This paper analyzes the evolving skill expectations for kindergarten students over the past five years, focusing on literacy, numeracy, social and emotional development, and digital literacy. It explores how global disruptions like COVID-19, advances in technology, and shifting educational policies in countries such as the U.S., U.K., Canada, and Australia have reshaped early childhood education. Key findings reveal that while foundational learning goals remain, the depth and complexity of expected competencies have grown—particularly in social-emotional learning and digital readiness. The report underscores the need for balanced, inclusive approaches that support resilience and lifelong learning.
Introduction
Kindergarten represents the foundational stage of formal education. It is a time when children are introduced to structured learning environments that set the tone for their future academic and social success. Over the last five years, expectations of what kindergarten students should know and be able to do have shifted significantly. This paper explores the evolution of key foundational skills in kindergarten across several domains: literacy, numeracy, social development, emotional regulation, and digital literacy. It also analyzes the ways these expectations have changed in response to broader trends, including the COVID-19 pandemic, technology integration, and policy changes in the United States and internationally (e.g., United Kingdom, Canada, Australia, and select Asian and European countries).
Literacy Skills: Then and Now
Literacy is one of the most emphasized components of early childhood education. Historically, kindergarteners were expected to recognize letters, understand that print carries meaning, and begin to write their names. Over the past five years, however, the bar has been raised in many regions, particularly in response to declining early reading performance due to pandemic-related disruptions (Kim et al., 2021).
In the United States, current kindergarten literacy expectations include mastering phonemic awareness, recognizing high-frequency sight words, and reading simple sentences. Many states follow the Common Core State Standards, which emphasize phonics and vocabulary development (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Similarly, the United Kingdom’s Early Years Foundation Stage (EYFS) curriculum now stresses systematic phonics, oral language development, and comprehension (Department for Education, 2021).
Globally, the emphasis on early literacy has intensified due to concerns about long-term learning gaps. UNESCO (2022) notes that without intervention, a substantial number of children globally will not achieve basic reading proficiency by the end of primary school. As a result, countries have enhanced their pre-primary literacy curricula, integrating more structured literacy instruction and digital tools to reinforce skills (UNESCO, 2022).
Numeracy Skills: Building Quantitative Understanding
In 2018, kindergarten numeracy goals were primarily focused on rote counting, number recognition, and identifying basic shapes. Today, the expectations are more complex. The United Kingdom’s EYFS, for instance, emphasizes a deeper understanding of numbers to ten, including subitizing and comparing quantities (Department for Education, 2021). In the United States, Common Core-aligned curricula expect kindergartners to perform simple addition and subtraction using manipulatives and to understand the concepts of more and less (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010).
COVID-19’s impact on early childhood math instruction led to concerns about “math dips” similar to “literacy dips.” However, early studies indicate that numeracy skills may have been more resilient during remote learning than literacy skills, likely due to the hands-on nature of early math activities (Weiland et al., 2021). In response, schools have integrated more concrete materials and games to support number sense development.
Countries like Canada and Australia have maintained a play-based approach to numeracy but have expanded the use of everyday mathematical language and activities. Australia’s Early Years Learning Framework encourages educators to embed numeracy into routine interactions, supporting both skill acquisition and confidence (Australian Government Department of Education, 2022).
Social Development: The Importance of Interpersonal Skills
Social development in kindergarten encompasses sharing, cooperation, turn-taking, and conflict resolution. Five years ago, these skills were implicitly taught through group activities and free play. Today, they are explicitly targeted due to the observed regression in social skills following prolonged pandemic isolation.
In the U.S., many kindergarten teachers report that children are entering school with weaker social competencies than in the past, including difficulty following instructions and engaging in peer interactions (EdSurge, 2022). Similar trends are seen in the U.K., where a survey of Reception teachers indicated a marked decline in students’ ability to separate from caregivers and function independently in group settings (Education Endowment Foundation, 2021).
In response, schools have adopted structured social-emotional learning (SEL) programs. CASEL’s SEL framework is increasingly implemented in American classrooms, emphasizing self-awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, 2021). Internationally, Australia’s EYLF Outcome 1 (“Children have a strong sense of identity”) and Outcome 2 (“Children are connected with and contribute to their world”) have been used to develop targeted social learning activities (Australian Government Department of Education, 2022).
Emotional Regulation and Self-Management
The ability to regulate emotions, persist with tasks, and adapt to changes is essential in early learning environments. Five years ago, these skills were considered desirable but not formally assessed. Today, they are seen as prerequisites for effective learning.
COVID-19 exacerbated emotional dysregulation among young children, many of whom experienced trauma, disrupted routines, and social deprivation. As a result, educators report increased difficulty with attention, impulse control, and frustration tolerance among kindergarteners (EdSurge, 2022).
Policy changes reflect these concerns. For example, the U.S. Head Start program has expanded its focus on behavioral outcomes and mental health services. In Canada and Australia, emotional well-being is integrated into early years learning frameworks, with strategies for mindfulness, emotion labeling, and self-soothing techniques embedded in daily routines (Public Health Agency of Canada, 2021; Australian Government Department of Education, 2022).
Digital Literacy: A New Frontier in Early Education
Digital literacy was largely peripheral in early childhood education until recently. Five years ago, the use of tablets and interactive whiteboards in kindergarten was limited to occasional educational games. Today, digital competence is becoming a more central learning objective, albeit one that varies significantly by region and socio-economic context.
In the wake of pandemic-driven remote learning, many kindergarteners gained exposure to video conferencing, online learning platforms, and digital storytelling tools. As a result, some curricula now include goals such as navigating basic interfaces, recognizing safe online behaviors, and using devices for learning activities (OECD, 2023).
British Columbia’s K–3 digital literacy framework expects students to use keyword searches and identify useful online resources by the end of kindergarten (Government of British Columbia, 2020). In the U.S., districts are increasingly embedding digital literacy into early years instruction, though implementation remains uneven. Globally, OECD warns against excessive screen time but encourages balanced, meaningful use of digital tools to support learning and creativity (OECD, 2023).
Comparative Trends Across Countries
While the foundational domains of kindergarten learning are universally acknowledged, regional variations reflect different cultural, economic, and policy environments.
The United States has a strong emphasis on academic readiness, particularly in literacy and math. SEL and digital skills are growing priorities post-pandemic (Kim et al., 2021; CASEL, 2021).
The United Kingdom supports structured phonics and number sense as core EYFS goals. Pandemic recovery programs target communication and personal-social skills (Department for Education, 2021).
Canada maintains a focus on holistic, play-based learning with growing attention to digital competence and bilingual language development (Public Health Agency of Canada, 2021).
Australia’s EYLF supports identity, well-being, and communication through integrated play-based methods. Early STEM and coding activities are expanding (Australian Government Department of Education, 2022).
In Asia and Europe, countries like Singapore and Japan promote academic rigor early on, with high expectations in reading and numeracy. Scandinavian models prioritize social-emotional development and child-led exploration (OECD, 2023).
Graph: Change in Kindergarten Skill Expectations Over 5 Years
Impact of Technology and COVID-19
The dual influence of technology and the COVID-19 pandemic has reshaped early childhood education in profound ways. Technology has introduced both opportunities and risks, offering new modes of instruction but also contributing to shortened attention spans and overreliance on screens. The pandemic underscored the need for resilience, adaptability, and community support in learning environments.
Many countries now emphasize a balanced approach: incorporating technology to enhance engagement while maintaining rich human interaction and hands-on learning. For example, programs that combine tablet-based phonics games with group storytelling or collaborative building activities exemplify the hybrid model that educators are increasingly adopting (OECD, 2023).
Conclusion
Kindergarten skills have evolved significantly over the past five years in response to changing societal conditions, technological advancement, and global disruptions like the COVID-19 pandemic. While the core domains of literacy, numeracy, social development, emotional regulation, and play remain, the depth and breadth of expectations have expanded. Policymakers and educators worldwide are responding with updated curricula, increased SEL programming, and the integration of digital tools.
The future of kindergarten education lies in a balanced model that honors developmental appropriateness while embracing innovation. Ensuring that all children—regardless of background—develop the foundational skills needed for lifelong learning will require continued investment in early education, teacher training, and inclusive curriculum development.
References
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CASEL. (2021). Core SEL Competencies. Collaborative for Academic, Social, and Emotional Learning. https://casel.org
Department for Education. (2021). Statutory framework for the early years foundation stage. United Kingdom Government. https://www.gov.uk
EdSurge. (2022). Why social-emotional skills are more important than ever. https://www.edsurge.com
Education Endowment Foundation. (2021). Impact of COVID-19 on early learning. https://educationendowmentfoundation.org.uk
Government of British Columbia. (2020). Digital Literacy Framework (K–12). https://curriculum.gov.bc.ca
Kim, Y., Boyle, H., & Nakamura, P. (2021). COVID-19 learning loss: What we know and how to respond. Brookings Institution. https://www.brookings.edu
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UNESCO. (2022). Global Education Monitoring Report: Early Childhood Care and Education. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org
Weiland, C., Ulvestad, K., Sachs, J., & Yoshikawa, H. (2021). Historic crisis, historic opportunity: Using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs. Brookings Institution.