build relationships, and learn to manage their emotions.
Physical Well-Being and Motor Development: Addresses the development of gross and fine motor skills, as well as overall physical health and well-being.
Approaches to Learning: Emphasizes how children engage in learning, including their curiosity, initiative, and problem-solving skills.
Social Studies: Introduces children to concepts related to community, culture, and history.
Creative Arts: Encourages children to express themselves through various art forms, such as music, dance, and visual arts.
Communication, Language, and Literacy: Focuses on the development of communication skills, including listening, speaking, reading, and writing.
Mathematics: Introduces children to mathematical concepts, such as numbers, shapes, and patterns.
Science: Encourages children to explore the natural world and develop scientific thinking skills.

Alignment with Iowa CORE Standards

The Iowa Early Learning Standards 3rd Edition includes the Iowa CORE Alignment Overview, which explains the alignment between the IELS and the Iowa CORE Standards. The alignments connect the age-appropriate expectation for infants, toddlers, and preschool children to the knowledge children should master by the end of kindergarten. Alignments to the Iowa CORE include Social Studies, English Language Arts, Mathematics, and Science, as well as alignment to the Iowa Fine Arts Standards.

It is important to note that the alignments do not show a one-to-one match of standards between the IELS 3rd edition and the Iowa CORE for kindergarten. Instead, the accumulating effect of what an infant/toddler learns creates the foundation, and then the preschooler’s learning builds upon that foundation. Ultimately, what a child discovers from birth to five years directly supports learning during the kindergarten year.

Iowa's Early Childhood and School Age Professional Workforce Registry (i-PoWeR)

Iowa's Early Childhood and School Age Professional Workforce Registry (i-PoWeR) is a comprehensive registry where you can find and enroll in the Department of Health and Human Services (HHS) approved professional development opportunities related to early childhood and school-age professionals. It will also maintain a record of your professional achievements.

Early Learning Standards Across the United States

Early learning standards vary from state to state, with each state responsible for defining its own standards. It is often a collaborative effort of state agencies. While the state is responsible for setting the standards, educators, childcare staff, and families need to work together to ensure that children meet their goals.

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For example, the state of Alabama uses the Alabama Developmental Standards for Preschool Children, while Alaska uses the Alaska Early Learning Guidelines, Birth to Five early learning standards. Arkansas uses the Arkansas Child Development and Early Learning Standards: Birth through 60 Months. Connecticut’s Early Learning and Development Standards, Birth through Age 5 outlines what teachers and caregivers should teach children from birth to age five. The standards foster teamwork among schools, families, and communities.

Delaware Early Learning Foundations (Infant/Toddler) describes what happens to children through infancy and toddler years, while Delaware Early Learning Foundations (Ages 3-5) is a curriculum framework that guides daily, weekly, and monthly early childhood education planning. The District of Columbia uses the DC Common Core Aligned Early Learning Standards. The standards focus on several domains and inform families and teachers about what children should know and be able to do.

The Georgia Early Learning and Development Standards (GELDS) advocates for quality learning experiences for children and addresses what children, from birth to five, should know and be able to do. The Illinois Early Learning Guidelines provide teachers, caregivers, and policymakers with a framework for understanding what children should know and do as they grow and develop.

Supporting Maine’s Infants and Toddlers: Guidelines for Learning and Development provides parents, teachers, and policymakers with development and early learning guidelines. Maine’s Early Learning and Development Standards (MELDS) also provide a framework for early childhood learning and teaching. The Maryland College and Career-Ready Standards prepare children for life outside the classroom. Early Childhood Standards of Quality for Birth to Kindergarten enables teachers to attend to diverse children and families and helps them provide high-quality classroom teachings.

Minnesota's Early Childhood Indicators of Progress outlines the framework for equitable access to educational programs for all children. Nebraska’s Early Learning Guidelines (ELGs) help teachers and families support children from birth to five years old to acquire knowledge for holistic development. Both outline developmental guidelines families and teachers can refer to.

The New Hampshire Learning Standards: Birth through Five outlines supporting and enhancing children’s development from birth to five years. Both guidelines provide the framework for early childhood learning, covering the below. The New York State Early Learning Guidelines is an integrated, coordinated, multi sector workforce framework for teachers, families, and other education policymakers.

North Dakota Early Learning Standards Birth to Kindergarten provide guidelines for holistic child development from birth to five years. The Rhode Island Early Learning and Development Standards outline the framework for what children should know and do. The South Dakota Early Learning Guidelines outline developmental milestones for children at specific stages.

Texas early learning standards are Texas Infant, Toddler, and Three Year Old Early Learning Guidelines and Texas Prekindergarten Guidelines. Utah’s early learning standards are Utah’s Early Learning Guidelines for Birth to Age Three and Utah’s Core State Standards for Early Learning for Ages 3 to 5. The Vermont Early Learning Standards outline what children should know and do. The Wisconsin Model Early Learning Standards outline a framework families and educators should follow to facilitate holistic child development.

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