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where we STAND on professional

preparation standards

naeyc

National Association for the Education of Young Children

Research shows that when early childhood profes- sionals have specialized training and education, children benefit. These standards describe what early childhood professionals are expected to know and do, defining essential learning outcomes in professional preparation programs and presenting a shared vision of excellence. These standards offer practitioners a framework for applying new knowledge to critical issues. They support important early learning goals across settings serving children from birth through age 8. They support critical early childhood policy structures including professional creden tialing, accreditation of professional preparation programs, state approval of teacher education pro- grams, and state professional development systems. Preparation for inclusion and diversity is required to meet each of these standards. Thus, the phrase “each child” is incorporated to empha size that every standard includes children with developmental delays or dis- abilities; children who are gifted and talented; children whose families are culturally and linguisti cally diverse; children from diverse socioeconomic groups; and chil- dren’s individual learning styles, strengths, and needs. Early childhood teachers apply specialized knowl- edge of child development, families, pedagogy, and academic disciplines to plan and implement culturally relevant cur riculum that both supports and challenges young children, building competence in language, literacy, mathemat ics, and other academic disciplines. Positive relation ships with children and families are investments in later social, emo tional, and academic competence. These standards apply across degree levels, varying in depth and breadth. Strong associate and baccalaure- ate degree programs keep transfer options open, offering high-quality professional course work concurrently with general education. For students already working in the field, these programs enhance current practice and build

pathways from associate to bacca laureate to graduate degree programs. Each standard includes a key element requiring appli cation of knowledge and skills through field or clini- cal experiences. Excellent teachers are decision makers, engaged in a continuous interplay of theory, research, and practice. Early childhood degree programs may voluntarily seek NAEYC accreditation through a rigorous process of self-study, external peer review, and documentation of key assessments and student performance data for each standard. The goal of accreditation is to support ongo- ing improvement in high-quality programs.

Significant Changes and Implications for Accreditation

• Standard 4 has been separated into Standards 4 and 5, increasing the total number of standards to six. The separation ensures that both pedagogy and content receive focused attention.

• The phrase “all children” is changed to “each child,” emphasizing inclusion and diversity across all standards.

• The standards are presented in one NAEYC posi- tion statement emphasizing the essentials that unite the profession.

• Materials used in NAEYC Early Childhood Associ- ate Degree Accreditation and NAEYC Recognition of baccalaureate and graduate degree programs in institutions accredited by the National Council of Teacher Education (NCATE) were revised in 2010. The full standards position statement and accredita- tion updates can be found online at www.naeyc.org/ positionstatements/ppp.

where we STAND naeyc

What tomorrow’s teachers should know and be able to do 1. Promoting child development and learning Students prepared in early childhood degree pro grams are grounded in a child development knowl edge base. They use their understanding of young children’s char- acteristics and needs and of the multiple interacting influences on children’s devel opment and learning to create environments that are healthy, respectful, sup- portive, and challenging for each child.

2. Building family and community relationships Students prepared in early childhood degree pro grams understand that successful early childhood education depends on partnerships with chil dren’s families and communities. They know about, understand, and value the importance and com plex characteristics of chil- dren’s families and com munities. They use this under- standing to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.

3. Observing, documenting, and assessing Students prepared in early childhood degree pro grams understand that child observation, docu mentation, and other forms of assessment are central to the practice of all early childhood pro fessionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documen tation, and other effective assessment strate- gies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

4. Using developmentally effective approaches to connect with children and families Students prepared in early childhood degree pro grams understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, char acteristics, and the settings within which teach ing and learning occur. They understand and use positive relationships and support- ive interactions as the foundation for their work with young chil dren and families. Students know, understand, and use a wide array of developmentally appropriate ap- proaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

5. Using content knowledge to build meaningful curriculum Students prepared in early childhood degree pro grams use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote posi- tive development and learning for each and every young child. Students under stand the importance of develop- mental domains and academic (or content) disciplines in early childhood curricula. They know the essential concepts, inquiry tools, and structure of con tent areas, including academic subjects, and can identify resources to deepen their understand ing. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning out comes for every young child.

6. Becoming a professional Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethi- cal guidelines and other professional standards related to early child hood practice. They are continuous, collabora tive learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, mak- ing informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational prac tices and policies. Programs seeking NAEYC Accreditation or Recogni- tion must provide field experiences in at least two of these three early childhood age groups (0-3, 3-5, 5-8) and in at least two of these three early learning settings (P-12 schools, child care centers and homes, Head Start).

Related Position Statements NAEYC offers related position statements on early childhood teacher certification; developmentally ap- propriate practice; early childhood curriculum, as- sessment, and program evaluation; early childhood mathematics; early learning standards; learning to read and write; responding to linguistic and cultural diversity; professional development; and school readiness. All NAEYC position statements are avail- able online at www.naeyc.org/positionstatements

Copyright © 2009 by the National Association for the Education of Young Children. All rights reserved.