Quiz #5 Essay
In order to set the standards for optimal quality care for child development centers, the NAEYC accreditation system was created. The NAEYC accreditation system is a system that “assesses the quality of early childhood education programs and helps families make the right choice for their children” (Berns, 2016, p. 172).
NAEYC
Before NAEYC existed, there was no national standard of quality care that child-care programs could base their foundation on. As a result, NAEYC took the lead and set their own criteria in 1984 by publishing a statement on criteria for high quality early childhood development programs (Berns, 2016). This criteria covers the “physical, social, emotional, and cognitive development of the children and
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The second standard requires centers to “implement a curriculum that fosters all areas of child development-cognitive, emotional, language, physical, and social” (Berns, 2016, p. 172). This is important because children should be learning and fostering their various aspects of development through a curriculum that is directed for that purpose. In child-development centers, this can be seen when activities are planned around a child’s interest so they can further explore and experiment on the topic. The third standard emphasizes on the use of “developmentally, culturally, and linguistically appropriate and effective teaching approaches” (Berns, 2016, p. 172). I believe this is important because each child has different backgrounds, interests, and skills so there should be different teaching methods implemented to help each child learn. This can be seen in child-care centers make adjustments to activities and materials to accommodate for the children’s skills and level of development. The fourth standard states that centers should “provide ongoing assessments of child progress” (Berns, 2016, p. 172). This is vital because teachers and parents are able to observe how children progress developmentally and physically as the years pass. This can be seen in child care centers when teachers make checklists and observations of children’s behaviors and skills. The fifth element requires that
The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are :
EYFS sets standards for learning development and care for children aged 0-5 years. All schools and Ofsted registered early years providers including child minders, pre-schools and nurseries.
Bruno (2009) notes “when adults take responsibility for healthy and safe environments, children are free to discover their world without barriers to impede them” (p. 180). As early childhood professionals, we have a tremendous duty of ensuring that all children, their families, and staff members engage in a safe and healthy learning environment. Ensuring health and safety determines the quality standards of an early childhood education and care program. The NAEYC Early Childhood Program Standards (Health Standards 5 A-C) and the NACCP’s Components of NAC Accreditation Standards Health and Safety Standards (F1-8) provides guidelines that ensure consistent health and safety practices within early childhood programs. This short composition will compare and contrast the NAEYC and NACCP standards, discuss how the standards impact children’s social/emotional and academic development, and discuss the most important components of the standards.
* They are secure in the knowledge that their child is in a safe, secure environment.
-quality and consistency in all early years settings, so that every child makes good progress and no
It is organized with in four sections that specify standards of ethical behavior and responsibilities that educators must have to children, families, colleagues, community and society. Also, it a guide in which a teacher or a caregiver can fall on for support within face difficult dilemmas in Early Childhood care and education.
For this presentation, imagine you are part of a team of teachers at an early childcare setting working toward accreditation through the National Association for the Education of Young Children (NAEYC). As part of this lengthy process, you have been tasked with
The EYFS is ‘a central part of the government ten-year childcare strategy choice for parents, the best start for children , and is given legal force under sections 39 to 44 of the Childcare Act 2006.’ (Thornton and Brunton,2009p11)The EYFS places standards for the learning, development and care of children from birth to five years old. All the schools including school that are registered with Ofsted must proceed to follow the EYFS. This also includes nurseries, pre-schools, child-minders and reception classes. The framework ensures that all practitioners working with children have a set of common principles that could be delivered for good education for
The Early Years Foundation Stage is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five years. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident their child will receive a quality experience that supports their care, learning and development. It is implemented in all registered early years settings, maintained and independent schools. The settings are required to meet learning, development and welfare requirements in the EYFS package and with regard to the guidance associated with those requirements as appropriate.
This next section I researched child development theory and principles that relate to best practices. Once again I found this study on the NAEYC site and it has twelve principles of child development and learning. They are as follows
Along with knowing the purpose of quality daycare/child care facilities, the next important factor is to be aware of what generates a high quality daycare/child care facility. It is vital to know the characteristics because these prime objectives are the driving forces influenced by what children need in order to succeed and grow in their developmental skills. Fundamentally, “High quality [preschool] education can support early development in ways that yield long term social, cognitive and emotional benefits” (Barnett 2005, p1). The most essential aspect of a high quality facility are the trained, certified and attentive teachers hired to support children’s developmental needs. They ensure this by respectful interaction,
In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.
The NYS Early Learning Guidelines were created as a reference guide by the Early Childhood Advisory Council (ECAC) for those who are responsible for the care and education of young children. These guidelines can help early childhood professionals with learning and developing their skills in order to foster children’s growth and development. The guideline focuses on the five domains: Physical well-being, Health and Motor Development, Social and Emotional Development, Approaches to learning, Cognition and General Knowledge, Language, Communication and Literacy. Each of these domains are separated by milestone that children, generally, accomplishes at a certain age. The three age groups are Infancy (birth to 18 months), Toddlerhood (18 months
Several issues are discussed in the NAEYC position statement about Developmentally Appropriate Practice (DAP). The section points out three main areas that policymakers have addressed because they realize how important these areas are to an early elementary child.
The National Quality Standard includes standard 1.1 states that ‘An approved framework informs the development of a curriculum that enhances each child’s learning and development’. This is where the Early Years Learning Framework (EYLF) is introduced. This framework is included in the National Quality Standard to help ensure the consistency in the delivery of learning programs within Australia. Within the EYLF is the Early Childhood curriculum framework which guides early childhood educators to develop quality early childhood education programs. This framework describes the principles, practice and learning outcomes which support and enhance young children’s learning from birth to five years old, and then their transition to school.