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

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.

• The Eligibility Requirements 

► 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.

• The Supportive Skills 

► 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.

• The Accreditation Criteria 

► Source of Evidence: Self-study Report describing how the associate degree program is intentionally designed to respond to their unique context. 

To learn more about the Accreditation system as a whole, see the Accreditation Handbook or contact us with questions.