For parents and others outside the field of early childhood education, this brochure describes NAEYC's accreditation process and stresses its role in assuring high quality. Includes information about NAEYC’S evaluation and assessment of programs to guarantee a safe, creative environment with plenty of room, activities, and learning by experienced professionals. Also includes ways to search for an accredited, high quality program near you!

Updated May 2009!

Updated in 2008!

Creating an effective curriculum can be a daunting task, as it includes forming goals for children as well as planning the learning experiences necessary for children’s social, emotional, physical, language, and cognitive development. This resource focuses on NAEYC’s “Curriculum” Program Standard. Be encouraged throughout these pages to improve your curriculum by keeping in mind that the best curriculum is created by teachers who act intentionally, consistently asking themselves what children need to learn, how children best learn, and how to help children build on what they know and what they can do.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit www.naeyc.org/academy.

UPDATED 2008!

Health includes complete physical, oral, mental, and social well-being and not merely the absence of disease or infirmity. To benefit from education and maintain quality of life, children need to be as healthy as possible and to be able to depend on adults—who also are as healthy as possible—to make healthy choices for them and to teach them to make healthy choices for themselves. This resource focuses on NAEYC’s “Health” Program Standard. Although some degree of risk taking is desirable for learning, a quality program prevents hazardous practices and environments. Use this book to ensure that your program is doing all it can.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit http://www.naeyc.org/academy.

Updated 2008!

Although all standards are important, in essence, high quality, effective leadership and management refer to the oversight, organization, and execution of the content of all the other NAEYC Program Standards. Without strong leadership and management, it is virtually impossible to provide comprehensive quality service and to support staff efforts to meet the needs of children and families. This resource focuses on NAEYC’s “Leadership and Management” Program Standard. The field of early childhood is in great need of leadership—people who can continue to advocate for young children and their families, people who have a voice and conscience about what is good for all children, and people who can strongly affect the future of early childhood care. Examine and enhance the leadership that you and your program provide, and find out what you can do to make the most significant impact.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit www.naeyc.org/academy.

Updated in 2008!

The physical environment sets the stage and creates the context for everything that happens in any setting—a classroom, a play yard, a multipurpose room. A high-quality environment welcomes children; engages children in a variety of activities; provides space for individual, small-group, and large-group activities; and generally supports the program’s philosophy and goals. Ultimately, the physical environment must convey values and messages about who is welcomed, what is important, and what the beliefs are about how children learn. This resource focuses on NAEYC’s “Physical Environment” Program Standard; use it to ensure that the physical elements of your program are sending the right messages.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit www.naeyc.org/academy.

Revised in 2007, this essential resource provides a great introduction for programs that are considering NAEYC Accreditation and for early childhood educators interested in learning how the new standards and criteria provide a guide to program improvement. The book includes all the standards and criteria along with a general introduction to the system.

Updated in 2008!

Administrators and staff need to know not only how children are progressing but also what challenges they are encountering. Teachers working on this standard will benefit from integrating assessment into their day, rather than making assessment a large task to be attempted all at once. Assessments should occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. This resource, focusing on NAEYC’s “Assessment” Program Standard, will guide you toward understanding how to organize and systematize your assessments.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit www.naeyc.org/academy.

UPDATED 2008!

Families offer to program staff a unique and invaluable perspective on their child’s behavior, developmental progress, and learning styles. Likewise, program staff who develop and maintain relationships within the larger community can provide better quality support and information to families. Teachers share the primary responsibility for establishing both types of relationships, and in each case, children benefit the most. This resource focuses on NAEYC’s Families and Communities Program Standards; use it to find out how you can get everyone more involved. 

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit http://www.naeyc.org/academy.

UPDATED 2008!

Nurturing positive relationships among all children and adults takes work but greatly increases the likelihood that children will feel secure, thrive physically, get along with others, learn well, and feel like part of a community. This resource focuses particularly on NAEYC’s “Relationships” Program Standard. Explore how positive relationships—among teachers and families, between teachers and children, and among peers—contribute to the development of harmonious classrooms, the management of challenging behaviors, and ultimately to children’s abilities to regulate their own emotions and behavior. 

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit http://www.naeyc.org/academy.

UPDATED 2008!

Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to engage in warm, positive interactions with children, offer richer language experiences, and create higher quality learning environments. This resource focuses particularly on NAEYC’s “Teachers” Program Standard. Not to be confused with the “Teaching” Standard, this Standard highlights the importance of teacher education and training as well as the contributions of professional development to high-quality care, effective teaching, and children’s development.

This is one of nine booklets addressing the Standards and Criteria specific to NAEYC Accreditation of early childhood education programs. (To view the other eight titles, search by title for “accreditation criteria.”) Be advised that if your program enrolls in NAEYC Self-Study (the first step toward Accreditation) it will receive a copy of this booklet, among other resources, as part of the cost of enrollment. For guidance on the self-study and accreditation processes, visit http://www.naeyc.org/academy.