NAEYC+Standards

NAEYC Standards for Early Childhood Professional Preparation Programs and Indicators for each Standard (NAEYC, 2010)
> Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child. **1a**: Knowing and understanding young children’s characteristics and needs, from birth to age 8. **1b**: Knowing and understanding the multiple influences on early development and learning. **1c**: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
 * 1) ===1. Promoting Child Development and Learning ===

2. Building Family and Community Relationships
Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning. **2a**: Knowing about and understanding diverse family and community characteristics. **2b**: Supporting and engaging families and communities through respectful, reciprocal relationships. **2c**: Involving families and communities in young children’s development and learning.

3. Observing, Documenting and Assessing to support Young Children and Families
Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. **3a**: Understanding the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children **3b**: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. **3c**: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. <span style="display: block; font-family: Georgia,serif; text-align: center;">**3d**: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.

<span style="display: block; font-family: Georgia,serif; text-align: center;">4. Using Developmentally Effective approaches to Connect with Children and Families
<span style="display: block; font-family: Georgia,serif; text-align: center;">Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. <span style="display: block; font-family: Georgia,serif; text-align: center;">**4a**: Understanding positive relationships and supportive interactions as the foundation of their work with young children. <span style="display: block; font-family: Georgia,serif; text-align: center;">**4b**: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. <span style="display: block; font-family: Georgia,serif; text-align: center;">**4c**: Using a broad repertoire of developmentally appropriate teaching/learning approaches. <span style="display: block; font-family: Georgia,serif; text-align: center;">**4d**: Reflecting on own practice to promote positive outcomes for each child.

<span style="display: block; font-family: Georgia,serif; text-align: center;">5. Using Content Knowledge to Build Meaningful Curriculum
<span style="display: block; font-family: Georgia,serif; text-align: center;">Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child. <span style="display: block; font-family: Georgia,serif; text-align: center;">**5a**: Understanding content knowledge and resources in academic discipline: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. <span style="display: block; font-family: Georgia,serif; text-align: center;">**5b**: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. <span style="display: block; font-family: Georgia,serif; text-align: center;">**5c:** Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

<span style="display: block; font-family: Georgia,serif; text-align: center;">6. Becoming a Professional
<span style="display: block; font-family: Georgia,serif; text-align: center;">Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. <span style="display: block; font-family: Georgia,serif; text-align: center;">**6a:** Identifying and involving oneself with the early childhood field. <span style="display: block; font-family: Georgia,serif; text-align: center;">**6b:** Knowing about and upholding ethical standards and other early childhood professional guidelines. <span style="display: block; font-family: Georgia,serif; text-align: center;">**6c:** Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. <span style="display: block; font-family: Georgia,serif; text-align: center;">**6d:** Integrating knowledgeable, reflective, and critical perspectives on early education. <span style="display: block; font-family: Georgia,serif; text-align: center;">**6e:** Engaging in informed advocacy for children and the early childhood profession.