Leadership and Management The program effectively implements policies, procedures, and systems that support stable staff and strong personnel, and fiscal, and program management so all children, families, and staff have high-quality experiences. The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields.
Back to top Standard 4: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used.
Key elements of Standard 5 5a: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Key elements of Standard 1 1a: NAEYC believes Americans can invest now in our children and families and enjoy long-term savings, with a more vibrant nation of healthy, achieving children and Naeyc standard 5 stable families.
These relationships are sensitive to family composition, language, and culture. The program makes provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.
Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities 3d: Key elements of Standard 2 2a: Pillows, quilts, comforters, sheepskins, stuffed toys, and other soft items are not allowed in cribs or rest equipment for Infants younger than eight months.
Candidates understand the importance of developmental domains and academic or content disciplines in early childhood curriculum. In the s, concern over the varying quality of emerging nursery school programs in the United States inspired Patty Smith Hill to gather prominent figures in the field to decide how to best ensure the existence of high-quality programs.
They know about and understand the goals, benefits, and uses of assessment. A program that allows ill children or staff to remain in the program implements plans that have been reviewed by a health professional about a what level and types of illness require exclusion; b how care is provided for those who are ill but who are not excluded; and c when it is necessary to require consultation and documentation from a health care provider for an ill child or staff member.
Understanding positive relationships and supportive interactions as the foundation of their work with young children 4b: Back to top Standard 8: Teachers carefully supervise all children.
Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
If an illness prevents the child from participating comfortably in activities or creates a greater need for care than the staff can provide without compromising the health and safety of other children or if a child's condition is suspected to be contagious and requires exclusion as identified by public health authorities, then the child is made comfortable in a location where she or he is supervised by a familiar caregiver.
Children have different learning styles, needs, capacities, interests, and backgrounds. All medications are kept in a locked container. Key elements of Standard 7 7a. Key elements of Standard 2 2a: Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services.
Diapers are changed when wet or soiled. Back to top Standard 3: A well-planned written curriculum provides a guide for teachers and administrators.
Back to top Standard 3: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding.Standard Professional growth, reflection, and evaluation Standard Collaboration with families, colleagues, and community agencies Early Childhood Education-NAEYC Standards Artifacts.
Standard 5: NAEYC Accreditation Criteria for Health Standard. The following chart presents the accreditation criteria for this topic area. Each criterion provides specific details to guide program plans, policies and practices. standard 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child.
NAEYC Standard: Standard 5: Using Content Knowledge to Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for.
In the classroom As a teacher, I understand the importance of using my own knowledge to implement appropriate early learning standards and other resources to help me design, implement, and evaluate a challenging curriculum for the children in my charge.
NAEYC Standard: STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs a) use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child.Download