CDE — NEW Preschool/Transitional Kindergarten Learning Foundations
CDE — NEW Preschool/Transitional Kindergarten Learning Foundations
The California Department of Education, Early Education Division has released the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF). The PTKLF describe the knowledge and skills that most children ages 3 to 5½ develop in a high-quality early education program. The PTKLF is a revision to the Preschool Learning Foundations originally released in 2008.
Grounded in the most recent science of learning and development and emphasis on culturally and linguistically responsive practices, the PTKLF describe key competencies children develop in nine domains of learning: (1) Approaches to Learning, (2) Social and Emotional Development, (3) Language and Literacy (including Foundational Language Development and English Language Development), (4) Mathematics, (5) Science, (6) Physical Development, (7) Health, (8) History-Social Science, and (9) Visual and Performing Arts.
These foundations are intended for use in transitional kindergarten, the California State Preschool Program, and other state-funded, federally-funded, and private preschool programs in California including school-based, center-based, and home-based settings. For more information and for access to the PTKLF please visit: California PTKLF — Child Development (CA Dept of Education).
The CDE would like to thank everyone who supported the development of the PTKLF including writers, educators, subject matter experts, interest holders, and diversity, equity, and inclusion reviewers. Your contributions to the PTKLF ensured authentic representation and inclusion of California’s children and families.
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The P-3 team is committed to providing professional learning opportunities throughout the year that are supportive to the work of educators within the P-3 space. Check out our calendar of upcoming events.
SDCOE's P-3 team welcomes you to join the 2026-27 P-3 Alignment Network. Learn and network with educators from across the county at regularly scheduled meetings geared toward educational leaders and partners.
This month we want to spotlight some amazing resources and networks that can support the P-3 alignment at your school or district. Please take a moment to see what some of our SDCOE teams are doing and how the following resources may support your work.
This training series is designed to equip TK and Kinder Teachers with the knowledge and practical skills needed to implement high-quality physical education experiences for young learners.
In this two-part series, preschool and TK educators will explore how to support social-emotional development through intentional, developmentally appropriate practices.
Participants will examine how classroom environments, daily routines, and adult responses influence children’s behavior, and consider how to shift from reacting to behavior to proactively supporting regulation, engagement, and positive relationships. Through real-world scenarios, reflection, and hands-on application, educators will build practical strategies they can use right away.
This training introduces early childhood educators to the concept of “Loose Parts” and their role in supporting play-based learning.
This training focuses on Universal Design for Learning (UDL) as a proactive framework for creating inclusive, responsive classrooms for infants, toddlers, and preschoolers. Educators will engage with real-world classroom examples and walk through practical strategies that can be immediately applied in early education settings.
Unlock the power of purposeful play. This interactive training invites 1st to 3rd grade educators to explore the Approaches to Learning Domain from the P-3 Learning Progressions and investigate ways to support learning and growth through play
Join us for an interactive session focused on reducing chronic absenteeism in TK–3. We’ll explore root causes, proactive strategies, and ways to build belonging so every student feels motivated to attend. Walk away with practical tools to strengthen attendance through relationships, data use, and positive school climate.