In some early childhood approaches, the environment is considered to be “the third teacher” (Reggio Emilia). Unfortunately, in many P-3 classrooms, the physical space, psychological climate, and instructional setting are often shortchanged.

Data are everywhere. Indeed, in many early childhood and elementary settings, practitioners are drowning in data. Data, however, provide important information to understand and monitor how well children, teachers, schools, organizations, and systems are doing. Since the early 2000s, there has been extensive emphasis on the use of child assessment data to inform education improvement. While it is important to have a clear understanding of how each and every child’s needs are being met, children alone should not bear the burden of proof. In comprehensive P-3 approaches, implementers rely on multiple data markers (e.g., classroom, school, program) to guide their efforts.

Effective family engagement is much more than bulletin boards and back-to-school nights. In comprehensive P-3 approaches, families are included as full partners in their children’s learning and development. Family engagement is a priority for all school and early learning staff, not just the school social worker or family support specialist.

P-3 alignment work can sometimes feel like administrative tasks, far removed from the lived experiences of children. Taking the perspective of each and every child is important. Is there consistent access, year after year, to high-quality programs? Is there attention to intentional, relationship-based transitions between age/grade levels? Are collaborative relationships being forged between partners who actually share responsibility for the same children?