CVSD Early Education Core Statements

All children have the right to equitable learning opportunities in high quality, inclusive early learning environments with responsive interactions that nurture social-emotional, cognitive, physical, and communication development.

All children learn when provided with high quality learning opportunities within a Multi Tiered System of Support; MTSS includes universal screening, progress monitoring, and developmentally appropriate practices that address individual and unique needs. 

Young children are natural, active learners who make meaning through joyful, engaging, play-based learning.  Effective learning environments provide a mix of self-directed play, guided play, and direct instruction. 

Healthy social-emotional development results in higher achievement in school and greater outcomes in adulthood. Children benefit from positive approaches to teaching social-emotional skills and responding to challenging behavior. 

Children benefit most when educators engage in reciprocal partnerships with families.  Family involvement and expertise is valued. 

Developed from:

NAEYC Developmentally Appropriate Practice

NAEYC: Advancing Equity in Early Childhood Education

DEC Position Statement  on Early MTSS 

DEC Position Statement  on Challenging Behavior