The purpose of this descriptive study is to examine the content of early learning standards developed by state-level organizations in order to address the following research questions: (1) To what extent have various dimensions of development and learning (i.e., the dimensions of physical and motor, social and emotional, approaches toward learning, language and communication, and cognition and general knowledge) been addressed in early learning standards? What is the relative degree of emphasis within the standards on each of the five dimensions of development and learning? (2) To what extent have specific indicators of children's learning and development within each of the dimensions been addressed in early learning standards? What is the relative degree of emphasis placed on the indicators within the five dimensions? The purpose in addressing these questions is to provide a picture of what states emphasized in their early learning standards documents and to extract themes or patterns that can provide useful information for those currently engaged in the process of developing or revising standards documents. Appendices include: (1) Standards Documents Included in the Analysis; (2) Indicators Used for Coding Standards Items; (3) State-by-State Breakdown of the Relative Degree of Emphasis Across the Dimensions; (4) State-by-State Breakdown of the Relative Degree of Emphasis Within the Physical Well-Being and Motor Development Dimension; (5) State-by-State Breakdown of the Relative Degree of Emphasis Within the Social and Emotional Development Dimension; (6) State-by-State Breakdown of the Relative Degree of Emphasis Within the Approaches Toward Learning Dimension; (7) State-by-State Breakdown of the Relative Degree of Emphasis Within the Language and Communication Dimension; and (8) State-by-State Breakdown of the Relative Degree of Emphasis Within the Cognition and General Knowledge Dimension. (Contains 7 tables and 1 figure.)