N A E Y C Program Standards

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Carla Piper

Health & Medicine Self Improvement

Beliefs and Values ,[object Object],[object Object]

Promoting Positive Relationships ,[object Object]

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Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.

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© 2018. National Association for the Education of Young Children. All rights reserved. NAEYC Early Learning Program Standards 1. Relationships Program Standard: The program promotes positive relationships between all children and adults to encourage each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to contribute as a responsible community member. Rationale: Positive relationships between adults and children are essential for the development of children’s sense of personal responsibility and for fostering their capacity for self-regulation, their constructive interactions with others, and their academic functioning and mastery. Warm, sensitive, and responsive interactions with adults help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships with adults help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community. 2. Curriculum Program Standard: The program implements a curriculum that is consistent with its goals for children and that promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Rationale: A curriculum that draws on research assists teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge and skills through the effective use of time and materials and (b) offers opportunities for children to learn through play and through structured activities, individually and in groups, according to their developmental needs and interests. 3. Teaching Program Standard: The program uses a variety of developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the program’s curriculum goals. Rationale: Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities. When selecting and implementing instructional approaches, teachers’ consideration of these ...

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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curriculum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 ...

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