Visit University of Oregon’s Changing Brains program at and click on WATCH ONLINE to view informative videos that provide information and recommendations based on scientific evidence that benefit early brain development.

In Kentucky, the Governor’s Task Force on Early Childhood Development and Education has defined school readiness to mean that each child enters school ready to engage in and benefit from early learning experiences that best promote the child’s success. Read the entire School Readiness Definition on Kentucky’s Department of Education Website.


Baby Teeth Matter: Video

Parent partnership agreement 2012-13

Quality Curriculum Components

Kentucky’s School Readiness Parent Guide: Birth to Three

Kentucky’s School Readiness Parent Guide: Three & Four Year Old

Governor’s Office of Early Childhood Parent Guide

KY Department of Education Early Childhood Standards

Governor’s Task Force for Early Childhood Development and Education Report




Learn more:

Resource Articles

Family Resources

Family Child Care

Quality Curriculum Components, Brain Series, Baby Teeth Matter, and More

Staff Resources

Perez, L.M. (2011). Teaching Emotional self-awareness through inquiry-based education. Research To Practice, 13(2).

Discussion/reflection: Use this article’s emotional self-awareness log to reflect on your feelings in response to classroom situations. Another interesting issue that arises is gender differences in emotional self-awareness and self-regulation. Are girls able to self-regulate their emotional life earlier than boys, or to adults (often female) have different expectations for boys and girls. What do you think?

Family Recommendations on Initiating Successful Relationships with Families: Tom Woll, Strategic Change Initiative.

Gloecker, L. & Niemeyer, J. (2010). Social-Emotional environments: Teacher practices in two toddler classrooms, Early Childhood Research to Practice, 12(1).

In this qualitative study the authors contrast the observed behavior of two toddler teachers, Rochelle and Tori. Although both teachers worked in quality rated environments, their behavior differed greatly when it came to promoting social and emotional development. This study underscores that what teachers say and do each day sets the emotional tone of their classrooms. It raises the role of directors as coaches in creating emotionally nurturing environments.