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The National Standards for Early Care and Education Professionals NAEYC 2009 http://www.naeyc.org/files/naeyc/file/positio...
Standard 1 Promoting Child Development and Learning  <ul><li>Students prepared in early childhood degree programs: </li></...
Standard 1: Key Elements Promoting Child Development and Learning  <ul><li>1a: Knowing and understanding young children’s ...
Portfolio Preparation: Promoting Child  Development and Learning  <ul><li>What college classes or workshops/trainings have...
Standard 2 Building Family and Community Relationships  <ul><li>Students prepared in early childhood degree programs:   </...
Standard 2: Key Elements Building Family and Community Relationships  <ul><li>2a: Knowing about and understanding family a...
Portfolio Preparation: Building Family and  Community Relationships  <ul><li>Which courses in your education have helped y...
Standard 3 Observing, Documenting, and Assessing  to Support Young Children and Families  <ul><li>Students prepared in ear...
Standard 3: Key Elements Observing, Documenting, and Assessing  to Support Young Children and Families  <ul><li>3a: Unders...
Portfolio Preparation: Observing, Documenting,  and Assessing to Support  Young Children and Families  <ul><li>Which colle...
Standard 4  Using Developmentally Effective Approaches  to Connect with Children and Families  <ul><li>Students prepared i...
Standard 4: Key Elements  Using Developmentally Effective Approaches  to Connect with Children and Families  <ul><li>4a: U...
Developmentally Effective  Approaches to Connect with  Children and Families  <ul><ul><li>Fostering oral language and comm...
Portfolio Preparation: Developmentally Effective Approaches to Connect with Children and Families  <ul><li>Teach through s...
Standard 5  Using Content Knowledge  to Build Meaningful Curriculum <ul><li>Students prepared in early childhood degree pr...
Standard 5  Using Content Knowledge  to Build Meaningful Curriculum <ul><li>Students prepared in early childhood degree pr...
Standard 5: Key Elements  Using Content Knowledge  to Build Meaningful Curriculum <ul><li>5a: Understanding content knowle...
Portfolio Preparation: Evidence Demonstrating  Ability to Use Content Knowledge  to Build Meaningful Curriculum <ul><li>Ho...
Content Knowledge to Build  Meaningful Curriculum <ul><li>Early Childhood curriculum content includes:  </li></ul><ul><li>...
Standard 6  Becoming a Professional <ul><li>Students prepared in degree programs:  </li></ul><ul><li>Identify and conduct ...
Standard 6: Key Elements  Becoming a Professional <ul><li>6a: Identifying and involving oneself with the early childhood f...
Portfolio Preparation: How can you show you are  becoming a professional? <ul><li>What organizations do you belong to that...
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Naeycstandards

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Naeycstandards

  1. 1. The National Standards for Early Care and Education Professionals NAEYC 2009 http://www.naeyc.org/files/naeyc/file/positions/programStandards.pdf
  2. 2. Standard 1 Promoting Child Development and Learning <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Are grounded in a child development knowledge base. </li></ul><ul><li>Use their understanding of: </li></ul><ul><ul><li>young children’s characteristics and needs, and of </li></ul></ul><ul><ul><li>multiple interacting influences on children’s development and learning. </li></ul></ul><ul><li>Create environments for each child that are: </li></ul><ul><ul><li>healthy </li></ul></ul><ul><ul><li>respectful </li></ul></ul><ul><ul><li>supportive </li></ul></ul><ul><ul><li>challenging </li></ul></ul>
  3. 3. Standard 1: Key Elements Promoting Child Development and Learning <ul><li>1a: Knowing and understanding young children’s characteristics and needs </li></ul><ul><li>1b: Knowing and understanding the multiple influences on development and learning </li></ul><ul><li>1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments . </li></ul>
  4. 4. Portfolio Preparation: Promoting Child Development and Learning <ul><li>What college classes or workshops/trainings have you had that have helped you understand young children’s characteristics and needs? </li></ul><ul><li>What have you learned about the multiple influences on development and learning and how can you show you have this knowledge and understanding? </li></ul><ul><li>What artifacts will demonstrate that you have developmental knowledge and understand how children learn at different stages? </li></ul><ul><li>How can you demonstrate that you are able to create healthy, respectful, supportive, and challenging learning environments for all children? </li></ul>Ask yourself... PSYU 323
  5. 5. Standard 2 Building Family and Community Relationships <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Understand that successful early childhood education depends upon partnerships with children’s families and communities. </li></ul><ul><li>Know about, understand, and value the importance and complex characteristics of children’s families and communities. </li></ul><ul><li>Use this understanding to create respectful, reciprocal relationships that support and empower families </li></ul><ul><li>Involve all families in their children’s development and learning. </li></ul>
  6. 6. Standard 2: Key Elements Building Family and Community Relationships <ul><li>2a: Knowing about and understanding family and community characteristics </li></ul><ul><li>2b: Supporting and empowering families and communities through respectful, reciprocal relationships </li></ul><ul><li>2c: Involving families and communities in their children’s development and learning </li></ul>
  7. 7. Portfolio Preparation: Building Family and Community Relationships <ul><li>Which courses in your education have helped you understand family and community characteristics? </li></ul><ul><li>What artifacts can you put in your portfolio that will demonstrate that you are able to support and empower families and communities through respectful, reciprocal relationships? </li></ul><ul><li>What evidence can you provide that shows you effectively involve families and communities in their children’s development and learning </li></ul>Ask yourself... SOCU399
  8. 8. Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. </li></ul><ul><li>Know about and understand the goals, benefits, and uses of assessment. </li></ul><ul><li>Know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way </li></ul><ul><ul><li>in partnership with families and other professionals, to positively influence the development of every child. </li></ul></ul>
  9. 9. Standard 3: Key Elements Observing, Documenting, and Assessing to Support Young Children and Families <ul><li>3a: Understanding the goals, benefits, and uses of assessment </li></ul><ul><li>3b: Knowing about assessment partnerships with families and other professionals </li></ul><ul><li>3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches </li></ul>
  10. 10. Portfolio Preparation: Observing, Documenting, and Assessing to Support Young Children and Families <ul><li>Which college courses have helped you prepare and use observations and assessments? </li></ul><ul><li>What assessment partnerships can you use to demonstrate your competence in working with families and other professionals? </li></ul><ul><li>What artifacts can you use as evidence that you know about and use observation, documentation, and other appropriate assessment tools and approaches? </li></ul>Ask yourself... EDUU325
  11. 11. Standard 4 Using Developmentally Effective Approaches to Connect with Children and Families <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. </li></ul><ul><li>Understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. </li></ul><ul><li>Know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. </li></ul>
  12. 12. Standard 4: Key Elements Using Developmentally Effective Approaches to Connect with Children and Families <ul><li>4a: Understanding positive relationships and supportive interactions as the foundation of their work with children. </li></ul><ul><li>4b: Knowing and understanding effective strategies and tools for early education. </li></ul><ul><li>4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches. </li></ul><ul><li>4d: Reflecting on own practice to promote positive outcomes for each child. </li></ul>
  13. 13. Developmentally Effective Approaches to Connect with Children and Families <ul><ul><li>Fostering oral language and communication </li></ul></ul><ul><ul><li>Making the most of the environment and routines </li></ul></ul><ul><ul><li>Capitalizing on incidental teaching </li></ul></ul><ul><ul><li>Focusing on children’s characteristics, needs, and interests </li></ul></ul><ul><ul><li>Linking children’s language and culture to the early childhood program </li></ul></ul>
  14. 14. Portfolio Preparation: Developmentally Effective Approaches to Connect with Children and Families <ul><li>Teach through social interactions </li></ul><ul><li>Create support for play </li></ul><ul><li>Address children’s challenging behaviors </li></ul><ul><li>Support learning through technology </li></ul><ul><li>Use integrative approaches to curriculum </li></ul>EDUU330 What artifacts can you use as evidence in your portfolio?
  15. 15. Standard 5 Using Content Knowledge to Build Meaningful Curriculum <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. </li></ul><ul><li>Understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. </li></ul><ul><li>Know the essential concepts, inquiry tools, and structure of content areas, including academic subjects. </li></ul>
  16. 16. Standard 5 Using Content Knowledge to Build Meaningful Curriculum <ul><li>Students prepared in early childhood degree programs: </li></ul><ul><li>Can identify resources to deepen their understanding. Students </li></ul><ul><li>Use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. </li></ul>
  17. 17. Standard 5: Key Elements Using Content Knowledge to Build Meaningful Curriculum <ul><li>5a: Understanding content knowledge and resources in academic disciplines. </li></ul><ul><li>5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. </li></ul><ul><li>5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curriculum for each child. </li></ul>
  18. 18. Portfolio Preparation: Evidence Demonstrating Ability to Use Content Knowledge to Build Meaningful Curriculum <ul><li>How can you show your understanding content knowledge and resources in academic disciplines? </li></ul><ul><li>Which courses have you taken that demonstrate using the central concepts, inquiry tools, and structures of content areas or academic disciplines? </li></ul><ul><li>How do you use your own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curriculum for each child? </li></ul><ul><li>What artifacts can you provide in your portfolio? </li></ul>Ask yourself...
  19. 19. Content Knowledge to Build Meaningful Curriculum <ul><li>Early Childhood curriculum content includes: </li></ul><ul><li>Learning goals, experiences and assessment in academic disciplines or content areas including </li></ul><ul><ul><li>Language and literacy </li></ul></ul><ul><ul><li>The arts: Music, creative movement, dance, drama, and visual arts </li></ul></ul><ul><ul><li>Mathematics </li></ul></ul><ul><ul><li>Science </li></ul></ul><ul><ul><li>Physical activity, physical education, health and safety </li></ul></ul><ul><ul><li>Social studies </li></ul></ul><ul><li>Comprehensive developmental and learning outcomes </li></ul><ul><ul><li>Security and self-regulation </li></ul></ul><ul><ul><li>Problem-solving and thinking skills </li></ul></ul><ul><ul><li>Academic and social competence </li></ul></ul>
  20. 20. Standard 6 Becoming a Professional <ul><li>Students prepared in degree programs: </li></ul><ul><li>Identify and conduct themselves as members of the early childhood profession. </li></ul><ul><li>Know and use ethical guidelines and other professional standards related to early childhood practice. </li></ul><ul><li>Are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. </li></ul><ul><li>Are informed advocates for sound educational practices and policies. </li></ul>
  21. 21. Standard 6: Key Elements Becoming a Professional <ul><li>6a: Identifying and involving oneself with the early childhood field </li></ul><ul><li>6b: Knowing about and upholding ethical standards and other professional guidelines </li></ul><ul><li>6c: Engaging in continuous, collaborative learning to inform practice </li></ul><ul><li>6d: Integrating knowledgeable, reflective, and critical perspectives on early education </li></ul><ul><li>6e: Engaging in informed advocacy for children and the profession </li></ul>
  22. 22. Portfolio Preparation: How can you show you are becoming a professional? <ul><li>What organizations do you belong to that show you are deeply involved with the early childhood field? </li></ul><ul><li>How can you demonstrate that you know and uphold ethical standards and other professional guidelines </li></ul><ul><li>What professional growth activities demonstrate your own efforts for continuous, collaborative learning to inform your practice? </li></ul><ul><li>What evidence can you show that addresses the integration of knowledgeable, reflective, and critical perspectives on early education? </li></ul><ul><li>What advocacy efforts for children and the profession are you involved in? </li></ul>Ask yourself...

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