Standard 2: NAEYC Accreditation Criteria for Curriculum

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

2.A.
Curriculum: Essential Characteristics

2.A.01
U   I   T   P   K
The program has a written statement of philosophy and uses one or more written curricula or curriculum frameworks consistent with its philosophy that address central aspects of child development.

2.A.02
U   I   T   P   K
A clearly stated curriculum or curriculum framework provides a coherent focus for planning children's experiences. It allows for adaptations and modifications to ensure access to the curriculum for all children.

2.A.03
U   I   T   P   K
The curriculum guides teachers' development and intentional implementation of learning opportunities consistent with the program's goals and objectives.

2.A.04
U   I   T   P   K
The curriculum can be implemented in a manner that reflects responsiveness to family home values, beliefs, experiences, and language.

2.A.05
U   I   T   P   K
Curriculum goals and objectives guide teachers' ongoing assessment of children's progress.

2.A.06
U   I   T   P   K
The curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning.

2.A.07
U   I   T   P   K
The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions, includes both indoor and outdoor experiences, and is responsive to a child's need to rest or be active.

2.A.08
U I T P K
Materials and equipment used to implement the curriculum

• reflect the lives of the children and families.
• reflect the diversity found in society, including gender, age, language and abilities.
• provide for children's safety while being appropriately challenging.
• encourage exploration, experimentation, and discovery.
• promote action and interaction.
• are organized to support independent use.
• are rotated to reflect changing curriculum and accommodate new interests and skill levels.
• are rich in variety.
• accommodate children's special needs.

2.A.09
I   T
Materials and equipment used to implement the curriculum for infants and toddlers/twos encourage exploration, experimentation, and discovery; sensory and motor learning; and their practice of developing physical skills through self-initiated movement.

2.A.10
T  P  K
The curriculum guides teachers to incorporate content, concepts, and activities that foster social, emotional, physical, language, and cognitive development and that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies.

2.A.11
T   P   K
The schedule provides children learning opportunities, experiences, and projects that extend over the course of several days and incorporates time for: play, self-initiated learning, creative expression, large-group, small-group, and child-initiated activity.

2.A.12
P   K
The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.