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.D.
Creating a Predictable, Consistent, and Harmonious Classroom

1.D.01
U   I   T   P  K
Teaching staff counter potential bias and discrimination by

• treating all children with equal respect and consideration.
• initiating activities and discussions that build positive self-identity and teach the valuing of differences.
• intervening when children tease or reject others.
• providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations.
• avoiding stereotypes in language references.

1.D.02
T   P   K
Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom rules, plans, and activities.

1.D.03
T   P   K
Teaching staff anticipate and take steps to prevent potential behavior problems.

1.D.04
T   P   K
Teachers help children talk about their own and others' emotions. They provide opportunities for children to explore a wide range of feelings and the different ways that those feelings can be expressed.

1.D.05
T   P   K
Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They

• model turn taking and sharing as well as caring behaviors.
• help children negotiate their interactions with one another and with shared materials.
• engage children in the care of their classroom.
• ensure that each child has an opportunity to contribute to the group.
• encourage children to listen to one another.
• encourage and help children to provide comfort when others are sad or distressed.
• use narration and description of ongoing interactions to identify pro-social behaviors.