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NAEYC Early Learning Program Standards

1. Relationships

Program Standard: The program promotes positive relationships between all children and adults to encourage

each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to

contribute as a responsible community member.

Rationale: Positive relationships between adults and children are essential for the development of children’s sense

of personal responsibility and for fostering their capacity for self-regulation, their constructive interactions with

others, and their academic functioning and mastery. Warm, sensitive, and responsive interactions with adults help

children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive

relationships with adults help children gain the benefits of instructional experiences and resources. Children who

see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well,

and feel part of a community.

2. Curriculum

Program Standard: The program implements a curriculum that is consistent with its goals for children and that

promotes learning and development in each of the following areas: social, emotional, physical, language, and

cognitive.

Rationale: A curriculum that draws on research assists teachers in identifying important concepts and skills as well

as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of

individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote

children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the

teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge

and skills through the effective use of time and materials and (b) offers opportunities for children to learn through

play and through structured activities, individually and in groups, according to their developmental needs and

interests.

3. Teaching

Program Standard: The program uses a variety of developmentally, culturally, and linguistically appropriate and

effective teaching approaches that enhance each child’s learning and development in the context of the program’s

curriculum goals.

Rationale: Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities

for learning. These approaches include strategies that range from structured to unstructured and from adult directed

to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning

styles, needs, and capacities.

When selecting and implementing instructional approaches, teachers’ consideration of these differences helps all

children learn. Instructional approaches differ in their effectiveness for teaching different elements of curriculum and

learning. For a program to address the complexity inherent in any teaching–learning situation, it must use a variety

of effective instructional approaches. In classrooms and groups that include teacher assistants, or teacher aides,

and specialized teaching and support staff, the expectation is that these teaching staff work as a team.

Whether one teacher works alone or a team works together, the instructional approach creates a teaching

environment that supports children’s positive learning and development across all areas.

4. Assessment of Child Progress

Program Standard: The program uses a variety of formal and informal assessment approaches to provide

information on children’s learning and development. These assessments occur in the context of reciprocal

communications between teachers and families, and with sensitivity to the cultural contexts in which children are

developing. The program uses assessment results to inform decisions about the children in their care, to improve

teaching practices, and to drive program improvement.

Rationale: Teachers’ knowledge of each child helps them to plan an appropriately challenging curriculum and to

tailor instruction that responds to each child’s strengths and needs. Further, systematic assessment is essential for

identifying children who may benefit from more intensive instruction or intervention or who may need additional

developmental evaluation. This information ensures that the program meets its goals for children’s learning and

developmental progress as well as informs program improvement efforts.

5. Health

Program Standard: The program promotes the nutrition and health of children and protects children and staff from

illness.

Rationale: To benefit from education and optimize quality of life, children need to be as healthy as possible. Health

is a state of complete physical, oral, mental, and social well-being and not merely the absence of disease or

infirmity (World Health Organization 1948). Children depend on adults (who also are as healthy as possible) to

make healthy choices for them and to teach them to make healthy choices for themselves. Although some degree

of risk taking is desirable for learning, a quality program prevents hazardous practices and environments that are

likely to result in adverse consequences for children, staff, families, or communities.

6. Staff Competencies, Preparation, and Support

Program Standard: The program employs and supports a teaching and administrative staff that have the

qualifications, knowledge, and professional commitment necessary to promote children’s learning and development

and to support families’ diverse needs and interests.

Rationale: Children in early learning programs benefit most when teaching and administrative staff have high levels

of formal education and specialized professional preparation. Staff who have specific preparation, knowledge, and

skills in child development and early childhood education are more likely to engage in warm, positive interactions

with children, offer richer language experiences, and create higher quality learning environments. Opportunities for

teaching and administrative staff to receive supportive supervision and to participate in ongoing professional

development ensure that their knowledge and skills reflect the profession’s ever-changing knowledge base.

7. Families

Program Standard: The program establishes and maintains collaborative relationships with each child’s family to

foster children’s development in all settings. These relationships are sensitive to family composition, language, and

culture.

Rationale: Young children’s learning and development are integrally connected to their families. Consequently, to

support and promote children’s optimal learning and development, programs need to recognize the primacy of

children’s families, establish relationships with families based on mutual trust and respect, support and involve

families in their children’s educational growth, and invite families to fully participate in the program.

8. Community Relationships

Program Standard: The program establishes relationships with and uses the resources of the children’s

communities to support the achievement of program goals.

Rationale: As part of the fabric of children’s communities, an effective program establishes and maintains

reciprocal relationships with agencies and institutions that can support it in achieving its goals for the curriculum,

health promotion, children’s transitions, inclusion, and diversity. By helping to connect families with needed

resources, the program furthers children’s health, development, and learning.

9. Physical Environment

Program Standard: The program has a safe and healthful environment that provides appropriate and well-

maintained indoor and outdoor physical environments. The environment includes facilities, equipment, and

materials to facilitate child and staff learning and development.

Rationale: The program’s design and maintenance of its physical environment support high-quality program

activities and services and allow for optimal use and operation. Well-organized, equipped, and maintained

environments support program quality by facilitating the learning, comfort, health, and safety of those who use the

program. Program quality is enhanced by also creating a welcoming and accessible setting for children, families,

and staff.

10. Leadership and Management

Program Standard: The program effectively implements policies, procedures, and systems that support stable staff

and strong personnel, fiscal, and program management so all children, families, and staff have high-quality

experiences.

Rationale: Excellent programming requires effective leadership and governance structures and comprehensive,

well-functioning administrative policies, procedures, and systems. Effective leadership and management create the

environment for high-quality care and education by (a) ensuring compliance with relevant regulations and

guidelines; (b) promoting fiscal soundness, program accountability, effective communication, helpful consultative

services, and positive community relations; (c) maintaining stable staff; and (d) instituting ongoing program planning

as well as continuous program improvement.