TEA collaborated with internal and external stakeholders to revise and update the 2015 Texas Prekindergarten Guidelines. The Texas Prekindergarten Guidelines were revised to align with the Kindergarten Texas Essential Knowledge and Skills (TEKS), condense content, include inclusive language of multi-lingual learners and special populations, eliminate errors and ambiguity, and to meet section 508 accessibility compliance. Implementation of the 2022 Texas Prekindergarten Guidelines will begin in the 2023-2024 school year.
The new guidelines offer educators the information and support to prepare all children for success in kindergarten. The intended use of the guidelines is to provide guidance for planning quality learning experiences for children three to five years of age. The Texas Prekindergarten Guidelines are:
In addition, the Texas Prekindergarten Guidelines are not intended to be used as a curriculum, assessment tool or checklist. They are not meant to be used in isolation, or to stifle the creativity of caregivers and educators. Rather, they are meant to serve as a resource for families, educators, and administrators to provide developmentally appropriate guidance and practices around young children’s development and learning in the prekindergarten environment.
*In order to ensure appropriate demonstration of outcomes, we have updated several child behaviors within the III. Early Literacy: Reading Domain and IV. Writing Domain of the 2022 Texas Prekindergarten Guidelines: Comprehensive (Spanish) document. Please reference the 2022 Texas Prekindergarten Guidelines-Spanish Translation Crosswalk document for specific changes.
The Children’s Learning Institute and the Texas Education Agency are collaborating to update the Texas Prekindergarten Guidelines trainings to align with the 2022 Texas Prekindergarten Guidelines. For questions about the Texas Prekindergarten Guidelines trainings, contact cliengage@uth.tmc.edu
Published in 2013, the Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines (ITELG) describe expectations about what children should know (understand) and be able to do (competencies and skills) across domains of learning during specific age ranges, as well as what steps caregivers should take to support healthy development.
The Early Childhood Outcomes connects the developmental continuum of skills to the Texas Prekindergarten Guidelines to help educators design appropriate, individualized goals and interventions for the youngest learners who are developmentally functioning below four-year-old expectations. This includes students with disabilities, students learning English as a second language, and any child who may be at risk educationally.
