The Position Statement: 2009 NAEYC Standards for Early Childhood Professional Preparation
These core NAEYC standards guide the development of initial and advanced standards used for our work in higher education accreditation. They are also used in professional development systems, state policy development, and in program improvement planning.
- Position Statement: 2009 NAEYC Standards for Early Childhood Professional Preparation
- Suggested Relationship between the CDA Formal Child Care Education Requirement and NAEYC Standards for Professional Preparation Programs
- Suggested Relationship between NAEYC Standards for Professional Preparation Programs, NBPTS Early Childhood Generalist Standards, and InTASC Model Core Teaching Standards
Using the NAEYC Professional Preparation Standards as a Framework for Professional Standards and Competencies in your State
This Self-Review Instrument can be used by agencies that develop state early childhood competencies (CKCs/CBKs), to ensure that these are informed by the national standards of the profession. For information about how NAEYC can help states use the NAEYC professional preparation standards to support the development of integrated early childhood professional development systems, contact Marica Mitchell at firstname.lastname@example.org.
Standards for Early Childhood Associate Degree Accreditation
The NAEYC Commission on Early Childhood Associate Degree Accreditation approves and uses the following standards to review associate degree programs seeking accreditation.
The Eligibility Requirements (programmatic standards)
The first step for all institutions is to determine if their associate degree programs are eligible for NAEYC Early Childhood Associate Degree Accreditation.
► Source of Evidence: Application for Accreditation Eligibility
The 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs (performance-based standards)
The 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs describe what early childhood professionals are expected to know and do, defining essential learning outcomes in professional preparation programs and presenting a shared vision of excellence.
They provide the basis for accreditation from the NAEYC Commission on Early Childhood Associate Degree Accreditation and NAEYC recognition of baccalaureate and graduate programs as part of National Council for Accreditation of Teacher Education (NCATE) accreditation of schools, colleges, and departments of education.
- 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs
- One-page summary of the Initial Standards
- Two-page summary of the Initial Standards
► Source of Evidence: Self-study Report documenting associate degree students’ performance in relation to these standards
The Supportive Skills (performance-based standards)
The Supportive Skills support associate degree students’ ability to gain competence in relation to the core standards. With these skills, students are better able to make use of learning opportunities provided by the program and progress in a career as an early childhood professional.
► Source of Evidence: Self-study Report documenting associate degree students’ performance in relation to the supportive skills
The Accreditation Criteria (programmatic standards)
The Accreditation Criteria identify elements of the program context with corresponding indicators of strength. These criteria are used to better understand the program’s unique state and community context, institution and program mission and goals, the program’s conceptual framework and design, characteristics of candidates and faculty, and institutional structure.
► Source of Evidence: Self-study Report describing how the associate degree program is intentionally designed to respond to their unique context.