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
If you work with an agency that develops state early childhood competencies (CKCs/CBKs), you can use this Self-Review Instrument to ensure that your work is informed by the national standards of the profession. For information about how NAEYC can help your state 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.
The 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs
The 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs provide the basis for accreditation from the NAEYC Commission on Early Childhood Associate Degree Accreditation or 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. These standards are used across both NCATE and NAEYC accreditation systems and across associate, baccalaureate, and graduate degree levels.
The Initial Standards:
The Initial Standards are used in programs preparing candidates for first-time early childhood licensure and for positions in early learning settings that do not currently require licensure. Notice that Initial programs may be offered at both undergraduate and graduate levels. The NAEYC Commission on Early Childhood Associate Degree Accreditation also uses these core standards to review associate degree programs, along with a set of five Supportive skills that are integrated into candidate assessments.
The Advanced Standards:
The Advanced Standards are used in graduate programs preparing candidates for leadership roles in the field as accomplished teachers, administrators, state early childhood specialists, child and family advocates, professional development specialists, teacher educators, and researchers.
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