The Office of Head Start (OHS) defines school readiness as children possessing the skills, knowledge and attitude necessary for success in school and for later learning and life. Some of the characteristics that are proven to be predictors of later success in school include confidence, curiosity, intentionality, self-control and the capacity to communicate and cooperate. Research demonstrates the critical role early relationships play in fostering development competence in the earliest years. Infants and toddlers develop within the context of relationships with the adults in their lives. Healthy relationships provide the security children need to explore, play and learn. Positive early experiences infuence the architecture of the brain adn set a secure foundation for later learning. Parents and carefivers then have a  most significant impact on a child's learning.

The first five years of life is a time of rapid development and learning. The Head Start Early Learning Outcomes Framework: Ages Birth to Five (HSELOF) outlines and describes the skill, behaviors and concepts that must be fostered in all children, including childrenwho are dual language learners (DLLs) and children with disabilities. The Framework guides Head Start and Early Head Start programs to align curriculum, assessments, and professional development to school readiness goals and assure the continuity of early learning experiences, and lays a solid groundwork for each child's development. Our EHS curriculum and school readiness assessments have been aligned with the HSELOF and focus on five central early learning domains and outcomes:

The Domains are broad areas of early learning and development from brith to five years that are essential for school and long-term success. The Central Domains are:

The new HSELOF framework is designed to show the continuum of learning of infants, toddlers, and preschoolers. To see the expanded version, go to:

http://ohs.acf.hhs.gov/hslc/hs/sr/approach/pdf/ohs-framework.pdf