Research Brief: Pedagogy of Early Learning

Despite decades of research on how young children learn best, that knowledge is still not consistently reflected in classrooms, policies, or everyday practice. Our new State of the Field research brief explores this gap—and what must change across the preschool through Grade 3 (PK-3) continuum.

As the inaugural brief in the State of the Field Research Brief series, it establishes a shared framework for understanding effective pedagogy across the PK–3 continuum and reframes how we think about teaching and learning in the early years. It centers essential ideas, including the role of play as the primary vehicle for student learning, the importance of relationships in facilitating learning, and a redefinition of rigor as teaching that purposefully weaves together play, responsiveness, and flexibility—along with additional tenets that call for aligned, developmentally informed learning from preschool through third grade.

Inside, you'll find a clear synthesis of the research, key challenges facing early learning settings and systems today, and actionable recommendations for state and local leaders, educators, and parents and families. Designed for those shaping learning experiences across the PK–3 continuum, the brief provides practical guidance for strengthening policy, practice, and systems to create more aligned, continuous, and developmentally informed learning experiences for all children.