NAEYC- Early Childhood Program Standards NAEYC provides 10 standards for early childhood programs with the expectation that when followed by caregivers they will allow for the maximum growth potential for each individual child by providing an exceptional child care facility and staff.

Relationships Teachers develop a positive relationship with each child and their families. This is done by being culturally sensitive and aware of each families individual culture. Relationships are developed between teacher/child by everyday interactions and the teacher’s interest in that individual child.

Curriculum Curriculum is designed to maximize the amount of leaning in each of the developmental areas. These include social, emotional, physical, cognitive, and language development. Curriculum is well thought out and has a purpose to provide learning and growth in each of these areas.

Teaching Teachers use their developed curriculum to teach with an individualized look at each child. Teachers are aware of the different teaching styles and use appropriately for day to day curriculum. Teachers are aware their approach to teaching has purpose and uses daily curriculum to further students in their development.

Assessment of Child Progress Teachers are aware that children develop at different rates. Assessments are completed daily/weekly/monthly to assess where a child is and to form and mold curriculum around a child’s needs. These needs may be to challenge a child further or to take a step back continue until a child has mastered the skill.

Health Teachers are aware of health, safety and nutrition. Teachers teach children about nutrition and show by example daily healthy choices. Safety and guidelines/rules are given to children. Teachers also inform parents of specific nutrition and healthy habits that allow children to develop. Teachers are aware that learning and development are related to the physical, emotional, social health of a child.

Teachers Teachers that a child care setting employs are to be educated and knowledgeable about best practices for early childhood. Teachers as well as the center employing staff are aware that teachers who continue education benefit children most; and therefore make it a requirement of continuing education. Teachers need to be respectful, enthusiastic, flexible, caring, experienced and passionate about their job.

Families The inclusion of families is crucial to the development of children. Child care providers are aware that families/parents are the main educations for children. It is necessary to provide an environment where the families feel welcomed and are encouraged to participate in their child’s education; inside the classroom and at their home environment.

Community Relationships Teachers are aware of the helpfulness of the child’s community are aware the differences of communities. Support and resources are needed from communities and supplement the childcare program. Visits to the local library, post office, police station, etc. make the children aware there are community workers to help them. Families should also be aware of resources provided such as food shelves, social workers, and educational support. Community relationships support the “It takes a village to raise a child….” idea.

Physical Environment The physical environment a child is learning in is crucial to development. A well organized classroom, age appropriate toys and activities are important. The children need to feel comfortable in the environment they are physically in to maximize the amount of learning and development. A tour of the whole facility, outside areas, and knowledge of the rules are important for teachers to review with children.

Leadership and Management It is important centers are managed by a strong, sturdy leadership team. This team needs to hold the respect of the teachers to ensure long term employment, the respect of the parents to guarantee following of guidelines and policies created. The support staff must enforce policies and procedures to ensure best practices for all children.

Overview of the NAEYC Early Childhood Program Standards 2008. National Association for the Education of Young Children. This document may be reproduced for use by programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit www.naeyc.org/academy .