Birth to 3

Guiding principlesThe development of the Early Childhood Indicators ofProgress: Minnesota’s Early Learning Guidelines for Birthto 3 was informed by the following guiding principles:1.2.3.4.Infants and toddlers develop in the contextof their families, cultures and communities.Children are unique with their own temperamentsand rates of development. Development is the resultof many different factors, including physical andemotional health and well-being, nutrition, sensitiveand responsive caregiving and the quality of theenvironment.Nurturing and responsive caregiving helpsinfants and toddlers develop secure and trustingrelationships. Infants and toddlers with secure andtrusting relationships are better able to learn, playand grow. Infants and toddlers are active learnerswho learn through play, interaction with others andactive exploration of their environment.The years from birth to 3 represent a period ofrapid growth and development and are criticalfor the healthy development of young children.Development begins prenatally and learning duringinfancy provides the foundation for school readinessand success in school and life. Early interventioncan help reduce developmental delays and fosteroptimal growth and development.Multiple abilities and skills are developingsimultaneously in a child’s first three yearsof life. As these abilities and skills emerge,each affects the development of the others.For example, changes in infants’ ability toremember affects how they respond to newpeople. Development of the whole child requiresmaximizing potential across multiple domains.Early learning guidelines:What they are and are notThe Early Childhood Indicators of Progress: Minnesota’sEarly Learning Guidelines for Birth to 3 are a resourceto support the learning and development of infantsand toddlers and enhance the quality of early care andeducation for infants and toddlers. The Early LearningGuidelines for Birth to 3 provide a common conceptualframework for communicating across different settings,programs and systems that influence the early growthand development of young children. The guidelinesinclude indicators, examples and suggested strategiesthat parents and family members can use to betterunderstand and support their children’s developmentduring these early formative years. The framework alsoprovides guidance for other caregivers and teachers inplanning and implementing appropriate curriculumand assessment including some caregiver strategies tosupport growth and development. The Early LearningGuidelines for Birth to 3 are not intended to be acurriculum or an assessment tool. Instead, the guidelinesand framework identify the desired learning outcomesthat quality instruction and assessment need to address.Early childhood indicatorsof progress as a newapproachThe Early Childhood Indicators of Progress: Minnesota’sEarly Learning Guidelines for Birth to 3 and Minnesota’sEarly Learning Standards for 3 to 5 are part of a newapproach in the movement toward shared responsibilityand increased accountability. Especially during theinfant and toddler age period, young children’sdevelopment must be considered within the context ofthe family, early care and education settings and thecommunity. These systems, along with policymakers,share a role in being accountable for the optimaldevelopment of very young children. By emphasizingthe necessity for collaboration among families, early careand education settings, communities and policymakers,these documents suggest that everyone must worktogether to provide optimal opportunities for learningand development. Since the foundation for healthydevelopment, relationships with others and learningbegins during the first three years of life, increasedattention and emphasis on accountability and sharedresponsibility must include improving outcomes for thevery youngest children.3