The initiative guidelines detail expectations of what skills children should have, and what they should understand in different areas of learning at a specified grade level. These guidelines are written keeping in mind that sequential development, such as a child learning to crawl before they walk, is not age-specific. Guidelines are loosely set by the federal initiative, leaving room for states to develop their own programs within these limitations. States that take part in early learning initiatives write their own guidelines for curricula based on what they expect children to learn, and based on these guidelines, schools develop a curriculum.
Some states use universal designs in developing their guidelines, but cater toward special-needs children by giving them the attention they need to learn in a preschool environment. The guidelines recognize the importance of not isolating children to prevent them feeling different or excluded from group activities. The guidelines also recognize culture as an important part of a child's development and encourage classrooms to include music, food and care practices that are familiar to the children so they have a greater sense of comfort. At the same time, the guidelines strive to make sure the classroom is not geared toward only one type of culture.
Early learning programs must remain up to date with current research studies about toddler development. Social-emotional experiences and relationships are integral parts of the foundation of a child's learning and life experience, so it is important for children to learn in an environment that cultivates these connections in a healthy way. Additionally, it is important for learning environments to stay up to date with research studies on child behavior and interaction to address developmental needs for both the program and children.
Early learning materials need to be developed in a way so that they are meaningful and clear, and assist parents and caregivers in aiding the child's learning in or out of the classroom. The guidelines for learning materials are developed by assessing what children already understand and introducing new materials to help them further their knowledge.