NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014
This doc incorporates the language of all NAEYC Early Childhood Program Standards and Accreditation Criteria, together with 39 standards that aren’t at present assessed by the NAEYC Academy. (For extra details about standards that the Academy doesn’t at present assess, click on right here). When relevant, the language of the factors consists of Guidance for Assessment, which each explains how the factors are assessed by NAEYC and clarifies the intent of the factors. On April 1, 2014, 5 standards had been revised to mirror present greatest observe. Learn extra. The entries under comprise the next info: When studying steerage, observe the attainable scores utilized by NAEYC Assessors and their definitions under:
‘Sure’: Proof is discovered; criterion or indicator is met. ‘No’: No proof is discovered, or proof is inadequate to fulfill criterion or indicator. ‘N/A’ (Not Relevant): The criterion or indicator doesn’t apply to this group. The ‘N/A’ ranking is just obtainable if it
is famous. ‘NoOpp’ (No Alternative): There was no alternative to watch the criterion or indicator through the particular
commentary. The ‘NoOpp’ ranking is just obtainable whether it is famous. Whereas ‘NoOpp’ could also be used for a particular, time- restricted commentary, it’s anticipated that teams show proof of the criterion someday all through the day.
‘Not Age’: The criterion or indicator doesn’t apply to the age class being noticed. The ‘Not Age’ ranking is just obtainable whether it is famous.
Definitions of phrases used all through steerage: ‘Diverse’ or ‘A number of’: Multiple. ‘Corresponding to’ or ‘for instance’: Examples which can be used as proof however don’t essentially should be seen to
meet the criterion or indicator.
three.B.12 T-P-Okay Random O, FS, PP Fee ‘NoOpp’ if no difficult behaviors are noticed. Lecturers tackle difficult habits by a assessing the perform of the kid’s habits.
b convening households and professionals to develop individualized plans to deal with habits.
Fee ‘NoOpp’ if no proof is seen within the classroom. The individualized plans would not have to be formal IEPs, however might encompass casual conferences, cellphone calls, emails, and/or different modes of communication to debate plans to deal with the behaviors.
c utilizing optimistic habits help methods. Proof might embrace things like insurance policies, examples of how this system addressed a difficult habits previously, or notes between mother and father and academics. Definition of difficult habits: “Difficult habits is any habits that (1) interferes with youngsters’s studying, improvement and success at play, (2) is dangerous to the kid, different youngsters, or adults, [or] (three) places a baby at excessive threat for later social issues or college failure.” (Kaiser & Rasminsky, Difficult Habits in Younger Youngsters (2nd Ed.), Pearson Schooling Inc., 2007, p. eight). Examples of difficult habits: Bodily aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You may’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows instructions or observe classroom guidelines.)
Guidance for Total Score
Grey background; justified left; applies to total criterion to point when an total ranking is acceptable.
Guidance for Particular Indicator
Grey background; indented; applies to indicator listed above.
Guidance for Total Criterion
Grey background; justified left; applies to total criterion and all indicators; bolded print signifies new steerage.
Criterion Quantity
Age Class I = Toddler T = Toddler/Two P = Preschool Okay = Kindergarten
Assessment Class Required All the time Assessed Randomly Assessed Rising Apply Not Presently Assessed
Supply(s) of Proof O = Observable Criteria PP = Program Portfolio CP = Classroom Portfolio TS = Instructing Employees Survey FS = Household Survey
https://www.naeyc.org/information/academy/file/CriteriaNoLongerAssessed.pdf
http://www.naeyc.org/academy/information/academy/file/RevisedCriteria_201400401.pdf
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 2 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
Normal 1 – Relationships
1.A. – Constructing Optimistic Relationships amongst Lecturers and Households
1.A.01 I-T-P-Okay Random O, FS, CP
a Lecturers work in partnership with households, establishing and sustaining common, ongoing, two-way communication. Look for examples of TWO-WAY communication efforts by educating employees with households of youngsters within the classroom. Fee ‘Sure’ if proof consists of clear invites from employees to obtain household communications. Fee ‘NoOpp’ if no proof or partial proof of two-way communication (e.g., mother or father board with lesson plan, menu, and occasions calendar) is noticed. Fee as ‘No’ if missed alternatives for two-way communication are noticed.
1.A.02 I-T-P-Okay Random PP, FS
a Lecturers achieve details about the methods households outline their very own race, faith, residence language, tradition, and household construction.
Proof might embrace info from normal consumption varieties or casual communications with households about these points.
1.A.03 I-T-P-Okay Random O, FS, CP Lecturers talk with relations on an ongoing foundation to…
a study youngsters’s particular person wants and b guarantee a easy transition between residence and program.
Proof might embrace issues equivalent to dialogue books, whiteboards that describe what youngsters are doing, or conversations with relations who’re within the classroom. A minimum of two examples of communication should be seen, considered one of which could possibly be a part of introductory supplies. Fee ‘NoOpp’ if no examples are seen or if just one instance is noticed. Fee as ‘No’ if missed alternatives for communication are noticed.
1.A.04 I-T-P-Okay Not Presently Assessed: Finest Apply
a Lecturers are delicate to household considerations and reassure relations who’re involved about leaving youngsters in non-family care. Examples might embrace conversations with relations.
1.A.05 I-T-P-Okay Random O, FS, CP
a Lecturers share info with households about classroom guidelines, expectations, and routines not solely at enrollment but additionally as wanted all year long. Proof might embrace dialogue books, flyers, whiteboards that describe what youngsters are doing, or conversations or different communication efforts with relations who’re within the classroom.
1.B. – Constructing Optimistic Relationships between Lecturers and Youngsters
1.B.01 I-T-P-Okay Random O
a Instructing employees foster youngsters’s emotional well-being by demonstrating respect for youngsters and making a optimistic emotional local weather as mirrored in behaviors equivalent to frequent social conversations, joint laughter, and affection.
1.B.02 I-T-P-Okay Random O
a Instructing employees specific heat via behaviors equivalent to bodily affection, eye contact, tone of voice, and smiles.
1.B.03 I-T-P-Okay Random O Instructing employees are constant and predictable of their
a bodily and b emotional care of all youngsters.
Look for proof that educating employees are attentive to the bodily and emotional care wants of all the youngsters. Fee as ‘Sure’ UNLESS there are clear missed alternatives for employees to be attentive to the care wants of the youngsters.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page three of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.B.04 I-T-P-Okay Random O
a Instructing employees encourage and acknowledge youngsters’s work and accomplishments. For commentary functions the expertise of a lot of the youngsters is assumed to be equal for each little one except there’s proof on the contrary. Watch for educating employees conversations that (1) encourage youngsters to attempt new issues; and (2) acknowledge makes an attempt and success in all developmental areas. Proof can also embrace things like images, class made books, class shows, and newsletters.
1.B.05 I-T-P-Okay Random O
Instructing employees perform as safe bases for youngsters. They reply promptly in developmentally acceptable methods to youngsters’s
a optimistic initiations, b destructive feelings, and c emotions of damage and worry d by offering consolation, help, and help.
Watch for educating employees’s sensitivity to particular person youngsters (versus treating all youngsters principally the identical method). When there’s not a possibility to watch all indicators, credit score needs to be given UNLESS there are clear missed alternatives when indicators can be anticipated to be noticed.
1.B.06 I-T-P-Okay Random O
a Instructing employees encourage youngsters’s acceptable expression of feelings, each optimistic (e.g., pleasure, pleasure, pleasure) and destructive (e.g., anger, frustration, unhappiness).
Watch for educating employees’s sensitivity to particular person youngsters (versus treating all youngsters principally the identical method). Fee as ‘Sure’ UNLESS there are clear missed alternatives for employees to encourage acceptable expressions of feelings.
1.B.07 I-T-P-Okay Random O
Instructing employees consider and change their responses based mostly on particular person wants. Instructing employees range their interactions to be delicate and attentive to
a differing talents, b temperaments, c exercise ranges, and d cognitive and e social improvement.
Watch for educating employees’s sensitivity to particular person youngsters (versus treating all youngsters principally the identical method). When there’s not a possibility to watch all indicators, credit score needs to be given UNLESS there are clear missed alternatives when indicators can be anticipated to be noticed.
1.B.08 I-T-P-Okay Random O
a Instructing employees help youngsters’s competent and self-reliant exploration and use of classroom supplies. Proof might embrace alternatives for interplay with supplies, unstructured actions, free play, and so on. A posted schedule indicating there are alternatives for unstructured actions and/or free play and so on. would even be acceptable. For infants, educating employees aiding youngsters with exploration of the atmosphere and supplies is suitable.
1.B.09 I-T-P-Okay Required O, PP
a Instructing employees by no means use bodily punishment equivalent to shaking or hitting and don’t interact in psychological abuse or coercion.
Fee ‘No’ if any individual employed by or volunteering for this system bodily punishes and/or psychologically abuses or coerces a baby.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page four of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.B.09 I-T-P-Okay Required O, PP It is a required criterion. If a baby is in quick hazard, assessors should instantly notify this system administrator and contact the NAEYC Academy. If the assessor determines that this criterion shouldn’t be absolutely met after the commentary, assessors should observe this on the Required Criterion Report Type. If through the Program Portfolio Assessment, the assessor determines that this criterion shouldn’t be absolutely met, the assessor MUST checklist it on the Lacking Proof Request Type (MERF). If the criterion continues to be not absolutely met after this system responds to the MERF, assessors should observe this on the Required Criterion Report Type. The Required Criterion Report Type is shared with this system administrator on the Closing Assembly, at which level the Program Administrator will likely be given an opportunity to reply in writing straight on the Required Criterion Report Type; OR select to not reply through the website go to by checking the suitable field on the shape; AND/OR present extra contextual info to the NAEYC Academy as a part of the Administrator Analysis of the Website Go to.
1.B.10 I-T-P-Okay All the time O, PP
a Instructing employees by no means use threats or derogatory remarks and neither withhold nor threaten to withhold meals as a type of self-discipline.
Any occasion of threats, derogatory remarks or the withholding of meals as self-discipline will lead to ranking ‘No’ on this criterion. Having youngsters expertise logical penalties (equivalent to lacking snack in the event that they select to not eat with the group) shouldn’t be the identical as threatening to withhold meals. Nonetheless, if a baby is then unable to totally take part within the group attributable to starvation, some meals needs to be made obtainable.
1.B.11 I Random O
Instructing employees interact infants in frequent face-to-face social interactions every day. These embrace each… a verbal behaviors (e.g., speaking, cooing, repeating toddler sounds, singing) and. b nonverbal behaviors (e.g., smiling, touching, holding).
1.B.12 I Random O
a Instructing employees give one-to-one consideration to infants when partaking in caregiver routines. Caregiver routines embrace feeding (bottle or solids), diaper altering, altering garments, and cleansing the toddler.
1.B.13 I-T Random O
a Instructing employees modify their interactions to infants’ and toddlers’/twos’ numerous states and ranges of arousal. Lecturers are conscious of how their very own habits and voice stage impacts youngsters, and they modify or modulate their interactions with youngsters based mostly on every kid’s reactions, for instance, if a baby is reacting negatively to being held an excessive amount of or too carefully.
1.B.14 I-T Random O
Instructing employees rapidly reply to infants and toddlers/twos’ cries or different indicators of misery by a offering bodily consolation and b [providing] wanted care.
c Instructing employees are delicate to infants’ and toddlers’/twos’ numerous alerts and study to learn their particular person cries.
Fee as ‘NoOpp’ if no cries or different indicators of misery are noticed.
1.B.15 T-P-Okay Random O Instructing employees discuss often with youngsters and hearken to youngsters with consideration and respect. They…
a reply to youngsters’s questions and requests. b use methods to speak successfully and construct relationships with each little one. c interact frequently in significant and prolonged conversations with every little one.
The expertise of a lot of the youngsters is assumed to be equal for each little one except there’s proof on the contrary.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 5 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.C. – Serving to Youngsters Make Buddies
1.C.01 I Random O
a Instructing employees facilitate an toddler’s social interplay when she or he is considering , touching, or vocalizing to others.
1.C.02 T-P-Okay Random O
a Instructing employees help youngsters’s improvement of friendships and present alternatives for youngsters to play with and study from one another.
Proof may embrace: employees makes an attempt to carry unengaged youngsters into play, working with youngsters to barter supplies or guidelines, or serving to youngsters specific their emotions and feelings to one another. Proof can also embrace schedules that embrace a number of groupings and clear up occasions; and environments that present for small (2 youngsters) and bigger groupings.
1.C.03 T-P-Okay Random O, CP
Instructing employees help youngsters as they observe social abilities and construct friendships by serving to them: a enter into [play], b maintain [play], and c improve play.
Proof consists of employees who’re attempting to carry unengaged youngsters into play, working with youngsters to barter supplies or guidelines, or making play extra complicated.
1.C.04 T-P-Okay Random O
Instructing employees help youngsters in resolving conflicts by serving to them: a establish emotions, b describe issues, and c attempt different options.
Employees instantly fixing conflicts for youngsters with out giving youngsters an opportunity to resolve the difficulty first is taken into account as destructive proof. Fee as ‘Sure’ if no proof of conflicts is noticed.
1.C.05 T-P-Okay Random O
a Instructing employees information youngsters who bully, isolate, or damage different youngsters to study and comply with the foundations of the classroom.
Fee as ‘Sure’ if no proof of socially withdrawn youngsters, victims or bullying is noticed.
1.C.06 T-P-Okay Random O Instructing employees facilitate optimistic peer interplay for youngsters who’re
a socially reserved or withdrawn and b for those that are bullied or excluded.
Fee as ‘Sure’ if no proof of socially withdrawn youngsters, victims or bullying is noticed.
1.D. – Making a Predictable, Constant, and Harmonious Classroom
1.D.01 I-T-P-Okay All the time O, CP Instructing employees counter potential bias and discrimination by…
a treating all youngsters with equal respect and consideration. b initiating actions and discussions that construct optimistic self-identity and educate the valuing of variations.
Proof consists of supplies and books that painting youngsters as distinctive people and present totally different cultures, ethnicities, and backgrounds. c intervening when youngsters tease or reject others. Fee ‘Not Age’ for toddler teams. Fee as ‘Sure’ if no incidents of teasing or rejection happen throughout commentary.
d offering fashions and visible photos of grownup roles, differing talents, and ethnic or cultural backgrounds that counter stereotypical limitations.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 6 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.D.01 I-T-P-Okay All the time O, CP
Proof might embrace variety throughout the program itself, for instance: a male instructor; employees and enrollment reflecting a number of ethnicities; a number of languages spoken; enrollment of a kid who makes use of a wheelchair. Classroom supplies don’t generalize teams of individuals based mostly upon ethnicity, gender, potential, geography, or age.
e avoiding stereotypes in language references.
Fee as ‘Sure’ if no cases of stereotypical language are noticed. Proof for avoiding stereotypes in language references might embrace offering equal alternatives for all youngsters to debate and take part in management roles, and in actions equivalent to dramatic play the place youngsters might select to take part in non-stereotypical roles. References to age, intercourse, faith, race, potential, and so on. needs to be used provided that they’re related and not in a method the negatively “labels” people or teams of individuals. Written proof might embrace insurance policies within the employees and/or mother or father handbooks concerning language used within the classroom, and/or how to decide on supplies for this system, lesson plans, footage and in-service or employees assembly notes or minutes.
1.D.02 T-P-Okay Random O, CP
Lecturers present youngsters alternatives to develop the classroom group via participation in choice making about classroom
a guidelines, b plans, and c actions.
Practices for assembly this criterion may embrace labeling and discussing classroom guidelines and schedules or providing youngsters decisions in choosing areas or supplies through which to play.
1.D.03 T-P-Okay Random O
a Instructing employees anticipate and take steps to forestall potential habits issues. Fee as ‘Sure’ if no habits issues are noticed.
1.D.04 T-P-Okay Random O, CP
Lecturers Help youngsters discuss a their very own and b others’ feelings.
They supply alternatives for youngsters to c discover a variety of emotions and the totally different ways in which these emotions will be expressed. Proof consists of books, posters, lesson plans, supplies and dialog.
1.D.05 T-P-Okay Random O
Instructing employees promote pro-social habits by interacting in a respectful method with all employees and youngsters. They
a mannequin flip taking and sharing in addition to caring behaviors. Modeling will be staff-to-staff or staff-to-child interactions.
b Help youngsters negotiate their interactions with each other and with shared supplies. c interact youngsters within the care of their classroom. d be certain that every little one has a possibility to contribute to the group. e encourage youngsters to hear to at least one one other. f encourage and Help youngsters to offer consolation when others are unhappy or distressed. Fee as ‘NoOpp’ if no youngsters are noticed to be unhappy or distressed.
g use narration and description of ongoing interactions to establish pro-social behaviors.
1.E. – Addressing Difficult Behaviors
1.E.01 T-P-Okay Random FS, TS, PP
a
For youngsters with persistent, severe, difficult habits, academics, households, and different professionals work as a staff to develop and implement an individualized plan that helps the kid’s inclusion and success.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 7 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.E.01 T-P-Okay Random FS, TS, PP Fee ‘N/A’ if no youngsters exhibit persistent, severe, difficult habits. Definition of difficult habits: “Difficult habits is any habits that (1) interferes with youngsters’s studying, improvement and success at play, (2) is dangerous to the kid, different youngsters, or adults, [or] (three) places a baby at excessive threat for later social issues or college failure.” (Kaiser & Rasminsky, Difficult Habits in Younger Youngsters (2nd Ed.), Pearson Schooling Inc., 2007, p. eight). Examples of difficult habits: Bodily aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You may’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows instructions or observe classroom guidelines.
1.E.02 T-P-Okay Not Presently Assessed: Finest Apply
a Lecturers observe youngsters who’ve difficult habits. They establish occasions, actions, interactions, and different contextual components that predict difficult habits and might contribute to the kid’s use of difficult habits.
Definition of difficult habits: “Difficult habits is any habits that (1) interferes with youngsters’s studying, improvement and success at play, (2) is dangerous to the kid, different youngsters, or adults, [or] (three) places a baby at excessive threat for later social issues or college failure.” (Kaiser & Rasminsky, Difficult Habits in Younger Youngsters (2nd Ed.), Pearson Schooling Inc., 2007, p. eight). Examples of difficult habits: Bodily aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You may’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows instructions or observe classroom guidelines.
1.E.03 T-P-Okay Random O Moderately than focus solely on lowering the difficult habits, academics concentrate on …
a educating the kid social, communication, and emotional regulation abilities and
Fee Indicator a as “NoOpp” if no difficult behaviors are noticed. Fee as “No” if academics fail to reply to difficult habits; or reply to difficult habits with destructive verbal directives (“No yelling!”, “Cease pushing him!”), or suppress the habits with out making an attempt to show different habits. Be aware that some difficult habits (equivalent to whining) could also be intentionally ignored till a possibility arises to positively reinforce alternate habits.
b utilizing environmental modifications, exercise modifications, grownup or peer help, and different educating methods to help the kid’s acceptable habits.
Fee Indicator b ‘Sure’ or ‘No’ no matter whether or not difficult habits is noticed. Look for preventive methods equivalent to management of variety of youngsters in a studying middle; well-arranged facilities with well-marked boundaries, classroom guidelines and routines; and use of group initiatives and cooperative video games to advertise a cohesive social atmosphere.
Definition of difficult habits: “Difficult habits is any habits that (1) interferes with youngsters’s studying, improvement and success at play, (2) is dangerous to the kid, different youngsters, or adults, [or] (three) places a baby at excessive threat for later social issues or college failure.” (Kaiser & Rasminsky, Difficult Habits in Younger Youngsters (2nd Ed.), Pearson Schooling Inc., 2007, p. eight). Examples of difficult habits: Bodily aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You may’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows instructions or observe classroom guidelines.
1.E.04 T-P-Okay Random O
Instructing employees reply to a baby’s difficult habits, together with bodily aggression, in a fashion gives for the protection of the kid. b gives for the protection of others within the classroom. c is calm. d is respectful to the kid e gives the kid with info on acceptable habits.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page eight of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
1.E.04 T-P-Okay Random O Fee total criterion ‘NoOpp’ if no difficult behaviors are noticed. Definition of difficult habits: “Difficult habits is any habits that (1) interferes with youngsters’s studying, improvement and success at play, (2) is dangerous to the kid, different youngsters, or adults, [or] (three) places a baby at excessive threat for later social issues or college failure.” (Kaiser & Rasminsky, Difficult Habits in Younger Youngsters (2nd Ed.), Pearson Schooling Inc., 2007, p. eight). Examples of difficult habits: Bodily aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You may’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows instructions or observe classroom guidelines.
1.F. – Selling Self-Regulation
1.F.01 T-P-Okay Random O
Instructing employees actively educate youngsters a social, b communication, and c emotional regulation abilities.
Look for instructor interactions with youngsters about studying ideas. Fee as ‘Sure’ if youngsters exhibit social, communication and emotional regulation abilities.
1.F.02 T-P-Okay Random O
Instructing employees Help youngsters handle their habits by guiding and supporting youngsters to… a persist when pissed off b play cooperatively with different youngsters. c use language to speak wants. d study flip taking. e achieve management of bodily impulses. f specific destructive feelings in methods that don’t hurt others or themselves. g use problem-solving methods. h study self and others.
It is rather vital to observe for missed alternatives, in any other case fee these indicators as ‘Sure’ by default. As well as, fee as ‘Sure’ if no destructive feelings or frustration are noticed.
Normal 2 – Curriculum
2.A. – Curriculum: Important Traits
2.A.01 I-T-P-Okay Random PP
a This system has a written assertion of philosophy and makes use of a number of written curricula or curriculum frameworks according to its philosophy that tackle central points of kid improvement.
A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework.
2.A.02 I-T-P-Okay Random PP
a
A clearly acknowledged curriculum or curriculum framework gives a coherent focus for planning youngsters’s experiences. It permits for diversifications and modifications to make sure entry to the curriculum for all youngsters.
A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework. “…entry to the curriculum for all youngsters”: Curriculum ought to tackle diversifications or modifications for variations in age and potential, developmental stage, households’ wants, and different such components. Diversifications for the person wants of youngsters in this system will not be restricted to youngsters with recognized particular wants.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 9 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
2.A.03 I-T-P-Okay Random PP
a The curriculum guides academics’ improvement and intentional implementation of studying alternatives according to this system’s targets and targets.
A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework. The curriculum consists of: targets for the data and abilities vital to youngsters’s improvement; studying experiences linked to those targets; particulars about how studying experiences happen via the every day schedule and routines; and the provision and use of supplies to youngsters.
2.A.04 I-T-P-Okay Random FS, TS, PP
The curriculum will be applied in a fashion that displays responsiveness to a household residence values, beliefs, experiences, and b language.
Proof ought to reveal how this system collects details about household values, beliefs, experiences and/or language (e.g., via questions on enrollment varieties, household interviews, residence visits) AND proof ought to present examples of how such info has been included into curriculum (e.g., multi-language supplies; curriculum models on grandparents, cultural traditions, adoption, or different subjects reflecting the experiences and values of the households in care). A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework.
2.A.05 I-T-P-Okay Random PP
a Curriculum targets and targets information academics’ ongoing Assessment of youngsters’s progress. Proof may embrace (1) a replica of this system’s written curriculum with the targets and targets of this system highlighted together with curriculum net or schedule that identifies corresponding actions/experiences for youngsters; or (2) a replica of a program coverage from the employees or household handbook which states that curriculum targets and targets align with Assessment of kid progress. A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework.
2.A.06 I-T-P-Okay Random PP
a The curriculum guides academics to combine Assessment info with curriculum targets to help individualized studying.
Proof ought to reveal that particular person little one assessments are thought of when planning for studying experiences via which the curriculum targets will likely be achieved. Examples of proof might embrace written curriculum statements, lesson plans, planning webs, notes from planning classes that point out that Assessment info is taken into account throughout curriculum planning, and might embrace info on how a bought curriculum (if used) considers Assessment of kid progress. A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework.
2.A.07 I-T-P-Okay Random O, CP
The curriculum guides the event of a every day schedule that’s predictable but versatile and attentive to particular person wants of the youngsters. The schedule
a gives time and help for transitions. b consists of each indoor and outside experiences. c is attentive to a baby’s have to relaxation or be energetic.
“Relaxation” consists of, however shouldn’t be restricted to, scheduled napping occasions in applications that supply them. “Relaxation” can also embrace alternatives for youngsters to quietly relaxation in a gentle and/or semi-private space that’s away from energetic, noisy, or busy areas of the classroom. Examples embrace a quiet studying/puzzle space, cozy nook/nook, or different deliberately offered area/time for the aim of resting or partaking in quiet play.
A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum. Nonetheless, applications do have to have a transparent, written curriculum framework.
2.A.08 I-T-P-Okay Random O, CP
Supplies and tools used to implement the curriculum mirror the lives of the youngsters and households in addition to the variety present in society together with:
a gender [diversity],
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 10 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
2.A.08 I-T-P-Okay Random O, CP Gender variety proof might embrace males and ladies in nontraditional roles. For instance, males and ladies are equally succesful.
b age [diversity],
Non-stereotypical proof might embrace, however shouldn’t be restricted to, conversations and supplies that reveal older and youthful folks doing the identical jobs and/or a wide range of jobs (e.g., not all outdated individuals are grandparents), images, tales about youthful/older siblings or class books that describe occasions/ initiatives that the category has attended at native elementary or excessive colleges.
c language [diversity], and
Language variety can embrace bilingual labels within the classroom, bilingual communication, multilingual music choices, and use of signal language. d [diversity of] talents. Range in potential refers to vary of potential, together with however not restricted to incapacity.
a-d Fee as ‘Sure’ if a minimum of one instance of every sort of variety (gender, age, language, talents) is seen throughout commentary or in written proof.
Supplies and tools… e present for youngsters’s security whereas being appropriately difficult.
Assessors will Assessment actions with consideration to developmental stage of the youngsters and the appropriateness of the actions. f encourage exploration, experimentation and discovery. g promote motion and interplay.
For Infants look for busy containers; for older youngsters look for supplies that promote trial and error, necessity of multiple little one to make it work, or communication gadgets like telephones. h are organized to help impartial use. i are rotated to mirror altering curriculum and accommodate new pursuits and talent ranges. j are wealthy in selection. okay accommodate youngsters’s particular wants.
Lodging for particular wants are particular to particular person youngsters. Fee ‘N/A’ if no youngsters with particular wants are at present enrolled or if the group’s recognized particular wants don’t require materials and tools lodging.
“Supplies” can embrace 2- and three-d shows within the studying atmosphere.
2.A.09 I-T Random O Supplies and tools used to implement the curriculum for infants and toddlers/twos encourage:
a exploration, experimentation, and discovery. b sensory and motor studying. c their observe of creating bodily abilities via self-initiated motion.
Proof can embrace issues equivalent to stacking blocks, ring stacking, crawling via tunnels, copying visible cues, finishing puzzles, and books.
2.A.10 T-P-Okay Random O, CP
The curriculum guides academics to include content material, ideas, and actions that foster: a social [development], b emotional [development], c bodily [development], d language [development], and e cognitive improvement and
f combine key areas of content material together with literacy, arithmetic, science, know-how, inventive expression and the humanities, well being & security, and social research.
Fee “Sure” if proof for a minimum of three of the 7 key areas of content material is noticed. All areas should be addressed within the classroom portfolio to fee sure. Expertise is outlined broadly to incorporate data and use of instruments and machines. Included are computer systems, video, cameras, and different types of excessive know-how, in addition to easy instruments like gears, wheels and levers.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 11 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
2.A.10 T-P-Okay Random O, CP Proof consists of noticed actions, supplies, written plans and different documentation. A bought curriculum product shouldn’t be required. A program might select to develop its personal curriculum however applications do have to have a transparent, written curriculum plan.
2.A.11 T-P-Okay Random O, CP
The schedule
a gives youngsters studying alternatives, experiences, and initiatives that reach over the course of a number of days and incorporates time for
b play,
Play is characterised by youngsters’s energetic engagement and enjoyment and their potential to find out how the exercise is carried out. Instructing employees are anticipated to encourage and facilitate energetic play involving bodily motion in addition to fake or dramatic play. Youngsters are anticipated to have alternatives to play individually and with friends.
c inventive expression, d large-group, e small-group, and f child-initiated exercise.
Proof may embrace a written schedule or, if these items happen throughout an commentary credit score is given.
2.A.12 P-Okay Random O, CP
a The curriculum guides academics to plan for youngsters’s engagement in play (together with dramatic play and blocks) that’s built-in into classroom subjects of research.
“Matters of Research” refers back to the content material of a deliberate curriculum, for instance, seasons, livestock, locations in our neighborhood, and so on. Look for proof that supplies and experiences embrace issues particular to subjects of research. Play is characterised by youngsters’s energetic engagement and enjoyment and their potential to find out how the exercise is carried out. Instructing employees are anticipated to encourage and facilitate energetic play involving bodily motion in addition to fake or dramatic play. Youngsters are anticipated to have alternatives to play individually and with friends.
2.B. – Areas of Growth: Social-Emotional Growth
2.B.01 I-T-P-Okay Random O
Youngsters have different alternatives to interact all through the day with educating employees who a are attentive and attentive to them. Fee as ‘Sure’ UNLESS there are clear missed alternatives for employees to be attentive and attentive to the youngsters.
b facilitate their social competence. c facilitate their potential to study via interacting with others.
b-c Examples of this can be lesson plans, discussions, and teacher-Helped giant and small group alternatives.
2.B.02 I-T-P-Okay Random O Youngsters have different alternatives to acknowledge and title
a their very own and b others’ emotions.
For infants, proof consists of academics who acknowledge and title infants’ emotions.
2.B.03 I-T-P-Okay Random O
a Youngsters have different alternatives to study the talents wanted to control their feelings, habits and consideration.
Fee as ‘Sure’ if no destructive feelings or frustrations are noticed. Proof consists of youngsters who will not be “in hassle” once they get upset, break guidelines or are unfocused. Moderately, youngsters who’re given Help to relax, discuss concerning the guidelines and turn into extra centered. For infants, take into account emotion solely, for instance, if youngsters are helped to relax.
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Web page 12 of 96
© 2014. Nationwide Affiliation for the Schooling of Younger Youngsters. This way could also be reproduced for use by applications searching for or sustaining NAEYC Accreditation. All rights reserved. Up to date April 1, 2014.
2.B.04 I-T-P-Okay All the time O
a Youngsters have different alternatives to develop a way of competence and optimistic attitudes towards studying, equivalent to persistence, engagement, curiosity, and mastery.
For infants, proof consists of indicators of engagement and curiosity.
2.B.05 T-P-Okay Random O
a Youngsters have different alternatives to develop abilities for coming into into social teams, creating friendships, studying to Help, and different pro-social habits.
