NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment This document incorportes the lnguge of ll NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri, including 39 criteri tht re not currently ssessed by the NAEYC Acdemy. (For more informtion bout criteri tht the Acdemy does not currently ssess, click here). When pplicble, the lnguge of the criteri includes Guidnce for Assessment, which both explins how the criteri re ssessed by NAEYC nd clrifies the intent of the criteri. The entries below contin the following informtion: Guidnce for Overll Rting Gry bckground; justified left; pplies to overll criterion to indicte when n overll rting is pproprite. Guidnce for Specific Indictor Gry bckground; indented; pplies to indictor listed bove. Guidnce for Overll Criterion Gry bckground; justified left; pplies to entire criterion nd ll indictors; bolded print indictes new guidnce. Criterion Number Age Ctegory I = Infnt T = Toddler/Two P = Preschool K = Kindergrten Assessment Ctegory Required Alwys Assessed Rndomly Assessed Emerging Prctice Not Currently Assessed Source(s) of Evidence O = Observble Criteri PP = Progrm Portfolio CP = Clssroom Portfolio TS = Teching Stff Survey FS = Fmily Survey 3.B.12 T-P-K Rndom O, FS, PP Rte NoOpp if no chllenging behviors re observed. Techers ddress chllenging behvior by ssessing the function of the child s behvior. convening fmilies nd professionls to develop individulized plns to ddress b behvior. Rte NoOpp if no evidence is seen in the clssroom. The individulized plns do not hve to be forml IEPs, but my consist of informl meetings, phone clls, emils, nd/or other modes of communiction to discuss plns to ddress the behviors. c using positive behvior support strtegies. Evidence my include such things s policies, exmples of how the progrm ddressed chllenging behvior in the pst, or notes between prents nd techers. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules.) When reding guidnce, note the possible rtings used by NAEYC Assessors nd their definitions below: Yes : Evidence is found; criterion or indictor is met. No : No evidence is found, or evidence is insufficient to meet criterion or indictor. N/A (Not Applicble): The criterion or indictor does not pply to this group. The N/A rting is only vilble if it is noted. NoOpp (No Opportunity): There ws no opportunity to observe the criterion or indictor during the specific observtion. The NoOpp rting is only vilble if it is noted. While NoOpp my be used for specific, timelimited observtion, it is expected tht groups disply evidence of the criterion sometime throughout the dy. Not Age : The criterion or indictor does not pply to the ge ctegory being observed. The Not Age rting is only vilble if it is noted. Definitions of terms used throughout guidnce: Vried or Multiple : More thn one. Such s or for exmple : Exmples which my be used s evidence but do not necessrily need to be seen to meet the criterion or indictor. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 2 of 107 Stndrd 1 Reltionships 1.A. Building Positive Reltionships mong Techers nd Fmilies 1.A.01 I-T-P-K Rndom O, FS, CP Techers work in prtnership with fmilies, estblishing nd mintining regulr, ongoing, two-wy communiction. Look for exmples of TWO-WAY communiction efforts by teching stff with fmilies of children in the clssroom. Rte Yes if evidence includes cler invittions from stff to receive fmily communictions. Rte NoOpp if no evidence or prtil evidence of two-wy communiction (e.g., prent bord with lesson pln, menu, nd events clendr) is observed. Rte s No if missed opportunities for two-wy communiction re observed. 1.A.02 I-T-P-K Rndom PP, FS Techers gin informtion bout the wys fmilies define their own rce, religion, home lnguge, culture, nd fmily structure. Evidence my include informtion from generl intke forms or informl communictions with fmilies bout these issues. 1.A.03 I-T-P-K Rndom O, FS, CP Techers communicte with fmily members on n ongoing bsis to lern bout children s individul needs nd b ensure smooth trnsition between home nd progrm. Evidence my include things such s dilogue books, whitebords tht describe wht children re doing, or converstions with fmily members who re in the clssroom. At lest two exmples of communiction must be seen, one of which could be prt of introductory mterils. Rte NoOpp if no exmples re seen or if only one exmple is observed. Rte s No if missed opportunities for communiction re observed. 1.A.04 I-T-P-K Not Currently Assessed: Best Prctice Techers re sensitive to fmily concerns nd ressure fmily members who re concerned bout leving children in non-fmily cre. Exmples my include converstions with fmily members. 1.A.05 I-T-P-K Rndom O, FS, CP Techers shre informtion with fmilies bout clssroom rules, expecttions, nd routines not only t enrollment but lso s needed throughout the yer. Evidence my include dilogue books, flyers, whitebords tht describe wht children re doing, or converstions or other communiction efforts with fmily members who re in the clssroom. 1.B. Building Positive Reltionships between Techers nd Children 1.B.01 I-T-P-K Rndom O Teching stff foster children s emotionl well-being by demonstrting respect for children nd creting positive emotionl climte s reflected in behviors such s frequent socil converstions, joint lughter, nd ffection. 1.B.02 I-T-P-K Rndom O Teching stff express wrmth through behviors such s physicl ffection, eye contct, tone of voice, nd smiles. 1.B.03 I-T-P-K Rndom O Teching stff re consistent nd predictble in their physicl nd b emotionl cre of ll children. Look for evidence tht teching stff re responsive to the physicl nd emotionl cre needs of ll the children. Rte s Yes UNLESS there re cler missed opportunities for stff to be responsive to the cre needs of the children. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 3 of 107 1.B.04 I-T-P-K Rndom O Teching stff encourge nd recognize children s work nd ccomplishments. For observtion purposes the experience of most of the children is ssumed to be equivlent for every child unless there is evidence to the contrry. Wtch for teching stff converstions tht (1) encourge children to try new things; nd (2) recognize ttempts nd success in ll developmentl res. Evidence my lso include such things s photogrphs, clss mde books, clss displys, nd newsletters. 1.B.05 I-T-P-K Rndom O Teching stff function s secure bses for children. They respond promptly in developmentlly pproprite wys to children s positive inititions, b negtive emotions, nd c feelings of hurt nd fer d by providing comfort, support, nd ssistnce. Wtch for teching stff's sensitivity to individul children (versus treting ll children bsiclly the sme wy). When there is not n opportunity to observe ll indictors, credit should be given UNLESS there re cler missed opportunities when indictors would be expected to be observed. 1.B.06 I-T-P-K Rndom O Teching stff encourge children s pproprite expression of emotions, both positive (e.g., joy, plesure, excitement) nd negtive (e.g., nger, frustrtion, sdness). Wtch for teching stff s sensitivity to individul children (versus treting ll children bsiclly the sme wy). Rte s Yes UNLESS there re cler missed opportunities for stff to encourge pproprite expressions of emotions. 1.B.07 I-T-P-K Rndom O Teching stff evlute nd chnge their responses bsed on individul needs. Teching stff vry their interctions to be sensitive nd responsive to differing bilities, b temperments, c ctivity levels, nd d cognitive nd e socil development. Wtch for teching stff's sensitivity to individul children (versus treting ll children bsiclly the sme wy). When there is not n opportunity to observe ll indictors, credit should be given UNLESS there re cler missed opportunities when indictors would be expected to be observed. 1.B.08 I-T-P-K Rndom O Teching stff support children s competent nd self-relint explortion nd use of clssroom mterils. Evidence my include opportunities for interction with mterils, unstructured ctivities, free ply, etc. A posted schedule indicting there re opportunities for unstructured ctivities nd/or free ply etc. would lso be cceptble. For infnts, teching stff ssisting children with explortion of the environment nd mterils is cceptble. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 4 of 107 1.B.09 I-T-P-K Required O, PP Teching stff never use physicl punishment such s shking or hitting nd do not engge in psychologicl buse or coercion. Rte No if ny person employed by or volunteering for the progrm physiclly punishes nd/or psychologiclly buses or coerces child. Evidence could tke the form of your progrm s written discipline policy s communicted to stff nd/or prents. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met fter the observtion, ssessors must note this on the Required Criterion Report Form. If during the Progrm Portfolio review, the ssessor determines tht this criterion is not fully met, the ssessor MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. The Required Criterion Report Form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy s prt of the Administrtor Evlution of the Site Visit. 1.B.10 I-T-P-K Alwys O, PP Teching stff never use threts or derogtory remrks nd neither withhold nor threten to withhold food s form of discipline. Any instnce of threts, derogtory (demening) remrks or the withholding of food s discipline will result in rting No on this criterion. Hving children experience logicl consequences (such s missing snck if they choose not to et with the group) is not the sme s thretening to withhold food. However, if child is then unble to fully prticipte in the group due to hunger, some food should be mde vilble. Evidence could include your progrm s written discipline policy s communicted to stff nd/or prents. 1.B.11 I Rndom O Teching stff engge infnts in frequent fce-to-fce socil interctions ech dy. These include both verbl behviors (e.g., tlking, cooing, repeting infnt sounds, singing) nd. b nonverbl behviors (e.g., smiling, touching, holding). 1.B.12 I Rndom O Teching stff give one-to-one ttention to infnts when engging in cregiver routines. Cregiver routines include feeding (bottle or solids), diper chnging, chnging clothes, nd clening the infnt. 1.B.13 I-T Rndom O Teching stff djust their interctions to infnts nd toddlers /twos vrious sttes nd levels of rousl. Techers re wre of how their own behvior nd voice level ffects children, nd they modify or modulte their interctions with children bsed on ech child's rections, for exmple, if child is recting negtively to being held too much or too closely. 1.B.14 I-T Rndom O Teching stff quickly respond to infnts nd toddlers/twos cries or other signs of distress by providing physicl comfort nd b [providing] needed cre. c Teching stff re sensitive to infnts nd toddlers /twos vrious signls nd lern to red their individul cries. Rte s NoOpp if no cries or other signs of distress re observed. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 5 of 107 1.B.15 T-P-K Rndom O Teching stff tlk frequently with children nd listen to children with ttention nd respect. They respond to children s questions nd requests. b use strtegies to communicte effectively nd build reltionships with every child. c engge regulrly in meningful nd extended converstions with ech child. The experience of most of the children is ssumed to be equivlent for every child unless there is evidence to the contrry. 1.C. Helping Children Mke Friends 1.C.01 I Rndom O Teching stff fcilitte n infnt s socil interction when he or she is interested in looking t, touching, or voclizing to others. 1.C.02 T-P-K Rndom O Teching stff support children s development of friendships nd provide opportunities for children to ply with nd lern from ech other. Evidence could include: stff ttempts to bring unengged children into ply, working with children to negotite mterils or rules, or helping children express their feelings nd emotions to ech other. Evidence my lso include schedules tht include multiple groupings nd clen up times; nd environments tht provide for smll (2 children) nd lrger groupings. 1.C.03 T-P-K Rndom O, CP Teching stff support children s they prctice socil skills nd build friendships by helping them: enter into [ply], b sustin [ply], nd c enhnce ply. Evidence includes stff who re trying to bring unengged children into ply, working with children to negotite mterils or rules, or mking ply more complex. 1.C.04 T-P-K Rndom O Teching stff ssist children in resolving conflicts by helping them: identify feelings, b describe problems, nd c try lterntive solutions. Stff immeditely solving conflicts for children without giving children chnce to resolve the issue first is considered s negtive evidence. Rte s Yes if no evidence of conflicts is observed. 1.C.05 T-P-K Rndom O Teching stff guide children who bully, isolte, or hurt other children to lern nd follow the rules of the clssroom. Rte s Yes if no evidence of socilly withdrwn children, victims or bullying is observed. 1.C.06 T-P-K Rndom O Teching stff fcilitte positive peer interction for children who re socilly reserved or withdrwn nd b for those who re bullied or excluded. Rte s Yes if no evidence of socilly withdrwn children, victims or bullying is observed. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 6 of 107 1.D. Creting Predictble, Consistent, nd Hrmonious Clssroom 1.D.01 I-T-P-K Alwys O, CP Teching stff counter potentil bis nd discrimintion by treting ll children with equl respect nd considertion. b inititing ctivities nd discussions tht build positive self-identity nd tech the vluing of differences. Two lesson plns on these topics could provide evidence for this prctice. Positive Self-Identity: sense tht one is good nd vlued person bsed on some slient ttributes tht re mintined over time, for exmple, I m the fstest girl in my clss or I m good big brother or I m good t doing puzzles. c intervening when children tese or reject others. Rte Not Age for infnt groups. Rte s Yes if no incidents of tesing or rejection occur during observtion. Acceptble evidence could be to show or describe how techers intervene when children tese, nme-cll or reject others. providing models nd visul imges of dult roles, differing bilities, nd ethnic or culturl bckgrounds d tht counter stereotypicl limittions. Evidence my include diversity within the progrm itself, for exmple: mle techer; stff nd enrollment reflecting multiple ethnicities; multiple lnguges spoken; enrollment of child who uses wheelchir. Clssroom mterils do not generlize groups of people bsed upon ethnicity, gender, bility, geogrphy, or ge. Acceptble evidence could be two models or visul imges used within the clssroom tht show ech of the following: e Men nd women in work, fmily, nd personl roles; Persons with differing bilities engged in wide rry of physicl, cognitive, nd rtistic bilities nd competencies; Persons of different ethnic or culturl bckgrounds engged in ctivities tht counterct stereotypicl limittions. voiding stereotypes in lnguge references. Rte s Yes if no instnces of stereotypicl lnguge re observed. Evidence for voiding stereotypes in lnguge references my include providing equl opportunities for ll children to discuss nd prticipte in ledership roles, nd in ctivities such s drmtic ply where children my choose to prticipte in non-stereotypicl roles. References to ge, sex, religion, rce, bility, etc. should be used only if they re relevnt nd not in wy the negtively lbels individuls or groups of people. Written evidence my include policies in the stff nd/or prent hndbooks regrding lnguge used in the clssroom, nd/or how to choose mterils for the progrm, lesson plns, pictures nd in-service or stff meeting notes or minutes. 1.D.02 T-P-K Rndom O, CP Techers provide children opportunities to develop the clssroom community through prticiption in decision mking bout clssroom rules, b plns, nd c ctivities. Prctices for meeting this criterion could include lbeling nd discussing clssroom rules nd schedules or offering children choices in selecting res or mterils in which to ply. 1.D.03 T-P-K Rndom O Teching stff nticipte nd tke steps to prevent potentil behvior problems. Rte s Yes if no behvior problems re observed. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 7 of 107 1.D.04 T-P-K Rndom O, CP Techers help children tlk bout their own nd b others emotions. They provide opportunities for children to c explore wide rnge of feelings nd the different wys tht those feelings cn be expressed. Evidence includes books, posters, lesson plns, mterils nd converstion. 1.D.05 T-P-K Rndom O Teching stff promote pro-socil behvior by intercting in respectful mnner with ll stff nd children. They model turn tking nd shring s well s cring behviors. Modeling cn be stff-to-stff or stff-to-child interctions. b help children negotite their interctions with one nother nd with shred mterils. c engge children in the cre of their clssroom. d ensure tht ech child hs n opportunity to contribute to the group. e encourge children to listen to one nother. f encourge nd help children to provide comfort when others re sd or distressed. Rte s NoOpp if no children re observed to be sd or distressed. g use nrrtion nd description of ongoing interctions to identify pro-socil behviors. 1.E. Addressing Chllenging Behviors 1.E.01 T-P-K Rndom FS, TS, PP For children with persistent, serious, chllenging behvior, techers, fmilies, nd other professionls work s tem to develop nd implement n individulized pln tht supports the child s inclusion nd success. Rte N/A if no children exhibit persistent, serious, chllenging behvior. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.E.02 T-P-K Not Currently Assessed: Best Prctice Techers observe children who hve chllenging behvior. They identify events, ctivities, interctions, nd other contextul fctors tht predict chllenging behvior nd my contribute to the child s use of chllenging behvior. Definition of chllenging behvior: "Chllenging behvior is ny behvior tht (1) interferes with children's lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure." (Kiser & Rsminsky, Chllenging Behvior in Young Children (2nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ("You cn't ply with us", verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 8 of 107 1.E.03 T-P-K Rndom O Rther thn focus solely on reducing the chllenging behvior, techers focus on teching the child socil, communiction, nd emotionl regultion skills nd Rte Indictor s NoOpp if no chllenging behviors re observed. Rte s No if techers fil to respond to chllenging behvior; or respond to chllenging behvior with negtive verbl directives ( No yelling!, Stop pushing him! ), or suppress the behvior without ttempting to tech lterntive behvior. Note tht some chllenging behvior (such s whining) my be delibertely ignored until n opportunity rises to positively reinforce lternte behvior. using environmentl modifictions, ctivity modifictions, dult or peer support, nd other teching b strtegies to support the child's pproprite behvior. Rte Indictor b Yes or No regrdless of whether chllenging behvior is observed. Look for preventive strtegies such s control of number of children in lerning center; well-rrnged centers with well-mrked boundries, clssroom rules nd routines; nd use of group projects nd coopertive gmes to promote cohesive socil environment. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.E.04 T-P-K Rndom O Teching stff respond to child s chllenging behvior, including physicl ggression, in mnner tht provides for the sfety of the child. b provides for the sfety of others in the clssroom. c is clm. d is respectful to the child e provides the child with informtion on cceptble behvior. Rte entire criterion NoOpp if no chllenging behviors re observed. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.F. Promoting Self-Regultion 1.F.01 T-P-K Rndom O Teching stff ctively tech children socil, b communiction, nd c emotionl regultion skills. Look for techer interctions with children bout lerning concepts. Rte s Yes if children exhibit socil, communiction nd emotionl regultion skills. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 9 of 107 1.F.02 T-P-K Rndom O Teching stff help children mnge their behvior by guiding nd supporting children to persist when frustrted b ply coopertively with other children. c use lnguge to communicte needs. d lern turn tking. e gin control of physicl impulses. f express negtive emotions in wys tht do not hrm others or themselves. g use problem-solving techniques. h lern bout self nd others. It is very importnt to wtch for missed opportunities, otherwise rte these indictors s Yes by defult. In ddition, rte s Yes if no negtive emotions or frustrtion re observed. Stndrd 2 Curriculum 2.A. Curriculum: Essentil Chrcteristics 2.A.01 I-T-P-K Rndom PP The progrm hs written sttement of philosophy nd uses one or more written curricul or curriculum frmeworks consistent with its philosophy tht ddress centrl spects of child development. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.02 I-T-P-K Rndom PP A clerly stted curriculum or curriculum frmework provides coherent focus for plnning children s experiences. It llows for dpttions nd modifictions to ensure ccess to the curriculum for ll children. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. ccess to the curriculum for ll children : Curriculum should ddress dpttions or modifictions for differences in ge nd bility, developmentl stge, fmilies needs, nd other such fctors. Adpttions for the individul needs of children in the progrm re not limited to children with identified specil needs. 2.A.03 I-T-P-K Rndom PP The curriculum guides techers development nd intentionl implementtion of lerning opportunities consistent with the progrm s gols nd objectives. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. The curriculum includes: gols for the knowledge nd skills importnt to children s development; lerning experiences linked to these gols; detils bout how lerning experiences occur through the dily schedule nd routines; nd the vilbility nd use of mterils to children. 2.A.04 I-T-P-K Rndom FS, TS, PP The curriculum cn be implemented in mnner tht reflects responsiveness to fmily home vlues, beliefs, experiences, nd b lnguge. Evidence should demonstrte how the progrm collects informtion bout fmily vlues, beliefs, experiences nd/or lnguge (e.g., through questions on enrollment forms, fmily interviews, home visits) AND evidence should provide exmples of how such informtion hs been incorported into curriculum (e.g., multi-lnguge mterils; curriculum units on grndprents, culturl trditions, doption, or other topics reflecting the experiences nd vlues of the fmilies in cre). A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 10 of 107 2.A.05 I-T-P-K Rndom PP Curriculum gols nd objectives guide techers ongoing ssessment of children s progress. Evidence could include (1) copy of the progrm s written curriculum with the gols nd objectives of the progrm highlighted long with curriculum web or schedule tht identifies corresponding ctivities/experiences for children; or (2) copy of progrm policy from the stff or fmily hndbook which sttes tht curriculum gols nd objectives lign with ssessment of child progress. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.06 I-T-P-K Rndom PP The curriculum guides techers to integrte ssessment informtion with curriculum gols to support individulized lerning. Evidence should demonstrte tht individul child ssessments re considered when plnning for lerning experiences through which the curriculum gols will be chieved. Exmples of evidence my include written curriculum sttements, lesson plns, plnning webs, notes from plnning sessions tht indicte tht ssessment informtion is considered during curriculum plnning, nd my include informtion on how purchsed curriculum (if used) considers ssessment of child progress. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.07 I-T-P-K Rndom O, CP The curriculum guides the development of dily schedule tht is predictble yet flexible nd responsive to individul needs of the children. The schedule provides time nd support for trnsitions. b c includes both indoor nd outdoor experiences. is responsive to child s need to rest or be ctive. Rest includes, but is not limited to, scheduled npping times in progrms tht offer them. Rest my lso include opportunities for children to quietly rest in soft nd/or semi-privte re tht is wy from ctive, noisy, or busy res of the clssroom. Exmples include quiet reding/puzzle re, cozy corner/nook, or other intentionlly provided spce/time for the purpose of resting or engging in quiet ply. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 11 of 107 2.A.08 I-T-P-K Rndom O, CP Mterils nd equipment used to implement the curriculum reflect the lives of the children nd fmilies s well s the diversity found in society including: gender [diversity], Gender diversity evidence my include men nd women in nontrditionl roles. For exmple, men nd women re eqully cpble. b ge [diversity], Non-stereotypicl evidence my include, but is not limited to, converstions nd mterils tht demonstrte older nd younger people doing the sme jobs nd/or vriety of jobs (e.g., not ll old people re grndprents), photogrphs, stories bout younger/older siblings or clss books tht describe events/ projects tht the clss hs ttended t locl elementry or high schools. c lnguge [diversity], nd Lnguge diversity cn include bilingul lbels in the clssroom, bilingul communiction, multilingul music selections, nd use of sign lnguge. d [diversity of] bilities. Diversity in bility refers to rnge of bility, including but not limited to disbility. Rte s Yes if t lest one exmple of ech type of diversity (gender, ge, lnguge, bilities) is seen during -d observtion or in written evidence. Mterils nd equipment e f g h i provide for children s sfety while being ppropritely chllenging. Assessors will review ctivities with considertion to developmentl stge of the children nd the ppropriteness of the ctivities. encourge explortion, experimenttion nd discovery. promote ction nd interction. For Infnts look for busy boxes; for older children look for mterils tht promote tril nd error, necessity of more thn one child to mke it work, or communiction devices like telephones. re orgnized to support independent use. re rotted to reflect chnging curriculum nd ccommodte new interests nd skill levels. In ddition to ddressing chnging curriculum, evidence should show or describe how techers chnge clssroom mterils or equipment when children s skill levels chnge over time. j re rich in vriety. k ccommodte children s specil needs. Accommodtions for specil needs re specific to individul children. Rte N/A if no children with specil needs re currently enrolled or if the group s identified specil needs do not require mteril nd equipment ccommodtion. Specil needs cn be physicl or mentl helth conditions tht require specil eduction services such s erly intervention or individulized supports. Specil needs cn lso rise from dverse life conditions (such s poverty or fmily stress) tht cll for socil services, supports, or monitoring. Mterils cn include 2- nd 3-dimensionl displys in the lerning environment. 2.A.09 I-T Rndom O Mterils nd equipment used to implement the curriculum for infnts nd toddlers/twos encourge: explortion, experimenttion, nd discovery. b sensory nd motor lerning. c their prctice of developing physicl skills through self-initited movement. Evidence cn include things such s stcking blocks, ring stcking, crwling through tunnels, copying visul cues, completing puzzles, nd books. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 12 of 107 2.A.10 T-P-K Rndom O, CP The curriculum guides techers to incorporte content, concepts, nd ctivities tht foster: socil [development], b emotionl [development], c physicl [development], d lnguge [development], nd e cognitive development nd f integrte key res of content including litercy, mthemtics, science, technology, cretive expression nd the rts, helth & sfety, nd socil studies. Rte Yes if evidence for t lest 3 of the 7 key res of content is observed. All res must be ddressed in the clssroom portfolio to rte yes. Technology is defined brodly to include knowledge nd use of tools nd mchines. Included re computers, video, cmers, nd other forms of high technology, s well s simple tools like gers, wheels nd levers. Two dily, weekly or monthly lesson plns tht include content nd concepts relted to ll of these cognitive development content res could provide evidence for this indictor. Exmples of socil studies topics: fmily, friends, community, socil roles, geogrphy, money, business, governments. Evidence includes observed ctivities, mterils, written plns nd other documenttion tht my be present in the clssroom or other lerning spces used by the clss. Exmples of other lerning spces: plygrounds, computer rooms, librries, gyms or other gross motor spce. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum but progrms do need to hve cler, written curriculum pln. 2.A.11 T-P-K Rndom O, CP The schedule provides children lerning opportunities, experiences, nd projects tht extend over the course of severl dys nd incorportes time for b ply, Ply is chrcterized by children's ctive enggement nd enjoyment nd their bility to determine how the ctivity is crried out. Teching stff re expected to encourge nd fcilitte ctive ply involving physicl movement s well s pretend or drmtic ply. Children re expected to hve opportunities to ply individully nd with peers. c cretive expression, d lrge-group, e smll-group, nd f child-initited ctivity. Evidence could include written schedule or, if these things occur during n observtion credit is given. 2.A.12 P-K Rndom O, CP The curriculum guides techers to pln for children s enggement in ply (including drmtic ply nd blocks) tht is integrted into clssroom topics of study. Topics of Study refers to the content of plnned curriculum, for exmple, sesons, frm nimls, plces in our neighborhood, etc. Look for evidence tht mterils nd experiences include things specific to topics of study. Ply is chrcterized by children s ctive enggement nd enjoyment nd their bility to determine how the ctivity is crried out. Teching stff re expected to encourge nd fcilitte ctive ply involving physicl movement s well s pretend or drmtic ply. Children re expected to hve opportunities to ply individully nd with peers. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 13 of 107 2.B. Ares of Development: Socil-Emotionl Development 2.B.01 I-T-P-K Rndom O Children hve vried opportunities to engge throughout the dy with teching stff who re ttentive nd responsive to them. Rte s Yes UNLESS there re cler missed opportunities for stff to be ttentive nd responsive to the children. b fcilitte their socil competence. c fcilitte their bility to lern through intercting with others. b-c Exmples of this my be lesson plns, discussions, nd techer-ssisted lrge nd smll group opportunities. 2.B.02 I-T-P-K Rndom O Children hve vried opportunities to recognize nd nme their own nd b others feelings. For infnts, evidence includes techers who recognize nd nme bbies feelings. 2.B.03 I-T-P-K Rndom O Children hve vried opportunities to lern the skills needed to regulte their emotions, behvior nd ttention. Rte s NoOpp if no opportunities for emotionl regultion (positive or negtive) re observed. Evidence includes children who re not in trouble when they get upset, brek rules or re unfocused. Rther, when negtive emotions re present, children re helped to clm down, tlk bout the rules nd become more focused. For infnts, consider emotion only, for exmple, if children re helped to clm down. 2.B.04 I-T-P-K Alwys O Children hve vried opportunities to develop sense of competence nd positive ttitudes towrd lerning, such s persistence, enggement, curiosity, nd mstery. For infnts, evidence includes signs of enggement nd curiosity. 2.B.05 T-P-K Rndom O Children hve vried opportunities to develop skills for entering into socil groups, developing friendships, lerning to help, nd other pro-socil behvior. This criterion is bout opportunities, not stff support with socil skills. Evidence includes schedules tht include multiple groupings nd clen up times, nd for environments tht provide for smll (2 children) nd lrger groupings. 2.B.06 T-P-K Rndom O Children hve vried opportunities to interct positively, respectfully, nd coopertively with others. b lern from nd with one nother. c resolve conflicts in constructive wys. Rte Yes if there re no opportunities to observe conflict resolution. 2.B.07 T-P-K Rndom O Children hve vried opportunities to lern to understnd, empthize with, nd tke into ccount other people s perspectives. Includes how well children get long in generl. Opportunities for toddlers/twos could include things such s techers lbeling of children s emotions or simple books or pictures tht disply or describe different emotions. Preschool nd kindergrten children could be helped to understnd the feelings of other children or encourged to write note to sick friend. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 14 of 107 2.C. Ares of Development: Physicl Development 2.C.01 I-T Rndom O, CP Infnts nd toddlers/twos re provided: n environment tht llows them to move freely nd chieve mstery of their bodies through selfinitited movement. They hve multiple opportunities to prctice emerging skills in: b coordintion, movement nd blnce, nd c perceptul-motor integrtion. Perceptul motor integrtion reltes to the mnner by which child tkes in sensory informtion, processes nd interprets the informtion, nd then responds utomticlly to it. Some exmples of "perceptul motor integrtion" could include stcking blocks, ring stcking, crwling through tunnels, copying visul cues or completing puzzles. 2.C.02 I-T Rndom O, CP Infnts nd toddlers/twos hve multiple opportunities to develop fine-motor skills by cting on their environments using their hnds nd fingers in vriety of ge-pproprite wys. 2.C.03 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils tht support fine-motor development. Vried mens two or more. Fine motor development refers to the improvement of smll muscle movements (usully in the fingers) tht enble such functions s writing, grsping smll objects, nd fstening clothing. 2.C.04 P-K Rndom O, CP Children hve vried opportunities nd re provided equipment to engge in lrge motor experiences tht: stimulte vriety of skills. b enhnce sensory-motor integrtion. c develop controlled movement (blnce, strength, coordintion). d enble children with vrying bilities to hve lrge-motor experiences similr to those of their peers. e rnge from fmilir to new nd chllenging. Exmples of new nd chllenging physicl gmes: trffic cone bike course, impromptu obstcle courses, sprinklers. f help them lern physicl gmes with rules nd structure. Gmes with rules nd structure include turn-tking nd other expected behviors (for exmple, Hokey Pokey or Simon Sys or n ctivity invented by the children themselves). Evidence for this indictor my lso be seen in lesson plns or photos, or indicted by gme equipment such s ben bgs, bowling sets, or hopscotch squres. Rte s NoOpp if no lrge motor ctivity is observed. Lrge motor experiences my include indoor nd outdoor opportunities. 2.D. Ares of Development: Lnguge Development 2.D.01 I-T-P-K Rndom FS, TS, PP Children re provided with opportunities for lnguge cquisition tht lign with the progrm philosophy. b consider fmily perspectives. Evidence of considering fmily perspective my include informtion from results of fmily survey, child intke or enrollment forms, or other communictions with fmilies regrding preferences with regrd to lnguge cquisition, especilly when the home lnguge is other thn English. c consider community perspectives. Community perspectives my include legisltive requirements or community trditions (for exmple, progrm serving tribl community working to preserve its trditionl lnguge) when pplicble. Exmples my include discussions bout ctivities done outside of the clssroom s well s highlighting vocbulry specific to community events nd ethnic trditions. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 15 of 107 2.D.02 I-T-P-K Rndom O, FS, TS, CP Children re provided opportunities to experience orl nd written communiction in lnguge their fmily uses or understnds. If English is the only lnguge spoken by fmilies rte s Yes. 2.D.03 I-T-P-K Rndom O Children hve vried opportunities to develop competence in verbl nd non verbl-communiction by responding to questions. Rte Not Age for infnt groups. b communicting needs, thoughts nd experiences. c describing things nd events. For infnts nd toddlers, the development of competence includes dults nrrtion of things nd events. 2.D.04 I-T-P-K Rndom O, CP Children hve vried opportunities to develop vocbulry through converstions, b experiences, c field trips, nd Field trips include wlks. d books. Evidence includes children s ccess to ge-pproprite books nd field trips or other experiences with follow-up ctivities tht explore wht ws seen, for exmple, exploring leves collected or worms observed in the ply yrd or on neighborhood wlk, trips to see (or visits from) frm nd zoo nimls, or visits with community service workers such s police or fire fighters. Other evidence might include dictted stories nd documenttion bords bout children s experiences. 2.D.05 T-P-K Not Currently Assessed: Best Prctice Children who re non-verbl re provided lterntive communiction strtegies. 2.D.06 P-K Rndom O, CP Children hve vried opportunities nd mterils tht encourge them to hve discussions to solve problems tht re interpersonl nd Interpersonl = interctions between children or between stff nd children. b relted to the physicl world. Physicl world =discussions surrounding problem solving with everydy objects. The intent is to help children tlk through their thoughts nd feelings to solve problems with others nd with the physicl world. Opportunities include stff providing guidnce on pproprite emotions. Wtch for missed opportunities. Rte on interctions mong children nd/or between children nd stff. 2.D.07 P-K Not Currently Assessed: Best Prctice Children re provided vried opportunities nd mterils tht encourge them to engge in discussions with one nother. Drmtic ply props (telephones, dolls, clothes), puppets, flnnel bords, lnguge bord gmes, nd smll niml figures re exmples of mterils tht promote discussion when used. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 16 of 107 2.E. Curriculum Content Are for Cognitive Development: Erly Litercy 2.E.01 I Alwys O, CP Infnts hve vried opportunities to experience songs, rhymes, routine gmes nd books through individulized ply tht includes simple rhymes, songs nd interctive gmes (e.g., peek--boo). Evidence could tke the form of 2 exmples of ech of these kinds of individulized ply (simple rhymes, songs, nd interctive gmes). dily opportunities for ech child to her nd respond to vrious types of books, including picture books, b wordless books, nd books with rhymes. Evidence of ech type of book listed (picture books, wordless books nd books with rhymes) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. c ccess to durble books tht enble children s independent explortion. This criterion is bout showing evidence of erly litercy experiences plnned nd crried out for infnts. 2.E.02 T Alwys O, CP Toddlers/twos hve vried opportunities to experience books, songs, rhymes, nd routine gmes through individulized ply tht includes simple rhymes, songs nd sequences of gestures (e.g., finger plys, peek--boo, ptty-cke, This Little Piggy). b dily opportunities to her nd respond to vrious types of books, including picture books, wordless books, nd books with rhymes. Evidence of ech type of book listed (picture books, wordless books nd books with rhymes) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. c ccess to durble books tht enble independent explortion. d experiences tht help them understnd tht pictures cn represent rel things in their environment. Books, songs, etc. should be linked to concrete objects nd direct experiences in the home or lerning environment. 2.E.03 T-P-K Rndom O, CP Children hve opportunities to become fmilir with print. They re ctively involved in mking sense of print, nd they hve opportunities to become fmilir with, recognize, nd use print tht is ccessible throughout the clssroom: Items belonging to child re lbeled with his or her nme. Acceptble evidence could show or describe 2 exmples of how techers do this. b c d Mterils re lbeled. Print is used to describe some rules nd routines. Hnd wshing instructions count if they re developmentlly pproprite nd posted where children cn see them. Teching stff help children recognize print nd connect it to spoken word. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.
NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 17 of 107 2.E.04 P-K Alwys O, CP Children hve vried opportunities to be red books in n engging mnner in group or individulized settings t lest twice dy in full-dy progrms nd t lest once dily in hlf-dy progrms. Posted schedule my be used s evidence of 2 reding periods. Progrms tht end t or before 3 PM dily re considered hlf-dy progrms for the purpose of ssessing this indictor. If there is reding center nd scheduled free choice time or reding center time, count s one reding time. b be red to regulrly in individulized wys including one-to-one or in smll groups of two to six children. The intent is tht children hve opportunities to be red to tht re not just in big groups or on their own; nd tht they hve chnce to interct with the story nd sk questions. Evidence my include posted schedules, pictures, s well s observtion. Rte no if children ccess books but stff do not red individully, rte NoOpp if books re not ccessed by individuls during the observtion or no smll group reding is observed. c explore books on their own nd hve plces tht re conducive to the quiet enjoyment of books. d hve ccess to vrious types of books including storybooks, fctul books, books with rhymes, lphbet books, nd wordless books. At lest 2 exmples of ech type of book listed (storybooks, fctul books, rhyming, lphbet nd wordless) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. e be red the sme book on repeted occsions. Two lesson plns cross dys or weeks cn provide evidence tht books re red repetedly. f g h i retell nd reenct events in storybooks. engge in converstions tht help them understnd the content of the book. Rte NoOpp if no book is red during observtion. Converstion: Mutul listening nd tlking, done in turn, between two or more people, bout common topic of interest. be ssisted in linking books to other spects of the curriculum. Acceptble evidence could be 2 lesson plns showing how books re linked to other curriculum ctivities. identify the prts of books nd differentite print from pictures. If children re red story, you must see some evidence of this to rte s Yes. Rte s NoOpp if no book is red during observtion. 2.E.05 P-K Rndom O, CP Children hve multiple nd vried opportunities to write: Writing mterils nd ctivities re redily vilble in rt, drmtic ply, nd other lerning centers. Lerning centers include ny re of the clssroom or outdoor ply re rrnged to promote children s lerning, for exmple, the rt re, book corner, block re, or drmtic ply center. Writing mterils must be present in t lest two lerning centers. b Vrious types of writing re supported, including scribbling, letter-like mrks, nd developmentl spelling. c Children hve dily opportunities to write or dictte their ides. d Children re provided needed ssistnce in writing the words nd messges they re trying to communicte. Children re given the support they need to write on their own, including ccess to the e lphbet nd f to printed words bout topics of current interest, both of which re mde vilble t eye level or on lminted crds. g Children see teching stff model functionl use of writing nd re helped to discuss the mny wys writing is used in dily life. 2016. Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2016.