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Powerpoint shared at the DUSD session

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Walking Up the CA Teaching Pyramid: Tools to Support Children’s Return | Teaching Pyramid

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It Always Starts with YOU! Teacher Self-Reflection and Support:

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UPK: Curriculum, Instruction, and Assessment: Developmentally Appropriate Practices for UPK

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PP17 Children's right to play The paper focuses on the importance of play, barriers to play, and states the Division of Educational & Child psychology's position, which was drawn from concerns about diminishing opportunities for play in the lives of child

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Right to play - this video was produced by the British Psychological Society's Division of Educational and Child Psychology.Read its report on 'Children's right to play': http://ow.ly/ZZtb50xP5F6

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There's some evidence that outdoor play between lessons can help school children learn and concentrate more when they get back into class. And that physical play might also help some children manage their emotions and do better in cognitive lessons, such as maths.

We've seen a link between playing with blocks and other objects, and problem-solving. In some studies, very young children who play with objects also have slightly higher language skills at 22 months, and older children who play with blocks seem to be better at reading than those who don't. But, lots of these studies were small, and nearly all of them were with children under the age of 7.

These studies look at whether songs, word games and repeating sounds, as well as writing and drawing, boost learning.

Unsurprisingly, language play seems to help children hone their language skills and playing with music in particular might give children's communication skills the biggest boost.

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There's some evidence that outdoor play between lessons can help school children learn and concentrate more when they get back into class. And that physical play might also help some children manage their emotions and do better in cognitive lessons, such as maths. We've seen a link between playing with blocks and other objects, and problem-solving.

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UPK: Curriculum, Instruction, and Assessment: Developmentally Appropriate Practices for UPK

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Rethinking Powerful Early Learning Experiences

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Rethinking Powerful Early Learning Experiences

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https://docs.google.com/presentation/d/1nCbBlKETw4oBLMVrZRqJdEcQQvyLtXPdO3LDGY6NaSw/edit?usp=sharing

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UPK Curriculum Guidance for 4 year Olds 

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UPK Curriculum Guidance for 4 year Olds 

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John Moon, Bay Region 4 CPIN Coordinator

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John Moon, Bay Region 4 CPIN Coordinator

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Contact me for support around all things TK and your early learning environments.  I'm at the Contra Costa County Office of Education.

jmoon@cccoe.k12.ca.us

925-942-3336

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This is our CPIN landing page at the Contra Costa County Office of Education where you can sign up on our Listserv for Professional Development annoucncements and download state documents and resources.

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Contra Costa County Office of Education - Bay Region 4 California Preschool Instructional Network (CPIN)

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Bay Region 4 California Preschool Instructional Network (CPIN)

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How to Support Children's Approaches to Learning?  Play with Them!

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How to Support Children's Approaches to Learning?  Play with Them!

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How to Support Children's Approaches to Learning? Play with Them!

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Curiosity about the world, initiative and problem solving, and focused attention and persistence are just a few approaches to learning that children develop through play.

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Chapter 6: Assessment and Differentiated Instruction in the TK Classroom - TKIG

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Take this document with you on a visit to your TK space. Take in what see and think about what you should see vs. what you should not. Ponder the two questions at the end for sharing.

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CoP Follow Up Look Fors and Questions to Ponder

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Giving young learners a strong start with Transitional Kindergarten

Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers-and new updates to education policy now make it possible to serve more children in TK! On TKCalifornia, you can learn more about the Expanded TK opportunity, as well as valuable, easy-to-use support and tips for teaching and administering high-quality TK that will get your young learners off to a strong start! Learn more ›

Ready, set...

Sept. 2 - Dec. 2 Birthdays

Implementation Grants issued

Facilities Grants issued

TK Teacher Training Requirements extended until 2023

Go! TK expansion begins!

Sept. 2 - Feb. 2 Birthdays

Max Class size 24

12:1 Student/Teacher ratio

Last year for TK Teachers to complete Teacher Training Requirements

Getting even better...

Sept. 2 - April 2 Birthdays

10:1 Student/Teacher ratio (contingent on funding)

All TK Teachers must possess credential + specified ECE training

Almost there...

Sept. 2 - June 2 Birthdays

Finish line!

All children who turn 4 by September 1st can enroll in TK!

Explore Our TK Resources Library

Our TK resources library includes a variety of resources designed to support TK administrators, teachers, and parents. Our list of resources comes from various educators, researchers, and state-wide organizations working to support TK implementation across California.

Transitional Kindergarten FAQ

Multilingual Learning Toolkit

The Value of Transitional Kindergarten: Parent Perspectives

Discover 125 different resources to help you administer and teach TK

New to Transitional Kindergarten?

Learn about TK, its benefits, and history including TKCalifornia.

Transitional Kindergarten in the News

Stay connected! Sign up for the Early Edge California newsletter.

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Transitional Kindergarten * Early Childhood Learning * TKCalifornia

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Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers-and new updates to education policy now make it possible to serve more children in TK! On TKCalifornia, you can learn more about the Expanded TK opportunity, as well as valuable, easy-to-use support and tips for teaching and administering high-quality TK that will get your young learners off to a strong start!

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Chapter 4: Effective Instruction in a Transitional Kindergarten Program - TKIG

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The Powerpoint for our in person session.

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Chapter 3: Curriculum in a Transitional Kindergarten Program - TKIG

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Collectively known as "The Play Document," this is a resource for the different types of play and how play should be incorporated into your TK programs.

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Chapter 1: Program Structure and Design - Transitional Kindergarten Implementation Guide

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The TK Implementation Guide - "An oldie but a goodie!"

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This is the TK Implementation Guide and related resources for both teachers and administrators.

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Transitional Kindergarten Implementation Guide

TK Implementation YouTube Video (Video; 4:16)
YouTube videos of implementation are with closed-caption for alternate accessibility.

TK Professional Development Modules-funded by Packard Foundation
These TK modules, which were developed by the Packard Foundation, in collaboration with county offices of education, provide strategies and resources to support the implementation of TK. An overview of  The Alignment of the California Preschool Learning Foundations with Key Early Education Resources is also included.

California State University (CSU) TK Project
The CSU Office of the Chancellor, in collaboration with CSU Fullerton and with support from the David and Lucile Packard Foundation, has developed a series of modules for TK teachers, coaches, and administrators. The CSU TK Project supports the integration of TK into pre-service teacher and administrator preparation.

American Institutes for Research (AIR): California's Transitional Kindergarten Program: Report on the First Year of Implementation: Executive Summary (PDF)

AIR: Study of California's Transitional Kindergarten Program: Report on the First Year of Implementation (PDF)
With the support of the Heising-Simons Foundation and the David and Lucile Packard Foundation, AIR conducted an investigation of the planning and implementation of TK in the 2012-13 school year.

AIR Study Finds California's Transitional Kindergarten Gives All Students an Advantage for Kindergarten (Press Release)
According to the AIR report, students who attend California's TK programs enter kindergarten with stronger mathematics and literacy skills and are more engaged in their learning than students who did not attend TK. TK provides advantages for all students, with particular benefits for English learners and low-income students, and TK benefits remain regardless of variations in instructional practices or classroom structure.

The Impact of Transitional Kindergarten on California Students (AIR Study report)
The California Kindergarten Readiness Act of 2010 established TK, the first year of a two-year kindergarten program. The bill phased in the required age for kindergarten from December 2 to September 1. This final report from the TK's evaluation focuses on results from a five-year study. The study used a rigorous regression discontinuity design to examine whether TK, as a new approach to pre-kindergarten education for age-eligible children, leads to positive outcomes, for which children, and under what conditions.

Transitioning to Kindergarten: A Toolkit for Early Childhood Educators
The National Center for Learning Disabilities and the American Federation of Teachers have collaborated to offer a comprehensive resource for educators that includes tools and materials to help implement strategies to facilitate and enhance children's transition to kindergarten.

Board of Education Waiver Requests
Letter from State Superintendent of Public Instruction Tom Torlakson presenting the updated waiver request requirements for kindergarten and TK.

Last Reviewed: Friday, August 18, 2023

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Resources for California early childhood educators which include videos, research briefs, reports, and toolkits around Transitional Kindergarten (TK).

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This is the TK Guide for Administrators.

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This is the document that shows connections between the PTKLF and Kindergarten Common Core State Standards.

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2nd EdAlignment of CA PLF Full_v3_01_ADA

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This is the 48000 Ed Code for TK programs from the CA Legistlature.

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48000.

(a) A child shall be admitted to a kindergarten maintained by the school district at the beginning of a school year, or at a later time in the same year, if the child will have their fifth birthday on or before one of the following dates:

(1) December 2 of the 2011-12 school year.

(2) November 1 of the 2012-13 school year.

(3) October 1 of the 2013-14 school year.

(4) September 1 of the 2014-15 school year and each school year thereafter.

(b) The governing board of the school district of a school district maintaining one or more kindergartens may, on a case-by-case basis, admit to a kindergarten a child having attained the age of five years at any time during the school year with the approval of the parent or guardian, subject to the following conditions:

(1) The governing board of the school district determines that the admittance is in the best interests of the child.

(2) The parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance.

(c) (1) As a condition of receipt of apportionment for pupils in a transitional kindergarten program pursuant to Section 46300, and Chapter 3 (commencing with Section 47610) of Part 26.8, as applicable, a school district or charter school shall ensure the following:

(A) In the 2012-13 school year, a child who will have their fifth birthday between November 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(B) In the 2013-14 school year, a child who will have their fifth birthday between October 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(C) From the 2014-15 school year to the 2021-22 school year, inclusive, a child who will have their fifth birthday between September 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(D) In the 2022-23 school year, a child who will have their fifth birthday between September 2 and February 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(E) In the 2023-24 school year, a child who will have their fifth birthday between September 2 and April 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(F) In the 2024-25 school year, a child who will have their fifth birthday between September 2 and June 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(G) In the 2025-26 school year, and in each school year thereafter, a child who will have their fourth birthday by September 1 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(2) (A) In any school year, a school district or charter school may, at any time during a school year, admit a child to a transitional kindergarten program who will have their fifth birthday after the date specified for the applicable year in subparagraphs (A) to (F), inclusive, of paragraph (1) but during that same school year, with the approval of the parent or guardian, subject to the following conditions:

(i) The governing board of the school district or the governing body of the charter school determines that the admittance is in the best interests of the child.

(ii) The parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance.

(B) Notwithstanding any other law, a pupil admitted to a transitional kindergarten program pursuant to subparagraph (A) shall not generate average daily attendance for purposes of Section 46300, or be included in the enrollment or unduplicated pupil count pursuant to Section 42238.02, until the pupil has attained the pupil's fifth birthday, regardless of when the pupil was admitted during the school year.

(d) For purposes of this section, "transitional kindergarten" means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.

(e) A transitional kindergarten shall not be construed as a new program or higher level of service.

(f) It is the intent of the Legislature that transitional kindergarten curriculum be aligned to the California Preschool/Transitional Kindergarten Learning Foundations developed by the department.

(g) As a condition of receipt of apportionment for pupils in a transitional kindergarten program pursuant to Section 46300, a school district or charter school shall do all of the following:

(1) Maintain an average transitional kindergarten class enrollment of not more than 24 pupils for each schoolsite. For purposes of this calculation, the following shall apply for each schoolsite of a school district or charter school:

(A) "Class" means a group of pupils scheduled to report regularly at a particular time to a particular teacher during the regular schoolday, as defined by the governing board of the school district or the governing body of the charter school, as applicable, excluding special day classes. Classes in the evening and summer school class shall not be considered classes for purposes of this calculation.

(B) (i) "Active enrollment count" for purposes of subparagraph (C) means the count of all pupils enrolled in a class with transitional kindergarten pupils on the first day of the school year on which the class was in session, plus all later enrollees, minus all withdrawals since that first day. An active enrollment count shall be made on the last teaching day of each school month that ends before April 15 of the school year.

(ii) For school districts, active enrollment count shall not include pupils enrolled in independent study pursuant to Article 5.5 (commencing with Section 51744) of Chapter 5 of Part 28 who meet the minimum day requirements for independent study and are continually enrolled in independent study for more than 14 schooldays in a school year.

(iii) For charter schools, active enrollment count shall not include pupils enrolled in independent study pursuant to Article 5.5 (commencing with Section 51744) of Chapter 5 of Part 28 who are continually enrolled in independent study for more than 14 schooldays on any of the days on which school is taught for the purpose of meeting the 175-instructional-day offering, as described in Section 11960 of Title 5 of the California Code of Regulations.

(C) "Average number of pupils enrolled per class" means the quotient of the sum of the active enrollment counts made under subparagraph (B) divided by the total number of those active enrollment counts for each class of the schoolsite.

(D) "Average transitional kindergarten class enrollment" means the quotient of the sum of the average number of pupils enrolled per class determined pursuant to subparagraph (C) of all classes at the schoolsite divided by the total number of all classes at the schoolsite that include transitional kindergarten pupils, rounded to the nearest half or whole integer.

(2) Commencing with the 2022-23 school year, maintain an average of at least one adult for every 12 pupils for transitional kindergarten classrooms at each schoolsite. For purposes of this calculation, the following shall apply for each schoolsite of a school district or charter school:

(A) "Total transitional kindergarten enrollment" is the sum of the average number of pupils enrolled per class of all classes at the schoolsite, as determined in subparagraph (C) of paragraph (1).

(B) "Number of adults" shall be determined for each schoolsite as follows:

(i) A count of employees of the school district or charter school assigned to each class at the schoolsite that includes transitional kindergarten pupils shall be made on the last teaching day of each school month that ends before April 15 of the school year.

(ii) The sum of all of the adult counts pursuant to clause (i) shall be divided by the total number of those counts, rounded to the nearest half or whole integer.

(C) "Adult-to-pupil ratio" shall be the quotient of the total transitional kindergarten enrollment divided by the total number of adults, rounded to the nearest half or whole integer.

(3) (A) Commencing with the 2025-26 school year, and for each year thereafter, maintain an average of at least one adult for every 10 pupils for transitional kindergarten classrooms.

(B) It is the intent of the Legislature to appropriate funds for purposes of this paragraph.

(4) Ensure that credentialed teachers who are first assigned to a transitional kindergarten classroom after July 1, 2015, have, by August 1, 2025, one of the following:

(A) At least 24 units in early childhood education, childhood development, or both.

(B) As determined and documented by the local educational agency employing the teacher, professional experience in a classroom setting with preschool age children meeting the criteria established by the governing board or body of the local educational agency that is comparable to the 24 units of education described in subparagraph (A).

(C) A child development teacher permit, or an early childhood education specialist credential, issued by the Commission on Teacher Credentialing.

(h) A school district or charter school may place four-year-old children, as defined in Section 8205, enrolled in a California state preschool program into a transitional kindergarten program classroom. A school district or charter school that commingles children from both programs in the same classroom shall meet all of the requirements of the respective programs in which the children are enrolled, and the school district or charter school shall adhere to all of the following requirements, irrespective of the program in which the child is enrolled:

(1) An observation using the Classroom Assessment Scoring System (CLASS) tool and CLASS Environment tool shall be completed for the classroom.

(2) All children enrolled for 10 or more hours per week shall be evaluated using the Desired Results Developmental Profile, as specified in Section 17702 of Title 5 of the California Code of Regulations.

(3) The classroom shall be taught by a teacher that holds a credential issued by the Commission on Teacher Credentialing in accordance with Section 44065 and subdivision (b) of Section 44256 and who meets the requirements set forth in subdivision (g).

(4) The classroom shall be in compliance with the adult-child ratio specified in subdivision (c) of Section 8241.

(5) Contractors of a school district or charter school commingling children enrolled in the California state preschool program with children enrolled in a transitional kindergarten program classroom shall report the services, revenues, and expenditures for the California state preschool program children in accordance with Section 18068 of Title 5 of the California Code of Regulations. Those contractors are not required to report services, revenues, and expenditures for the children in the transitional kindergarten program.

(i) Until July 1, 2019, a transitional kindergarten classroom that has in attendance children enrolled in a California state preschool program shall be licensed pursuant to Chapter 3.4 (commencing with Section 1596.70) of, and Chapter 3.5 (commencing with Section 1596.90) of, Division 2 of the Health and Safety Code.

(j) A school district or charter school that chooses to place California state preschool program children into a transitional kindergarten program classroom shall not also include children enrolled in transitional kindergarten for a second year or children enrolled in kindergarten in that classroom.

(k) A child's eligibility for transitional kindergarten enrollment under paragraph (1) or (2) of subdivision (c) shall not impact family eligibility for a preschool or childcare program, including, but not limited to, all of the following:

(1) A Head Start or Early Head Start program, as defined by the federal Head Start Act, as amended (42 U.S.C. Sec. 9801 et seq.).

(2) A childcare center, family childcare home, or license-exempt provider serving children through an alternative payment program pursuant to Chapter 3 (commencing with Section 10225) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(3) A migrant childcare and development program serving children pursuant to Chapter 6 (commencing with Section 10235) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(4) A childcare center or family childcare home educational network serving children through a California state preschool program pursuant to Article 2 (commencing with Section 8207) of Chapter 2 of Part 6 of Division 1 of Title 1.

(5) A childcare center, family childcare home, or license-exempt provider serving children through a general childcare and development program pursuant to Chapter 7 (commencing with Section 10240) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(6) A family childcare home educational network serving children pursuant to Chapter 8 (commencing with Section 10250) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(7) Childcare and development services for children with special needs pursuant to Chapter 9 (commencing with Section 10260) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(8) A program serving children through a CalWORKs Stage 1, Stage 2, or Stage 3 program pursuant to Chapter 21 (commencing with Section 10370) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(l) (1) The Superintendent shall authorize California state preschool program contracting agencies to offer less than four hours each instructional day of wraparound childcare services within a part-day California state preschool program for children enrolled in an education program as a transitional kindergarten or kindergarten pupil, if their families meet the requirements of Section 8208.

(2) The Superintendent shall authorize California state preschool programs operating on a local education agency campus to operate a part-day California state preschool program that allows flexibility in the operational hours and enrollment cutoff dates to better align with the enrollment for the new school year.

(3) Notwithstanding the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code) and Section 33308.5, until regulations are filed with the Secretary of State to implement this subdivision the department shall implement this subdivision, through management bulletins or similar letters of instruction on or before December 31, 2022.
(Amended by Stats. 2024, Ch. 38, Sec. 50. (SB 153) Effective June 29, 2024.)

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This is a one stop shop for answers to many common questions about TK from the CDE.

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Frequently asked questions (FAQs) regarding California state law relating to Universal Prekindergarten (UPK) and Transitional Kindergarten (TK).

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What would you do differently in your programs?

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What would you do differently in your programs?

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These are the newly released (August 2024) PTKLF that should be used in every TK classroom for daily planning and assessment of children.

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The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Learning Foundations, Volume 1

On January 22, 2008, the California Department of Education (CDE) released the California Preschool Learning Foundations, Volume (PDF; 5MB) . Former State Superintendent of Public Instruction Jack O'Connell stated that these foundations offer our early childhood educators a clear understanding of what our youngest learners should know before entering kindergarten.

Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.

In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 1
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 1

Appendix to the California Preschool Learning Foundations, Volume 1 (DOC)
Available Translations of the Appendix to the Preschool Learning Foundations, Volume 1

The California Preschool Learning Foundations, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001681) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 1

California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 2
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 2

Appendixes to the California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001708) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 2 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 2

California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history-social science and science.

Foreword by State Superintendent of Public Instruction Tom Torlakson
Available Translations of the Foreword by State Superintendent of Public Instruction Tom Torlakson

Introduction to the California Preschool Learning Foundations, Volume 3
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 3

Appendix A to the California Preschool Learning Foundations, Volume 3
Available Translations of Appendix A to the California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001727) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 3 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 3

Additional Resources

Further information about the Preschool Learning Foundations is provided in a Frequently Asked Questions (FAQ) document clarifying key issues for early childhood educators, administrators, and stakeholders. For information about some professional development opportunities, please refer to the California Preschool Instructional Network (CPIN) .
Return to Publications
Last Reviewed: Thursday, February 23, 2023

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The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

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Harvard Center on the Developing Child - Brain Development 

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Harvard Center on the Developing Child - Brain Development 

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Center on the Developing Child at Harvard University