Standard 3: NAEYC Accreditation Criteria for Teaching

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

3.B.
Creating Caring Communities for Learning

3.B.01
U   I   T   P   K
Teaching staff's daily interactions demonstrate their knowledge of:

• the children they teach.
• the children's families.
• the social, linguistic, and cultural context in which the children live.

3.B.02
U   I   T   P   K
Teaching staff create and maintain a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy, responsibility, and empathy.

3.B.03
U   I   T   P   K
Teaching staff develop individual relationships with children by providing care that is responsive attentive, consistent, comforting, supportive, and culturally sensitive.

3.B.04
U   I   T   P   K
Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture.

3.B.05
U   I   T   P   K
Teachers help individual children learn socially appropriate behavior by providing guidance that is consistent with the child's level of development.

3.B.06
U   I   T   P   K
Teachers manage behavior and implement classroom rules and expectations in a manner that is consistent and predictable.

3.B.07
U   I   T   P   K
Teachers' responses to challenging, unpredictable, or unusual behavior are informed by their knowledge of children's home and classroom life.

3.B.08
U   I   T   P   K
Teachers notice patterns in children's challenging behaviors to provide thoughtful, consistent, and individualized responses.

3.B.09
I
Teaching staff create a climate of respect for infants by looking for as well as listening and responding to verbal and nonverbal cues.

3.B.10
I   T
Teaching staff individualize routine care (e.g., learning to use the toilet and to feed oneself) by incorporating family practices whenever possible and by respecting the home culture and the family's preferred language.

3.B.11
T   P   K
Teaching staff create a climate of mutual respect for children by being interested in their ideas, experiences, and products.

3.B.12
T   P   K
Teachers address challenging behavior by

• assessing the function of the child's behavior.
• convening families and professionals to develop individualized plans to address behavior.
• using positive behavior support strategies.

3.B.13
P   K
Teachers provide children opportunities to affect what happens in the classroom through participation in decision making about issues concerning classroom behavior, plans, and activities.