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Information About
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
8.C.
Acting as a Citizen in the Neighborhood and the Early Childhood Community
8.C.01
U I T P K
Program staff are encouraged to participate in local, state, or national early childhood education organizations by joining and attending meetings and conferences. Program staff are also encouraged to participate regularly in local, state, or regional public-awareness activities related to early care and education.
8.C.02
U I T P K
The program encourages staff to participate in joint and collaborative training activities or events with neighboring early childhood programs and other community service agencies.
8.C.03
U I T P K
The program encourages staff and families to work together to participate in and support community improvement or advocacy projects.
8.C.04
U I T P K
Program leadership builds mutual relationships and communicates regularly with close neighbors, informing them about the program, seeking out their perspectives, involving them in the program as appropriate, and cooperating with them on neighborhood interests and needs.
8.C.05
U I T P K
Program staff are encouraged and given the opportunity to participate in community or statewide interagency councils or service integration efforts.
8.C.06
U I T P K
Program leadership is knowledgeable about how policy changes at local, state, tribal, or national levels affect the services and resources available for children and their families.
