# NAEYC Accreditation Standards for Early Childhood Programs ## Standard 1: Relationships ### Teacher-Child Interactions - **Responsive relationships**: Teachers develop positive, nurturing relationships with each child - **Communication**: Use clear, respectful language appropriate to child's developmental level - **Emotional support**: Help children identify and express emotions appropriately - **Conflict resolution**: Guide children in problem-solving and peaceful conflict resolution ### Peer Interactions - **Social skills development**: Facilitate positive peer interactions and friendships - **Inclusive environment**: Ensure all children feel welcomed and valued - **Cultural responsiveness**: Honor and reflect children's home languages and cultures - **Anti-bias approach**: Address bias and stereotypes through inclusive practices ## Standard 2: Curriculum ### Learning Goals and Objectives - **Comprehensive curriculum**: Address all developmental domains (cognitive, social, emotional, physical, language) - **Age-appropriate content**: Activities suited to children's developmental stages - **Individual differences**: Accommodate diverse learning styles and abilities - **Cultural relevance**: Incorporate children's backgrounds and experiences ### Assessment and Planning - **Ongoing assessment**: Systematic observation and documentation of children's learning - **Portfolio development**: Collect samples of children's work over time - **Family input**: Include family perspectives in assessment process - **Planning cycle**: Use assessment data to inform curriculum planning and individualization ## Standard 3: Teaching ### Developmentally Appropriate Practice - **Active learning**: Hands-on, engaging experiences that promote exploration - **Play-based learning**: Recognize play as primary vehicle for learning in early childhood - **Scaffolding**: Provide appropriate support to extend children's learning - **Multiple intelligences**: Offer various ways for children to learn and demonstrate knowledge ### Learning Environment Design - **Interest areas**: Well-defined spaces for different types of learning activities - **Materials**: Varied, age-appropriate, and culturally relevant learning materials - **Daily schedule**: Predictable routine with balance of active and quiet activities - **Smooth transitions**: Strategies to help children move successfully between activities ## Standard 4: Assessment of Child Progress ### Assessment System - **Multiple methods**: Use various assessment tools and approaches - **Authentic assessment**: Observe children in natural learning contexts - **Regular documentation**: Systematic collection of evidence of children's learning - **Goal alignment**: Assessment directly linked to curriculum goals and standards ### Family Communication - **Regular reports**: Provide families with meaningful information about child's progress - **Family conferences**: Schedule formal meetings to discuss child's development - **Two-way communication**: Encourage family input and questions about assessment - **Confidentiality**: Maintain privacy of assessment information ## Standard 5: Health ### Health Policies and Procedures - **Health records**: Maintain current immunization and health examination records - **Medication administration**: Written policies for giving medications to children - **Illness prevention**: Procedures for preventing spread of infectious diseases - **Nutrition planning**: Provide healthy meals and snacks meeting nutritional guidelines ### Physical Environment - **Safe facilities**: Regular maintenance and safety checks of all areas - **Clean environment**: Daily cleaning and sanitizing procedures - **Adequate space**: Sufficient indoor and outdoor space for all enrolled children - **Accessibility**: Facilities accessible to children and adults with disabilities ## Standard 6: Staff ### Professional Qualifications - **Education requirements**: Teaching staff have appropriate early childhood education credentials - **Ongoing professional development**: Minimum 15 hours annual training - **Career advancement**: Support for staff pursuing additional education and credentials - **Performance evaluation**: Regular assessment and feedback on teaching effectiveness ### Program Leadership - **Administrative qualifications**: Director has advanced degree in early childhood education or related field - **Leadership responsibilities**: Provide instructional leadership and support to teaching staff - **Resource management**: Effectively manage program resources and budget - **Family engagement**: Foster positive relationships with families and community ## Standard 7: Families ### Family Engagement Strategies - **Communication systems**: Regular, meaningful communication with families - **Decision-making opportunities**: Include families in program decisions affecting their children - **Learning at home**: Provide resources and support for learning in the home environment - **Family events**: Organize activities that bring families together ### Cultural Responsiveness - **Home language support**: Honor and support children's home languages - **Cultural competence**: Staff demonstrate understanding of diverse cultural backgrounds - **Bias awareness**: Address cultural biases in curriculum and interactions - **Community connections**: Build relationships with community organizations serving families ## Standard 8: Community Relationships ### Resource Connections - **Community partnerships**: Establish relationships with local organizations and services - **Family support services**: Connect families with needed resources (healthcare, social services, etc.) - **Professional networks**: Participate in early childhood professional organizations - **Advocacy**: Support policies and practices that benefit children and families ### Transitions - **Program transitions**: Support children moving between classrooms or programs - **School readiness**: Prepare children for transition to kindergarten - **Family support**: Help families navigate transitions and changes - **Continuity planning**: Maintain relationships as children move to new settings