Standard 1: NAEYC Accreditation Criteria for Relationships

The following chart presents the accreditation criteria for this topic area. Each criterion provides specific details to guide program plans, policies and practices. The criteria are numbered (01, 02, 03, etc.) within their topic area. Each criterion within each program standard is identified by its relevant age group (or groups). Many criteria are identified as "universal" (U), meaning that all classrooms and programs pursuing NAEYC Accreditation must address these criteria. These aspects of quality should be seen in any programs or classrooms serving birth through kindergarten, though they may look somewhat different in practice depending on the children's age.

Age Groups:
U = universal
I = infant
T = toddlers/twos
P = preschool
K = kindergarten

1.B.
Building Positive Relationships between Teachers and Children.

1.B.01
U   I   T   P   K
Teaching staff foster children's emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection.

1.B.02
U   I   T   P   K
Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles.

1.B.03
U   I   T   P   K
Teaching staff are consistent and predictable in their physical and emotional care of all children.

1.B.04
U   I   T   P   K
Teaching staff encourage and recognize children's work and accomplishments.

1.B.05
U   I   T   P   K
Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to children's positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, support, and assistance.

1.B.06
U   I   T   P   K
Teaching staff encourage children's appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).

1.B.07
U   I   T   P   K
Teaching staff evaluate and change their responses based on individual needs. Teaching staff vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, and cognitive and social development.

1.B.08
U   I   T   P   K
Teaching staff support children's competent and self-reliant exploration and use of classroom materials.

1.B.09
U   I   T   P   K
Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. (This is a required criterion.)

1.B.10
U   I   T   P   K
Teaching staff never use threats or derogatory remarks and neither withhold nor threaten to withhold food as a form of discipline.

1.B.11
I
Teaching staff engage infants in frequent face-to-face social interactions each day. These include both verbal behaviors (e.g., talking, cooing, repeating infant sounds, singing) and nonverbal behaviors (e.g., smiling, touching, holding).

1.B.12
I
Teaching staff give one-to-one attention to infants when engaging in caregiving routines.

1.B.13
I    T
Teaching staff adjust their interactions to infants' and toddlers'/twos' various states and levels of arousal.

1.B.14
I    T
Teaching staff quickly respond to infants' and toddlers'/twos' cries or other signs of distress by providing physical comfort and needed care. Teaching staff are sensitive to infants' and toddlers'/twos' various signals and learn to read their individual cries.

1.B.15
T   P   K
Teaching staff talk frequently with children and listen to children with attention and respect. They

• respond to children's questions and requests.
• use strategies to communicate effectively and build relationships with every child.
• engage regularly in meaningful and extended conversations with each child.