High quality early experiences help a child become ready for kindergarten and beyond. The Foundations show early educators the developmental progression that typically developing young children should experience as they grow toward kindergarten readiness. In 2014, Indiana’s Early Learning Advisory Committee approved the following definition of kindergarten readiness:  “In Indiana, we work together so that every child can develop to his or her fullest potential socially, emotionally, physically, cognitively, and academically. Through growth in all of these domains, the child will become a healthy, capable, competent, and powerful learner.”

Indiana’s Early Learning Advisory Committee (2016) has defined family engagement as: 

• “Families actively supporting their children’s learning and development, and sharing the responsibility with early care and education providers who are committed to engaging with families in meaningful, culturally respectful ways;
• Continuous across a child’s life, beginning in infancy and extending through college and career preparation programs;
• Occurring across the various early care and learning settings where children play and grow.”

Children develop in the context of their environments, which includes family, culture, and community.   Family engagement is a strong predictor of children's development, wellness, educational attainment, and success later in school and life.   Early educators can use the Family Engagement sections and the Powerful Practices throughout this guidance for strategies that they can encourage family members to use at home.

Children and their families face a number of complex challenges and situations.  Communities are strengthened when there are strong partnerships between organizations.  Educators and program administrators are encouraged to refer families to agencies that have the most in depth knowledge.

The Indiana Core Knowledge and Competencies encourage educators to see children as unique individuals within a family and community and to be sensitive to individual developmental needs.  This guidance supports special populations including dual language (DLL), exceptional, and high ability learners; however, many of the recommended strategies are appropriate and beneficial to all children.   It’s encouraged that educators use a flexible approach when designing curriculum and keep the needs of all children in mind.  The use of the Universal Design for Learning (UDL) provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone (See Appendix B for additional information).  
Additionally, with family/parental consent, we encourage educators to engage and collaborate with other professionals in closely related sectors supporting the child and family to further inform and align services.  This could include professionals from education, health, and social services (e.g. First Steps/Early intervention, public schools, therapists, and physicians).

Please refer to any applicable licensing laws, rules, and related policies regulated by the Family and Social Services Administration and the Office of Early Childhood and Out-of-School Learning. Additional information can be found here.

• Approaches to Play and Learning Guidance
• Creative Arts Guidance
• English Language Arts Guidance
• Mathematics Guidance
• Physical Health and Growth Guidance
• Science Guidance
• Social Emotional Guidance
• Social Studies Foundations Guidance