If state pre-k standards are low, teachers must work to improve them. The voice of the pre-k teacher is not heard often enough in legislative chambers and lobbying efforts. Early childhood educators provide a unique and extremely relevant perspective and should take an active role in the advocacy efforts in their state, participate in Board of Education meetings, and help develop statewide pre-k standards. Teachers should meet with state legislators in the capitol, but even more importantly, should invite lawmakers to visit the classroom.

Pre-k can and should include appropriate academics. Early childhood education is about learning in a stimulating play-based setting that involves diversity and choice, motivation, autonomy, self-esteem, and social and emotional components based on individual needs and interests. Teachers should incorporate play as a leading force of social and cognitive development and use a balance of teacher-directed and child-directed activities.

All teachers and administrators must adopt classroom policies that promote the progress and learning of each child. If a child does not progress as expected, additional resources should be made available. This includes, but is not limited to: individualized instruction, special attention, tutors, intervention strategies, and referral to specialists. Teachers should always communicate their concerns to parents along with sharing the good news of children’s accomplishments.

Research on early childhood development and early literacy continues to advance. Teachers must keep up with the latest and most effective evidence-based practices on early literacy, math, and early childhood development. The best teachers learn to implement new research and strategies into their teaching and remain open to new techniques.

Every single moment is a teachable moment. Pre-k teachers cannot allow "dead" time in their classrooms. Teachers should minimize the amount of time that children spend waiting.  Use transition times and routines like meals, dressing and hand washing as opportunities to emphasize a wide range of language and literacy experiences including: songs and rhymes, dramatic play, storytelling, and retelling and one-to-one conversations. Teachers can connect these activities to the entire curriculum and classroom management techniques.

Pre-k programs should adopt assessment and evaluation methods that promote the learning and development of each child. Teachers should use a regular assessment system with multiple indicators and authentic assessment techniques, such as observations and portfolios. Teachers should plan and modify instruction and guide communication with parents based on assessments.

Every educator should adapt curriculum and teaching strategies to individualize instruction so that every child continues to make learning and developmental progress. Educators should set high goals not just for the children, but for themselves and then work to meet those goals Children learn based on interactions with adults; positive contacts outside the family help them establish themselves as individuals in the wider social context.

Every child deserves excellent instruction. Pre-k programs should embrace and include children of all backgrounds, cultures, languages, and ability levels, including children with disabilities. These efforts should include classroom design and signage, family interaction, instruction and assessment, and selection of books, songs, and toys. Including children with disabilities benefits them and their typically developing peers.

Pre-k education is founded on a partnership with families and communities to provide flexible and responsive services. Pre-k teachers and administrators must reach out to parents, seek and incorporate feedback and welcome observers into the classroom at all times.

Pre-k teacher preparation should include strong attention to developmentally appropriate practices for young children. Teachers and directors need to engage in continual professional development and in-service training. Educators should visit classrooms and build relationships with other teachers to learn more about learning at all grade levels and settings.

Pre-k teachers should participate in new research and studies to develop additional effective practices programs that address unique needs of different populations within the community.