Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning
Early Childhood Research & Practice
Short Title:
Early Childhood Research & Practice
Format:
Journal Article
Publication Date:
2015/01/01/
Sources ID:
90711
Notes:
Accession Number: EJ1072345; Acquisition Information: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu; Language: English; Education Level: Elementary Secondary EducationPreschool EducationEarly Childhood Education; Reference Count: 24; Journal Code: APR2018; Level of Availability: Available online; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2015
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its standards for children's social and emotional development and learning from preschool through high school. In this paper, the authors discuss the social and emotional development components of the Illinois Early Learning and Development Standards (IELDS) and make recommendations for ways to ensure that the new standards are fully implemented and have the greatest positive impact on young children's social and emotional learning and development.