About the Early Childhood Indicators of Progress

The ECIPs offer research-based information about progressions of development and learning so that early childhood professionals and caregivers in Minnesota have a common framework and vocabulary. 

Professionals can use this document to plan a curriculum that is developmentally appropriate for children of different ages and abilities, attentive to the individual needs of children, and culturally responsive to children’s varying life experiences. 

Caregivers can use this document to understand the development of the children in their care and determine how best to support them. 

The continuum of learning in the ECIPs should be used to support early childhood professionals’ and kindergarten teachers’ knowledge in ensuring that early childhood settings are ready for all children.

As a framework for accountability, the ECIPs are intended to inform the design of curricula and assessment tool selection. 

The ECIPs are not an assessment tool. The ECIPs should serve as the foundation for the authentic assessment process.

The ECIPs have and continue to be aligned with the current version of the Minnesota Academic Standards. They reflect the child development knowledge that defines the foundational skills necessary to build toward school success.

While full implementation is scheduled for 2028, educators are welcome to start using the revised version now.

DCYF does not provide printed copies of the ECIPs. You can download a PDF version to print yourself.

DCYF is actively working to create a 2017 and 2028 ECIPs comparison guide. 

In general, the updated ECIPs reflect a more inclusive, research-aligned and user-friendly framework for observing and supporting early childhood development. These updates make the ECIPs more accessible and relevant for families, caregivers and educators supporting the growth and learning of all young children.  

Key changes include:  

• Clearer indicators: Examples of skills being observed are now more objective, focused on what children are doing and learning.  
• Cultural inclusivity: Indicators now better represent diverse cultural variations in language, communication and child development.  
• Supportive language: "With caregiver support" has been added where appropriate to recognize the role of adults in fostering development. 
• Streamlined indicators: Duplicative subcomponents have been removed to ensure each observed skill best aligns with its subcomponent.  
• Updated categories: Subcomponents have been reorganized to reflect current research and are described in plain language for easier understanding.  
• Kindergarten alignment: Indicators are aligned with Minnesota’s new Kindergarten Academic Standards to ensure a smooth transition to early elementary education.