PickthePerfectProgram

Pick the Perfect Program for Your Child

The National Association for the Education of Young Children (NAEYC) has developed 10 standards for early childhood programs, which can help parents make the right choice when they are looking for a child care center, preschool or kindergarten. The new standards and criteria are based on the latest research on the development and education of young children, and were created with input from thousands of experts from around the country. These standards are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards by successfully performing at least 80 percent of the criteria related to each standard.

Standard 1: Relationships

The program promotes positive relationships among 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.

Warm, sensitive and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.

What to look for:

Children and adults feel welcome when they visit the program. Teachers help new children adjust to the program environment and make friends with other children.
Teaching staff engage in warm, friendly conversations with the children, and encourage and recognize children’s work and accomplishments.

Children are encouraged to play and work together.

Teachers help children resolve conflicts, by identifying feelings, describing problems and trying alternative solutions. Teaching staff never physically punish children.

Standard 2: Curriculum

The program implements a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive.

A well-planned written curriculum provides a guide for teachers and administrators. It helps them work together and balance different activities and approaches to maximize children’s development.

What to look for:

Ask about the program’s curriculum, and how it addresses all aspects of child development. The curriculum should not focus on just one area of development.
Children are given opportunities to learn and develop through exploration and play, as well as teachers working with individual children and small groups on specific skills.
Materials and equipment are provided that will spark children’s interest, and encourage them to experiment and learn.
Infants and toddlers play with toys and art materials that "do something" based on children’s actions, such as jack-in-the-box, cups that fit inside one another, and playdough.

Standard 3: Teaching

The program uses 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.

Children have different learning styles, needs, capacities, interests and backgrounds. By recognizing these differences, and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.

What to look for:

Teachers carefully supervise all children.
Teachers provide time daily for indoor and outdoor activities and organize time and space so that children have opportunities to work or play individually and in groups.
Children’s work is arranged in classroom displays to help children reflect on and extend their learning.
Teachers modify strategies and materials in response to the needs and interests of individual children, in order to engage each child and enhance learning.

Standard 4: Assessment of Child Progress

The program is informed by ongoing systematic, formal and informal assessment approaches to provide information on children’s learning and development.

Assessments help teachers plan appropriately challenging curriculum and tailor instruction that responds to each child's strengths and needs. Assessments are also important steps in identifying children with disabilities, and ensuring that they receive needed services.

What to look for:

The program supports children’s learning using a variety of assessment methods, such as observations, checklists and rating scales.
Assessment methods are appropriate for each child’s age and level of development, and obtain information on all areas of development, including math, science, and other cognitive skills, language, social-emotional development, and physical development.
Teachers use assessment methods and information to design goals for individual children and monitor their progress, as well as to improve the program and its teaching strategies.
Families receive information about their child’s development and learning on a regular basis, including through meetings or conferences.

Standard 5: Health

The program promotes the nutrition and health of children and protects children and staff from illness and injury.

Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support the healthy development of children.

What to look for:

Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing, and routinely cleans and sanitizes all surfaces in the facility.
Snacks and meals are nutritious, and food is prepared and stored safely.

Standard 6: Teachers

The program employs and supports a teaching staff that has the educational qualifications, knowledge, and professional commitment necessary to promote children’s learning and development and to support families’ diverse needs and interests.

Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences and quality learning environments.

What to look for:

Teaching staff with educational qualifications, and specialized knowledge about young children and early childhood development.
The program makes provisions for ongoing staff development, including orientations for new staff, and opportunities for continuing education.
Teaching staff have training in the program’s curriculum and are prepared to participate as a member of the teaching team.

Standard 7: Families

The program establishes and maintains collaborative relationships with each child’s family to foster children’s development in all settings.

To support children’s optimal learning and development, programs need to establish relationships with families based on mutual trust and respect; involve families in their children’s educational growth; and encourage families to fully participate in the program.

What to look for:

All families are welcome and encouraged to be involved in all aspects of the program. Families may visit any area of the facility at any time during regular hours of operation.
Teachers and staff talk with families about their family structure, including their views on child rearing, and use that information to adapt the curriculum and teaching methods to the families they serve.
The program uses a variety of strategies to communicate with families, including family conferences, new family orientations, and individual conversations.

Standard 8: Community Relationships

The program establishes relationships with, and uses the resources of, the children’s communities to support the achievement of program goals.

Relationships with agencies and institutions in the community can help a program achieve its goals and connect families with resources that will support children’s healthy development and learning.

What to look for:

The program connects with and uses museums, parks, libraries, zoos and other resources in the community.
Representatives from community programs, such as musical performers and local artists, are invited to share their interests and talents with the children.

Standard 9: Physical Environment

The program has a safe and healthful environment that provides appropriate and well-maintained indoor and outdoor physical environments. The environment includes facilities, equipment, and materials to facilitate child and staff learning and development.

An organized, properly equipped and well-maintained program environment facilitates the learning, comfort, health and safety of the children and adults who use the program.

What to look for:

The facility is designed so that staff can supervise all children by sight and sound.
The program has necessary furnishings, such as hand-washing sinks, child-sized chairs and tables, and cots, cribs, beds or sleeping pads.
Outdoor play areas have fences or natural barriers that prevent access to streets and other hazards.
First aid kits, fire extinguishers, fire alarms and other safety equipment are installed and available.

Standard 10: Leadership and Management

The program effectively implements policies, procedures, and systems in support of stable staff and strong personnel, fiscal, and program management so that all children, families and staff have high-quality experiences.

Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program, and maintaining the quality over time.

What to look for:

The program administrator or director has the necessary educational qualifications, including a degree from a four-year college or university and specialized college course work in early childhood education, child development or related fields.
The program is licensed and/or regulated by the applicable state agency.
The program has written policies and procedures, which are shared with families, and which address issues such as the program’s philosophy and curriculum goals.
The program maintains appropriate group sizes and ratios of teaching staff to children.

For more information about the new standards and finding quality programs in your community, visit www.rightchoiceforkids.org.