In fall 2015, TEA established a 13-member review committee consisting of classroom teachers and administrators from early childhood programs in public schools, higher education faculty, and early learning experts from across the state to participate in the revision of the Texas Prekindergarten Guidelines. The revised prekindergarten guidelines are aligned with the Kindergarten Texas Essential Knowledge and Skills (TEKS), sequenced to follow child development and give teaching strategies for each of the guidelines. The new guidelines offer educators the information and support to prepare all children for success in Kindergarten.
The Texas Education Agency has
posted the new Texas Prekindergarten Guidelines (Revised 2015). The updated guidelines will be implemented beginning with the 2016-2017 school year.
Texas Prekindergarten Guidelines (updated 2015) (PDF, 1821 KB)
Texas Prekindergarten Guidelines (updated 2015) Spanish (PDF)
Texas Prekindergarten Guidelines: Web-based Training
Learn more about the revised Prekindergarten Guidelines with this web-based professional development tool (outside source) that provides educators an overview of the Prekindergarten Guidelines. The training includes video examples of child behaviors in five domains: social and emotional development, language and communication, emergent literacy: (reading and writing), and mathematics. It also provides instructional strategies teachers can use to support students' growth.
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines
The Texas Early Learning Council presents the new, voluntary infant, Toddler, and
Three-Year-Old Early Learning Guidelines:
Early Childhood Outcomes & Prekindergarten Guidelines Alignment
The agency commissioned a companion document to the Texas Prekindergarten Guidelines known as the Early Childhood Outcomes and Prekindergarten Guidelines Alignment (PDF, 3.37MB). This document is designed to align each Prekindergarten Guideline to one or more of the three Early Childhood Outcomes, and provide educators and families with discussion prompts to explain how each outcome relates to the Guideline. This document also provides modifications and adaptations for children with special needs.