Prior to the report of the National Early Literacy Panel (NELP, 2008), there was the report of the National Educational Goals Panel (NEGP, 1995). The NEGP established goals for improving education in the United States and has served as the basis for many state educational standards for early learning, as well as early childhood assessments and curricula. The first goal of the NEGP focused on ensuring that children begin formal schooling ready to learn. Five domains of development and school readiness were identified by the NEGP. These domains are considered to be interwoven and overlapping, as development in one area supports development in all areas. The following skills within the five domains apply regardless of whether or not the child is enrolled in an early learning program:
- Cognition and General Knowledge: Involves how children think, explore, and understand the world, including early mathematics and scientific development.
- Language and Literacy Development: Encompasses communication skills, including both receptive (understanding) and expressive (speaking) language.
- Approaches to Learning: Describes the inclinations, dispositions, or styles (such as curiosity, persistence, and creativity) that children use to become involved in learning.
- Social and Emotional Development: Focuses on building relationships, social competence, self-regulation, and emotional security.
- Physical Well-Being and Motor Development: Covers physical health, nutrition, and both fine and gross motor skills.
The Essential Foundations for Learning Checklist by Angie Neal provides a developmental overview of the various skills in each domain for ages 36–48 months and 48–60+ months.