The National Association for the Education of Young Children Standards and Accreditation Criteria

NAEYC is the National Association for the Education of young children. The NAEYC standards are 1.Relationship standard is promoting positive among all children and adults and it is when all the children see it. The children want to have a relationship with their teachers who help children resolve conflicts and find their feelings. 2.Curriculum standard has a topic in these areas. They are social, emotional, physical, language, and cognitive. They also have to make sure that the children learn through play and have the work through their problems. 3. Teaching standard is where teacher engage children to learn new stuff. 4.Assessment standard benefit children and teachers by knowing if the children have a disability and will let them know

Throughout our career as childhood educators, we observe the significance of the National Association for Young Children or NAEYC. It is recognized as “the nation’s premier organization for early childhood professionals-setting research based standards and providing resources to improve early childhood program quality” (Copple & NAEYC, 2001) for teachers, students, and families. Despite exercising the knowledge of what NAEYC means for our classrooms and the students in them, some may not know who or how the organization was founded. Knowing the background of NAEYC is important because it has a reputable history of providing universities and educators with high quality, researched, information. In order to ascertain a further purpose to why these standards matter and the importance of NAEYC in education, we must learn its history and its founders.

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.

Childcare centers entails state licensing standards that involve minimum requirements (Apple, 2006). According to Maher et al., (2000), licensing and standards affected program quality in positives ways. Rigby et al., (2007) noted that higher quality childcare centers required higher teacher credentials and professional development. The relationship between regulations and quality childcare includes both structural and process quality. Structural variables were easy to measure such as average group size, learning centers, materials at those centers whereas process variable consists of quality care that were hard to measure (Whitebook, Sakai, & Howes, 2004). NAEYC accredited programs were more stringent in regulations and higher in quality

The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. Early Childhood Accreditation NAEYC accreditation is the gold standard for early childhood programs across the country. Families of young children who attend NAEYC-accredited programs can be confident that they deliver the highest quality early care and education.

The nursery school that I did my practicum course at was NAEYC accredited. Seeking accreditation is a good way to evaluate an early childhood education program because there are many standards and criteria a program needs to uphold in order to obtain or maintain accreditation. To be NAEYC accredited, a program has to go through four steps in the process which include meeting: eligibility requirements, candidacy requirements and site visit requirements.

The NAEYC certification of membership is valuable because NAEYC is a professional organization that promotes high-quality learning for children. As a future professional being a part of this organization allows be to attend conferences that helps expand my network of professionals in the child development field. Networking will give me the opportunity to gain knowledge about children and meet new people that could potentially help me in my future career. Attending conferences gives me the opportunity to expand my knowledge on children and families. Speakers who attend always have information that I may not be able to receive

If you want to share your passion for early childhood education, these professional early childhood education associations can help. These organizations can help you find volunteer opportunities in the field and discounts on conferences. Other than offering networking opportunities, they can also help you stay current on the latest developments in the industry. Ultimately, becoming involved in these associations can help you further your career goals.

National quality standard definition; ‘the national quality standard is the benchmark for the quality of early childhood education and care in Australia.’

For example, listening to instructions and staying focused on tasks to avoid injury. Whitebread and Coltman (2008) confirm that kindergarten children are capable of contributing to their learning. Therefore, educators can use group time to re-establish class rules, routines and expectations. Creating posters with the class to display in the room will help ensure all children are aware of what is expected and can help to create the rules to make the kindergarten a safe place for all children to attend (Conway, 2012; DEEWR, 2009).For instance, collaborating to brainstorm safe behaviours and what it means to be friendly; the teacher could ask Gemma to draw pictures to go with the rules and routine to provide visual cues of what is expected at kindergarten (Kearns, 2010); meeting the EYLF Outcome 2 as children become connected and contribute to their world. Establishing a clear routine and standards as a class and having them clearly displayed in the room will assist Gemma in developing her social skills to interact with staff and peers (Cole & Knowles, 2011; Doherty & Hughes, 2009). Doherty and Hughes (2009) affirm it will also promote independence, a sense of control over the environment and offer Gemma the

The Australian Professional Standards for Teachers (2015) by AITSL has provided seven strong standards and focus areas for teachers to follow. The standards that have been presented are agreeable and provide an acceptable platform for teachers to teach upon. Further on, as an aspiring Early Childhood Educator, it is important to be aware of the Early Years Learning Framework (2009) which primarily focuses on the learning outcomes, principles and practices that are associated with Early Childhood pedagogy. It is evident from these standards that teaching is a career full of responsibility and expectations, levels that rise above a number

A Bredekamp Article that the professor wanted us to read was “Early Learning Standards and Developmentally Appropriate Practice: Contradictory or Compatible?”. In this article, there is an examination of the complicated issue of children’s learning and developmental standards. First, there is an inspection on the movement along the course of bringing into the existence of early learning standards for children. Next, the potential benefits and potential negative effects of early learning standards, and the relationship between accountability and learning standards are described. Following the potential consequences discussion, the work that has been done on setting standards for the standards are described. Finally, the promotion of developmentally

NAEYC wants early childhood programs to have a welcoming environment for children and families. For the centers to show respect to the diversity of the children’s home lives and that it supports the child’s and the family’s cultural identities. For the children to achieve a second language and to maintain the child’s home language. They strongly believe that; “Linguistic and cultural diversity is an asset, not a deficit, for young children” (Position statements on Linguistic and Cultural Diversity, 2009). NAEYC also wants early childhood programs to use developmentally appropriate practices (DAP). The DAP approaches teaching young children by using research so educators and caregivers understand how children learn and develop. By doing this it gives children the best possible way of learning and developing. We as early childhood educators and caregivers

There are many standards for educational professionals to follow. These standards help ensure children are receiving high-quality educational experiences in the classroom. Ohio’s Early Learning and Development Standards, NAEYC Standards for Early Childhood Professional Preparations Programs, and The Head Start Child Outcomes Framework are the three different standards set by various organizations and professionals. There are many differences and similarities, among each set of standards. Each set focuses on different age groups and are organized differently. They all three encourage positive child development, regardless of disabilities or cultural differences, and are all school readiness based standards.

Being able to understand the development of a child is vital in aiding that child during that process. Parents play a vital role in this regard by offering the necessary support. On the other hand, once the child has been enrolled in a kindergarten or a preschool, most of the responsibilities of shaping the child are transferred to the teachers. This makes it vital for teachers to be able to help the child during their developmental stage. In this field report, the learner visits one kindergarten and one preschool to assess the learning environment. A comparison is made between these two schools as well as comparison with those proposed in Meier in her book The Power of Their Ideas: Lessons for America from a Small School in