Standard 9: NAEYC Accreditation Criteria for Physical Environment Standard

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

9.A.
Indoor and Outdoor Equipment, Materials, and Furnishings

9.A.01
U   I   T   P   K
The following furnishings are available:

• equipment and furnishings for diaper changing and changing soiled underwear or other clothing that are located away from food preparation areas;
• hand-washing sinks within arm's length of diaper changing tables;
• a chair with a back and a seating height that allows the child to sit with his or her feet on the floor or ground (for each child over the age of one year);
• tables at a height that allows a child to sit comfortably with the table between underarm and waist;
• at least one cot, crib, mat, sleeping bag, or pad for each child who spends more than four hours a day in the program (no child is allowed to sleep on the floor without using rest equipment);
• at least one cot or mat with a blanket for an ill child;
• adaptations that allow children with disabilities and other special needs to fully participate in the program's activities; and
• A solid barrier or at least three-foot spacing that separates sleeping children from one another
• This indicator only is considered an Emerging Practice

9.A.02
U   I   T   P   K
Individual space is provided for each child's belongings.

9.A.03
U   I   T   P   K
Non-disposable materials are durable and in good repair. Equipment, materials, and furnishings are available that provide access for children with disabilities to the program's curriculum and activities.

9.A.04
U   I   T   P   K
A variety of age- and developmentally appropriate materials and equipment are available indoors and outdoors for children throughout the day. This environment includes

• dramatic play equipment;
• sensory materials such as sand, water, play dough, paint, and blocks;
• materials that support curriculum goals and objectives in literacy, math, science, social studies, and other content areas; and
• gross-motor equipment for activities such as pulling up; walking; climbing in, on, and over; moving through, around, and under; pushing; pulling; and riding.

9.A.05
U   I   T   P   K
The indoor environment is designed so staff can supervise children by sight and sound at all times without relying on artificial monitoring devices. In semiprivate areas, it is always possible for both children and adults to be observed by an adult from outside the area.

9.A.06
U   I   T   P   K
When climbers, climbing gyms, slides, and other play units are part of the indoor environment, the program provides safety surfacing that is rated and installed in the fall zone as recommended by the manufacturer for the fall height of the play equipment. Furnishings such as lofts are constructed to prevent falls (e.g., with appropriate barriers), or safety surfacing is installed in the fall zone.

9.A.07
U   I   T   P   K
Staff organize and group materials on low, open shelves to encourage children to use them independently. Staff rotate and adapt materials to promote learning and extend children's play opportunities.

9.A.08
U   I   T   P   K
Materials and equipment that facilitate focused individual play or play with peers are available in sufficient quantities to occupy each child in activities that meet his or her interests.

9.A.09
U   I   T   P   K
Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as

• multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served;
• clearly defined places where families can gather information regarding the daily schedule and upcoming events;
• clearly defined places where families sign in, sign out, and gather information about their child's day;
• places for displaying children's work; and
• features that moderate visual and auditory stimulation.

9.A.10
U   I   T   P   K
The indoor environment includes washable, soft elements that allow groups of children or adults and children to sit in close proximity for conversations or comforting.

9.A.11
U   I   T   P   K
Clear pathways are available for children to move from one area to another without disturbing other children's work and play.

9.A.12
U   I   T   P   K
Indoor space is designed and arranged to

• accommodate children individually, in small groups, and in a large group.
• divide space into areas that are supplied with materials organized in a manner to support children's play and learning.
• provide semiprivate areas where children can play or work alone or with a friend.
• provide children with disabilities full access (making adaptations as necessary) to the curriculum and activities in the indoor space.

9.A.13
U I T P K
Staff select and use materials, equipment, and furnishings to support the curriculum, meet program goals, and foster the achievement of desired outcomes for children.

9.A.14
I
Adults have a comfortable place to sit, hold, and feed infants. Staff place rocking chairs and glider chairs in locations that will avoid injury to children who may be on the floor.

9.A.15
I
Nursing mothers have a place to breast-feed their children that meets their needs for comfort and privacy.