Cumulative evidence indicates that the language and literacy capabilities children have in kindergarten strongly predict their achievement later in life (Cunningham & Stanovich, 1997).

Essential elements in the early years have been identified as oral language development, print awareness, alphabetic knowledge, and phonological awareness (Burns, Griffin, & Snow, 1999).

Early childhood curriculum should not only offer cognitive challenges, but be developmentally appropriate as well (Frede, 1998). Curriculum for young children must be based on concrete experience and focused on relationships, communication, and exploration of the environment; it should not be a scaled back version of curriculum for older children (NAEYC & NAECS/SDE, 2002).