play, and learn. The CTELDS are statements of what students from birth to age five should know and be able to do across the earliest years of development.
The learning progressions within the Connecticut Early Learning and Development Standards promote:
• Equity for all students, through the setting of high, but appropriate, expectations
• High-quality early learning experiences, by providing clear goals and trajectories of learning
• Provision of individual support, based on each student’ s growth and development
• Families’ understanding of what their student is learning and how they can support them
• Teachers’ understanding of age-appropriate content and approaches to student learning; and
• Communication across sectors, based upon these common goals for students
The Head Start Early Learning Outcome Framework( HSELOF): Ages Birth to Five presents five broad areas of early learning, referred to as central domains. The framework is designed to show the continuum of learning for infants, toddlers, and preschoolers.
• Approaches to Learning
• Social and Emotional Development
• Language and Literacy
• Cognition
• Perceptual, Motor, and Physical Development
PK STEAM MAGNET STANDARDS:
REVISED 2025 25 Family Handbook