; (B) are based on research about the processes, sequences, and long-term influence of early learning and development; (C) identify approaches to learning that are developmentally appropriate (including culturally and linguistically appropriate) and supportive of positive outcomes for all children; (D) are aligned with the appropriate State academic content standards for kindergarten through grade 3; (E) inform providers, programs, teachers, schools, parents, and the community on what young children are expected to learn; and (F) guide providers, programs, teachers, and schools in supporting children to help children meet high expectations. (4) Homeless children The term homeless children has the meaning given the term homeless children and youths in section 725(2) of the McKinney-Vento Homeless Assistance Act ( 42 U.S.C. 11434a(2) ). (5) Indian tribe The term Indian tribe has the meaning given such term in section 4 of the Indian Self-Determination and Education Assistance Act ( 25 U.S.C. 450b ). (6) Limited English proficient The term limited English proficient has the meaning given the term in section 637 of the Head Start Act ( 42 U.S.C. 9832 ). (7) Low-income The term low-income , when used with respect to a child, means a child whose family income is described in section 658P(4)(B) of the Child Care and Development Block Grant Act of 1990 ( 42 U.S.C. 9858n(4)(B) ). (8) Program quality standards The term program quality standards means the characteristics of State early learning programs, across a range of settings, that have an impact on children's development and learning. Such characteristics include— (A) the ratio of early learning providers to children; (B) staff qualifications; (C) the quality and effectiveness of interactions between early learning providers and children and the children's families in the program; (D) the program philosophy and curriculum; (E) the quality and quantity of equipment and materials; (F) the quality of the physical environment