NAEYC Early Learning Program Accreditation Standards and Assessment Item
1
NAEYC Early Learning Program
Accreditation Standards and
Assessment Items
Approved by the NAEYC Council on the
Accreditation of Early Learning Programs
*Applies to all accreditation site visits
beginning July 2019 until otherwise informed.
NAEYC Early Learning Program Accreditation
Standards and Assessment Items Copyright
2019 National Association for the Education of
Young Children. All rights reserved.
NAEYC Accreditation
Chief Strategy and
Innovation Oicer,
Michelle Kang
Senior Director, NAEYC
Accreditation of
Early Learning Programs
Kristen Johnson
Director, Quality
Assessment and Assurance
Susan Hedges
Senior Reliability Specialist
Amanda Batts
Director, Quality Improvement
and Program Support
April D. Kimble
Senior Creative Design Manager
Henrique J. Siblesz
Through its work, the National
Association for the Education
of Young Children (NAEYC)
provides a forum for discussion
of major issues and ideas in the
early childhood ield, with the
hope of provoking thought and
promoting professional growth.
National Association for the
Education of Young Children
1313 L Street NW, Suite 500
Washington, DC 200054101
2022328777 • 8004242460
NAEYC.org
Permissions
Readers of NAEYC Early Learning Program Accreditation Standards
and Assessment Items are permitted to photocopy and distribute
up to 25 copies of this publication (including electronic copies
distributed to more than 25 recipients) for educational or training
purposes only. Photocopies may only be made from an original
copy of this publication.
NAEYC accepts requests for limited use of our copyrighted
material. For permission to reprint, adapt, translate, or
otherwise reuse and repurpose content from this publication
more extensively than outlined above, review our guidelines at
NAEYC.org/resources/permissions.
Photo Credits
All photos copyright © Getty Images
NAEYC Early Learning Program Accreditation Standards
and Assessment Items. Copyright © 2019 by the National
Association for the Education of Young Children. All rights
reserved. Printed in the United States of America.
Introduction .....................................6
Limitations of Use...........................7
Basic Structure .................................7
Overview
............................................ 8
NAEYC Program Standards and Accreditation Assessment Items 10
1 Relationships ............................ 10
Deinition of Standard 1—
Relationships
........................................10
Rationale
...............................................11
Topic Areas
...........................................11
1.ABuilding Positive Relationships
Between Teachers and Families
...........11
1.BBuilding Positive Relationships
Between Teachers and Children
......... 12
1.CHelping Children Make Friends
...13
1.DCreating a Predictable, Consistent,
and Harmonious Classroom
................ 13
1.EAddressing Challenging
Behaviors
..............................................14
1.FPromoting Self-Regulation
...........15
Accreditation Assessment Items for
Standard 1Relationships
...................16
2 Curriculum ............................... 19
Deinition of Standard 2Curriculum 19
Rationale
............................................. 20
Topic Areas
......................................... 20
2.AEssential Characteristics
............ 20
2.BSocial and Emotional
Development....................................... 22
2.CPhysical Development
................ 23
2.DLanguage Development
............. 23
2.EEarly Literacy............................... 24
2.FEarly Mathematics
...................... 26
2.GScience
........................................27
2.HTechnology
................................. 28
2.JCreative Expression and
Appreciation for the Arts
.................... 29
2.KHealth and Safety
.......................30
2.LSocial Studies
.............................30
Accreditation Assessment Items for
Standard 2Curriculum
..................... 32
3 Teaching ..................................39
Deinition of Standard 3Teaching ... 39
Rationale
.............................................40
Topic Areas
.........................................40
3.ADesigning Enriched Learning
Environments
......................................40
3.BCreating Caring Communities for
Learning
...............................................41
3.CSupervising Children
................. 42
3.DUsing Time, Grouping, and
Routines to Achieve Learning Goals
.. 44
3.EResponding to Children’s Interests
and Needs
........................................... 44
3.FMaking Learning Meaningful for All
Children
............................................... 45
3.GUsing Instruction to Deepen
Children’s Understanding and Build
Their Skills and Knowledge ................ 46
Accreditation Assessment Items for
Standard 3Teaching
........................ 48
4 Assessment of Child Progress 53
Deinition of Standard 4Assessment of
Child Progress
..................................... 53
Rationale ............................................. 54
Topic Areas
......................................... 54
4.ACreating an Assessment Plan
.... 54
4.BUsing Appropriate Assessment
Methods
.............................................. 55
4.CIdentifying Children’s Interests
and Needs and Describing Children’s
Progress .............................................. 56
4.DAdapting Curriculum,
Individualizing Teaching, and Informing
Program Development ........................57
4.ECommunicating With Families and
Involving Families in the Assessment
Process .................................................57
Accreditation Assessment Items
for Standard 4Assessment of
Child Progress ..................................... 59
5 Health ...................................... 61
Deinition of Standard 5Health ......61
Rationale
............................................. 62
Topic Areas
......................................... 62
5.APromoting and Protecting
Children’s Health and Controlling
Infectious Disease ............................... 62
Health records
................................. 62
Health consultants
........................... 63
Sta training and program practices
in the event of illness
....................... 63
Outdoor activities
............................ 64
Diapering
.......................................... 65
Hand washing
.................................. 66
Children’s medications
.................... 66
Water play
........................................ 67
Sudden infant death syndrome....... 67
Feeding
............................................ 68
5.BEnsuring Children’s Nutritional
Well-Being
........................................... 69
5.CMaintaining a Healthful
Environment
......................................... 71
Accreditation Assessment Items for
Standard 5Health
............................. 73
6 Sta Competencies,
Preparation, and Support ........... 77
Deinition of Standard 6—
Sta Competencies,
Preparation, and Support
....................77
Rationale
............................................. 78
Topic Areas
......................................... 78
6.ASupportive Work Environment
... 78
6.BProfessional Identity and
Recognition
.........................................80
6.CQualiications of Teaching and
Administrative Sta
.............................81
6.DOngoing Professional
Development....................................... 82
Accreditation Assessment Items for
Standard 6Sta Competencies,
Preparation, and Support
................... 85
7 Families ................................... 90
Deinition of Standard 7Families .....90
Rationale
..............................................91
Topic Areas
..........................................91
7.AKnowing and Understanding the
Program’s Families
...............................91
7.BSharing Information Between Sta
and Families
........................................ 93
7.CNurturing Families as Advocates
for Their Children
................................ 95
Accreditation Assessment Items for
Standard 7Families
...................... 96
8 Community Relationships .......97
Deinition of Standard 8Community
Relationships
....................................... 97
Rationale
............................................. 98
Topic Areas
......................................... 98
8.ALinking With the Community
..... 98
8.BAccessing Community
Resources
............................................ 99
8.CActing as a Citizen in the
Neighborhood and the Early Childhood
Community ....................................... 100
Accreditation Assessment Items
for Standard 8Community
Relationships ......................................102
9 Physical Environment ............103
Deinition of Standard 9Physical
Environment
...................................... 103
Rationale
........................................... 104
Topic Areas
....................................... 104
9.AIndoor and Outdoor Equipment,
Materials, and Furnishings................ 104
Basic furnishings
............................ 104
Curriculum-related materials and
equipment
.......................................105
Design of indoor environments
..... 106
9.BOutdoor Environmental Design
107
9.CBuilding and Physical Design
... 109
9.DEnvironmental Health
................ 111
Accreditation Assessment Items for
Standard 9Physical Environment
... 113
10 Leadership and
Management ............................ 115
Deinition of Standard 10Leadership
and Management
................................115
Rationale
............................................ 116
Topic Areas
........................................ 116
10.ALeadership
............................... 116
10.BManagement Policies and
Procedures
..........................................117
10.CFiscal Accountability Policies and
Procedures
......................................... 118
10.DHealth, Nutrition, and Safety
Policies and Procedures
.................... 119
10.EPersonnel Policies
....................120
10.FProgram Evaluation,
Accountability, and
Continuous Improvement ..................121
Accreditation Assessment Items
for Standard 10Leadership and
Management ...................................... 122
NAEYC Accreditation
Glossary of Terms
.......................127
NAEYC Early Learning Program Accreditation Standards and Assessment Item
6
Introduction
Since 1926, the National Association for the Education of Young Children
(NAEYC) has strived to improve the quality of early learning programs for
young children by deining a vision for high quality and providing tools and
resources to achieve that vision. For more than 30 years, NAEYC Accreditation
of Early Learning Programs has been one of the Association’s most powerful
mechanism in this regard. The NAEYC accreditation system sets the standard
for excellence—for families, the early childhood education profession as well as
the public—and oers support to programs to meet the standards.
The comprehensive nature of the NAEYC Early Learning Program Accreditation
Standards and Assessment Items outlined in this document—with its combined
focus on children, sta, partnerships, and administration —promotes program
accountability and makes it possible for programs to consistently provide high
quality learning experiences for each child and maintain the infrastructure
needed to sustain this high level of quality over time. The NAEYC Early Learning
Program Accreditation Standards and Assessment Items provide guidance to
all programs about making improvements regardless of whether they intend to
seek accreditation.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
7
Each of the 10 standards is a broad statement that describes an essential
element that together with the other nine standards provide a deinition
of quality for early learning programs serving young children birth
through kindergarten.
Mirroring the value of continuous improvement, the NAEYC Accreditation of
Early Learning Programs process and standards are constantly reviewed under
the auspices of the Council on the Accreditation of Early Learning Programs to
ensure that they are informed by current research and relect the ever-evolving
early childhood landscape.
NAEYC gratefully acknowledges early childhood educators, program
administrators, accreditation assessors, accreditation facilitation specialists,
coaches, families, policy makers, researchers, NAEYC governance bodies, and
NAEYC sta for their continued guidance and support.
Limitations of Use
This document outlines the NAEYC Early Learning Program Accreditation
Standards and Assessment Items. However, it does not include the
complementary tools and guidance that are needed to gain a deeper
understanding of how these standards and assessment items drive accreditation
decisions. Use of complementary tools and guidance is highly recommended.
Basic Structure
Standard
› Deinition
› Rationale
› Topic Areas
• Description
• Recommended Best Practices
› Accreditation Assessment Items (measured
to determine the accreditation decision)
NAEYC Early Learning Program Accreditation Standards and Assessment Item
8
Overview
STANDARD 1
Relationships
The program promotes positive relationships between all children and adults
to encourage each child’s sense of individual worth and belonging as part of
a community and to foster each child’s ability to contribute as a responsible
community member.
STANDARD 2
Curriculum
The program implements a curriculum that is consistent with its goals for
children and that promotes learning and development in each of the following
areas: social, emotional, physical, language, and cognitive.
STANDARD 3
Teaching
The program uses a variety of developmentally, culturally, and linguistically
appropriate and eective teaching approaches that enhance each child’s
learning and development in the context of the program’s curriculum goals.
STANDARD 4
Assessment of Child Progress
The program uses a variety of formal and informal assessment approaches
to provide information on children’s learning and development. These
assessments occur in the context of reciprocal communications between
teachers and families, and with sensitivity to the cultural contexts in which
children are developing. The program uses assessment results to inform
decisions about the children in their care, to improve teaching practices, and
to drive program improvement.
STANDARD 5
Health
The program promotes the nutrition and health of children and protects
children and sta from illness.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
9
STANDARD 6
Sta Competencies,
Preparation, and Support
The program employs and supports a teaching and administrative sta that
have the qualiications, knowledge, and professional commitment necessary
to promote children’s learning and development and to support families’
diverse needs and interests.
STANDARD 7
Families
The program establishes and maintains collaborative relationships with
each child’s family to foster children’s development in all settings. These
relationships are sensitive to family composition, language, and culture.
STANDARD 8
Community Relationships
The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.
STANDARD 9
Physical Environment
The program has a safe and healthful environment that provides appropriate
and well-maintained indoor and outdoor physical environments. The
environment includes facilities, equipment, and materials to facilitate child and
sta learning and development.
STANDARD 10
Leadership and Management
The program eectively implements policies, procedures, and systems that
support stable sta and strong personnel, iscal, and program management so
all children, families, and sta have high-quality experiences.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
10
STANDARD 1
Relationships
Deinition of Standard 1Relationships
The program promotes positive relationships between all children and adults
to encourage each child’s sense of individual worth and belonging as part of
a community and to foster each child’s ability to contribute as a responsible
community member.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
11
Rationale
Positive relationships between adults and children are essential for the development
of children’s sense of personal responsibility and for fostering their capacity for self-
regulation, their constructive interactions with others, and their academic functioning
and mastery. Warm, sensitive, and responsive interactions with adults help children
develop a secure, positive sense of self and encourage them to respect and cooperate
with others. Positive relationships with adults help children gain the benets of
instructional experiences and resources. Children who see themselves as highly valued
are more likely to feel secure, thrive physically, get along with others, learn well, and
feel part of a community.
The Relationships Standard includes six topic areas (1.A, 1.B, 1.C, 1.D, 1.E, and 1.F).
Topic Areas
› 1.A—Building Positive Relationships Between Teachers and Families
› 1.B—Building Positive Relationships Between Teachers and Children
› 1.C—Helping Children Make Friends
› 1.D—Creating a Predictable, Consistent, and Harmonious Classroom
› 1.E—Addressing Challenging Behaviors
› 1.F—Promoting Self-Regulation
1.ABuilding Positive Relationships Between Teachers and Families
Topic 1.A addresses the development and maintenance of positive, reciprocal
relationships between teachers and families, emphasizing the need for ongoing
communication and sensitivity to family diversity.
Recommended Best Practices
We cannot overstate the importance of the relationship between teacher and family.
At the start, teachers need to be sensitive to the fact that some families are uneasy
about having their children in child care. Trust building takes time and attention,
but is essential. Parents need to feel trust in their child’s teachers, and teachers need
to know and understand the family in order to fully understand the child. Teachers
should solicit input from families about their child’s needs and how the family denes
their race, culture, religion, home language, and family structure (e.g., nuclear, single
parent, childless, multi-generational, same-sex, blended families). Regular two-
way communication is an essential element for maintaining positive relationships
with families. Teachers keep families informed about their child’s progress at the
program, and parents share information about what’s going on in the child’s home
life. Teachers also give families practical information about classroom routines, rules,
and expectations. Nurturing a strong partnership with families helps to ensure that
children’s needs are met, families’ concerns are addressed, and transitions between
program and home are smooth.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
12
1.BBuilding Positive Relationships
Between Teachers and Children
Topic 1.B addresses the development of positive, individualized relationships
between teachers and children, emphasizing the need for consistent, predictable
care; frequent social interactions; acceptance of a wide range of emotions; and
support and acknowledgement of all children as capable and resourceful.
Recommended Best Practices
Children learn best when they feel respected and valued. Teachers can create a positive
emotional climate in their classroom through their warm, aectionate verbal and
physical interactions and consistent, predictable care. All teaching sta must also
demonstrate the ability to interact appropriately with young children: communicate
at their level, protect them from harm, provide activities, encourage socialization, and
manage them gently. Smiles, eye contact, and calm tones of voice all contribute to
positive relationships. Physical punishment such as shaking, slapping, pulling limbs,
pinching, or requiring a child to remain inactive for a long period of time is never
permitted. It is important that teachers appreciate each child’s unique personality,
abilities, activity level, and pace of development and that they respond to children’s
individual needs. For toddlers and older children, teachers show respect for children
by listening to them, answering their questions, and engaging them in meaningful
conversations. Children feel more secure when teachers encourage children’s self-
reliance in the classroom and acknowledge their accomplishments.
As children learn to express and manage their emotions, teachers are important as
guides and models. They provide comfort and support when children experience
hurt, fear, and anger, and they encourage children to express both positive and
negative emotions in appropriate ways. Teachers must themselves model good
emotional expression and management. To avoid creating a negative emotional
climate, teachers do not engage in psychological abuse such as verbal abuse,
threats, harsh remarks, ridicule, or stand by when other adults or children do these
things. Coercive tactics such as rough handling, forcing a child to sit or lie down, or
physically forcing a child to perform an action are also never used.
With infants and young toddlers, relationship building begins when teachers learn to
read a baby’s nonverbal signals and to sense mood and level of attention, and adjust
their interactions accordingly. Social interactions include singing, narrating, and
responding to a baby’s coos and sounds. Making eye contact and giving one-on-one
attention during caregiving routines (e.g., diapering, changing clothes, cleaning) also
help teachers create a positive, individual relationship with each little one.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
13
1.CHelping Children Make Friends
Topic I.C addresses the role teachers play in the development of friendships
between children: they design opportunities that promote peer engagement, help
children sustain and enhance play, and help children resolve conict.
Recommended Best Practices
Children need help navigating the complexities of forming positive social
relationships with peers. For infants, this begins with creating opportunities to
interact with other babies. As children grow, teachers have to supervise children’s
interactions and engage with them during play to help them build friendships.
While allowing children to take the lead, teachers’ participation in children’s play
can help make it more complex and cooperative. Teaching sta should encourage
children to resolve their own conicts and support them in identifying their feelings
and working together to develop and try a variety of solutions. To help all children
feel included, teachers may need to ensure that socially reserved children are
invited into other children’s play and helped to practice positive peer interaction
skills such as sharing materials, exchanging thoughts or ideas, saying nice things
and being helpful to others. Children who hurt or bully others are helped to follow
classroom rules.
1.DCreating a Predictable, Consistent,
and Harmonious Classroom
Topic 1.D addresses the creation of classroom environments in which limits are
clear, bias is countered, and prosocial behavior is promoted.
Recommended Best Practices
Teachers create harmonious classrooms when they model consideration and
respect for all the children, intentionally address issues of bias, and value
dierences. For example, children’s environments should display images of
children and their families and include materials that reect the cultures of the
children in the class. Sta should review and remove older books, posters, music,
and other materials that might promote stereotypes. Teachers are aware of
caricatures of gender, racial or ethnic groups, age, and class. To support prosocial
behaviors in children, teachers model sharing and caring by encouraging children
to listen to each other and by helping them negotiate their interactions as they play.
Teachers identify and label children’s prosocial behaviors when they see them and
foster positive self-identity by encouraging children to name and embody arming
personal attributes such as “I am good at doing puzzles”, “I am a good big brother”,
“I can run fast”. Teachers also intentionally teach social skills such as playing
cooperatively, turn taking, expressing emotion in non-harmful ways, and learning
about self and others. They follow up with guidance and prompts to help children
learn to take turns and listen to others. To encourage a sense of community,
NAEYC Early Learning Program Accreditation Standards and Assessment Item
14
teachers have children participate often in decision making about classroom
rules, plans, and activities and expect children to help care for their classroom.
To proactively maintain a harmonious environment, teachers learn to anticipate
potential behavior problems and take steps to prevent them.
Teachers promote emotional competence by helping children talk about emotions
in themselves and others. They help children identify dierent feelings and the way
feelings can be expressed. Children are encouraged to comfort their friends who are
sad or distressed.
1.EAddressing Challenging Behaviors
Topic 1.E addresses the skills teachers need to protect children from harm and the
support teachers must provide to help children develop new and more adaptable
ways to relate to peers and adults. Sharing information between sta and
families, helping families advocate for their children, and linking families and the
program with community resources help ensure that children and families receive
necessary support. Proactive ways to address challenging behaviors include
carefully designing the learning environment.
Recommended Best Practices
Sta understand and recognize that challenging behaviors are children’s attempts
to communicate a message, such as, “I am scared,” “I am hurt,” or “I want to play
with you.” To that end, they use multiple strategies to prevent and address these
behaviors and to build children’s positive social and emotional regulation and
their communication skills. Common examples of challenging behaviors in the
early learning setting include physical aggression such as hitting, biting, shoving,
whacking with toys, relational aggression (“You can’t play with us.”), verbal
bullying, tantrums, whining, testing limits, or refusal to follow directions or observe
classroom rules.
To help minimize challenging behaviors, teachers should routinely observe their
group in action to identify events, activities, interactions, and other contextual
factors that may be predictive of challenging behavior. When they identify
environmental factors that might be contributing to behavior problems, they make
environmental modications and implement targeted teaching strategies designed
to support appropriate behaviors.
When responding to challenging behaviors, teachers avoid using negative responses
(e.g., “stop pushing!”, “No running!”). Teachers help children learn appropriate
social, communication, and emotional regulation skills such as taking turns,
moderating voice, and expressing emotions in non-harmful ways, persisting
when frustrated, and gaining control of physical impulses. Teachers are respectful
and calm, and they ensure the emotional and physical safety of the child and
others in the classroom. They provide support and guidance to help children
NAEYC Early Learning Program Accreditation Standards and Assessment Item
15
develop alternative behaviors. These include setting realistic and age-appropriate
expectations for behavior, establishing clear and consistent routines, and engaging
children in cooperative activities and group projects.
For children with persistent or serious challenging behaviors, individualized plans
designed to support inclusion and success are developed jointly with families and
other support service sta (e.g., psychologists, social workers, therapists).
The program establishes a written policy related to suspension, expulsion and
other exclusionary measures. The goal of this policy is to severely limit or eliminate
exclusionary measures. The policy clearly states the circumstances under which
various types of exclusion may occur, and is communicated to families, sta, and
other relevant stakeholders. Exclusionary measures are not considered until all
other possible interventions have been exhausted, and unless there is agreement
that another placement is in the best interest of the child. If exclusionary measures
must be taken, the program assists the family in accessing services and identifying
an alternative placement. The policy complies with federal and state civil rights
laws.
1.FPromoting Self-Regulation
Topic 1.F addresses the teacher’s role in determining and providing necessary
support for children to regulate their emotions and manage their own behavior.
Recommended Best Practices
When children learn to manage their behavior, thoughts, and feelings, they are
developing self-regulation. Children need self-regulation to successfully and
actively participate in learning. To develop self-regulation, children need many
opportunities to experience and practice skills with adults and peers. With toddlers
and older children, teachers actively teach social, communication, and emotional
regulation skills including helping children to use language to communicate their
needs, appropriately expressing their emotions, and taking turns when speaking
with each other. They continually look for opportunities to provide supports and
guidance to help children build these skills. Further, they support self-regulation
by helping children to problem solve and persist when they are frustrated or
challenged, take turns and play cooperatively with others, control physical
impulses, use language to communicate needs, express emotions in ways that do
not harm others, and use problem-solving techniques.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
16
Item Number Accreditation Assessment Item
Source of
Evidence
1B.1
Teachers respond to children's negative emotions (hurt, fear, anger) by
oering developmentally appropriate comfort, support, and assistance.
CO
1B.2
Teachers take into account children's diering
temperaments when relating to each child.
CO
1B.3
Teachers take into account children's diering
activity levels when relating to each child.
CO
1B.4
Required; Must Be Met
to Earn and Maintain
Accreditation
Sta never use physical punishment and do not
engage in psychological abuse or coercion.
CO
1B.5 Infant teachers talk, coo, and sing to infants and repeat infants' sounds. CO
1B.6
Teachers are aware of infants', toddlers', and twos'
individual levels of arousal and moderate their own
voice level and physical interaction accordingly.
CO
1B.7
Teachers can distinguish the meaning of infants’, toddlers',
and twos’ various cries and other signs of distress.
CO
1B.8
Show that your guidance/discipline policy states that sta may never use
physical punishment, psychological abuse, or coercion when disciplining
a child. The policy must include examples of prohibited sta practices.
PP
1B.9 Show how your guidance/discipline policy is communicated to all sta. PP
1B.10
Required; Must Be Met
to Earn and Maintain
Accreditation
Show that your guidance/discipline policy does not include any
circumstances when it is permissible for sta to use any form of physical
punishment, psychological abuse, or coercion when disciplining a
child. Appropriate use of restraint for safety reasons is permissible.
PP
Accreditation Assessment Items for Standard 1Relationships
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
17
Item Number Accreditation Assessment Item
Source of
Evidence
1C.1
Teachers facilitate infants' interest in looking at,
touching, or vocalizing to other people.
CO
1C.2
Teachers give children a chance to resolve their own
conlicts without immediate teacher intervention.
CO
1C.3 When children are in conlict, teachers help them identify their feelings. CO
1C.4
When children are in conlict, teachers help them
identify and describe the problem.
CO
1C.5
When children are in conlict, teachers help
them think of alternative solutions.
CO
1C.6
Show or describe two examples of how you help
make children's play more complex.
CP
1D.1
Classroom materials show persons with diering abilities engaged
in activities that counteract stereotypical limitations.
CO
1D.2
Classroom materials show persons of dierent
ethnic or cultural backgrounds engaged in activities
that counteract stereotypical limitations.
CO
1D.3
Teachers oer children the chance to choose activities,
materials, and areas in which to play.
CO
1D.4 Teachers anticipate problematic behavior and take steps to prevent it. CO
1D.5
Teachers use narration and description of ongoing
interactions to identify prosocial behaviors.
CO
1D.6
Show two objects, materials or visual images in your classroom that
depict men and/or women in work, family, and/or personal roles.
CP
1D.7
Show or describe one example of how children have opportunities
to participate in decision making about class plans.
CP
1D.8
Show or describe one example of how you have anticipated
problematic behavior and taken steps to prevent it.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
18
Item Number Accreditation Assessment Item
Source of
Evidence
1E.1
Show that your program’s written guidance and discipline policy
addresses the use of suspension, expulsion and other exclusionary
measures, and includes ALL of the features listed below.
› Policy is communicated to families and sta.
› Stated goal of policy is to limit or eliminate the use of
suspension, expulsion and other exclusionary measures.
› Policy states the circumstances under which
types of exclusion may occur.
› Policy states what steps are taken before a
decision to exclude is considered.
› Exclusionary measures are not considered until all other
possible interventions have been exhausted, and there is
agreement that exclusion is in the best interest of the child.
› If exclusionary measures must be taken, the program oers assistance
to the family in accessing services and an alternative placement.
› Policy acknowledges that it complies with
federal and state civil rights laws.
PP
1F.1 Teachers help children learn emotional regulation skills. CO
1F.2
Teachers guide and support children to use
language to communicate needs.
CO
1F.3 Teachers guide and support children to gain control of physical impulses. CO
NAEYC Early Learning Program Accreditation Standards and Assessment Item
19
STANDARD 2
Curriculum
Deinition of Standard 2Curriculum
The program implements a curriculum that is consistent with its goals for children
and that promotes learning and development in each of the following areas: social,
emotional, physical, language, and cognitive.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
20
Rationale
A curriculum that draws on research assists teachers in identifying important
concepts and skills as well as eective methods for fostering children’s learning
and development. When informed by teachers’ knowledge of individual children, a
well-articulated curriculum guides teachers so they can plan learning experiences
that promote children’s growth across a broad range of developmental and content
areas. A curriculum also helps ensure that the teacher is intentional in planning a
daily schedule that (a) maximizes children’s acquisition of desired knowledge and
skills through the eective use of time and materials and (b) oers opportunities for
children to learn through play and through structured activities, individually and in
groups, according to their developmental needs and interests.
The Curriculum Standard includes 11 topic areas (2.A, 2.B, 2.C, 2.D, 2.E, 2.F, 2.G,
2.H, 2.J, 2.K, and 2.L).
Topic Areas
› 2.A—Essential Characteristics
› 2.B—Social and Emotional Development
› 2.C—Physical Development
› 2.D—Language Development
› 2.E—Early Literacy
› 2.F—Early Mathematics
› 2.G—Science
› 2.H—Technology
› 2.J—Creative Expression Appreciation for the Arts
› 2.K —Health and Safety
› 2.L —Social Studies
2.AEssential Characteristics
Topic 2.A addresses the necessity for a clear, coherent philosophy and explicit
educational goals for meeting the learning and developmental needs of all children
in an early childhood program. It emphasizes eective use of groupings, settings,
and schedules and the importance of materials that reect not only the lives of the
children and families in the program but also the diversity found in society.
Recommended Best Practices
All programs should have a written statement of philosophy guiding their educational
goals. A comprehensive, age-appropriate curriculum guides teachers’ development
and intentional implementation of learning opportunities that are consistent with
the program’s goals and objectives for children of all ages. The written curriculum
NAEYC Early Learning Program Accreditation Standards and Assessment Item
21
framework should provide a coherent focus for planning children’s experiences. It
should also allow for adaptations and modications to ensure access to the curriculum
for all children. For preschoolers and kindergartners, the curriculum allows teachers
to intentionally plan opportunities for play, including dramatic play and blocks,
that relates specically to the classroom topics of study (e.g., seasons, farm animals,
transportation, and insects).
A comprehensive curriculum includes content, concepts, and activities that foster
social, emotional, physical, language, and cognitive development. Curriculum for
cognitive development includes key areas: literacy, mathematics, science, technology,
social studies, health and safety, creative expression, and appreciation of the arts.
It is important that curriculum be implemented in a way that reects the family
values, beliefs, experiences, cultures, and languages of all enrolled children.
Teachers rely on the curriculum goals and objectives to inform their ongoing
assessment of children’s progress. The curriculum should provide guidance to
teachers about how to integrate assessment information with curriculum goals in
order to create individualized learning experiences in the classroom.
The curriculum should allow for the development of a daily schedule that is
predictable, yet exible and responsive to the individual children’s needs. The
daily schedule must include both indoor and outdoor experiences, sucient time
and support for transitions, and periods of rest, active play, and planned learning
experiences including experiments, recitals, performances, conversations and
eldtrips. For toddlers, twos, preschoolers, and kindergartners, the schedule should
provide time for creative expression, large and small group activities, and child-
initiated activities. Some learning opportunities, experiences, or projects should extend
over the course of several days.
The classroom materials and equipment used to implement the curriculum (books,
music, dolls, puzzles, toys, dramatic play props) should be representative of the lives
of the enrolled children and their families. Curriculum materials should also represent
the diverse cultures, languages, ages, abilities, and genders found in society as a whole.
Include materials and equipment that accommodate children’s individual needs
and special needs. Examples of individual needs include culturally relevant dietary
or clothing practices, and family circumstances such as poverty, homelessness, and
parental military deployment.
Each class environment should contain a rich variety of things to engage young
learners. All classroom materials and equipment should provide for children’s safety
while also being appropriately challenging. Look for toys and other materials that are
interactive and encourage exploration, experimentation, and discovery. To encourage
and support independent use, classroom materials and equipment must be readily
accessible to children. To support children’s developing interests and skill levels,
materials and equipment can change over time to reect current curriculum concepts
and content.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
22
The materials and equipment used to implement the curriculum in infants’, toddlers’,
and twos’ classrooms should encourage exploration, experimentation, and discovery
and promote physical development through self-initiated movement.
2.BSocial and Emotional Development
Topic 2.B addresses formal and informal plans as well as opportunities for
fostering children’s healthy social and emotional growth through the development
of friendships, self-regulation skills, empathy, and the ability to resolve conict in
positive ways.
Recommended Best Practices
All children have varied opportunities to engage throughout the day with teaching
sta who are attentive and responsive to them and who facilitate their social
competence and their ability to learn through interacting with others. Children
have varied opportunities to recognize and name their feelings and the feelings of
others. Children have varied opportunities to learn the skills needed to regulate their
emotions, behavior, and attention. Children have varied opportunities to develop
a sense of competence and positive attitudes toward learning, such as persistence,
engagement, curiosity, and mastery.
Toddlers and older children have varied opportunities to develop skills for entering
into social groups, developing friendships, learning to help, and using other prosocial
behaviors. Children have varied opportunities to interact positively, respectfully, and
cooperatively with others; learn from and with one another; and resolve conicts
in constructive ways. Children have varied opportunities to learn to understand,
empathize with, and take into account other people’s perspectives.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
23
2.CPhysical Development
Topic 2.C addresses program plans, materials, and equipment for the support of
children’s large motor development.
Recommended Best Practices
Young children achieve mastery of their bodies through self-initiated movement.
For infants, toddlers, and twos, gross motor development is promoted by providing
an environment that allows them to move freely. Babies and toddlers need to have
many dierent kinds of opportunities to practice emerging skills in coordination,
movement and balance, and sensory–motor integration through activities such
as stacking blocks or rings, crawling through tunnels, copying visual cues, or
completing simple puzzles.
Preschoolers and kindergartners should be given equipment they can use to
engage in large motor experiences that stimulate a variety of skills. Their physical
development goals are to develop balance, strength, and coordination and to enhance
sensory–motor integration. These older children need physical experiences ranging
from familiar to new and challenging such as trac cone bike courses, impromptu
obstacle courses, and sprinklers. It is time for them to learn physical games that have
rules and structure (such as hokey pokey, Simon says, red light/green light). Children
with varying abilities must be able to have large motor experiences similar to those of
their peers.
Fine motor development (e.g., controlled twisting or turning of the wrists, pouring
liquids, fastening clothing, writing) proceeds when young children have many
dierent developmentally appropriate opportunities to use their hands and ngers to
act on their environment.
2.DLanguage Development
Topic 2.D addresses program plans and materials for supporting children’s
language development. The goals and objectives for language acquisition address
both verbal and nonverbal communication and are rooted in ethnic and other
community traditions.
Recommended Best Practices
The curriculum must provide all children with opportunities for language acquisition
that align with the program’s philosophy of education and include consideration
of family and community perspectives. For example, children should be able to
experience oral and written communication in a language their family uses or
understands. Children should also have opportunities to hear their families’ preferred
terminology (e.g., pronouns, body parts or functions, or familial relationships)
included in classroom use. Additionally, experiences featuring local or regional
terminology for geographic or architectural features, community specic industry, and
NAEYC Early Learning Program Accreditation Standards and Assessment Item
24
other specic ethnic or cultural terminologies in their community is sometimes used
in relevant learning opportunities. Children need a variety of opportunities to develop
competence in verbal and nonverbal communication by responding to questions;
communicating needs, thoughts, and experiences; and describing things and events.
Toddlers and older children should have experiences that develop vocabulary, such
as participating in conversations and eld trips and hearing and reading books. The
curriculum and learning environment should create opportunities for children to have
discussions with teachers or with each other. For instance, these can be discussions
about solving interpersonal problems or solving problems related to the physical world
(e.g., how to retrieve a ball that has gone over a fence, using ramps to make cars go
faster or further, putting puzzles together).
If toddlers and older children are nonverbal, sta should know how to use alternative
communication strategies with these children.
2.EEarly Literacy
Topic 2.E addresses program plans and materials for supporting early literacy
through reading, learning letters and sounds, writing, and immersion in a print-
rich environment.
Recommended Best Practices
Literacy development needs to be an element of all early curricula, including those
of infants and toddlers. Literacy starts when infants, toddlers, and 2-year-olds have
chances to experience talk, songs, rhymes, routine games (e.g., Patty-Cake, peek-
a-boo, Itsy bitsy Spider), and books. Sta convey language to individual young
ones using simple rhymes, songs, and interactive games (e.g., peek-a-boo), some
of which include sequences of gestures (e.g., where is Thumbkin). Every day, little
ones should get to hear and respond to various types of books, including picture
books, wordless books, and books with rhymes. They need to have regular access to
durable books they can explore on their own. Toddlers and twos should start to have
experiences that help them understand that pictures can represent real things in
their environment.
Toddlers and older children need to be given many opportunities to become familiar
with print. Help them become actively involved in making sense of print by having
print throughout the classroom. Items belonging to a child should be labeled with
his or her name. Materials are labeled, and print is used to describe some rules
and routines. Teaching sta should help children recognize print and connect it to
spoken words.
Preschool and kindergarten children should have books read to them at least twice
a day in full-day programs, and at least once daily in half-day programs. Children
must be able to explore books on their own and have places that are conducive to the
quiet enjoyment of books. The book selection should include various types of books,
NAEYC Early Learning Program Accreditation Standards and Assessment Item
25
including storybooks, factual books, books with rhymes, alphabet books, number/
counting books, and wordless books. Teachers should read in an engaging manner,
sometimes to individual children, sometimes to small groups (two to six children),
and sometimes to large groups. They should help children identify the various parts
of books such as the cover, title page, spine, beginning and ending and dierentiate
print from pictures. Some books should be read on repeated occasions, and children
should have chances to retell and reenact events in storybooks. The curriculum
should link books to other topics in the curriculum.
Preschool and kindergarten children should have multiple and varied opportunities
to write. For instance, a variety of materials and experiences in the classroom must be
provided to help them recognize and write letters of the alphabet. Letters and words
can be posted at eye level or put on laminated cards (or both). Books and writing
materials and activities should be readily available in art, dramatic play, and other
learning centers. Various types of writing are supported, including scribbling, letter-
like marks, and developmental spelling. Every day, children have the opportunity to
write or dictate their ideas. Children are provided needed assistance in writing the
words and messages they are trying to communicate. Teachers should help children
learn to write on their own by providing access to the alphabet and printed words
about topics of current interest. Teaching sta must demonstrate the functional uses of
writing (signs, lists, stories) and discuss the many ways writing is used in daily life such
as shopping lists, letters, cards, journals or diaries, and e-mail.
Preschool and kindergarten children need to develop phonological awareness as part
of learning to read and write. Teachers can encourage children to play with the sounds
of language (including syllables, word families, and phonemes) using rhymes, poems,
NAEYC Early Learning Program Accreditation Standards and Assessment Item
26
songs, and nger plays. Children should be helped to identify letters and the sounds
they represent. They should be taught to recognize and produce words that have the
same beginning and ending sounds. Teachers should encourage children’s self-initiated
eorts to write letters that represent the sounds of words.
Kindergarten children are advancing in literacy learning and ready for additional
challenges. Kindergarten classrooms should provide opportunities for kindergartners
to practice reading words, familiar sentences, and books. Kindergartners can be
encouraged to identify phonemes (e.g., the word “cat” is made up of 3 phonemes
- /k/, /æ/, and /t/ sounds) in words through varied activities, such as writing and
games. Teachers should encourage each kindergartner to write independently each
day. The schedule must allow time for independent writing.
2.FEarly Mathematics
Topic 2.F addresses program plans and materials for supporting the acquisition
of early mathematics, including numbers, operations, attributes, geometry,
measurement, time, patterns, and vocabulary.
Recommended Best Practices
Early mathematics learning begins in infancy, when infants, toddlers, and twos are
provided varied opportunities and materials to experience mathematical concepts,
such as more and less, big and small. For example, babies should be able to see and
touch dierent shapes, sizes, colors, and visual patterns (e.g., polka-dots, stripes,
zigzags, animal print) in the classroom. Toys and other objects in the environment
should be selected to help build number awareness. Books about counting and
shapes should be read to infants, toddlers, and twos.
Toddlers and older children need exposure to many activities and materials that help
build an understanding of numbers and of number names, and their relationship to
object quantities and to symbols. There should be toys and other objects in the learning
environment that children can categorize by shape, size, and color (or by two of these
attributes at a time). Children should have learning experiences that encourage them
to integrate mathematical terms (e.g., more, less, take away, add, equals) into everyday
conversation. Teachers can introduce number concepts by counting out-loud for
toddlers and twos, encouraging older children to count, incorporating counting books,
games, and the use of manipulatives and sequencing.
The curriculum for preschool and kindergarten children should include teaching the
concept of measurement, using both standard (e.g., imperial and US units of length,
weight, area, volume, or time) and nonstandard (e.g., unit blocks, foot lengths, arm
spans, lengths of rope) units of measurement. Kindergartners can also be taught
to assign numerical values to measurements. Through toys and other objects in
the learning environment, as well as through intentional teaching, these children
NAEYC Early Learning Program Accreditation Standards and Assessment Item
27
should be exposed to the basic concepts of geometry by, for example, naming
and recognizing two- and three-dimensional shapes and recognizing that gures
are composed of dierent shapes. They should also learn to recognize and name
repeating patterns (e.g., circle, circle, square, circle, circle, square…, yellow, blue, red,
yellow, blue, red…).
As kindergartners advance in their understanding of basic mathematical concepts,
the curriculum should support development of more advanced understanding. For
example, kindergartners must be provided with experiences that teach them to
use numerical symbols and to explore mathematical operations, such as adding,
taking away, and dividing quantities into equal and unequal subsets. Teachers can
encourage kindergartners to use written mathematical representations in everyday
experiences. Curriculum for kindergartners should also include learning how to
create, represent, discuss, and extend repeating and growing patterns (e.g., 1, 2, 4,
8…; A, A, B, A, B, C, A, B, C, D…).
Understanding time is another aspect of mathematical learning. Preschool and
kindergarten children can be helped to build an understanding of time in the context
of their lives, schedules, and routines such as morning and bedtime routines, daily
schedules, when a sibling or other relative will be born, or when a special relative
or friend will visit. Kindergartners should be introduced to conventional tools for
understanding time, such as calendars, clocks, and timers.
2.GScience
Topic 2.G addresses program plans for experiences and materials that support
children’s scientic inquiry and knowledge through observation, the use of
simple tools, representation of ndings, and the use of scientic terminology
and vocabulary.
Recommended Best Practices
Science learning is rooted in the experience of our ve senses (sight, touch, hearing,
taste, and smell). Infants, toddlers, and 2-year-olds begin to learn physics, chemistry,
and biology when they have many chances to use their senses to learn about objects
in the environment, discover that they can make things happen, and solve simple
problems.
Preschoolers and kindergartners should be provided varied experiences and
materials to learn key content and principles of science, such as
› The dierence between living and nonliving things (e.g., plants versus rocks)
› Life cycles of various organisms (e.g., plants, butteries, humans)
› Earth and sky (e.g., seasons, weather, geologic features,
light and shadow, and sun, moon and stars)
NAEYC Early Learning Program Accreditation Standards and Assessment Item
28
› Structure and property of matter (e.g., characteristics that include
concepts such as hard and soft, oating and sinking)
› The behavior of materials (e.g., transformation of
liquids and solids by dissolving or melting)
Curriculum should include activities that encourage children to use their ve senses to
observe, explore, and experiment with scientic phenomena. Include simple tools such
as bug boxes, binoculars, magnifying glasses, gears, levers and scales in your science
learning center so that preschoolers and kindergartners can observe objects and
scientic phenomena. Provide experiences and materials that allow children to collect
data and to represent and document their ndings (e.g., through drawing or graphing).
Teachers should plan activities and provide experiences that encourage children to
think, question, and reason about observed and inferred phenomena.
Teaching sta also need to recognize and use opportunities to discuss scientic
concepts in the course of everyday conversations. Science learning can be integrated
with language and literacy learning by helping preschoolers and kindergartners learn
and use scientic terminology and vocabulary associated with the content areas (e.g.,
melt, freeze, hot, cold, sink, oat, earth, insect, life, seed, and weather).
2.HTechnology
Topic 2.H addresses program plans for experiences and materials that support
children’s use of technology that extends learning in the classroom as well as
integrates and enriches the curriculum.
Recommended Best Practices
Technology can be a constructive tool in the early learning environment. Technology
is also a curriculum topic in its own right, as technical literacy is essential in modern
life. While the role of technology in the life of young children is rapidly changing,
there are some well-established best practices enabling early learning programs to
harness the constructive use of technology while avoiding the harmful eects of too
much technology at the expense of other experiences. First, the use of passive media,
such as television, movies, and other digital video or audio content, should be limited
to developmentally appropriate programming.
Preschool and kindergarten children should have opportunities to access interactive
technology (e.g., audio recorders, microscopes, tablets) that they can use by
themselves, collaboratively with their peers, or with teaching sta or parents.
Teachers should plan and use technology in intentional ways to extend learning
within the classroom and to integrate and enrich the curriculum.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
29
2.JCreative Expression and Appreciation for the Arts
Topic 2.J addresses program plans and materials for supporting children’s
expression of and engagement in art, music, dance, and drama.
Recommended Best Practices
The curriculum for children of all ages must provide opportunities to learn about the
visual arts, the music, dance, and the dramatic arts of diverse cultures. Preschoolers
and kindergartners should have chances to view and respond to the art of other
children and adults.
The curriculum should promote creative expression for children of any age and
ability. Infants, toddlers, and twos should be able to explore and manipulate various
age-appropriate art materials. They need opportunities to express themselves
through moving freely to music. Toddlers and twos also should have access to many
materials that encourage pretend or imaginative play.
Curriculum for toddlers and older children must introduce new concepts and
vocabulary related to visual art (e.g., texture, sculpture, collage, media), music (e.g.,
tempo, musician, rhythm, drum), dance (e.g., movement, jump, wiggle, ballet, oat),
and drama (e.g., pretend, imagine, emotions, make believe). Daily projects should
provide children with many chances to develop and widen their repertoire of skills that
support self-expression in the visual arts (e.g., cutting, gluing, and caring for tools).
As skills and vocabulary expand, preschoolers and kindergartners should have many
open-ended opportunities and materials to express themselves creatively through
music, drama, dance, and two- and three-dimensional visual arts.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
30
2.KHealth and Safety
Topic 2.K addresses program plans and materials that support children’s
understanding and practice of sound health, nutrition, and safety practices.
Recommended Best Practices
The curriculum and daily routines of a classroom can provide toddlers and older
children with many opportunities to establish and practice habits to promote good
health, such as serving and feeding themselves; getting enough rest, good nutrition,
exercise; washing fruits and vegetables before consumption, hand washing and
tooth brushing. Lesson plans, play experiences, and classroom materials should
help children learn about nutrition. Children should be taught to identify sources
of food. They can learn to recognize, prepare, eat, and value healthy foods. There
should be classroom experiences and materials that increase children’s awareness of
safety rules in their classroom, home, and community. This should include teaching
children how and when to dial 911, home re safety, and staying away from hot stoves,
irons, or home chemicals. Teachers should encourage children’s compliance with
classroom rules such as using walking feet, gentle touches, holding handrails, and
wearing helmets with bikes as well as their participation in re drills and other safety
procedures recommended in your community (e.g., earthquake, tornado, tsunami, dust
storm, terror threats). Community safety topics such as trac safety rules, stranger
awareness, staying with family while in crowds, asking for help when lost, and knowing
who community helpers are should also be introduced.
For preschool and kindergarten children, it is developmentally appropriate to learn
about visiting doctors and dentists, and other aspects of health care. These children
need opportunities to discuss, ask questions, and express fears about getting shots,
taking medicine, and visiting a doctor, dentist, clinic, or hospital.
2.LSocial Studies
Topic 2.L addresses program plans and materials for supporting children’s
understanding of social roles and rules, the local community, their own
contributions to the well-being of the social and physical environments in which
they live, and diversity not only within their classroom but also in the larger world.
Recommended Best Practices
As a foundation for learning about others and the world around them, infants and
other children need learning experiences that foster positive identity and an emerging
sense of self and others within the context of their family, culture (e.g., ethnicity,
religion), nationality, industry, or other groups they are a part of. They must have
opportunities to feel part of a classroom community, so that each child feels accepted
and gains a sense of belonging.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
31
The curriculum should provide toddlers and older children with many opportunities
to build an authentic understanding of diversity in culture, family structure (e.g.,
nuclear, single parent, childless, multi-generational, same-sex, blended families), ability,
language, age, and gender. They need chances to explore social roles in the family
and workplace such as decision making, care taking, providing, and helping through
play. Classroom materials and activities should reect the community in which they
live. Communities may include military bases, workplaces, academic campuses, local
businesses, towns, neighborhoods, residential and recreational areas or landmarks.
Preschool and kindergarten children are ready to engage in discussions about fairness,
friendship, responsibility, authority, and dierences. These discussions are reinforced
when children are allowed to contribute to the well-being of their classroom and the
community by taking care of the social and physical environments in which they live.
With the program environment as a microcosm, children can learn how people aect
their environment in positive ways (e.g., recycling) and negative ways (e.g., polluting).
Environmentally responsible practices are reinforced when the program creates
opportunities to educate families as well as children on eco-healthy practices such as the
importance of washing fruits and vegetables before eating them, using non-toxic toys
and art supplies, monitoring outdoor air quality, and using least-toxic and fragrance free
cleaning products.
Preschool and kindergarten children can begin to learn about geography and
economics. They should be provided experiences and materials to learn about physical
characteristics of their local environment such as nearby rivers, gardens, parks, and
buildings. A foundational understanding of economic concepts (e.g., money, buying and
selling, wants vs. needs, the value of things) can begin with such activities as playing
restaurant, managing a store, and identifying and exchanging money.
Kindergartners are also ready to learn about their hometown, their state, the United
States, and their country of origin. Teachers should help them link this learning to an
understanding of the concepts of geography, history, and social studies.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
32
Item
Number
Accreditation Assessment Item
Source of
Evidence
2A.1
The class’s learning spaces oer learning experiences related to all these
cognitive content areas: literacy; mathematics; science; technology;
creative expression and the arts; health and safety; social studies.
CO
2A.2
Show or describe two examples of how you change classroom
materials or equipment as children’s skill levels change over time.
CP
2A.3
Show or describe one example of how your program has changed classroom
materials or equipment to accommodate the individual needs of a child.
PP
2A.4
Highlight and label two weeks of lesson plans to show where they include
each of these content areas: literacy, mathematics, science, technology,
creative expression and the arts, health and safety, social studies.
CP
2A.5
Show or describe two examples of play experiences you have
planned which are related to learning themes in the curriculum.
CP
2A.6
Show two examples of how your written curriculum or
curriculum framework can be modiied to relect the values,
beliefs, and experiences of families in your program.
PP
2A.7
Show one example of how your written curriculum or curriculum framework
can be modiied to relect the languages spoken by families in the program.
PP
2A.8
Show that your written curriculum or curriculum framework shows teachers
how they can use child assessment information to individualize learning plans.
PP
2B.1 Children have chances to recognize and name other people’s feelings. CO
2B.2
For infants, teachers show and name their own
feelings and the feelings of other children.
CO
2B.3 Children have chances to learn how to resolve conlicts in constructive ways. CO
2B.4
Children have chances to understand that other people may
have dierent thoughts and opinions than theirs.
CO
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
Accreditation Assessment Items for Standard 2Curriculum
NAEYC Early Learning Program Accreditation Standards and Assessment Item
33
Item
Number
Accreditation Assessment Item
Source of
Evidence
2B.5
Children have chances to learn that other people
may have dierent feelings than they do.
CO
2C.1
Show or describe two examples of activities and materials that give
children the chance to play physical games with rules and structure.
CP
2D.1
Children have discussions with each other or with sta
to solve problems related to the physical world.
CO
2D.2
Teachers use words that children may not understand and
provide explanations or examples of these words.
CO
2D.3
Show or describe two examples of how you teach children to have
discussions with each other to resolve interpersonal problems.
CP
2D.4
Show or describe two examples of how you teach children to have
discussions with each other to solve problems related to the physical world.
CP
2D.5
Show or describe how you incorporate family
language preferences into the curriculum.
PP
2D.6
Show or describe how your curriculum related to language
acquisition considers community perspectives.
PP
2E.1 Teachers play individually with infants, toddlers, and twos by singing songs. CO
2E.2 Teachers help children connect print to spoken word. CO
2E.3
Some of the books available to children relate to
current learning topics, themes, or activities.
CO
2E.4
Writing materials and activities are readily available in art,
dramatic play, and one or more other learning centers.
CO
2E.5
Teachers help children write the words and messages
they are trying to communicate.
CO
2E.6
Printed words about topics of current interest are posted in the
classroom at eye level or made available on laminated cards.
CO
2E.7 Teachers model the process of print writing. CO
2E.8 Teachers talk about the many ways writing is used in daily life. CO
NAEYC Early Learning Program Accreditation Standards and Assessment Item
34
Item
Number
Accreditation Assessment Item
Source of
Evidence
2E.9
Show two examples of songs you sing to infants, toddlers,
or twos during teacherchild one-on-one play.
CP
2E.10
Show two examples of simple rhymes you share with infants,
toddlers, or twos during teacherchild one-on-one play.
CP
2E.11
Show two examples of interactive, routine games you share
with infants during teacherchild one-on-one play.
CP
2E.12
Show picture books, wordless books, and rhyming books (two or more
of each) that are available to infants, toddlers, or twos every day.
CP
2E.13
Show two examples of songs or games involving sequences of gestures
you share with toddlers or twos during teacherchild one-on-one play.
CP
2E.14
Show or describe two examples of ways you help toddlers
or twos understand that pictures (in books, on screen, or
elsewhere) can represent real things in the environment.
CP
2E.15
Show or describe two examples of ways you help
children connect print to spoken word.
CP
2E.16
Show or describe how children have chances to
retell or reenact events in storybooks.
CP
2E.17
Show two examples of lesson plans that link books to
current learning topics, themes, or activities.
CP
2E.18
Show that writing materials or activities are readily available
in three learning centers other than the writing center.
CP
2E.19
Show through lesson plans or activity schedules that children have
at least one opportunity daily to write or dictate their ideas.
CP
2E.20
Show or describe how you help children write the words
and messages they are trying to communicate.
CP
2E.21
Show that printed words about topics of current interest are posted in
the classroom at eye level or made available on laminated cards.
CP
2E.22
Show and describe two examples of how you
model the process of print writing.
CP
2E.23 Show one example of a lesson plan about how writing is used in daily life. CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
35
Item
Number
Accreditation Assessment Item
Source of
Evidence
2E.24
Show one example of a lesson plan in which you play a game that encourages
kindergartners and school-agers to identify phonemes in words.
CP
2E.25
Show that kindergartners’ and school-agers' schedules
allow for time to write independently each day.
CP
2F.1
Infants, toddlers, and twos have chances to play
with toys in a variety of shapes.
CO
2F.2 Infants, toddlers, and twos have chances to play with toys in graduated sizes. CO
2F.3
Infants, toddlers, and twos have chances to play with
toys and objects in a variety of colors.
CO
2F.4
Infants, toddlers, and twos have chances to play with a
variety of visually patterned toys and other objects.
CO
2F.5 Children have chances to see and learn about number concepts. CO
2F.6
There are toys and other objects in the learning environment
that children can categorize by shape, size, and color.
CO
2F.7
There are toys and other objects in the learning environment that allow
children to name and recognize two- and three-dimensional shapes.
CO
2F.8 Children have chances to recognize and name repeating patterns. CO
2F.9
Kindergartners and school-agers have chances to
make and record measurements of things.
CO
2F.10
There are toys and other materials in the learning
environment that allow kindergartners and school-agers to
create or explore repeating and growing patterns.
CO
2F.11
Kindergartners and school-agers have chances to do addition, subtraction,
and other numerical operations in the classroom environment.
CO
2F.12
Show examples of toys and other materials of dierent shapes,
sizes, colors, and visual patterns (two examples of each).
CP
2F.13
Show or describe two examples of experiences or materials you
provide that help children learn about number concepts.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
36
Item
Number
Accreditation Assessment Item
Source of
Evidence
2F.14
Show two lesson plans in which children learn to
understand basic concepts of geometry.
CP
2F.15
Show two lesson plans in which children learn
to understand repeating patterns.
CP
2F.16
Show two lesson plans in which kindergartners and school-
agers make and record measurements of things.
CP
2F.17
Show two lesson plans in which kindergartners and school-agers create,
represent, discuss and/or extend repeating and growing patterns.
CP
2F.18
Show or describe two examples of materials or experiences that
encourage kindergartners and school-agers to do addition, subtraction,
and other numerical functions using numerical symbols and operators.
CP
2G.1
Infants, toddlers, and twos have access to toys and other
things they can play with to make things happen.
CO
2G.2
Infants, toddlers, and twos have access to toys and other things
they can play with and discover how to solve simple problems.
CO
2G.3
There are at least two representations of data collection (e.g.,
through drawing or graphing) included in classroom displays.
CO
2G.4
Children have chances to do activities that encourage them to think, ask
questions, and make predictions about natural and physical phenomena.
CO
2G.5
Show six toys or classroom materials that provide interesting
sensory experiences in sight, sound, and touch (two of each).
CP
2G.6
Show two toys, materials, or activities designed for infants,
toddlers, or twos to play with to make things happen.
CP
2G.7
Show two toys, materials, or activities designed for infants, toddlers,
or twos to play with and discover how to solve simple problems.
CP
2G.8
Show two lesson plans that teach children about
the structure and properties of matter.
CP
2G.9
Show two lesson plans in which children collect data, then
represent their indings (for example, drawing or graphing).
CP
2G.10
Show two lesson plans in which you encourage children to ask questions
or make predictions about natural and physical phenomena.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
37
Item
Number
Accreditation Assessment Item
Source of
Evidence
2G.11
Show or describe two ways you teach children to
learn and use science-related vocabulary.
CP
2H.1 Show two lesson plans in which you use technology to enrich your curriculum. CP
2J.1
Children have chances to appreciate culturally diverse
visual arts in their learning environment.
CO
2J.2
Children have chances to appreciate culturally diverse
dramatic arts in their learning environment.
CO
2J.3
Infants, toddlers, and twos have chances to explore
and manipulate age-appropriate art materials.
CO
2J.4 Children have chances to develop and practice art skills. CO
2J.5 Children have chances to create both two- and three-dimensional art. CO
2J.6
Show two lessons plans that help children appreciate
visual arts from dierent cultures.
CP
2J.7
Show two lessons plans that help children appreciate
dramatic arts from dierent cultures.
CP
2J.8
Show two lesson plans that provide infants, toddlers, or twos with
chances to explore and manipulate age-appropriate art materials.
CP
2J.9
Provide two examples showing or describing how you teach
vocabulary and/or concepts related to visual arts.
CP
2J.10
Provide two examples showing or describing how you
teach vocabulary and/or concepts related to music.
CP
2J.11
Provide two examples showing or describing how you teach
vocabulary and/or concepts related to drama.
CP
2J.12
Provide two examples showing or describing how you teach
vocabulary and/or concepts related to dance.
CP
2J.13
Show three examples of opportunities and materials you
provide for children to create three-dimensional art.
CP
2L.1 Children have chances to learn that families have a variety of family structures. CO
NAEYC Early Learning Program Accreditation Standards and Assessment Item
38
Item
Number
Accreditation Assessment Item
Source of
Evidence
2L.2
Children have chances to learn speciic details about
the actual community in which they live.
CO
2L.3
Children have chances to learn about the physical and
geographic characteristics of their local environment.
CO
2L.4 Children have chances to build a basic understanding of economic concepts. CO
2L.5
Show or describe two ways you help children learn about
the diversity of family structure in society.
CP
2L.6
Show or describe two ways you help children learn
about people with diering abilities.
CP
2L.7
Show or describe two ways you help children learn about people of various
ages (very young to elders) doing a wide range of jobs and/or activities.
CP
2L.8
Show or describe two ways you help children learn speciic
details about the actual community in which they live.
CP
2L.9
Show or describe two ways you help children learn about the physical
and geographic characteristics of their local environment.
CP
2L.10
Show two examples of how you provide children with opportunities or
materials that help them build a basic understanding of economic concepts.
CP
2L.11
Show or describe two examples of how your program
educates families on eco-healthy practices.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
39
STANDARD 3
Teaching
Deinition of Standard 3Teaching
The program uses a variety of developmentally, culturally, and linguistically
appropriate and eective teaching approaches that enhance each child’s learning
and development in the context of the program’s curriculum goals.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
40
Rationale
Teaching sta who purposefully use multiple instructional approaches optimize
children’s opportunities for learning. These approaches include strategies that range
from structured to unstructured and from adult directed to child directed. Children
bring to learning environments dierent backgrounds, interests, experiences,
learning styles (e.g., visual, auditory, kinesthetic, reective), needs, and capacities.
When selecting and implementing instructional approaches, teachers’ consideration
of these dierences helps all children learn. Instructional approaches dier in their
eectiveness for teaching dierent elements of curriculum and learning. For a
program to address the complexity inherent in any teaching–learning situation, it
must use a variety of eective instructional approaches. In classrooms and groups
that include teacher assistants, or teacher aides, and specialized teaching and
support sta, the expectation is that these teaching sta work as a team.
Whether one teacher works alone or a team works together, the instructional
approach creates a teaching environment that supports children’s positive learning
and development across all areas.
The Teaching Standard is made up of seven topic areas (3.A, 3.B., 3.C, 3.D, 3.E, 3.F,
and 3.G).
Topic Areas
› 3.A—Designing Enriched Learning Environments
› 3.B—Creating Caring Communities for Learning
› 3.C—Supervising Children
› 3.D—Using Time, Grouping, and Routines to Achieve Learning Goals
› 3.E—Responding to Children’s Interests and Needs
› 3.F—Making Learning Meaningful for All Children
› 3.G—Using Instruction to Deepen Children’s Understanding
and Build Their Skills and Knowledge
3.ADesigning Enriched Learning Environments
Topic 3.A emphasizes the need for teachers to work as a team to design an
environment that protects children’s health and safety, helps reduce challenging
and disruptive behavior, stimulates learning, and provides easy access to learning
materials and experiences.
Recommended Best Practices
When working with young children, it is important that teaching sta work together
as a team to carry out daily teaching and learning activities. Teachers also collaborate
with administrators, consultants, and other support sta. Teamwork is especially
NAEYC Early Learning Program Accreditation Standards and Assessment Item
41
critical when the team must implement individualized family service plans (IFSPs),
individualized education programs (IEPs), and other individual plans (e.g., behavior
management plans, toileting training plans, medication plans, feeding or sleeping
plans), as needed.
Eective teaching starts with the teacher’s arrangement of the learning environment.
First, the classroom arrangement needs to help children stay healthy and safe at
all times. In addition, environmental design must accommodate children’s basic
physical needs for movement, sensory stimulation, fresh air, rest, and nourishment.
When these needs are addressed, it is important for teachers to organize space and
choose materials so all curriculum content areas are addressed. A crucial goal of
classroom arrangement is to stimulate exploration, experimentation, discovery, and
conceptual learning.
For toddlers and older children, the ways in which teachers set up classroom
spaces and plan the day can help to minimize challenging or disruptive behaviors
such as tantrums, deance, being overly aectionate or impulsive, screaming, and
aggression. The goal is an orderly environment that allows children to play and learn.
Daily schedules that include engaging activities and eective transitions between
activities create environments in which children may behave well because they
know what to expect. Sta and children can also work together to arrange classroom
materials in practical, predictable ways, so children know where to nd things and
where to put them away.
Teachers also make important choices when they decide what is displayed on the
walls. Carefully chosen classroom displays can help children reect on and extend
their learning. Children’s own recent works should predominate in classroom
displays. These could include art, emergent writing, graphs, and three-dimensional
creations. It is important that some displays be at children’s eye level.
3.BCreating Caring Communities for Learning
Topic 3.B addresses the development of a responsive and predictable community
in which teachers use their knowledge of children’s home and classroom lives to
inform their teaching and to ensure that children are protected from bias and
discrimination.
Recommended Best Practices
Caring communities for learning are grounded in teachers’ knowledge of each child.
This includes knowing children’s families and understanding the social, linguistic, and
cultural contexts in which the children live. Teachers develop individual relationships
with children by providing care that is responsive, attentive, consistent, comforting,
supportive, and culturally sensitive. Teachers are responsible for assuring that teaching
practices, curriculum approaches, and classroom materials do not present stereotypes,
but instead respect diversity in gender, sexual orientation, age, language, ability, race,
NAEYC Early Learning Program Accreditation Standards and Assessment Item
42
religion, family structure (e.g., nuclear, single parent, childless, multi-generational,
same-sex, blended families), background, and culture.
Teachers who care for infants can create a climate of respect by looking for, listening
to, and responding to babies’ verbal (e.g., crying, whining, pre-word utterances)
and nonverbal cues (e.g., thrashing, pointing, eye contact, turning away). Sta can
individualize the care routines of infants, toddlers, and twos (e.g., learning to use
the toilet and to feed oneself) by incorporating family practices, whenever possible,
and by respecting the family’s preferred language and home culture. For toddlers
and older children, teaching sta also contribute to a climate of mutual respect by
showing interest in children’s ideas, experiences, and work or creative products.
Preschool and kindergarten children should be given opportunities to aect what
happens in the classroom through participation in decision making about classroom
behavior, plans, and activities.
Teachers should help individual children learn socially appropriate behavior by
providing guidance that is consistent with a child’s level of development. In their
interactions with children, teachers guide them toward increasing independence,
responsibility, and empathy. To accomplish this, teachers need to be consistent
and predictable when they manage behavior and implement classroom rules
and expectations.
When a teacher must respond to a child’s challenging, unpredictable, or unusual
behavior, the response should reect the teacher’s knowledge of the child’s home life
and classroom experiences. Good teachers notice patterns in children’s challenging
behaviors such as physical aggression, relational aggression, verbal bullying, tantrums,
whining, testing limits, and refusal to follow directions. They can assess the function of
a behavior and provide thoughtful, consistent, and individualized responses whenever
they occur. These responses include positive behavior support strategies. Teachers
might remove certain materials or modify aspects of the classroom environment
that trigger challenging behaviors or work to create predictable daily schedules and
routines. Teachers also involve families and other professionals, as needed, to develop
individualized plans to address dicult behaviors.
3.CSupervising Children
Topic 3.C details requirements for the safe supervision of children. Attention to the
physical design of the indoor and outdoor environments, as well as attention to the
factors that aect children’s health and safety, is essential to proper supervision.
Recommended Best Practices
Because proper supervision of young children is so essential to their health and
safety, programs must have clear written supervision policies, shared with families,
implemented through sta orientation training, and reinforced through program
procedures.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
43
Teaching sta should be in the habit of positioning themselves in classrooms and
outdoor environments to be able to see as many children as possible.
Infants, toddlers, and 2-year-olds must be supervised by sight and sound at all times.
Accredited programs are required to maintain compliance with this practice. When
infants, toddlers, and twos are sleeping, programs may use mirrors, video, or sound
monitors to augment supervision in sleeping areas; however, such devices may not
replace direct visual and auditory supervision. Teaching sta must be aware of, and
positioned so they can hear and see, any sleeping infants, toddlers, and twos for
whom they are responsible, especially when the teachers are also actively engaged
with children who are awake. Sides of cribs should be checked to ensure that they are
up and locked.
Teaching sta must supervise preschool and kindergarten children by sight most of
the time. Supervision by sound alone is also permissible for short intervals, as long
as teachers check frequently on children who are out of sight (e.g., those who can use
the toilet independently, who are in a library area, or who are napping). Accredited
programs are required to maintain compliance with this practice. If kindergarten and
school-age children are doing tasks in a safe environment (e.g., taking the attendance
report to the oce), teachers may allow them to be out of their sight and sound
supervision for a short period of time. However, sta should check on children when
they do not return promptly to the group or if the adult at a child’s destination does
not conrm the child’s arrival.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
44
3.DUsing Time, Grouping, and Routines
to Achieve Learning Goals
Topic 3.D addresses eective use of time, grouping, and routines to achieve
program and child learning goals.
Recommended Best Practices
The daily routines of group and individual child care and early education oer
many opportunities for learning and development. Each day, children should expect
to have the time and the materials needed to select their own activities. Teachers
organize both time and space so that children have daily chances to play individually,
in pairs, and in small groups. Toddlers and older children also need times each day
to come together as a whole group. For children of all ages, including infants, it is
important to schedule time each day for outdoor activities (except when conditions
pose a health risk).
Teaching sta help children follow a predictable but exible daily routine by
providing time and support for transitions. They create opportunities for children to
engage in group projects and to learn from one another. Children sometimes interact
with other children of various ages. Teachers plan for infants and toddlers to revisit
experiences and materials over periods of days or weeks. Older children should also
revisit experiences and materials over time. However, these children are developing a
more nuanced sense of time. Therefore they also need learning experiences that help
them understand how the passage of time can create changes in living and non-living
things over the course of days, weeks, months, and seasons.
Routine care times (e.g., diapering, handwashing, feeding or eating, tooth brushing)
can be used to facilitate children’s self-awareness, language, and social interaction.
For example, during meal or snack times, one or more teachers sit and eat with
toddlers, twos, and preschoolers; the adults engage the children in conversation.
For kindergartners, even during snack and mealtimes that occur in cafeterias,
much learning takes place when teachers or other adults (lunchroom sta, parent
volunteers) sit, eat, and converse with the children. When meals are provided by
a program, they should be served family style. Cleanup routines are important
opportunities to foster responsibility and practical skills. Teaching sta should coach
and support toddlers and older children as they learn to participate in daily cleanup
and maintenance of the classroom.
3.EResponding to Children’s Interests and Needs
Topic 3.E addresses a variety of ways in which teachers modify the environment,
teaching approaches, learning opportunities, and scheduling as they respond to the
interests and needs of children.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
45
Recommended Best Practices
Not all learning happens according to a planned curriculum or a set schedule.
Teachers can and should use children’s interest in and curiosity about the world
to engage them with new content and developmental skills (e.g., tooth brushing,
assembling a puzzle, putting on a coat, holding a pencil, adding, riding a tricycle,
measuring and pouring). Teachers reorganize the environment (e.g., expanding
learning environments, moving furniture), when necessary, to help children explore
new concepts and topics, sustain their activities, and extend their learning. They
scaold children’s learning by modifying the schedule, intentionally arranging
the equipment, and making themselves available to children. Teachers use their
knowledge of individual children to modify strategies and materials to enhance an
individual child’s learning.
Infants’ schedules, routines, and learning experiences should be inuenced by their
individual needs and interests. For example, infants who show interest or pleasure in
an activity are encouraged and supported in prolonging that activity. T
eaching sta
actively seek to understand infants’ needs and desires by recognizing and responding
to their nonverbal cues and by using simple language.
Teachers can use their knowledge of toddler and older children’
s social relationships,
interests, ideas, and skills to tailor learning opportunities for groups and individuals.
Throughout the day, sta should actively seek out children’s ideas. They learn how
children understand their world by observing, talking with, and listening to them.
3.FMaking Learning Meaningful for All Children
Topic 3.F addresses teaching that is responsive not only to what children know
and what they want to learn, but also to family and cultural needs and to
community values.
Recommended Best Practices
The learning goals for an excellent program recognize that children come to the
learning environment from a family, a culture, and a community. Learning is most
eective when it is relevant to each child’s life. To this end, when working with
children of any age, teachers should start by using a comprehensive curriculum
as a exible framework for teaching. The curriculum covers all content and
developmental areas and supports the development of daily plans and learning
experiences that are developmentally appropriate. As an essential element for young
children, play is planned for each day.
Families are essential contributors to an excellent learning plan. Teachers and
families work together to help children participate successfully in the early childhood
setting. This is especially important when professional values and practices dier
from family values and practices. Teaching sta should support the development and
NAEYC Early Learning Program Accreditation Standards and Assessment Item
46
maintenance of children’s home language whenever possible. They oer children
opportunities to engage in classroom experiences with members of their families.
Language development drives and mediates the responsiveness of the learning
framework. Teachers can help children understand spoken language—particularly
when children are learning a new language—by using pictures, familiar objects, body
language, and physical cues.
3.GUsing Instruction to Deepen Children’s
Understanding and Build Their Skills and Knowledge
Topic 3.G addresses teachers’ incorporation of a broad range of approaches and
diverse teaching strategies that are responsive to the learning needs of the children
in their classroom.
Recommended Best Practices
When working with children of any age, teachers should have and use a variety
of teaching strategies that include a broad range of approaches and responses.
For example, teachers should incorporate activities for both large groups and
small groups and plan activities that are teacher-directed as well as some that are
student-led. Activities may be expanded or simplied based on student needs and
interest. Teachers use multiple sources of information—including results of informal
and formal assessments as well as children’s initiations, questions, interests, and
misunderstandings—to identify what children have learned. They adapt curriculum
NAEYC Early Learning Program Accreditation Standards and Assessment Item
47
and teaching to meet children’s needs and interests, to foster children’s curiosity, to
extend children’s engagement, and to support self-initiated learning.
Teachers who work with infants observe them and exchange information about their
abilities with their families and with other professionals such as therapists or social
workers (after getting family consent) who are involved in the infants’ care. Teachers
use the information to plan opportunities and provide materials that challenge
infants to develop socially, physically, linguistically, and cognitively.
Teachers employ both teacher-initiated and child-initiated interactions and activities
to support and challenge children’s learning. They help children enter into and
sustain play. As children learn and acquire new skills, teachers use their knowledge
of the children’s abilities to ne-tune their teaching support. This might be done
by making a plan to attempt new tasks, dividing tasks into simpler tasks, or asking
prompting questions to promote thinking about the task and problem solving.
Teachers adjust challenges as children gain competence and understanding.
When working with toddlers and older children, teachers use their knowledge of
content to pose problems and ask questions that stimulate the children’s thinking.
They help children express their ideas and build on the meaning of their experiences;
for instance, they help children identify and use prior knowledge. They also provide
experiences that extend and challenge children’s current understandings.
To extend and deepen children’s learning, sta join toddlers and older children in
learning centers (e.g., blocks or construction, writing, library, art, manipulatives,
and science). When they do this, they observe children, position themselves at eye
level with the children, and engage the children in conversations. Teachers promote
children’s engagement and learning by responding to their need for and interest
in practicing emerging skills. For example, teachers break down the dierent
components of a task into meaningful and achievable parts. They enhance and
expand activities that children choose to engage in repeatedly. And they often engage
in collaborative inquiry with individual children and with small groups of children.
With preschoolers and kindergartners, teachers explicitly teach specic skills.
They demonstrate their knowledge of content and developmental areas by creating
experiences that engage children in purposeful and meaningful learning related to
key curriculum concepts.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
48
Item
Number
Accreditation Assessment Item
Source of
Evidence
3A.1
Teachers have arranged their classrooms in a way
that protects children’s health and safety.
CO
3A.2
At least half of the classroom displays show children’s
works of writing, art, graphs, or other creations.
CO
3A.3
Show or describe two ways in which teaching sta, program sta, and/
or consultants work as a team to implement individualized plans for
children. Such plans may include any Individualized Family Service
Plans (IFSPs) and Individualized Education Programs (IEPs).
CP
3A.4
Show two classroom displays that have been created to
help children relect on and extend their learning.
CP
3B.1
Show or describe two activities or lesson plans that encourage
children to share their ideas or experiences.
CP
3B.2
When a child’s ongoing challenging behavior must be
addressed, show a written policy including these steps:
› Assess the function of the behavior
› Work with families and professionals to develop an
individualized plan to address the behavior
› Include positive behavior support strategies as part of the plan
PP
3B.3
Show or describe one example of how your written policy for addressing
ongoing challenging behavior has been implemented and followed.
PP
3C.1
All infants, toddlers, and young twos can be easily heard and seen (if not
in the direct line of sight, then by looking up or turning in place) at all
times—including when children are sleeping—by at least one member
of the teaching sta. Sta does not need to be directly looking at each
child at all times to meet the requirement for sight supervision.
CO
Accreditation Assessment Items for Standard 3Teaching
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
49
Item
Number
Accreditation Assessment Item
Source of
Evidence
3C.2
Required; Must
Be Met to Earn
and Maintain
Accreditation
If one or more infant, toddler, or young 2-year-old cannot be
easily heard and seen at all times by at least one member of the
teaching sta, the child(ren) is/are in a safe environment.
CO
3C.3
Required; Must
Be Met to Earn
and Maintain
Accreditation
If one or more infant, toddler, or young 2-year-old is out of the
direct sight or sound supervision of all teaching sta while in
a safe environment, it is for no more than ive minutes.
CO
3C.4
If any infant, toddler, or young 2-year-old is sleeping, sta position
themselves so someone can always hear and see them.
CO
3C.5
Teachers of preschoolers keep these children in sight most of the time, with
the exception of brief periods (up to ive minutes, in a safe environment—such
as child’s use of the toilet) when a child cannot be seen but can still be heard.
CO
3C.6
Required; Must
Be Met to Earn
and Maintain
Accreditation
If a preschooler is out of the direct sight and sound supervision of all teaching
sta, it is for no more than one minute, and the child is in a safe environment.
CO
3C.7
Required; Must
Be Met to Earn
and Maintain
Accreditation
If a preschooler is out of direct sight or sound supervision of all teaching
sta, it is for no more than 10 minutes and the child is in a safe environment.
CO
3C.8
Required; Must
Be Met to Earn
and Maintain
Accreditation
Teachers of kindergartners and school-age children keep these
children within sight and/or hearing most of the time. A teacher may
allow kindergartners and school-agers to leave their supervision (out
of sight and sound) for up to 10 minutes so long as they are in a safe
environment (e.g., go to hall bathroom; report to school nurse oice).
CO
3C.9
Show that your written supervision policy for infants,
toddlers and young twos states that teachers must be
able to see and hear all of the children at all times.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
50
Item
Number
Accreditation Assessment Item
Source of
Evidence
3C.10
If your program uses mirrors, video, or sound monitors to make it easier to
see and hear sleeping infants, toddlers, or twos, show or describe what sta
procedures are in place to assure that these devices DO NOT REPLACE the
direct sight and sound supervision required at all times for children of this age.
PP
3C.11
Your program's written supervision policy requires sta to position themselves
so someone can always hear and see any sleeping infants, toddlers, or twos,
including when sta are engaged with other children who are awake.
PP
3C.12
Show that your written supervision policy requires that teachers supervise
preschoolers, kindergartners, and school-age children by keeping them in
sight most of the time. Supervision for short intervals by sound is permissible
as long as teachers frequently check on children who are out of sight.
PP
3C.13
Show and describe how sta monitor and document the
appropriate supervision of children throughout the day.
PP
3C.14
Show that your written supervision policy states that:
› Sta may permit kindergartners and school-age children to leave
the teacher’s supervision (out of sight and sound) for no more
than 10 minutes so long as the children are in a safe environment
(e.g., go to hall bathroom; report to school nurse oice).
› The teacher checks on any children who do not promptly (within
10 minutes) return to the group as expected or if an adult at
the child’s destination doesn’t conirm his or her arrival.
PP
3D.1
When needed, teachers support children in performing daily
cleanup and maintenance jobs in the classroom.
CO
3D.2
Teachers allow the right amount of time for children to
smoothly transition from one activity to the next.
CO
3D.3
Show two examples of lesson plans in which children learn how the passage
of time across several days can create changes in living or non-living things.
CP
3D.4
Show or describe two examples of how you organize
time or space so children can play or work alone.
CP
3D.5
Show two lesson plans that provide children with
opportunities to engage in group projects.
CP
3D.6
Show two lesson plans that provide children with
opportunities to learn from one another.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
51
Item
Number
Accreditation Assessment Item
Source of
Evidence
3D.7
Show two examples of lesson plans in which children learn how the passage
of time across several weeks can create changes in living or non-living things.
CP
3D.8
Show two examples of lesson plans in which children learn how the passage
of time across months can create changes in living or non-living things.
CP
3D.9
Show or describe two examples of lesson plans in which infants and
toddlers revisit experiences and materials across periods of days or weeks.
CP
3E.1
Teachers rearrange the classroom, when necessary, to
help children explore new concepts or topics.
CO
3E.2
Teachers rearrange the classroom, when necessary,
so children can continue doing an activity.
CO
3E.3
Teachers depart from planned activities if children
show interest in a dierent topic or activity.
CO
3E.4 Teachers adapt their teaching strategies to best it each child’s learning style. CO
3E.5
Teachers modify classroom materials, when
necessary, to it each child’s learning style.
CO
3E.6
When an infant shows interest or pleasure in an activity, teachers help
prolong the activity through encouragement or active involvement.
CO
3E.7
Teachers sometimes customize learning experiences, based
on their knowledge of the children’s social relationships.
CO
3E.8
Show or describe one example of a time you modiied the class
schedule, when necessary, to scaold children’s learning.
CP
3E.9
Show or describe one example of how you intentionally rearranged
classroom equipment, when necessary, to scaold children’s learning.
CP
3E.10
Show or describe one example of how you changed a lesson plan
if children showed interest in a dierent topic or activity.
CP
3E.11
Show or describe one example of how you adapt your teaching
strategies to best it each child’s learning style.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
52
Item
Number
Accreditation Assessment Item
Source of
Evidence
3E.12
Show or describe one example of how you modify classroom
materials, when necessary, to best it each child’s learning style.
CP
3E.13
Show or describe one example of how you have customized a learning
experience based on your knowledge of a child’s ideas and interests.
CP
3E.14
Show or describe one example of how you have customized a
learning experience, based on your knowledge of a child’s skills.
CP
3F.1 Teachers have conversations with the children about their experiences. CO
3F.2
Show two examples of classroom experiences you have
created that involve members of children’s families.
CP
3G.1
As a child reines skills or gains a new skill, teachers ine-tune their
teaching support to advance that child’s further learning (scaolding).
CO
3G.2
As a child reines skills or gains a new skill, teachers advance that child’s
further learning by making the activity a little more diicult (scaolding).
CO
3G.3
Teachers use their knowledge of curriculum content to pose
problems and ask questions that stimulate the children to think.
CO
3G.4
Teachers help children express their ideas about curriculum
content and build on the meaning of their experiences.
CO
3G.5
Teachers help children identify and use what
they already know (prior knowledge).
CO
3G.6
Teachers provide learning experiences that extend and
challenge children’s current understanding of the world.
CO
3G.7
Show one example of how you have made activities a little
more diicult, as children reine skills or gain new skills, to
advance each child’s further learning (scaolding).
CP
3G.8
Show one lesson plan that extends and challenges
children’s current understanding of the world.
CP
3G.9
Show or describe two examples of how you engage in collaborative
inquiry with individual children and/or with small groups of children.
CP
3G.10
Show or describe one lesson plan of a skill you taught by
breaking it down into meaningful and achievable parts.
CP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
53
STANDARD 4
Assessment of Child Progress
Deinition of Standard 4Assessment of Child Progress
The program uses a variety of formal and informal assessment approaches to
provide information on children’s learning and development. These assessments
occur in the context of reciprocal communications between teachers and families,
and with sensitivity to the cultural contexts in which children are developing. The
program uses assessment results to inform decisions about the children in their
care, to improve teaching practices, and to drive program improvement.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
54
Rationale
Teachers’ knowledge of each child helps them to plan an appropriately challenging
curriculum and to tailor instruction that responds to each child’s strengths and
needs. Further, systematic assessment is essential for identifying children who may
benet from more intensive instruction or intervention or who may need additional
developmental evaluation. This information ensures that the program meets its
goals for children’s learning and developmental progress as well as informs program
improvement eorts.
The Assessment of Child Progress Standard is made up of ve topic areas (4.A, 4.B,
4.C, 4.D, and 4.E).
Topic Areas
› 4.A—Creating an Assessment Plan
› 4.B—Using Appropriate Assessment Methods
› 4.C—Identifying Children’s Interests and Needs
and Describing Children’s Progress
› 4.D—Adapting Curriculum, Individualizing Teaching,
and Informing Program Development
› 4.E—Communicating With Families and Involving
Families in the Assessment Process
4.ACreating an Assessment Plan
Topic 4.A addresses the need for assessment plans that describe assessment
purposes, methods, and uses of the results.
Recommended Best Practices
For children of all ages, it is important for programs to conduct assessments of their
progress. Assessments are used to support children’s learning and are conducted
using a variety methods, such as observations, checklists, rating scales, and
individually administered tests.
Programs should have a written child assessment plan that describes the purposes
of assessments and procedures, and how the results of assessments are to be used.
Assessments may have multiple purposes. They may be conducted to identify children’s
interests and needs and to describe their developmental progress and learning. Child
assessments may be used to inform curriculum improvement or to plan program
improvement. Teachers may learn from assessments how they need to adapt their
teaching practices or their learning environments. Child assessments are a means to
communicate with families. Developmental screenings such as the Mullen Scales of
Early Learning, DIAL 3, DENVER II, Ages and Stages, ESP: Early Screening Proles,
and ESI-R (Early Screening Inventory) are a form of assessment. When indicated, the
results of a child assessment may lead to a referral for diagnostic assessment.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
55
Well-articulated child assessment plans should also address the conditions under
which children will be assessed; when and how frequently assessments occur; the
condentiality of assessment records; ways families may contribute to the assessment
process; and how the program shares assessment results with families.
4.BUsing Appropriate Assessment Methods
Topic 4.B addresses the importance of choosing assessments that look at all
aspects of children’s development and that are sensitive to family backgrounds and
children’s special needs.
Recommended Best Practices
It is important that teaching sta share an understanding of the purposes, values,
and uses of assessments in their program, and can explain these to others. Programs
should use a variety of assessment methods that are meaningful and accurate.
Choose assessment methods that are sensitive to, and informed by, family culture
and experiences, children’s abilities and disabilities, and children’s home language(s).
Conduct assessments in settings familiar to the children.
Assessments should be comprehensive. Obtain information on all areas of children’s
development and learning, including cognitive skills, language, social and emotional
development, approaches to learning, health, and physical development (including
self-help skills).
Programs may choose to use norm-referenced, standardized tests. If used, the
primary purpose of these kinds of assessments should be to seek information about
NAEYC Early Learning Program Accreditation Standards and Assessment Item
56
children’s eligibility for special services or to collect information about overall program
eectiveness. When a program uses these types of published assessment instruments, a
program professional must read and evaluate information from the publisher about the
standardization sample, standardization procedures, scoring, reliability, and validity,
to ensure that the results obtained with the instruments are valid for the program’s
purposes. Norm-referenced assessments should be employed in combination with
informal classroom-based assessment methods, such as observation, checklists, rating
scales, and work sampling. Informal assessments may also come from a published
source or may be developed by the sta of the program.
Sta-developed assessment methods typically include child portfolios, observation
notes, and checklists. If sta-developed assessment methods are used, they should
align with curriculum goals and provide an accurate picture of all children’s abilities
and progress. Sta must ensure that these types of assessments are appropriate and
valid. They must provide meaningful and stable results for all learners, including
dual language learners and children with special needs. Sta-developed assessment
methods should provide teachers with clear ideas for curriculum development and
daily planning and should be regularly reviewed to be certain that they are providing
the needed information.
4.CIdentifying Children’s Interests and Needs
and Describing Children’s Progress
Topic 4.C addresses the need for developmental screening and assessment of each
child, which is conducted by teachers who have the expertise and skill to integrate
the information into curriculum goals.
Recommended Best Practices
All children enrolled in the program should receive developmental screening within
three months of program entry. Screening instruments should meet professional
standards for standardization, reliability, and validity and have normative scores
available on a population relevant to the child being screened. Developmental
screening should include assessment of children’s health status and their sensory,
language, cognitive, gross motor, ne motor, and social and emotional development.
Programs should also have a plan for evaluating the eectiveness of the screening
program. Results of developmental screenings are used to make referrals to
appropriate professionals, when indicated. Program sta should have methods for
following up on any referrals made as a result of developmental screenings.
Teachers should be among those who assess the developmental progress of each child.
Sta who know and work with the children in dierent ways can collect information
across the full range of children’s experiences. Teachers are also best positioned to
refer back to curriculum goals and developmental expectations when interpreting
assessment data.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
57
4.DAdapting Curriculum, Individualizing Teaching,
and Informing Program Development
Topic 4.D emphasizes regular observation of children to gather information
to help teachers make decisions about teaching practices and curriculum
development.
Recommended Best Practices
Child assessments are best conducted by teachers or others who know the children
and are able to observe their strengths, interests and needs on an ongoing basis.
Child assessments should be regularly conducted to inform classroom instruction,
and to make sound decisions about curriculum content, teaching approaches, and
personal interactions. Teaching teams should meet at least weekly to interpret
assessment results and use them to align class curriculum and teaching practices
with the interests and needs of the children. Assessment results should also be used
to design goals for individual children and to individualize learning activities and
teaching approaches. Teachers and other professionals associated with the program
also use assessment results to inform the program’s curriculum development, guide
curriculum planning, and monitor progress. Teachers of infants talk to, observe,
and interact with them to assess development and encourage use of language (e.g.,
smiles, sounds, eye contact, and cooing). These observations are used to modify the
curriculum, interactions, and care. For older children (toddlers, twos, preschoolers,
and kindergartners), teachers talk with, interact with, and observe individual
children and encourage their use of language to assess their strengths, interests,
and needs. They use the information gathered to plan and modify the curriculum
and their teaching.
4.ECommunicating With Families and Involving
Families in the Assessment Process
Topic 4.E discusses the importance of communicating with families about all the
areas of their child’s development, using both formal and informal opportunities
to exchange information and to make them aware of condentiality and
disclosure policies.
Recommended Best Practices
Sta work to ensure that families are comfortable with the assessment method(s)
including classroom-based assessments, standardized tests, developmental
screenings, diagnostic evaluations, or any other assessment methods used in the
program.. Programs should provide families with ongoing opportunities to share
the results of observations at home to contribute to the assessment process. In
turn, programs should provide information to family members—either verbally or
in writing—about their child’s development and learning at least quarterly, with
written reports at least twice a year. Teachers, families, and relevant specialists
NAEYC Early Learning Program Accreditation Standards and Assessment Item
58
must have regular opportunities to participate in conferences to discuss each child’s
progress, accomplishments, and diculties both in the classroom and at home.
Teaching sta should use the conferences to plan further learning activities.
Families should be given information about the choice, scoring, and interpretation
of screening and assessment methods. The information includes the purpose and
use for which an assessment is designed, the interpretation of the results, and the
meaning of the results in terms of future learning opportunities for their child. The
program should inform families about the way teaching sta or others have been
trained to use assessment procedures and interpret results, as well as the conditions
under which their child will be assessed (e.g., group size, time constraints,
familiarity with adults involved). All families should have access to, or information
about, the specic instruments used.
Communications with families about their child’s assessments should be sensitive
to family values, culture, identity, and home language. The program sta should
provide families with a full explanation of condentiality. This includes listing
who will have access to individual child screening and assessment results (as well
as the reasons for their access), sharing regulations governing access to les and
familial rights, and explaining the procedures used to keep individual child records
condential. Often the individuals who have access to assessment records includes
the child’s classroom teaching sta, program administrative sta, state licensing
sta and other program quality assurance professionals (Head Start validators,
NAEYC assessors, QRIS TAs). Families should receive a full explanation of how
and why children’s individual screening results and assessment information will be
represented, used, and interpreted.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
59
Item
Number
Accreditation Assessment Item
Source of
Evidence
4A.1
Show that your written child assessment plan describes
how children are assessed (e.g., by whom; in groups or
individually; timeline; familiarity with adults involved).
PP
4A.2
Show that in your written child assessment plan, one stated purpose of
assessments is to inform planning for overall program improvements.
PP
4B.1
If child portfolios are used as an assessment method, show or describe
how you make it meaningful and relevant for dual language learners.
CP
4B.2
If child portfolios are used as an assessment method, show or describe
how the results are used to create activities or lesson plans.
CP
4B.3
If child portfolios are used as an assessment method, show or explain how
you make it meaningful and relevant for children with special needs.
CP
4C.1
Show one example of how you refer to curriculum
goals when interpreting assessment data.
CP
4C.2 Show that the children receive a vision and hearing screening. PP
4C.3
Show that the children receive a developmental screening
that evaluates language, cognitive, gross motor, ine
motor, and social and emotional development.
PP
4D.1
Show two examples of how information from an observational assessment
you conducted was used to create an individualized activity.
CP
4D.3
Show or describe two examples of how you modify your interactions and
caretaking routines for infants, based on observations or anecdotal notes.
CP
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
Accreditation Assessment Items for Standard 4Assessment of Child Progress
NAEYC Early Learning Program Accreditation Standards and Assessment Item
60
Item
Number
Accreditation Assessment Item
Source of
Evidence
4D.4
Show that teaching sta (teachers and assistant teachers)
are scheduled for collaborative planning time at least weekly,
during which they do not supervise awake children.
PP
4D.5
Show or describe how teaching teams use child assessment
outcomes to design activities or lesson plans that
meet the needs and interests of the children.
PP
4D.6
Show or describe how teaching teams adjust their teaching
strategies to meet the needs and interests of the children based
on information gained from child assessment outcomes.
PP
4D.7
Show two examples of observational assessments you conducted,
in which you noted a child’s strengths, interests, and needs.
CP
4E.1
Show or describe two examples of how you provide ongoing
opportunities for families to contribute their observations
from home to the child assessment process.
CP
4E.2
Show that your written child assessment plan states that
families are provided written reports about their child’s
development and learning at least two times a year.
PP
4E.3
Show that your written child assessment plan provides families
an opportunity to raise questions or concerns about how the
assessment methods will meet their child's needs.
PP
4E.4
Show that you provide families with information about how teaching
sta or others have been trained to conduct child assessments.
PP
4E.5
Provide two examples of the written child assessment
reports that are shared with families (completed within
the past year; identifying information obscured).
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
61
STANDARD 5
Health
Deinition of Standard 5Health
The program promotes the nutrition and health of children and protects
children and sta from illness.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
62
Rationale
To benet from education and optimize quality of life, children need to be as healthy
as possible. Health is a state of complete physical, oral, mental, and social well-
being and not merely the absence of disease or inrmity (World Health Organization
1948). Children 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.
Although some degree of risk taking is desirable for learning, a quality program
prevents hazardous practices and environments that are likely to result in adverse
consequences for children, sta, families, or communities.
The Health Standard is made up of three topic areas (5.A, 5.B, and 5.C).
Topic Areas
› 5.A—Promoting and Protecting Children’s Health
and Controlling Infectious Disease
› 5.B—Ensuring Children’s Nutritional Well-Being
› 5.C—Maintaining a Healthful Environment
5.APromoting and Protecting Children’s Health
and Controlling Infectious Disease
Topic 5.A addresses practices for health promotion and protection for children and
adult sta in the program, including plans and policies concerning immunization,
communicable disease, and CPR and rst-aid training, as well as standards
for diapering, hand washing, feeding, dispensing medication, and using health
professionals.
Recommended Best Practices
Health records
The program maintains current health records for each child: within six weeks of
a child beginning the program, and as age appropriate thereafter, health records
document the dates of services to show that the child is current for routine screening
tests and immunizations according to the schedule recommended, published in print,
and posted on the websites of the American Academy of Pediatrics, the Centers for
Disease Control and Prevention (CDC), and the Academy of Family Practice. When
a child is overdue for any routine health services, parents, legal guardians, or both
provide evidence of an appointment for those services before the child’s entry into
the program and as a condition of remaining enrolled in the program, except for
any immunization for which parents are using a religious exemption. Child health
records include current information about any health insurance coverage required
for treatment in an emergency; results of health examinations, showing up-to-
date immunizations and screening tests with an indication of normal or abnormal
results and any follow-up required for abnormal results; current emergency contact
NAEYC Early Learning Program Accreditation Standards and Assessment Item
63
information that is kept up-to-date by a specied method during the year; names
of individuals authorized by the family to have access to health information about
the child; instructions for all of the child’s special health needs, such as allergies
and chronic illness (e.g., asthma, hearing or vision impairments, feeding needs,
neuromuscular conditions, urinary or other ongoing health problems, seizures,
diabetes); supporting evidence for cases in which the child is under-immunized
due to a medical condition (documented by a licensed health professional) or the
family’s beliefs. If a vaccine-preventable disease to which children are susceptible
occurs in the program, sta promptly implement a plan to exclude the child who is
under-immunized.
Health consultants
The program has and implements a written agreement with a health consultant who
is either a licensed pediatric health professional or a health professional with specic
training in health consultation for early learning programs. For programs serving
children older than 2, the health consultant visits at least two times a year and as
needed. Where infants, toddlers, and twos are in care, the health consultant visits
the program at least four times a year and as needed. The health consultant observes
program practices and reviews and makes recommendations about the program’s
practices and written health policies to ensure health promotion and prevention
of infection and injury. The consultation addresses physical, social and emotional,
nutritional, and oral health, including the care and exclusion of ill children. Unless
the program participates in the United States Department of Agriculture (USDA)
Child and Adult Care Food Program (CACFP), at least two times a year a registered
dietitian or pediatric public health nutritionist evaluates the menus for nutritional
content; portion sizes; nationally recommended limits on juice, sugar, sodium,
and saturated fats; food service operations; special feeding needs to be met by the
program; and procedures used for food brought from home. The program documents
compliance and implements corrections according to the recommendations of the
consultant (or consultants).
Sta training and program practices in the event of illness
At least one sta member who has a certicate showing satisfactory completion of
rst aid training and satisfactory completion of pediatric CPR (cardiopulmonary
resuscitation) is always present with each group of children.
The program follows these practices in the event of illness: If an illness prevents a child
from participating comfortably in activities or creates a greater need for care than the
sta can provide without compromising the health and safety of other children, or if
a child’s condition is suspected to be contagious and requires exclusion (e.g., chicken
pox, inuenza, whooping cough), as identied by public health authorities, then the
child is made comfortable in a location where she or he is supervised by a familiar
caregiver. If the child is suspected of having a contagious disease, then until she or he
can be picked up by the family, the child is located where other individuals will not be
NAEYC Early Learning Program Accreditation Standards and Assessment Item
64
exposed. The program immediately noties the parent, legal guardian, or other person
authorized by the parent, when a child has any sign or symptom that requires exclusion
from the program (e.g., head lice, measles, impetigo, chicken pox). A program that
allows children or sta who are ill to remain in the program implements plans that
have been reviewed by a health professional about the levels and types of illness that
require exclusion, how care is provided for those who are ill but who are not excluded,
and when it is necessary to require consultation and documentation from a health care
provider for an ill child or sta member.
Sta and teachers provide information to families verbally and in writing about any
unusual level or type of communicable disease to which children were exposed, signs
and symptoms of the disease, mode of transmission, period of communicability,
and control measures that are being implemented at the program and that families
should implement at home. The program has documentation that it has cooperative
arrangements with local health authorities and has, at least annually, made contact
with those authorities to keep current on relevant health information and to arrange
for obtaining advice when outbreaks of communicable disease occur.
Outdoor activities
Children of all ages have daily opportunities for outdoor play (when weather, air
quality, and environmental safety conditions do not pose a health risk). To ensure air
quality in the outdoor learning environment, programs should have a written policy
that vehicles (buses as well as families’ automobiles) do not idle in the program’s
parking areas, unless they must do so in extreme temperatures to heat or cool car
systems or interiors.
When children are outdoors, they are protected against cold, heat, sun injury, and
insect-borne disease. To protect against cold, the program ensures that children
wear clothing that is dry and layered for warmth. To protect against heat and sun
injury, children have the opportunity to play in the shade. When in the sun, they wear
NAEYC Early Learning Program Accreditation Standards and Assessment Item
65
sun-protective clothing (e.g., broad-brim hats, long sleeve shirts, full length pants/
skirts), applied skin protection, or both. Applied skin protection will be non-aerosol
broad-spectrum sunscreen or sunblock with UVB and UVA protection of SPF 15 or
higher that is applied to exposed skin (only with written parental permission to do
so). When public health authorities recommend use of insect repellents due to a high
risk of insect-borne disease, only repellents containing DEET are used, and these are
applied only on children over 2 months of age. Do not use a product that combines
sunscreen and insect repellent. Sta apply insect repellent no more than once a day
and only with written parental permission.
When outdoor opportunities for large motor activities are not possible because of
conditions, the program provides similar activities inside. Indoor equipment for large
motor activities meets national safety standards and is supervised at the same level
as outdoor equipment.
Diapering
For children who are unable to use the toilet consistently, the program makes sure that
the facility is equipped to change diapers and soiled clothing in safe and sanitary fashion.
Sta members whose primary function is preparing food do not change diapers until
their food preparation duties are completed for the day. Diapers, underwear, and other
clothing are changed when wet or soiled. Sta check children for signs that diapers
or pull-ups are wet or contain feces when sleeping children awaken, and they check
at least every two hours when children are awake. Sta change children’s diapers or
soiled underwear in the designated changing areas and not elsewhere in the facility. At
all times, caregivers have a hand on the child when the child is being changed on an
elevated surface. In the changing area, sta post and follow changing procedures. These
procedures are used to evaluate teaching sta who change diapers.
Each changing area is separated by a partial wall or is located at least three feet from
other areas that children use and is used exclusively for one designated group of children.
Changing areas may include changing tables, bathrooms, curtained or semiprivate nooks
or corners within larger classroom spaces. For kindergartner and school-age children,
the program may use an underclothing changing area designated for and used only by
these age groups. Surfaces used for changing and on which changing materials are placed
are not used for other purposes, including temporary placement of other objects—and
especially not for any object involved with food or feeding. Diaper bins—containers that
hold soiled diapers and diapering materials—must have a lid that opens and closes tightly
by using a hands-free device (e.g., a step can), or be in-counter, drop-in bins allowing for
hands-free disposal. Containers must be kept closed, and both the inside and outside of
the bin must not be accessible to children.
For children who require cloth diapers, the diaper should have an absorbent inner
lining completely contained within an outer covering made of waterproof material
that prevents the escape of feces and urine. Both the diaper and the outer covering
are changed as a unit. Cloth diapers and clothing that are soiled by urine or feces are
NAEYC Early Learning Program Accreditation Standards and Assessment Item
66
immediately placed in a plastic bag (without rinsing or avoidable handling) and sent
home that day for laundering.
Hand washing
Proper hand-washing technique is followed by adults and children and includes using
liquid soap and running water; rubbing hands vigorously for at least 20 seconds,
including backs of hands, wrists, between ngers, under and around any jewelry, and
under ngernails; rinsing well; drying hands with a paper towel, a single-use towel,
or a dryer; and avoiding touching the faucet with just-washed hands (e.g., using a
paper towel to turn o water).
The program follows consistent practices regarding hand washing. Sta members
and children who are developmentally able to learn about personal hygiene are
taught hand-washing procedures and are periodically monitored. Hand washing
is required by all sta, volunteers, and children when it would reduce the risk of
transmission of infectious diseases to themselves and to others, as described in the
next paragraph. Sta assist children with hand washing as needed to successfully
complete the task. Children wash either independently or with sta assistance.
Children and adults wash their hands upon arrival for the day; after diapering or
using the toilet (use of wet wipes is acceptable for infants); after handling body uids
(e.g., blowing or wiping a nose, coughing on a hand, or touching any mucus, blood, or
vomit); before meals and snacks, before preparing or serving food, and after handling
any raw food that requires cooking (e.g., meat, eggs, poultry); after playing in water
that is shared by two or more people; after handling pets and other animals or any
materials such as sand, dirt, or surfaces that might be contaminated by contact with
animals; and when moving from one group to another (e.g., visiting) when it involves
contact with infants, toddlers, and twos. Adults also wash their hands before and after
feeding a child, before and after administering medication, after assisting a child with
toileting, and after handling garbage or cleaning.
Except when handling blood or body uids that might contain blood (when wearing
gloves is required), wearing gloves is an optional supplement to, but not a substitute
for, hand washing in any required hand-washing situation listed above. Sta wear
gloves when contamination with blood may occur. Sta do not use hand-washing
sinks for bathing children or for removing smeared fecal material. In situations in
which sinks are used for both food preparation and other purposes, sta clean and
sanitize the sinks before using them to prepare food. For children over 24 months
and for adults, hand hygiene with an alcohol-based sanitizer with 60% to 95% alcohol
is an alternative to traditional hand washing with soap and water when visible soiling
is not present.
Children’s medications
Safeguards are used with all medications for children. All medications are kept in
a locked container with the exception of medications that must be readily available
NAEYC Early Learning Program Accreditation Standards and Assessment Item
67
such as epi-pens, asthma inhalers, sunscreen, lotions, or diaper creams. These
medications must be stored in a safe manner that is inaccessible to children while
also allowing quick access by trained sta. Sta administer prescription or over-
the-counter medication to a child only if the child’s record documents that the
parent or legal guardian and a licensed health provider have given the program
written permission. Written permission is also obtained from parents or legal
guardians to apply skin protectants and cosmetics to children. This includes such
items as insect repellents, sunburn relief gels, sunscreens, diaper creams, lip balms,
moisturizers, toothpastes, deodorants, perfumes, and ngernail polish. The child’s
record includes instructions from the licensed health provider who has prescribed or
recommended medication for that child; alternatively, the licensed health provider’s
oce may give instructions by telephone to the program sta. Any administrator
or teaching sta who administers medication has (a) specic training in and (b) a
written performance evaluation, updated annually by a health professional, on the
ve correct practices of medication administration: (1) verifying that the right child
receives the (2) right medication (3) in the right dose (4) at the right time (5) by the
right method, with documentation of each time the medication is given. The person
giving the medication signs documentation of items (1) through (5) above. Teaching
sta who are required to administer special medical procedures have demonstrated
to a health professional that they are competent in the procedures and are guided in
writing about how to perform the procedure by the prescribing health care provider.
Medication is labeled with the child’s rst and last names; the date that either the
prescription was lled or the recommendation was obtained from the child’s licensed
health care provider; the name of the licensed health care provider; the expiration
date of the medication or the period of use of the medication; the manufacturer’s
instructions or the original prescription label that details the name and strength of
the medication; and instructions on how to administer and store it.
Water play
Precautions are taken to ensure that communal water play does not spread infectious
disease. No child drinks the water. Children with sores on their hands are not
permitted to participate in communal water play. Fresh potable water is used, and
the water is changed before a new group of children comes to participate in the water
play activity. When the activity period is completed for each group of children, the
water is drained. Alternatively, fresh potable water ows freely through the water
play table and out through a drain in the table.
Infants, toddlers, and twos do not have access to large buckets that contain liquid.
Sudden infant death syndrome
To reduce the risk of sudden infant death syndrome (SIDS), infants, unless
otherwise ordered by a physician, are placed on their backs to sleep on a rm surface
manufactured for sale as infant sleeping equipment that meets the standards of
the United States Consumer Product Safety Commission. Common infant sleep
NAEYC Early Learning Program Accreditation Standards and Assessment Item
68
equipment includes cribs, play yards (pack n’ play), cots, mats, Montessori oor
beds, and bassinets. Sleep positioners such as bolsters, wedges, rolled blankets, and
elevated crib mattresses are not used on a temporary or permanent basis without
written authorization from a physician. Pillows, quilts, comforters, sheepskins,
stued toys, and other soft items are not allowed in cribs or sleep equipment
for infants younger than 12 months. Blankets are not allowed in cribs or sleep
equipment for infants younger than 12 months. The infant’s head remains uncovered
during sleep. After being placed down for sleep on their backs, infants may then
be allowed to assume any comfortable sleep position when they can easily turn
themselves from the back position. Infants that fall asleep in equipment not designed
for sleeping (e.g., car safety seats, swings, bouncers, strollers, or highchairs) are
promptly removed from the equipment and placed in an age-appropriate sleep
surface such as a crib, cot, or bassinet.
Feeding
Infants younger than 12 months are held for bottle feeding. All others sit or are held
to be fed. Infants, toddlers, and twos do not have bottles while in a crib or bed and
do not drink from propped-up bottles anytime. After each feeding, an infant’s teeth
and gums are wiped with a disposable tissue (or a clean, soft cloth used only for one
child and laundered daily) to remove liquid that coats the teeth and gums. Toddlers
and twos do not carry bottles, sippy cups, or regular cups with them while crawling
or walking. Teaching sta oer children uids from a cup as soon as the families and
teachers decide together that a child is developmentally ready to use a cup.
At least once daily in a program where children older than 1 year receive two or more
meals, teaching sta provide an opportunity for tooth brushing to remove food and
plaque. (The use of toothpaste is not required.)
NAEYC Early Learning Program Accreditation Standards and Assessment Item
69
5.BEnsuring Children’s Nutritional Well-Being
Topic 5.B addresses children’s nutrition, including food-serving practices, menus,
health requirements, refrigeration requirements, and food allergies.
Recommended Best Practices
Because nutritional well-being is fundamental to children’s development and learning,
nutrition practices must be embodied in written program policies that are shared with
sta and families and implemented consistently through well-developed procedures.
Food Safety
Clean, sanitary drinking water is made available to children throughout the day.
Infants who are fed only human milk do not need to be oered water. Liquids and
foods that are hotter than 110 degrees Fahrenheit are kept out of children’s reach.
The program prepares written menus, posts them where families can see them, and
has copies available for families. The program serves meals and snacks at regularly
established times. Meals and snacks are at least two hours apart but not more than
three hours apart. Menus are kept on le for review by the nutrition consultant. The
program documents compliance and any corrections that it has made, in accordance
with the recommendations of the program’s health consultant, nutrition consultant,
or sanitarian, that reect consideration of federal and other applicable food safety
standards.
The program takes steps to ensure food safety in its provision of drinks, meals,
and snacks. If the program provides food for meals and snacks (whether catered or
prepared on-site), the food is prepared, served, and stored in accordance with the
USDA Child and Adult Care Food Program guidelines. Sta do not oer children
younger than 4 years these foods: hot dogs, whole or sliced into rounds; whole
grapes; nuts; popcorn; raw peas; hard pretzels; spoonfuls of peanut butter; or chunks
of raw carrots or meat larger than can be swallowed whole. Sta cut foods into pieces
no larger than 1/4-inch square for infants and 1/2-inch square for toddlers and
twos, according to each child’s chewing and swallowing capability. All fresh fruits
and vegetables are thoroughly washed prior to eating, to avoid possible exposure to
pesticides and bacteria. Sta discard foods with expired dates.
Sta also take steps to ensure the safety of food brought from home. They work
with families to ensure that foods brought from home meet the USDA’s CACFP food
guidelines. All foods and beverages brought from home are labeled with the child’s
name and the date. Sta make sure that food requiring refrigeration stays cold until
served. Food is provided to supplement food brought from home, if necessary. Food
that comes from home for sharing among the children must be either whole fruits or
commercially prepared packaged foods in factory-sealed containers. For all infants
and for children with disabilities who have special feeding needs, program sta
keep a daily record documenting the type and quantity of food a child consumes and
NAEYC Early Learning Program Accreditation Standards and Assessment Item
70
provide families with that information. If the program provides food to infants, then
the program sta work with families (who are informed by their child’s health care
provider) to ensure that the food is based on the infant’s individual nutritional needs
and developmental stage.
To protect against lead exposure, no imported, old, or handmade pottery is used to
cook, store, or serve food or drinks. To protect against harmful plastics, sta never
use plastic or polystyrene (Styrofoam™) containers, plates, bags, or wraps when
microwaving children’s food or beverages. Sta choose and use dish wares (including
baby bottles, sippy cups, and drinking cups) made of glass (covered with a silicone
sleeve to prevent breakage) or polypropylene/polyethylene options. Sta discard
plastic, ceramic, or glass dishes and containers that are chipped, cracked or scratched.
Special Feeding Needs
For each child with special health care needs or food allergies or special nutrition
needs, the child’s health care provider gives the program an individualized care plan
that is prepared in consultation with family members and specialists involved in the
child’s care. The program protects children with food allergies from contact with the
problem food. The program asks families of a child with food allergies to give consent
for posting information about that child’s food allergy and, if consent is given, then
posts that information in the food preparation area and in the areas of the facility the
child uses, so it is a visual reminder to all those who interact with the child during the
program day.
Infant Feeding
Teaching sta who are familiar with an infant feed him or her whenever the infant
seems hungry. Feeding is not used in lieu of other forms of comfort. The program
supports breastfeeding by accepting, storing, and serving expressed human milk for
feedings. Human milk is received in ready-to-feed sanitary containers labeled with
the infant’s full name, the date, and the time the milk was expressed. The bottles or
containers should immediately be stored in the refrigerator on arrival and stored at
the following temperatures and for the following duration times, according to the
date that the milk was expressed:
› Refrigerator at 39 degrees Fahrenheit: 5 days
› Freezer at 5 degrees Fahrenheit: 2 weeks
› Freezer compartment with separate doors at 0 degrees Fahrenheit: 3–6 months
› Chest or upright deep freezer at -4 degrees Fahrenheit: 6–12 months
Sta gently mix, not shake, the milk before feeding to preserve special infection-
ghting and nutritional components in human milk. The program provides
a comfortable place for breastfeeding and coordinates feedings with the
infant’s mother.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
71
No milk, including human milk, and no other infant foods are warmed in a microwave
oven. If formula is served, sta serve only formula that comes to the facility in factory-
sealed containers (e.g., ready-to-feed powder or concentrate formulas and baby food
jars) prepared according to the manufacturer’s instructions. If solid food is served,
parents may bring solid food prepared at home for use by their child, or the program
may prepare solid infant food in the facility. Bottle feedings do not contain solid foods
unless the child’s health care provider supplies written instructions and a medical
reason for this practice. Sta discard after two hours any formula or human milk that
is served but not completely consumed or is not refrigerated. If sta warm formula or
human milk, the milk is warmed in water at no more than 120 degrees Fahrenheit for
no more than ve minutes.
The program does not feed cow’s milk to infants younger than 12 months. The program
serves whole or reduced fat cow’s milk to children ages 12 months to 24 months.
Teaching sta do not oer solid foods to infants younger than 4 months, unless that
practice is approved by families. Sweetened beverages such as “juice beverages,” “juice
drinks,” or “juice cocktails” of less than 100% juice; sweetened iced-tea; carbonated
soft drinks; and powdered drink mixes are avoided. If juice (only 100% fruit juice is
recommended) is served, it is served only to infants 12 months and older, and the
amount is limited to no more than four ounces per child daily.
5.CMaintaining a Healthful Environment
Topic 5.C addresses issues related to maintaining an environment that supports the
health of children and sta.
Recommended Best Practices
The routine frequency of cleaning and sanitizing all surfaces in the facility takes place
as indicated in NAEYC’s “Cleaning, Sanitizing, and Disinfecting Frequency Table.”
Ventilation and cleaning are used, rather than sprays, air freshening chemicals,
or deodorizers, to disperse odors in inhabited areas of the facility and in custodial
closets. Scented or unscented candles and air fresheners such as potpourri, plug-ins,
essential oils, incense, sprays, diusers, and mists are not used, and use of personal
fragrances is discouraged.
When cleaning, fragrance-free, 3rd party certied (www.ecologo.org, www.epa.gov/
saferchoice, OR www.greenseal.org), least-toxic products are used. When disinfecting
or sanitizing, chlorine bleach and other disinfecting and sanitizing products are EPA-
registered, used only for their intended purpose, and in strict accordance with all
label instructions. Chlorine bleach solution is mixed fresh daily. Concentration and
bleach/water solution ratio is posted.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
72
Procedures for standard precautions are used and include the following:
› Surfaces that may come in contact with potentially infectious body uids
must be disposable or made of a material that can be sanitized.
› Sta use barriers and techniques that reduce the spread of infectious
disease and that minimize contact of mucus membranes or of
openings in skin with potentially infectious body uids.
› When spills of body uids occur, sta clean them up
immediately with detergent followed by water rinsing.
› After cleaning, sta sanitize nonporous surfaces by using the procedure
for sanitizing designated diaper-changing surfaces described in
NAEYC’s “Cleaning, Sanitizing, and Disinfecting Frequency Table.”
› Sta clean rugs and carpeting by blotting, spot cleaning with a
detergent-disinfectant, and shampooing or steam cleaning.
› Sta dispose of contaminated materials and diapers in a plastic bag
with a secure tie, then place the bag in a closed container.
A toy that a child has placed in his or her mouth or that is otherwise contaminated by
body secretion or excretion (e.g., blood, saliva, urine, feces, vomit, or mucus) is either
to be washed by hand using water and detergent, then rinsed, sanitized, and air dried
or washed and dried in a mechanical dishwasher before it can be used by another
child. Sta maintain areas used by sta or children who have allergies or any other
special environmental health needs according to the recommendations of health
professionals. Before walking on surfaces that infants use specically for play, adults
and children remove, replace, or cover with clean foot coverings any shoes they have
worn outside that play area. If children or sta are barefoot in such areas, their feet
are visibly clean.
Classroom pets or visiting animals appear to be in good health. Pets or visiting
animals have documentation from a veterinarian or an animal shelter to show that
the animals are fully immunized (if the animal should be so protected) and that the
animal is suitable for contact with children. Teaching sta supervise all interactions
between children and animals and instruct children on safe behavior when in close
proximity to animals. Program sta make sure that any child who is allergic to a type
of animal is not exposed to that animal. Reptiles are not allowed as classroom pets
because of the risk of salmonella infection.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
73
Item
Number
Accreditation Assessment Item
Source of
Evidence
5A.1 Program sta change diapers or training pants when wet or soiled. CO
5A.2
Each designated changing area is separated by a partial wall OR is
located at least three feet from other areas that children use.
CO
5A.3
All diaper bins have a lid that opens and closes tightly
using a hands-free device (e.g., step can).
CO
5A.4 Children cannot access diaper bins. CO
5A.5 Both children and adults wash or sanitize their hands before meals and snacks. CO
5A.6
Both children and adults wash or sanitize their hands after
playing in water that is shared by two or more people.
CO
5A.7 Both children and adults wash their hands after touching sand or dirt. CO
5A.8 Adults wash or sanitize their hands before and after feeding a child. CO
5A.9
When washing their hands, adults and children rub their hands vigorously
for at least 20 seconds, including back of hands, wrists, between
ingers, under and around any jewelry, and under ingernails.
CO
5A.10
Required; Must
Be Met to Earn
and Maintain
Accreditation
Teaching sta place infants on their backs to sleep, without the
use of infant sleep positioners, unless ordered by a physician.
CO
5A.11
Teachers only place infants to sleep in equipment
that is speciically designed for infant sleep.
CO
5A.12
When infants arrive to the program asleep, or fall asleep, in
equipment not speciically designed for infant sleep, the infant is
removed and placed in appropriate infant sleep equipment.
CO
Accreditation Assessment Items for Standard 5Health
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
74
Item
Number
Accreditation Assessment Item
Source of
Evidence
5A.13
If any child in the program is underimmunized, show one
example of a form that documents this and explains why.
PP
5A.14
Show a written procedure for promptly excluding any
underimmunized child if a vaccine-preventable disease to
which children are susceptible occurs in the program.
PP
5A.15
Provide your classroom staing patterns and sta CPR and irst-
aid training records that show that at least one sta member
currently certiied in irst-aid and pediatric CPR is always
scheduled to be present with each class of children.
PP
5A.16
Show how you document that written permission from families is
required to allow sta to apply sunscreen to their child(ren).
PP
5A.17
Show that your diapering policy instructs sta to check for and change
wet or soiled diapers or training pants when a child wakes up from a nap.
PP
5A.18
For children in diapers, show that each diaper changing table
is used exclusively by one designated class of children.
PP
5A.19
Show that your written hand-hygiene policy instructs
adults to wash or sanitize their hands
› Before and after feeding a child
› Before and after administering medication
› After handling garbage
› After cleaning
PP
5A.20
Show that sta who administer medication have
completed speciic training to do so.
PP
5A.21
Show or describe how
› Most medications are kept in a locked container
› Medications that must be readily available are stored in a safe manner,
inaccessible to children, while allowing for quick access by sta
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
75
Item
Number
Accreditation Assessment Item
Source of
Evidence
5A.22
Show that your written infant sleep policy includes the following elements:
› Sta must place infants younger than 12 months on their backs to sleep,
without the use of infant sleep positioners, unless ordered by a physician
› If infants arrive to the program asleep, or fall asleep, in equipment
not speciically designed for infant sleep, the infant is removed
and placed in appropriate infant sleep equipment
PP
5A.23
If your program serves two or more meals a day, show that
your policies and procedures provide children with the
opportunity to brush their teeth at least once daily.
PP
5A.24
Show that your written infant sleep policy states that soft items are not
allowed in cribs or infant sleep equipment for infants younger than 12 months.
PP
5A.25
Show that your program’s written policies discourage idling vehicles (buses,
families’ automobiles) in your parking areas, except if vehicles need to
idle in extreme heat or cold to maintain interior or engine temperatures.
PP
5B.2 Sta do not feed infants in place of other forms of comfort. CO
5B.3
Show that your food safety policy is communicated to sta
and that it lists steps that sta must take to ensure food
safety when providing drinks, meals, and snacks.
PP
5B.4
Show that your food safety policy instructs sta to
discard any foods with expired dates.
PP
5B.5
Show that your feeding policy states that for children of any age with special
feeding needs, and for all infants, sta must do the following each day:
› Document the type and quantity of food the child consumes
› Provide this information to the child’s family
PP
5B.6
Show that your written policies and procedures ensure that breast milk is
labeled with the infant’s full name and the date that the milk was expressed.
PP
5B.7
Show that your written policies and procedures ensure that sta discard
any uninished and unrefrigerated formula or breast milk after two hours.
PP
5B.8
Show that your program's food safety policy instructs sta to
thoroughly wash all fruits and vegetables prior to eating.
PP
5B.9
Show that your program’s food safety policy instructs sta to never
use plastic or polystyrene (Styrofoam™) containers, plates, bags,
or wraps when microwaving children’s food or beverages.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
76
Item
Number
Accreditation Assessment Item
Source of
Evidence
5C.1 Food-serving tables and high chairs are cleaned and sanitized after each use. CO
5C.2
When strong odors occur in the air, they are controlled
using ventilation (not air-freshening sprays).
CO
5C.3
If a child has contaminated a toy with saliva or other body
secretion or excretion, sta set the toy aside for washing in
a bin or in another location created for that purpose.
CO
5C.4
Scented or unscented candles and air fresheners
are not used anywhere in the facility.
PO
5C.5
Show that you have procedures in place to assure that cleaning,
disinfecting, and sanitizing of the facility is carried out as recommended
by NAEYC’s "Cleaning, Sanitizing, and Disinfecting Frequency Table."
PP
5C.6
Show or describe how your program selects and uses fragrance-free
and least-toxic cleaning products for use in your program facility.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
77
STANDARD 6
Sta Competencies, Preparation,
and Support
Deinition of Standard 6Sta Competencies,
Preparation, and Support
The program employs and supports a teaching and administrative sta that
have the qualications, knowledge, and professional commitment necessary
to promote children’s learning and development and to support families’
diverse needs and interests.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
78
Rationale
Established: Children benet most when their teachers have high levels of formal
education and specialized early childhood professional preparation. Teachers who
have specic preparation, knowledge, and skills in child development and early
childhood education are more likely to engage in warm, positive interactions with
children, oer richer language experiences, and create higher quality learning
environments. Opportunities for teaching sta to receive supportive supervision and
to participate in ongoing professional development ensure that their knowledge and
skills reect the profession’s ever-changing knowledge base.
Updated: Children in early learning programs benet most when teaching and
administrative sta have high levels of formal education and specialized professional
preparation. Sta who have specic preparation, knowledge, and skills in child
development and early childhood education are more likely to engage in warm,
positive interactions with children, oer richer language experiences, and create
higher quality learning environments. Opportunities for teaching and administrative
sta to receive supportive supervision and to participate in ongoing professional
development ensure that their knowledge and skills reect the profession’s ever-
changing knowledge base.
The Sta Competencies, Preparation, and Support standard is made up of four topic
areas (6.A, 6.B, 6.C, and 6.D).
Topic Areas
› 6.A—Supportive Work Environment
› 6.B—Professional Identity and Recognition
› 6.C—Qualications of Teaching and Administrative Sta
› 6.D—Ongoing Professional Development
6.ASupportive Work Environment
Topic 6.A encompasses program policies and procedures that support sta well-
being, empowerment, and overall quality of work life.
The work experience is made pleasant and productive when sta are stable, supported,
and well-prepared. The program should have plans and policies to attract and maintain
a consistently qualied, well-trained sta and to reduce sta turnover. Policies and
practices should promote a collaborative, inclusive organizational climate.
Sta are empowered when they fully understand the terms of their employment.
Written personnel and operational policies must be shared with sta. For example,
sta should know the program’s salary scale and the conditions (e.g., length of
service, new degree or credential, additional duties) under which pay increases
are given. Sta should have the opportunity to contribute to the creation of some
personnel and operational policies, and their feedback should be solicited in the
NAEYC Early Learning Program Accreditation Standards and Assessment Item
79
ongoing evaluation of the ecacy of policies. Program governance boards should
include sta representation. Policies should address sta rights and responsibilities,
available training and resources, and expectations for professional behavior.
The physical environment of the program should support sta well-being and
eectiveness. Classrooms and sta rooms should be comfortable, clean, and in good
repair. There must be designated, private or semi-private adult-friendly space in
the facility where sta can take a break away from children, with resources to plan
and prepare materials. For example, a sta break room, a nursing room, resource
room, conference room, reception area, alcove, or unassigned oce can serve this
function. Sta need a secure place to store their personal belongings. The program
facility should include an adult-size bathroom. Each classroom and outdoor learning
environment should include seating that is suitably sized for sta use. Suitable
seating could be a stool, chair, bench, or other seat that is capable of supporting
the adults using that space on a regular basis. Small adults may nd that seating
designed for older children is suitable, while large adults need something larger.
A range of meaningful benets and incentives should be oered to support sta well-
being and eectiveness. When the program employs at least some full-time (35 hours
per week or more) sta, benets should include health insurance, paid employee
leave, and a retirement plan. Retirement plans can be fully or partially funded by the
organization, or the organization may supply the administrative structure through
payroll deductions. Individual retirement accounts (IRA), 401(k)s, prot-sharing,
and pensions plans are examples of dierent types of retirement plans that could be
oered to sta. Education benets and other incentives should be oered as well.
Educational benets could take the form of scholarships, training supports, release
time, coaching and mentoring, employee discounts, professional membership,
recognition events, and awards. Part-time sta should receive partial or prorated
benets. The program should have resources and procedures that support sta
wellness, such as referrals for stress management.
Professional resources and materials, such as books, journals, computers, mobile
devices, Internet access, assessment tools, and software, should be available to
professional sta at the program. Sta should be provided with breaks outside the
classroom during the day and should be able to request relief if needed. Teaching
sta also need time to perform curriculum planning, assessment, and communication
tasks while not supervising active children.
With employees’ and children’s health and safety in mind, the program should ensure
that all sta receive information on relevant health, safety, and emergency procedures
that prepare them to respond to emergencies and evacuations, adequately supervise
playgrounds, provide rst aid or CPR, and maintain sanitary environments. Teachers
notice and intervene when children are in potentially dangerous situations such as
inappropriate use of equipment or materials, crowding in learning centers, or a lack
of awareness of their surroundings. The program should also control environmental
NAEYC Early Learning Program Accreditation Standards and Assessment Item
80
hazards in the workplace. For example, use unscented, biodegradable, nontoxic
cleaning products and the least toxic disinfecting and sanitizing products available to
minimize sta’s exposure to toxicants. There should be clear, written program policies
about what level and types of illness require employees to take leave from work.
The program needs written procedures to follow if an employee is accused of abuse or
neglect of a child in the program. Procedures must protect the rights of the accused
employee as well as protect the children in the program. Written policies must arm
that employees who report suspicions of child abuse or neglect where they work are
immune from discharge, retaliation, or other disciplinary action, unless it is proven
that the report is malicious.
6.BProfessional Identity and Recognition
Topic 6.B focuses on how the program promotes and supports teaching and
administrative sta to identify and be recognized as members of the early childhood
education eld. It is important for professional sta to have a strong identication
with, accountability to, and involvement in the early childhood education eld as
they work to better serve young children and their families.
The program should ensure that professional sta (teachers and administrators)
know and use the NAEYC Code of Ethical Conduct as guidelines for responsible
behavior and as a common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. Ethical behaviors include
practices such as culturally sensitive communication with families, collaborative and
respectful relationships with coworkers, respect for condentiality of information,
and maintenance of inclusive environments that support the needs of each
child. Ongoing sta discussions of ethical issues should be part of the program’s
professional development plan.
Professionalism is embodied when professional sta strive to remain well informed
about issues related to the early learning profession and the families with whom they
work. Teaching and administrative professionals need to be recognized as experts and
provided opportunities to use their early childhood education expertise to improve
NAEYC Early Learning Program Accreditation Standards and Assessment Item
81
conditions for children and families in their program, local community, state, or region
and beyond. Teaching and administrative sta should be encouraged and supported
to participate in local, state, or national activities, such as joining professional
organizations or groups, participating in community meetings, hosting or joining
awareness events, hosting or joining a professional learning community, providing
feedback on draft policies, responding to action calls, presenting at conferences,
submitting professional articles, writing blogs, and sharing information with others.
The program should demonstrate a commitment to professionalism in its community
as well, by serving as a hub for professional learning, hosting training events
or professional gatherings, facilitating public awareness activities, serving as a
practicum site for local colleges and universities, and other collaborative activities.
6.CQualiications of Teaching and Administrative Sta
Topic 6.C describes educational qualications expected of teachers,
assistant teachers/teacher aides, operational administrators, and
pedagogical administrators.
Programs should employ teaching sta and pedagogical leaders who have specialized
early childhood professional preparation. This specialized preparation should ensure
that teaching sta are competent in the areas outlined in the 2010 NAEYC Standards
for Initial and Advanced Early Childhood Professional Preparation Programs for Use
by Associate, Baccalaureate, and Graduate Programs.
Assistant Teacher/Teacher Aide Educational Qualications. To ensure
these competencies, assistant teachers/teacher aides must have a minimum of
a Child Development Associate (CDA) Credential reective of the age group of
children they are supporting. Alternatively, assistant teachers/teacher aides can
also have qualications equivalent to a CDA, which is currently 12 college credits in
early childhood education, child development, elementary education, and/or early
childhood special education.
Teacher Educational Qualications. It is best practice in the ECE profession
for teachers to have formal educational qualications in order to ensure the core
competencies necessary to carry out their role. For teachers these qualications can
be demonstrated in three ways. Ideally teachers can have a minimum of a higher
education degree (bachelor’s degree or associate degree) with a major in early childhood
education, child development, elementary education, or early childhood special
education. Alternatively, teachers with a higher education degree for a dierent major
must show they have earned at least 36 college credits in early childhood education,
child development, elementary education, and/or early childhood special education. A
third way to demonstrate ECE professional preparation is to show a state public school
certication to practice as a teacher for children age birth to 8 years. Given the variation
in degree quality and the benets of articulation, degrees and college credits from
accredited higher education institutions and programs are encouraged.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
82
Pedagogical Administrator Qualications. The administrator responsible for
providing pedagogical and instructional leadership (pedagogical administrator), like
the teaching sta they lead and guide, should have specialized, formal early childhood
professional preparation. The qualication level is similar to that of teachers, but
requires a bachelor’s-level degree—not an associate’s degree. Like teachers, the
qualication can be demonstrated in 3 ways: (1) baccalaureate-level higher education
degree in early childhood education, child development, elementary education, or early
childhood special education; (2) baccalaureate-level degree in another major with at
least 36 college credits in early childhood education, child development, elementary
education, and/or early childhood special education; or (3) state public school
certication to practice as a teacher for children age birth to 8 years.
Operational Administrator Qualications. The administrator responsible for
the business operations and viability of the program (operational administrator)
should have a minimum of a baccalaureate-level higher education degree (any type)
and business and program administrative competencies earned through 9 higher
education credits. As an alternative to the 9 higher education credits in business
and program administration, the operational administrator can have administrator
credentials recognized by NAEYC or a principal credential issued by a state.
6.DOngoing Professional Development
Topic 6.D addresses professional sta’s openness to continual learning by adding
to their knowledge and skills, especially with respect to core competencies.
It encompasses ways the program supports sta opportunities for ongoing
professional development through intentional planning, provision of resources, and
creation of learning opportunities in the workplace.
Core competencies of teaching sta. The program’s professional development
planning process should assure that teaching sta acquire and improve knowledge
and competency in these areas:
› Cultural competency
› Knowledge and skills relevant to the specic ages
and stages of the children they teach
› Ability to plan and competently carry out the program’s curriculum
› Ability to conduct and appropriately use assessments of child progress
› Children’s special needs aecting their learning and development,
and how best to support their learning and inclusion
› Communication and collaboration skills needed to work as part of a teaching team
› Working with children and families who are experiencing special circumstances
(for example, homelessness, parent military deployment, community unrest)
When teaching sta supervise or mentor other teaching sta, they should also have
competency in adult supervision, mentoring, and leadership development.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
83
Core competencies of the administrative sta. The program’s administrator
or administrative sta should have the competencies needed to provide both
operational and pedagogical leadership to the program. The program’s professional
development planning process should assure that all administrative sta acquire and
improve knowledge and competency in these areas:
› Oral and written communication, in both formal and informal settings
› Sta management and human relations
› Family and community relationships, engagement, and support
› Professionalism, including leadership and advocacy
› The history and structure of early education in the United States
› Current trends and inuences impacting program quality
The administrator responsible for the business operations and viability of the
program (operational administrator) should also be supported to acquire and
improve knowledge and competency in these areas:
› Personnel management
› Fiscal and legal management
› Program operations
› Facilities management
› Marketing and public relations
› Use of technology
The administrator responsible for providing pedagogical and instructional leadership
(pedagogical administrator) should also be supported to acquire and improve
knowledge and competency in these areas:
› Child learning and development
› Educational programming, curriculum, and instructional methods
› Child observation and assessment
› Cultural competency
› Inclusive practices
› Health, safety, and nutrition
› Individual and group child guidance, classroom
management, and learning environments
› Adult learning, coaching, mentoring, and leadership development
Professional development plans and practices. The program should maximize
internal and external resources to oer sta a range of meaningful professional
development experiences and help ensure sta have the support needed to improve
their credentials, strengthen their practice, and grow as professionals. The program
should create a work environment that supports ongoing professional development and
NAEYC Early Learning Program Accreditation Standards and Assessment Item
84
continuous quality improvement through practices such as coaching and mentoring,
collaborative learning, information sharing, training, and reective practice.
All sta should be provided with an initial orientation that introduces them to
fundamental aspects of program operation, such as program goals, emergency
procedures, ethical conduct, acceptable guidance techniques, daily routines and
activities, child abuse reporting, regulatory requirements, and NAEYC accreditation
standards for early learning programs. The program’s curriculum and assessment
methods must be reviewed with teaching sta at orientation. New sta should be
trained and evaluated on important policies and procedures. The important topics
introduced in the initial orientation should be reviewed periodically or explored more
thoroughly with relevant sta, as part of regular sta communications and meetings.
As part of their initial orientation, new teaching sta should also learn about the
individual children they will be caring for, through review of program enrollment
forms, child assessments, or other documentation.
At the organizational level, the program should develop and maintain a current
program-wide professional development plan (PPDP) that ensures that early
childhood expertise is being provided to guide curriculum and learning. The plan
should identify areas needing attention and resources to support sta continuing
development. It should be based on needs identied through sta evaluations and
reections, regulatory requirements, the program’s mission and goals, the unique
needs of the children and families served, and other program assessment data. All
sta should be aware of the program-wide professional development plan and have
access to it. Credit-bearing coursework should be included in the plan whenever
possible, with the goal of improving sta credentials and competencies. The plan
should reference the national and state core competencies for early childhood
professionals—competencies that describe what all sta who work with children
should know and be able to do; it should also ensure that teaching sta have
opportunities to reect on and enhance their teaching practices. The program-wide
professional development plan should be reviewed and updated at least annually.
At the individual sta level, all sta should be evaluated at least annually by
an appropriate supervisor. The individual evaluation process should support
administrative sta and teaching sta to evaluate and improve their own
performance, using ongoing reection and feedback from supervisors, peers, and
families. The annual sta evaluation process should generate a current annual
individualized professional development plan (IPDP). The IPDP should be used to
guide sta’s continuous professional development and to inform the program-wide
professional development plan. Professional development goals for administrative
and teaching sta should be to increase knowledge and competency in the policies
and procedures of the program and the competencies outlined in the 2010 NAEYC
Standards for Initial and Advanced Professional Preparation Programs, with keen
attention to sta role and the characteristics of children and families served.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
85
Accreditation Assessment Items for Standard 6Sta
Competencies, Preparation, and Support
Item
Number
Accreditation Assessment Item
Source of
Evidence
6A.1 There is suitably sized seating available to adults in the classroom. CO
6A.2
There is private or semi-private adult friendly space in the program
facility, where sta can take a break away from children.
PO
6A.3 Sta have a secure place to store their personal belongings. PO
6A.4
There is suitably sized seating available to adults
in the outdoor learning environment.
PO
6A.5 Sta can readily access professional planning and curriculum resources. PO
6A.6
Show or describe two or more examples of sta-related policies, practices, or
projects that have promoted a collaborative, inclusive organizational climate.
PP
6A.7
Show that the program's employee policies include
information about sta planning time.
PP
6A.8
Show that your program’s written health and safety policy includes
rules stating when sick sta members must be excluded from
working at the program and when they can return to work.
PP
6A.9
Show that your program’s sta handbook includes information about
how sta can locate resources that support them in stress management,
prevention and treatment of depression, and/or general wellness.
PP
6A.10
Show that your sta handbook and parent materials include a written
policy and procedure for reporting child abuse and neglect that includes
information about how you deal with a sta member who is accused of
abusing or neglecting a child in the program. The procedures protect both
the rights of the accused sta person and the children in the program.
PP
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
86
Item
Number
Accreditation Assessment Item
Source of
Evidence
6A.11 Show that your written employee beneits package includes health insurance. PP
6A.12
Show that your written employee beneits package includes
holiday leave and sick, vacation, and/or personal leave.
PP
6A.13
Show that your written employee beneits
package includes education beneits.
PP
6A.14 Show that your written employee beneits package includes a retirement plan. PP
6A.15
Show or describe how the program's sta schedules show that
sta who work directly with children for more than four hours
receive a 15-minute break for each four-hour period.
PP
6A.16
Show that the program's sta manual states that sta may request a short
and immediate break when they are unable to perform their duties.
PP
6B.1 Teachers’ communication with families is culturally sensitive and professional. CO
6B.2
Show two examples of how the program promotes the use of
the NAEYC Code of Ethical Conduct in program practices.
PP
6B.3
Show or describe an example of how sta have participated
in advocacy or professional learning activities that connected
with other early learning professionals in your community.
PP
6B.4
Show that your written, program-wide professional development
plan includes ongoing discussions of ethical issues.
PP
6B.5
Sta can readily access information about the professional resources
available from organizations and groups outside the program.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
87
Item
Number
Accreditation Assessment Item
Source of
Evidence
6C.1
Show that each class is led by a teacher who has, at minimum:
› A higher education degree in early childhood education, early childhood
special education, elementary education, or child development
OR has
› A non-early childhood education, early childhood special education,
elementary education, or child development higher education degree with
• 36 higher education credits in early childhood
education, child development, elementary education,
and/or early childhood special education
OR has
• State certiication to practice as a teacher in a public school, and
the certiication is relective of the age of the children served.
PP
(data will be
extracted from
candidacy
materials)
6C.2
Show that all of your assistant teachers/teacher aides have, at minimum:
› A Child Development Associate Credential (CDA)
OR
› 12 higher education credits in early childhood education, early childhood
special education, elementary education, and/or child development.
PP
(data will be
extracted from
candidacy
materials)
6C.3
Show that the program employs an operational administrator
with the following formal educational qualiications:
› Bachelor’s degree (in any subject)
AND
• 9 higher education credits in business or program administration
OR with
› Bachelor’s degree (in any subject)
AND
• Administrator credentials recognized by NAEYC
OR
• Principal credential issued by a state.
PP
(data will be
extracted from
candidacy
materials)
NAEYC Early Learning Program Accreditation Standards and Assessment Item
88
Item
Number
Accreditation Assessment Item
Source of
Evidence
6C.4
Show that the pedagogical administrator has, at minimum:
› A baccalaureate degree in early childhood education, early childhood
special education, elementary education, or child development
OR has
› A non-early childhood/child development/early childhood special
education higher education baccalaureate degree with:
• 36 higher education credits in early childhood
education, child development, elementary education,
and/or early childhood special education
OR has
• State certiication to practice as a teacher in a public school, and
the certiication is relective of the age of the children served.
PP
(data will be
extracted from
candidacy
materials)
6D.1
Show that the initial orientation for new teaching sta includes
expectations for conduct based on the NAEYC Code of Ethical Conduct.
PP
6D.2
Show that the initial orientation for new teaching sta includes a review
of information about the individual children they will be caring for.
PP
6D.3
Show that the initial orientation for new teaching sta
includes acceptable (and unacceptable) guidance,
discipline, and classroom management techniques.
PP
6D.4
Show that the initial orientation for new teaching sta
includes daily activities and routines of the program.
PP
6D.5
Show or describe two examples of topics introduced in initial
sta orientation that were followed up more thoroughly.
PP
6D.6
Show that your program-wide professional development plan
describes how teaching sta have access to trainings that increase
their cultural competence and reduce implicit and explicit bias.
PP
6D.7
Show that your program-wide professional development plan
describes how teaching sta have access to trainings that deepen their
understanding and ability to implement the program’s curriculum.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
89
Item
Number
Accreditation Assessment Item
Source of
Evidence
6D.8
Show that your program-wide professional development plan describes
how teaching sta have access to trainings in communication and
collaboration skills to support a positive work environment.
PP
6D.9
Show that your program-wide professional development plan
describes how teaching sta have access to trainings that are
specialized to the developmental stages of the children they teach
(infant, toddler/two, preschool, kindergarten, school-age).
PP
6D.10
Show that your program-wide professional development describes how
teaching sta have access to training relevant to the circumstances
of children they teach (e.g., children from military families or
migrant families; dual language learners; children who are homeless,
require special education, have experienced trauma; children
from rural environments or from urban environments, etc.).
PP
6D.11
Show two sta evaluations conducted within the last 18 months
that include a self-relection or self-evaluation component.
PP
6D.12
Show that program administrator(s) have access to training,
technical assistance, and/or other forms of support
that are speciic to their administrative role.
PP
6D.13
Show that you update your written, program-wide professional
development plan at least annually or as needed.
PP
6D.14
Show that your written, program-wide professional
development plan is shared with sta.
PP
6D.15
Show that mentoring and coaching experiences are included in
your written, program-wide professional development plan.
PP
6D.16
Show that your written, program-wide professional development plan
includes an initial orientation to the program’s policies and procedures.
PP
6D.17
Show that your written, program-wide professional development
plan includes an initial orientation to the curriculum you use.
PP
6D.18
Show that the pedagogical administrator has received training
or education that covered best practices in adult learning,
coaching, mentoring, and/or leadership development.
PP
6D.19
Show two examples of sta trainings conducted within the past 12
months, in which topics were driven by the program-wide professional
development plan or individual professional development plans.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
90
STANDARD 7
Families
Deinition of Standard 7Families
The program establishes and maintains collaborative relationships with each child’s
family to foster children’s development in all settings. These relationships are
sensitive to family composition, language, and culture.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
91
Rationale
Young children’s learning and development are integrally connected to their families.
Consequently, to support and promote children’s optimal learning and development,
programs need to recognize the primacy of children’s families, establish relationships
with families based on mutual trust and respect, support and involve families in their
children’s educational growth, and invite families to fully participate in the program.
The Families standard is made up of three topic areas (7.A, 7.B, and 7.C).
Topic Areas
› 7.A—Knowing and Understanding the Program’s Families
› 7.B—Sharing Information Between Sta and Families
› 7.C—Nurturing Families as Advocates for Their Children
7.AKnowing and Understanding the Program’s Families
Topic 7.A addresses program sta’s ability to work eectively with diverse families
based on their knowledge of a family’s socioeconomic, linguistic, racial, and cultural
background.
Recommended Best Practices
Program policies can help sta establish intentional practices designed to build
strong relationships with families from the rst contact, and maintain them
over time.
Right from the start, program sta should understand the kinds of families served in
the program. The program’s employee orientation process should include an overview
of the diversity of families in the program, and ongoing sta development should help
sta acquire the skills and knowledge they need to work eectively with all families.
To better understand the cultural backgrounds of enrolled children, their families,
and the surrounding community, program sta should be encouraged to participate
in cultural events, concerts, storytelling activities, and other events and performances
in the community that are designed for children and their families. Sta participation
in such activities may be formally planned by the program or informally sought out by
individual sta members according to their own interests. The key is for sta to get to
know and to become part of the lives of the program’s families.
If classroom sta are going to work eectively with each family, the program should
have established ways to identify which family members are legally responsible for
the care and well-being of each child. Sta provide ongoing support and information
regarding the children in their care to these identied individuals.
When rst getting acquainted with a child and family, both administrators and
teaching sta should know and use a variety of formal and informal strategies to
become acquainted with and learn from the family. Questionnaires, newsletters,
NAEYC Early Learning Program Accreditation Standards and Assessment Item
92
emails, and planned and spontaneous conversations are all ways to learn more about
families. Program sta should ask families about their family structure (nuclear,
single parent, same-sex, multi-generational, blended families), their preferred
childrearing practices, and any other information families wish to share about their
socioeconomic, linguistic, racial, religious, or cultural background.
Sta can also ask family members to share their knowledge of their child’s interests,
approaches to learning, and developmental needs. Sta will want to learn about the
family’s concerns and goals for their child. Teachers and administrators can and
should nd ways to actively use this information to adapt the program environment,
curriculum, and teaching methods to better serve their enrolled families.
While continuously getting to know the children and their families, program sta
also need to help families get to know the program. Program sta should make
opportunities to discuss the program’s philosophy and curriculum objectives with
families. They can talk about eective strategies that can be used by families to
promote their children’s learning. These conversations can occur during new family
orientations, small group meetings, and individual conversations and through written
questionnaires, all of which can help sta inform families and get input from families
about curriculum activities throughout the year. Classroom sta should communicate
with families often about shared child caregiving issues, including parent-child
separation at drop-o, special needs, and the food served and consumed.
1
Examples of family structures: nuclear family, single-parent family, extended family,
childless family, step-family, grandparent family, and families including adopted
members, same-sex spouses, unwed partners, and teenage parents.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
93
Programs need to establish an atmosphere that continually invites and includes
families in the life of the program in as many ways as possible. This starts with an
open-door policy: families should be able to visit any area of the facility at any time
during the program’s regular hours of operation. Program sta should think about
how to ensure that all families are included in volunteer opportunities and program
events, taking into account challenges that may be posed by family structure (e.g.,
nuclear, single parent, childless, multi-generational, same-sex, blended families),
socioeconomic circumstances, racial and cultural backgrounds, gender, abilities,
and preferred language. Participation opportunities should consider each family’s
interests and skills and the needs of program sta. Program sta and families
can work together to plan events. Families’ schedules and availability must be
considered as part of this planning. Sta or other families in the program should
encourage and support family members to take on leadership roles.
The program has an important role in creating a true community of families it
serves. This can be accomplished by facilitating opportunities for families to meet
with one another on a formal and informal basis, to work together on projects
that support the program, and to learn from and provide support for each other.
A sense of community and inclusion is fostered when a program’s governing or
advisory groups include families as members and active participants.
7.BSharing Information Between Sta and Families
Topic 7.B addresses techniques and communication styles that promote
continuous communication with families. It describes expectations with respect to
written communication about the program’s operations.
Recommended Best Practices
In a high-quality program, communication between families and program sta is
continuous and uid, using formal and informal channels. Programs need to be
intentional about communicating both with families as a whole and with individual
families, based on the needs of each family and child. In written operating policies
shared with sta and families, intentionality should be reected when describing
program expectations for frequent and individualized communication between sta
and families.
Many daily happenings of a class can be communicated to all families at once
through message boards, private network posts, or other means of reporting.
Additionally, teaching sta who care for infants, toddlers, and 2-year-olds should
have a procedure for communicating with each family on a daily basis, about
their child’s activities and developmental milestones, shared caregiving issues, and
other information that aects the child’s well-being and development. Similarly,
teachers who care for preschoolers and older children should have a procedure for
communicating these things to each family on a weekly basis. When in-person
NAEYC Early Learning Program Accreditation Standards and Assessment Item
94
communication is not possible, teaching sta can communicate through established
alternative means, such as daily written report forms, emails, web posts, or phone
calls. Program sta may also consider using family conferences or home visits to
promote dialogue with families.
When enrolled families speak languages other than English, programs should compile
and provide program information to families in a language they understand. Where
many families speak a single language other than English, the information provided
in that language should include program policies and operating procedures. For in-
person communications, program sta need to ensure that other adults are available to
translate or interpret communications to families, as needed.
Programs conduct assessments of children’s progress and should communicate
closely with each family about their child’s progress throughout this process.
Program sta should inform families about the program’s systems for formally
and informally assessing children’s progress. The information should include the
purposes of assessments, the procedures used for assessments, the procedures
for gathering family input and information, the timing of assessments, the way
assessment results or information will be shared with families, and ways the program
will use the information. When an assessment process leads program sta to suspect
that a child has a developmental delay or other special need, this possibility should
be communicated to the family in a sensitive, supportive, and condential manner.
The family must be given documentation of the assessment, an explanation for the
concern, suggestions about next steps to take, and information about resources for
further assessment.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
95
7.CNurturing Families as Advocates for Their Children
Topic 7.C addresses the early childhood program’s role in supporting family
members as their child’s primary advocate, both in and beyond the program. It also
addresses how dierences that arise between program sta and families should be
managed, and describes how programs support families in making transitions to
other early childhood settings, public school settings, or both.
Recommended Best Practices
The truest partnership between programs and families occurs when program
sta share their professional knowledge and experience with families in ways that
empower family members to eectively advocate for their children’s needs. Program
sta can and should encourage families to discuss their children’s needs when it
comes to the program’s activities and services. If a family member has concerns
about a child’s experiences while in care, sta can and should encourage the family to
raise those concerns. Sta and family can then work collaboratively to nd mutually
satisfactory solutions that sta incorporate into classroom practice, when possible.
When disagreements or other diculties arise between a family and program sta,
the program’s written policies should arm that a variety of techniques are used to
negotiate diculties. These must include arrangements to use a language the family
understands, if needed.
Program sta also have the important role of encouraging and supporting families
to make the primary decisions about services their children may need outside of the
program. Program sta can provide families with information about programs and
services from other organizations. Sta should guide families in advocating to obtain
needed services. Sta can support and encourage families’ eorts to negotiate health,
mental health, assessment, and educational services for their children.
The program should establish relationships with other early learning programs
and with local elementary schools. These relationships are needed to help families
prepare for and manage their children’s transitions between programs, including
special education programs. Program sta should be a resource for general
information on local enrollment procedures and practices, visiting opportunities, and
program options, as well for communication with specic schools and programs.
Help and referral of families to health or educational services may also involve
communication by the program about a child’s experiences in that program. Before
sharing information about a child with other relevant providers, agencies, schools,
or programs, sta must obtain written consent from the child’s family. The program
needs to have clear written policies concerning condentiality of family information,
and these policies must be communicated to all sta.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
96
Accreditation Assessment Items for Standard 7Families
Item
Number
Accreditation Assessment Item
Source of
Evidence
7A.1
If needed, teachers assist families in handling diicult
separations during drop-o and pickup times.
CO
7A.2
Show or describe how your program’s sta orientation process helps new
program sta understand the diversity of families in your program.
PP
7A.3
Show or describe one example of how information about the families
you serve has been used to adapt the program environment.
PP
7A.4
Show or describe one example of how information about the
families you serve has been used to adapt teaching methods.
PP
7A.5
Show or describe two examples of how teachers have incorporated family
members’ knowledge about their children into ongoing classroom planning.
PP
7A.6
Show or describe two examples of how you have helped families to meet with
one another on a formal basis and to support the program or each other.
PP
7A.7
Show or describe one example of how sta and families
have worked together to plan an event.
PP
7B.1
Show or describe two examples of how you communicate daily with the
families of infants, toddlers, or twos about each child’s developmental
milestones, individual activities, and shared caregiving issues.
CP
7B.2
Show or describe two examples of how you communicate at
least weekly with the families of preschoolers, kindergartners,
and school-agers about each child’s developmental milestones,
individual activities, and shared caregiving issues.
CP
7B.3
Show that when sta suspect that a child has a developmental
delay or other special need, your program provides
› Documentation and explanation for the concern
› Suggested next steps
› Information about resources for diagnostic evaluation
PP
7C.1
Show or describe an example of how sta have worked with a family
to respond to a concern about their child’s care or education.
PP
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
97
STANDARD 8
Community Relationships
Deinition of Standard 8Community Relationships
The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
98
Rationale
As part of the fabric of children’s communities, an eective program establishes and
maintains reciprocal relationships with agencies and institutions that can support
it in achieving its goals for the curriculum, health promotion, children’s transitions,
inclusion, and diversity. By helping to connect families with needed resources, the
program furthers children’s health, development, and learning.
The Community Relationships standard is made up of three topic areas (8.A, 8.B,
and 8.C).
Topic Areas
› 8.A—Linking With the Community
› 8.B—Accessing Community Resources
› 8.C—Acting as a Citizen in the Neighborhood and the Early Childhood Community
8.ALinking With the Community
Topic 8.A addresses the program’s role in gathering information about community
services, informing families about these services, and assisting families in gaining
access to services and consultants. It also describes ways that program sta
advocate for services for families enrolled in their programs and use information
from community stakeholders to inform a program’s continuous improvement.
Recommended Best Practices
Early learning programs serve a vital role by bringing information about community
resources to the families of children in their care. The program should compile
and maintain a current list of child and family support services available in the
community. The information should reect the pattern of needs the sta observe
among families, and what families request. Examples of such resources are:
› Service providers for health, mental health, and oral health
› Providers of nutrition, child welfare, and parenting programs
› Early intervention–special education screening and assessment services
› Basic needs, such as housing and child care subsidies
If some of the families might require culturally or linguistically specialized services,
the community services list should include providers and specialized consultants who
are able to address those needs. The program should share the list with families and
assist them with locating, contacting, and using community resources that support
children’s and families’ well-being and development.
In addition to creating a community resource list, program sta should develop
partnerships and professional relationships with agencies, consultants, and
organizations in the community that further the program’s capacity to meet the
NAEYC Early Learning Program Accreditation Standards and Assessment Item
99
needs and interests of the children and families they serve. For example, program
sta can encourage continuity of services for children by communicating with
other agencies and programs to achieve mutually desired outcomes for children
and to guide collaborative work. Administrative sta should identify and establish
relationships with specialized consultants who can assist with all children’s and
families’ full participation in the program. This assistance might include support for
children with disabilities, behavioral challenges, or other special needs.
Another important reason for establishing linkages with the community is to
advocate for the program and its families. Program administrators can create
awareness of the program’s needs among community councils, service agencies,
and local governmental entities. Once established, these relationships can provide
valuable feedback to the program as well. Program sta should include information
gathered from community stakeholders (e.g., community members, landlords,
board of directors, sponsoring agencies) when evaluating the program and planning
for continuous improvement. Asking for feedback from community agencies,
consultants, and service providers builds their involvement in the program, which in
turn broadens community support for the program.
8.BAccessing Community Resources
Topic 8.B addresses program eorts to integrate the community into the program
both by inviting community members to participate in program events and by
moving into the community to take advantage of opportunities that are oered.
Recommended Best Practices
Community resources should inform not only family service referrals but also the
program’s curriculum. Program sta should use their knowledge of their community
and the families in their program to integrate the community into the curriculum
and the children’s learning experiences. Members of the performing and visual arts
NAEYC Early Learning Program Accreditation Standards and Assessment Item
100
community, such as musical performers, coordinators of traveling museum exhibits,
local artists, puppeteers, and community residents, should be invited to share
their interests and talents with the children. The program can also work with other
community organizations and groups to cosponsor or participate in cultural events
such as programs at historical sites, library reading events, or visiting multicultural
performers that enrich the experience of children and families in the program.
Early learning programs should always seek ways to break out of the classroom’s
four walls to enlarge the learning experience. Program sta should connect with and
use their community’s urban, suburban, rural, or tribal cultural resources as sources
of curriculum enrichment. Parks, libraries, zoos, nature centers, places of business
(food stores, pet shops, garden centers), public transit, festivals, public historical
observance events, and places of worship all provide opportunities to extend
children’s learning. Through newsletters, bulletin boards, and other messaging, the
program should inform families about community events intended for children, such
as museum exhibits, concerts, storytelling, and theater.
8.CActing as a Citizen in the Neighborhood
and the Early Childhood Community
Topic 8.C describes program relationships with the program’s families and
neighbors to promote working together on neighborhood needs, community
improvement, and advocacy projects. It also addresses sta participation in
professional development opportunities.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
101
Recommended Best Practices
An early learning program and its sta should be integrated into the physical and
cultural community where it is located. But the program is also embedded in a
professional community of early childhood educators. Program administrators
must be aware of ways the sta can be assisted in engaging with their professional
community. For example:
› Program sta can be encouraged to join local, state, or national early
childhood education organizations (e.g., NAEYC, Zero to Three,
Head Start, and Montessori Teachers’ Association), attend their
meetings and conferences, and participate in their governance.
› When the community oers joint and collaborative training activities or
events with neighboring early childhood programs and community service
agencies, the program can encourage and facilitate sta participation.
› Sta should also be encouraged to act as advocates for the
profession by participating regularly in local, state, or regional
public awareness activities related to early care and education.
› Program administrators should identify opportunities to participate in
community or statewide interagency councils or service integration eorts,
and encourage sta participation in these professional contexts.
› Program leadership should become knowledgeable about how policy changes at
local, state, tribal, or national levels aect the services and resources available
for children and their families. They can share this information with families
and sta so that these stakeholders can participate in advocacy eorts.
Program leadership should develop mutual relationships and communicate
regularly with close neighbors in the community. Neighbors should be informed
about the program—their perspectives should be sought and considered, and
they can be invited to become involved in the program as appropriate. Through
relationship building, the program can cooperate with their neighbors on
neighborhood interests and needs.
Program administrators should also inform, organize, and encourage sta and
families to work together to participate in and support community improvement
or advocacy projects such as improving disability access to public playgrounds,
requesting trac calming measures near the child care program, or increasing
security in the community.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
102
Item
Number
Accreditation Assessment Item
Source of
Evidence
8A.1
Show or describe how you assist families with using
community child and family support services.
PP
8A.2
Show that your program's list of community child and family support services
includes culturally and linguistically appropriate services for your community.
PP
8B.1
Show two examples of how sta used their knowledge of the community
to develop curriculum and create learning experiences for the children.
PP
8B.2
Show two examples of how sta used your community’s cultural resources
to develop curriculum and create learning experiences for the children.
PP
8B.3
Show two examples of how you inform families about child-centered
community events that are sponsored by local organizations.
PP
8B.4
Show one example in the past year when artists or performers were invited
by the program to share their interests and talents with the children.
PP
8B.5
Show or describe one example of how you worked with another community
organization or group to co-sponsor or participate in a cultural event
that enriched the experience of children and families in your program.
PP
8C.1
Show or describe one example of how you involve close
neighbors in your program as appropriate, or cooperate
with them on neighborhood interests and needs.
PP
8C.2
Show two examples of how your program’s leadership stays informed
about changes in local, state, tribal, and national government
policies related to child care and related family services.
PP
Accreditation Assessment Items for Standard 8Community Relationships
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
103
STANDARD 9
Physical Environment
Deinition of Standard 9Physical Environment
The program has a safe and healthful environment that provides
appropriate and well-maintained indoor and outdoor physical
environments. The environment includes facilities, equipment,
and materials to facilitate child and sta learning and development.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
104
Rationale
The program’s design and maintenance of its physical environment support high-
quality program activities and services and allow for optimal use and operation.
Well-organized, equipped, and maintained environments support program quality
by facilitating the learning, comfort, health, and safety of those who use the program.
Program quality is enhanced by also creating a welcoming and accessible setting for
children, families, and sta.
Standard 9 is comprised of four topic areas (9.A, 9.B, 9.C, and 9.D).
Topic Areas
› 9.A—Indoor and Outdoor Equipment, Materials, and Furnishings
› 9.B—Outdoor Environmental Design
› 9.C—Building and Physical Design
› 9.D—Environmental Health
9.AIndoor and Outdoor Equipment, Materials, and Furnishings
Topic 9.A describes the selection and use of materials, equipment, and furnishings
that create a welcoming environment, support the curriculum, and foster desired
outcomes for children.
Recommended Best Practices
Basic furnishings
For children in group care settings, there are a number of furnishings required to
meet the need for safe and comfortable basic care. Environmental safety is one
feature of safe furnishings. Wooden cubbies and shelf units should be made of solid
wood or low-VOC (volatile organic compounds) products, rather than high-VOC
engineered wood products such as plywood, particle board, or medium density
berboard. Permanently installed carpeting (i.e., “wall-to-wall” carpeting) is not
recommended for programs serving young children. Floors should be covered with
easy-to-clean surfaces such as hardwood, linoleum, low-VOC laminate or area rugs.
For each child over the age of 1 year, classrooms should include chairs with backs,
at a seating height that allows each child to sit with his or her feet on the oor or
ground. Right-size tables should be present, at a height that allows children to sit
comfortably with the table between underarm and waist. Cubbies or other individual
spaces should be provided for each child’s belongings.
For each child who spends more than four hours a day in the program, there should be
a cot, crib, mat, sleeping bag, or pad for nap or rest times. No child should be allowed
to sleep on the oor without using rest equipment. A solid barrier, or at least three-foot
spacing, should separate sleeping children from one another. Even programs operating
fewer than four hours a day need at least one cot or mat with a blanket for an ill child.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
105
Each child should also have their own designated space to store their belongings such as
a cubby, individual hooks for their backpack or coat, extra clothing storage, or mailbox.
Every program needs equipment and furnishings for diaper changing and/or soiled
underwear or other clothing. Changing areas should be located away from food
preparation areas. There should be hand-washing sinks within an arm’s length of
diaper changing tables. Programs that serve infants need to have a comfortable place
for adults to sit, hold, and feed infants. Sta should place rocking chairs and glider
chairs in locations that will avoid injury to children who may be on the oor. Nursing
mothers also need a place to breast-feed their children that meets their needs for
comfort and privacy. A dedicated nursing room is ideal but not a requirement. An
unused conference room or oce space, a semi-private space in an infant classroom,
sta lounge, or resource room would also be acceptable. Spaces open to through-
trac are not considered appropriate for nursing mothers.
When climbers, climbing gyms, slides, and other play units are part of the indoor
environment, the program must provide 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 should be constructed to prevent falls (e.g.,
with appropriate barriers) or have safety surfacing installed in the fall zone.
Curriculum-related materials and equipment
When planning learning environments for children, sta should select and use age-
appropriate and developmentally appropriate materials, equipment, and furnishings
to support the curriculum, meet program goals, and foster the achievement of desired
outcomes for children. This should include dramatic play equipment; sensory materials
such as sand, water, play dough, paint, and blocks; and gross motor equipment (e.g.,
climbers, swings, slides, sports equipment) for activities such as pulling up, walking,
and climbing in, on, and over; moving through, around, and under; pushing and
pulling; and riding. Materials are also needed that support curriculum goals and
objectives in literacy, math, science, social studies, and other content areas.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
106
A variety of these materials and this equipment should be available indoors and
outdoors for children throughout the day. Some materials and equipment should
facilitate focused individual play, while others promote play with peers. There must
be sucient quantities of toys, books, puzzles, and other equipment to occupy each
child in activities that meet his or her interests. Toys and other non-disposable
materials such as tables, chairs, changing pads, and rugs must be durable and kept
in good repair. Furnishings should be adapted, as needed, to allow children with
disabilities and other special needs to fully participate in the program’s activities.
The selection of toys and other materials and equipment must consider current
knowledge of environmental health risks for children. Select only non-toxic art
supplies.
2
Toys should be screened for lead, phthalates and other hazards. Check to
be sure that soft plastic toys are labeled “PVC-free” or “phthalate-free.”
3
Program
administrators should keep apprised of current information about product safety
by signing up to receive Consumer Product Safety Commission (CPSC) product
recall notices.
4
Post relevant notices in the center for both parents and sta.
Exposure to mercury hazards can be avoided by choosing only digital thermometers
and thermostats.
Design of indoor environments
There are many considerations related to the successful design of indoor learning
environments. For the comfort of children and families, these spaces should feel
welcoming and accessible. A welcoming and accessible environment contains
elements such as the following:
› Multicultural materials that promote appreciation for diversity while being
respectful of the cultural traditions, values, and beliefs of families being served;
› Clearly dened places where families can view up-to-date lesson plans,
current class schedules, upcoming events and other relevant information;
› Clearly dened places where families sign in, sign out,
and gather information about their child’s day
› Places for displaying children’s work
› Features that moderate visual and auditory stimulation
The classroom space must be designed and arranged to accommodate children
individually, in small groups, and in a large group. Space should be divided into
2
Only use non-toxic art supplies certiied by the Art and Creative Materials Institute
(ACMI). Look for ACMI non-toxic Approved Product (AP) seal at www.acminet.org.
3
Polyvinyl Chloride (PVC) is a type of soft plastic vinyl. Toys made out of PVC (e.g.,
soft vinyl dolls, beach balls, bath books, “rubber duckies”, and chew toys) should be
avoided as they likely contain lead (neurotoxicant) and phthalates (a known endocrine
disrupter). Note that not all vinyl is PVC. Vinyl products made from ethylene vinyl acetate
(EVA) or polyethylene vinyl acetate (PEVA) are safer choices than those with PVC.
4
Sign up at https://www.cpsc.gov/Newsroom/Subscribe;
select “Recalls involving infant/child products.”
NAEYC Early Learning Program Accreditation Standards and Assessment Item
107
learning areas such as blocks or construction, writing, art, science, dramatic play,
library, and sensory. For basic safety, an indoor environment should be designed
so sta can supervise children by sight and sound at all times, without relying on
articial monitoring devices.
5
In semiprivate areas such as book nooks, cozy corners,
tents, playhouses, or lofts, it should always be possible for both children and adults
to be observed by an adult from outside the area. The room arrangement should
include clear pathways, so children can move from one area to another without
disturbing other children’s work and play.
To encourage children’s choice and independent use, materials should be organized
and grouped on low, open shelves. Sta can then rotate and adapt the materials to
promote learning and extend children’s play opportunities. It is desirable to provide
semiprivate areas where children can play or work alone or with a friend. Some
areas can include washable, soft elements such as pillows, mats, cushions, and couch
covers that allow groups of children, or adults and children, to sit in close proximity
for conversations or for comforting.
9.BOutdoor Environmental Design
Topic 9.B describes outdoor environmental design elements, including adaptations
for children with disabilities, which provide for children’s health and safety as well
as support children’s learning and development.
Recommended Best Practices
Children need outside time and outdoor environments (e.g., playgrounds, parks,
elds, gardens, woods) that support their learning and development. The program
should have, or have access to, an outdoor area for play and learning. Provide at least
75 square feet of outside space for each child outside at any one time.
6
The area
5
Artiicial monitoring devices: Mirrors, cameras, and sound
monitors cannot be relied on in lieu of sight supervision.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
108
should be protected by fences or by natural barriers to prevent access to streets and
to avoid other dangers, such as pits, water hazards, or wells. It should also include
features that protect children from excessive wind and direct sunlight. Arrange the
outdoor learning environment in such a way that sta can supervise children by sight
and sound. Consider how arrangement of ground surfaces, pathways, and equipment
can minimize tripping hazards such as exposed concrete footings, abrupt changes in
surface elevations, and other man-made elements that can trip children.
Outdoor learning environments should be designed with equipment that is age
appropriate and developmentally appropriate for the children being served by the
program. The equipment should be located in clearly dened spaces that include
semiprivate areas such as arbors, stump arrangements, mud pits, or benches
where children can play alone or with a friend. There must be equipment that
accommodates motor experiences, such as running, climbing, balancing, riding,
jumping, crawling, scooting, or swinging. There should be areas equipped for
activities such as dramatic play, block building, manipulative play, or art. The
outdoor learning environment can include a variety of natural and manufactured
surfaces, and it should allow for exploration of the natural environment through
areas with natural materials, such as nonpoisonous plants, shrubs, and trees. The
program should make adaptations so children with disabilities can fully participate
in the outdoor curriculum and activities.
There are health and safety considerations related to the arrangement and
maintenance of outdoor equipment. If sandboxes are part of the program facility, they
should be constructed to allow for drainage. Sta should cover sandboxes at the end
of each day and clean out leaves and other foreign matter on a regular basis. Replace
sand as often as necessary to keep it clean and to maintain sucient amounts for play.
Installed play equipment, such as climbers and swings and other outdoor equipment
such as tables, benches, and decks should be made of wood that has not been treated
with Chromated Copper Arsenate (CCA). Alternatively, if wooden equipment has been
treated with CCA, two coats of waterproof, penetrating stain or sealant is applied at
least once a year if oil-based, and at least every six months if water-based and/or if
structure is regularly used in a heavy trac area. Climbers and swings should have
sucient resilient surfacing to prevent injury from falls. To ensure ongoing safety,
programs with installed equipment need to establish an inspection and maintenance
system performed on a regular basis. Equipment should be free of catch points,
sharp points, protruding hardware, and entrapment hazards. The program should
keep a record of inspections and maintenance that shows they have corrected unsafe
conditions when they arise. For additional safety, NAEYC suggests programs seek an
assessment by a Certied Playground Safety Inspector. These assessment documents
certify that play equipment is safe, protecting against death and permanently disabling
injury for children from 2 years through kindergarten.
7
6
The total amount of required play space is based on a maximum of one-
third of the total center enrollment being outside at one time.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
109
9.CBuilding and Physical Design
Topic 9.C addresses the overall elements of a building’s design, which include
regular maintenance, attention to safety, sucient space, sanitation facilities, and
adaptations for children and adults with disabilities.
Recommended Best Practices
The building in which a program is housed needs to include both program space
and administrative space. Children’s primary indoor activity areas should include
a minimum of 35 square feet of usable space
8
per child. If children attend for more
than two hours at a time, the program must provide natural light in at least some of
the indoor areas occupied during the course of the day. The sta’s work environment
should include a place for adults to take a break from children. This does not have
to be a formal sta break room; an oce, kitchen, or workroom can double as a sta
room. Sta also need to have access to an adult-size bathroom and a secure place to
store their personal belongings. There should be an administrative area for planning
or preparing materials that is separated from the children’s areas. All classrooms
and sta rooms should be comfortable, clean, and in good repair. Facilities should
meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility
includes access to buildings, toilets, sinks, drinking fountains, outdoor play spaces,
and all classroom and therapy areas.
The building’s interior design features should accommodate the health and safety
needs of children and sta. Toilets, drinking water (taps or fountains), and hand-
washing facilities should be within 40 feet of the indoor areas that children use. There
should be hand-washing sinks high enough to be accessible to sta, as well as ones
accessible to children (by using step stools, if needed). Bathrooms must have barriers
to prevent entry by unattended infants, toddlers, or 2-year-olds. Program sta should
make sure that stairwells and corridors are well lit and there is functioning emergency
lighting. Maintain unobstructed and visible paths for entering and exiting, as well
as clearly marked regular and emergency exits. Fully working re extinguishers, re
alarms, and carbon monoxide detectors should be present in each classroom and be
tagged and serviced annually. These systems must be tested monthly, and sta should
maintain and have available a written log of testing dates and battery changes.
Program policies should direct sta to ensure health and safety through attention to
the physical environment. The routine frequency of cleaning and sanitation in the
facility should be carried out as indicated in the “Cleaning, Sanitizing, and Disinfecting
Frequency Table.” Sta should clean and sanitize toilet seats, toilet handles, toilet
bowls, doorknobs, and oors every day—or immediately, if they are visibly soiled. Sta
7
For more information, see www.nrpa.org/npsi.
8
The primary activity area does not include diaper stations, cribs, large structures
that cannot be removed or moved aside easily, toilets, any sick-child area,
sta rooms, corridors, hallways, stairways, closets, lockers or cubbies, laundry
rooms, janitor rooms, furnace rooms, storage areas, or built-in shelving.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
110
should be alert to the possibility of hazards such as electrical shock, burns or scalding,
slipping, tripping, and falling. Floor coverings should be secured to keep sta and
children from tripping or slipping. Baby walkers cannot be used. First aid kits should
be readily available and maintained for each group of children. First aid kits must at
least include gloves, materials to clean wounds (e.g., wet wipes or antiseptic wipes),
and materials to stop bleeding. Sta need to have at least one fully equipped rst aid
kit when in the outdoor learning environment, as well as on eld trips and outings
away from the site. Sta serving infants, toddlers, and 2-year-olds need to be alert
for choking hazards and remove them from the proximity and reach of children. To
prevent drowning accidents, sta must supervise all children by sight and sound in all
areas with access to water, including water in tubs, pails, and at water tables.
Administrators should ensure that walls, oors, furnishings, outdoor spaces, and
equipment are kept in good repair, with no sharp edges, aking or peeling paint,
chipping oor tiles, peeling or deteriorating caulk, splinters, protruding or rusty
nails, or missing parts. Routinely inspect all areas, both indoors and outdoors, to
ensure they are free from glass, trash, sharp or hazardous items, and visible soil, and
are in a clean condition. If there are any bodies of water such as swimming pools,
wading pools, ponds, storm-water ponds, or irrigation ditches on or adjacent to the
program grounds, they are enclosed by at least a 4-foot or higher fence. If the fence
has gates, they are locked or otherwise child-proof. All sta should be empowered to
take steps to correct or avoid unsafe conditions.
The program should implement comprehensive recycling for paper, cardboard, glass,
aluminum, and plastics, to the extent these are supported by local waste management
laws and infrastructure. Used batteries and uorescent and compact uorescent light
bulbs should be securely stored before being recycled at a local hazardous waste facility.
When painting, carpeting, oor installation or renishing, or other renovations are
conducted, administrators must ensure that steps are taken to prevent or minimize
exposure to environmental hazards. Before renovating an older (pre-1980) facility,
consider possible sources of contamination such as lead, PCBs or asbestos. Do not
perform painting or renovations when children are present. When interiors are
painted, use only no-VOC (Volatile Organic Compounds) or low-VOC paints. Areas
that have been recently painted, carpeted, tiled, or otherwise renovated should be
ventilated before they are used by children. Consider painting or carpeting on or just
before a weekend, to allow several days for ventilation before use.
If the program uses motor vehicles for transport, the program’s policies and practices
should reect a dedication to safe operation. Vehicles that programs use must be
held to school bus standards or be multifunction school activity buses. These vehicles
should be labeled with the program’s name and phone number. Program vehicle
maintenance should be performed according to the manufacturer’s recommended
maintenance schedule. Keep documentation of maintenance available onsite
for each vehicle, showing the dates of regular and at least quarterly inspections
NAEYC Early Learning Program Accreditation Standards and Assessment Item
111
and preventative maintenance. Sta should be trained to carry out daily pre-trip
inspections of vehicles and correct any unsafe conditions, including unsatisfactory
air pressure in the tires. Sta must use vehicles and approved child and adult
safety-restraint devices in accordance with the manufacturer’s instructions. Safety
restraints should be used at all times when transporting children.
9.DEnvironmental Health
Topic 9.D addresses the importance of providing children and adults with a safe
and healthy environment free from toxic substances, insects, poisonous plants, and
smoke, as well as having procedures in place to address problems arising from air
pollution, allergens, and noise levels.
Recommended Best Practices
Properties used for child care and education programs should be assessed by a
licensed professional for lead hazards, radon, and radiation, asbestos, berglass,
and any other hazard from friable material. If warranted by the assessment, a
program must be able to show it has taken remedial or containment action to prevent
exposure of children and adults. For buildings that have lead-based paint, federal
EPA requirements should be followed before any painting, remodeling, renovations
or repairs that will disturb paint.
When the program’s water supply source is a well or other private source (i.e., not
served by a public supply), there should be onsite documentary evidence verifying
that the local regulatory health authority has determined the water to be safe for
human consumption. Regardless of the source of the drinking water (private well or
municipal supply) programs should implement best practices to ensure water is free
of lead, copper, bacteria and other environmental hazards:
› Only cold water is drawn from the tap for drinking,
cooking and making baby formula.
› All water outlets used for cooking and drinking are ushed (until noticeably
colder, about 30–60 seconds) after long periods (6 hours or more) of non-use.
› Debris is cleaned from all faucet outlet screens or aerators on a regular basis.
› Drinking water is tested at all outlets where people are
consuming water, including drinking fountains.
9
› If deemed necessary by the testing, appropriate remediation steps are taken for
additional treatment of drinking water at the outlet, such as the use of water
ltration devices that have been certied to remove lead, copper and bacteria.
Lead can also be tracked into the facility on shoes and wheeled vehicles. A rough
walk-o mat must be supplied at all main entrances to the facility as well as all
regularly used exits to outdoor learning environments. The program should
9
For schools and child care facilities, EPA’s action level for lead in drinking water is
20 ppb. At this level (or higher), actions must be taken to reduce lead levels.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
112
encourage the wiping of shoes or the removal of shoes before entering the facility.
Wheel toys that are used outside should not also be used inside.
There are many actions the program sta can take on a regular basis to ensure
continuing environmental safety. Toxic substances such as cleaners, detergents,
bleach, paint, and pesticides should be used only as directed by the manufacturer,
stored in their original labeled containers, and kept in a locked room or cabinet,
inaccessible to children and away from medications and foods. Matches and lighters
cannot be accessible to children, and gasoline and other ammable materials must be
stored in a separate building. In all rooms occupied by children, noise levels should
be controlled so normal conversation can be heard without raising one’s voice. The
facility, outdoor areas, and vehicles used to transport children must be entirely
smoke free at all times. No smoking, including the use of e-cigarettes or “vaping,”
can be permitted in the presence of children, even osite. Program sta also need to
protect children and adults from exposure to high levels of air pollution from smog
or heavy trac by limiting outdoor and physical activity as a precaution during smog
and other air pollution alerts.
Proper facility maintenance is critical to environmental health. If sta or children
have allergies to dust mites, cleaning supplies, furnishings, or other substances
used in the facility, administrators must learn and follow maintenance procedures
recommended by health professionals to minimize adverse health eects. All rooms
that children use must be heated, cooled, and ventilated to maintain room temperature
and humidity level not only to maintain comfort, but also to prevent the growth of
mold and mildew. Humidity levels should be kept between 30% and 50%. Conditions
that lead to excess moisture must be avoided. The maintenance sta or contractor
should be able to certify that facility HVAC systems are maintained in compliance
with national standards for facility use by children. Such standards may be identied
through organizations such as the American Society of Heating, Refrigerating and Air-
Conditioning Engineers, National Air Duct Cleaners Association, American National
Standards Institute, or the Air Conditioning Contractors of America.
The program’s maintenance procedures should also ensure that facilities are free
from harmful animals, insect pests, poisonous plants and other unwanted vegetation
including things like snakes, mice, wasps, lily-of-the-valley, and rhubarb). Toxic
pesticides, if used, must be applied by a licensed professional, at a time when children
will have the least exposure for at least 12 hours. Parents and sta must be notied
in advance about the timing of the application. The program should use non-toxic
techniques inside and outside the facility whenever possible, including an Integrated
Pest Management (IPM) system to eliminate or reduce harmful chemical exposures.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
113
Accreditation Assessment Items for Standard 9Physical Environment
Item
Number
Accreditation Assessment Item
Source of
Evidence
9A.1
Classrooms are designed so sta can supervise children by sight and sound
at all times, without relying on mirrors, cameras, or sound monitors.
CO
9A.2 Classrooms are arranged to provide children with semiprivate areas. CO
9A.3
Classrooms are arranged to provide full access (as
needed) to children with physical special needs.
CO
9A.4
Nursing mothers have a comfortable, private or semiprivate place
available to breast-feed and/or pump their breast milk.
PO
9A.5
Show that your program receives Consumer Product Safety
Commission (CPSC) product recall notices, and that you post
relevant notices in the center for both families and sta.
PP
9A.6
Posted daily schedules, lesson plans, and other notices
in the classroom are current and up to date.
CO
9B.1
Outdoor learning environments include three or more natural
elements that children can interact with, such as grass, sand, rocks,
plants (including gardens), and variations in ground elevation.
PO
9B.2 Sandboxes are at least half full of sand. PO
9B.3 The outdoor learning environment is free from tripping hazards. PO
9B.4
The outdoor learning environment includes one or more elements
that protect children from harmful weather conditions common
to the area, such as excessive wind or strong direct sunlight.
PO
9B.5
Show that your outdoor learning environment(s) provides at least 75
square feet of play space for each child playing outside at any one time.
PP
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
NAEYC Early Learning Program Accreditation Standards and Assessment Item
114
Item
Number
Accreditation Assessment Item
Source of
Evidence
9C.1
The classroom is free of hazards that could lead to electrical
shock, burns or scalding, slipping, tripping, or falling.
CO
9C.2
There is a well-marked, readily accessible, fully equipped
irst aid kit outside during outdoor play.
CO
9C.3
There are no choking hazards within the reach of
infants, toddlers, or young 2-year-olds.
CO
9C.5
The program’s building, grounds, furnishings, and equipment are kept
in good repair and are free of hazardous maintenance problems.
PO
9C.6 The program’s building and grounds are free of trash and hazardous items. PO
9C.7
Show that each classroom includes at least 35
square feet of usable space per child.
PP
9C.9
Children can reach the hand-washing sinks without sta
assistance (step stools are available if needed).
CO
9D.1 Toxic substances are inaccessible to children. CO
9D.2
A rough walk-o mat is supplied at the main entrance(s) and all
regularly used exits to outdoor learning environments.
PO
9D.3
There is a posted sign or notice at the main facility entrance(s)
that encourages sta, families, and visitors to wipe or
remove their shoes before entering the facility.
PO
9D.4
Show that you use non-toxic pest management techniques inside and outside
the facility whenever possible, including an Integrated Pest Management
(IPM) system to eliminate or reduce harmful chemical exposures.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
115
STANDARD 10
Leadership and Management
Deinition of Standard 10Leadership and Management
The program eectively implements policies, procedures, and systems that
support stable sta and strong personnel, scal, and program management
so all children, families, and sta have high-quality experiences.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
116
Rationale
Excellent programming requires eective leadership and governance structures and
comprehensive, well-functioning administrative policies, procedures, and systems.
Eective leadership and management create the environment for high-quality care
and education by (a) ensuring compliance with relevant regulations and guidelines;
(b) promoting scal soundness, program accountability, eective communication,
helpful consultative services, and positive community relations; (c) maintaining
stable sta; and (d) instituting ongoing program planning as well as continuous
program improvement.
Standard 10 is comprised of six topic areas (10.A, 10.B, 10.C, 10.D, 10.E, and 10.F).
Topic Areas
› 10.A—Leadership
› 10.B—Management Policies and Procedures
› 10.C—Fiscal Accountability Policies and Procedures
› 10.D—Health, Nutrition, and Safety Policies and Procedures
› 10.E—Personnel Policies
› 10.F—Program Evaluation, Accountability, and Continuous Improvement
10.ALeadership
Topic 10.A addresses the presence of a mission and philosophy that guides
programs toward achieving their goals. It describes expectations for the leadership
practices of program administrators, including executing the program mission and
fostering a climate of trust, collaboration, and inclusion.
Recommended Best Practices
Leadership is about the oversight and execution of all the other program standards
(1–9). Knowledgeable leaders have a vision for quality programming that is
grounded in research-based practices and creates an environment for high-quality
care and excellent education. Program administrators are expected to articulate
a mission and philosophy of program excellence that are supported by goals and
objectives, which are in turn aligned with desired outcomes for children and families.
The size of the administrative team, and the hours spent in administrative tasks, must
be commensurate with the size and complexity of the program. Small (enrollment
of fewer than 60 full-time equivalent children), single-site programs may be led by a
part-time administrator who may or may not also be in a teaching role. Small, multisite
programs may share a single full-time administrator. Large programs (enrollment of
60 or more full-time equivalent children) need at least one full-time administrator. In
large, multisite programs, management functions may be carried out by a leadership
structure combining both on-site and shared administrators.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
117
As leaders guide sta in implementing the program’s mission, they must respond
proactively to changing conditions and needs in order to continuously enhance program
quality. Throughout ongoing programmatic improvements, leaders can ensure an
organizational climate that fosters trust, collaboration, and inclusion of all stakeholders
(e.g., community members, landlords, board of directors, sponsoring agencies).
10.BManagement Policies and Procedures
Topic 10.B addresses written policies that undergird mission-driven practice,
program operations, and continuous program improvement.
Recommended Best Practices
High-quality practices cannot happen without clear, consistent policies and procedures
in place. All components of program operation must be guided by written policies, and
they are carried out through articulated plans, systems, and procedures that enable the
program to run smoothly and eectively. Some critical policies include these:
› Programs are licensed or regulated (unless license-exempt), to guarantee
that foundational health and safety policies are understood and followed
› Class sizes and teaching sta ratios are developmentally appropriate by age
› Accident and liability insurance coverage is maintained for children and adults
Examples of acceptable licensing or regulatory evidence include a full and current
license or regulatory certicate, correspondence from the licensing or regulatory
body showing good standing or that has been administratively extended beyond its
expiration date; or licensing extension, web link to state public licensing reports
of program status. License-exempt programs must complete the NAEYC License-
Exempt Acknowledgement Form.
Teachers and other program sta use child supervision records, transition logs, head
counts, attendance records, or sign-in and sign-out sheets to monitor and track class
sizes and ratios throughout the course of the day. These procedures are written down
and incorporated into larger program policies related to child supervision.
Among other important policies and practices, it is strongly recommended that
technology-based information management systems be in place, to ensure that
complex information is managed eciently. The program should also have policies
and procedures addressing ways to attract and maintain a consistently qualied, well-
trained sta and to reduce sta turnover.
Written personnel and operational policies should include sta responsibilities and be
shared with sta. For teaching sta, basic responsibilities include providing ongoing
personal contact, meaningful learning activities, supervision, and immediate care, as
needed, to protect children’s well-being. To minimize the number of class and sta
transitions that children experience during the day, as well as during the year, teaching
sta should be assigned to specic classes. Policies should encourage keeping infants
and toddlers together with their teaching sta for nine months or longer.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
118
The program should also share a written family handbook that serves to welcome and
orient families in care. The family handbook should clearly describe the program’s
philosophy, curriculum goals, guidance policy, enrollment, billing, daily care, and
other important matters. For example, there should be information explaining how the
program supports children’s transitions into and out of the program and into their next
class placement. Options for communication between program and families (including
language translation, as needed) must be detailed. The handbook should include
policies for negotiating and resolving diculties and dierences between program and
families. Field trip policies should be clear and detail when, how, and how often eld
trips are scheduled and outline standard safety precautions such as carrying emergency
contact information, rst aid supplies, alternate transportation arrangements, and the
like. Families are entitled to know the program’s written policies about the appropriate
use of consultants and about formal relationships the program may have with agencies
that can provide consultants to meet the needs of children in care and their families.
Strategic planning processes should be in place to implement the program’s vision
and mission and to secure long-term resources to sustain program operations.
Families, sta, and other stakeholders must be invited to participate in the strategic
planning process. If the program has a board of directors, advisory group, or council,
written policies should exist dening their roles and responsibilities and those of the
administrative sta who interact with them.
10.CFiscal Accountability Policies and Procedures
Topic 10.C addresses policies and procedures that provide evidence of sound scal
accountability, including the program administrator’s role in scal planning,
budget preparation, and budget oversight.
Recommended Best Practices
Leaders ensure a stable scal environment in order to eectively serve children
and their families. Financial policies and procedures need to reect the program’s
mission and goals. In other words, the program needs to generate enough revenue
to sustain excellence in its operations. They should be implemented using generally
accepted accounting practices. This includes the preparation and oversight of an
annual budget and the reconciliation of expenses to budget at least quarterly. There
should be a system in place to review and adjust the budget, if needed. The program’s
nances should be reviewed or audited annually to ensure accountability.
The person directly responsible for program implementation (for example, the
director or site manager) must help prepare the operating budget, participate in
budget reconciliation and review, and be included in long-range nancial planning.
Program administrators and other leaders (for example, board chairman) should
also be expected to actively seek to secure funding to sustain current practices and
to improve the program through innovative initiatives that are in keeping with
program-wide goals.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
119
10.DHealth, Nutrition, and Safety Policies and Procedures
Topic 10.D addresses policies, systems, and procedures that are needed to support
safe and healthy conditions and practices.
Recommended Best Practices
Leaders keep policies, systems, and procedures in place to support safe and healthy
conditions and practices. Each child’s health and safety information must be
collected from families and must be kept on le and updated quarterly or as needed.
Individual emergency care plans are developed for children with known medical
or developmental needs requiring special care such as allergies, asthma, seizures,
orthopedic or sensory problems, or similar conditions. This information is to be
kept condential, but must be kept in a central location and be readily available, as
needed, to authorized sta, family members, and regulatory authorities.
Health policies and procedures for both children and adults should address issues such
as infectious diseases (e.g., chicken pox, inuenza, and whooping cough), injuries (e.g.,
back strain, trips/falls, cuts, and burns), illness, medication administration, medical
emergencies, and environmental hazards (e.g., harmful chemicals, mold, radon,
asbestos, lead). Policies must also ensure that programs provide adequate nutrition,
sleeping arrangements, sanitation and hygiene, and facility maintenance.
Safety policies should prohibit rearms, smoking, and other signicant hazards.
Health and safety procedures detail how sta are to supervise children around
equipment that are most likely to cause injuries such as climbers, slides, swings, see-
saws, or merry-go-rounds. Sta should know how to respond to medical and dental
emergencies. Written, comprehensive procedures include knowing the emergency
care facilities in your area and how to obtain emergency transport, having ready
access to family health insurance and other emergency information, and knowing
about any individual emergency care plans for children with known conditions (e.g.,
asthma, allergy, or diabetes action plans).
Every program needs to have written and posted disaster preparedness and
emergency evacuation procedures. The procedures should designate an appropriate
person to assume authority and take action in an emergency when the administrator
is not on-site. The procedures should spell out the following:
› Plans that designate how and when to either shelter in place
or evacuate, and specify a location for the evacuation
› Plans for handling lost or missing children, security
threats, utility failure, and natural disasters
› Arrangements for emergency transport and escort from the program
› Monthly practice of evacuation procedures, with at least
yearly practice of other emergency procedures
Disaster preparedness and emergency evacuation procedures must be posted
throughout the program, in all rooms where children or adults may gather.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
120
There must be a written policy for reporting child abuse and neglect that complies
with applicable federal, state, and local laws. The policy should include requirements
for sta to report to the appropriate local agencies all suspected incidents of child
abuse or neglect, or both, perpetrated by families, sta, volunteers, or others. Policies
should also assure sta’s rights if they are accused of abuse or if they report abuse
within the program.
Written procedures must address the arrival, departure, and transportation of children
that ensure safety, facilitate family–sta interactions, consider the needs of children
with disabilities, and address special problems that may arise at pick-up time. Sta are
aware of policies and procedures regarding the release of children to someone other
than a paren or guardian (e.g., grandmother, aunt, or neighbor), court ordered custody
arrangements, and not releasing children to adults appearing to be under the inuence
of alcohol or other substances. Programs are responsible for knowing, documenting,
and following applicable federal and state laws regarding the management, operation,
insurance, and licensing of program vehicles.
10.EPersonnel Policies
Topic 10.E addresses personnel policies and procedures applicable
to maintaining a professional and committed sta.
Recommended Best Practices
Leaders uphold a professional and committed sta through written personnel
policies and procedures. Personnel policies must be provided to each employee upon
hiring. These should include job descriptions and qualications, termination and
grievance procedures, and expectations for sta’s continuing education requirements.
The program should have a salary scale with increments based on professional
qualications, sta role, length of employment, and performance evaluation.
All teaching sta should be at least 18 years old and have a high school diploma
or GED, unless they are working as part of an early childhood education training
program while earning a diploma or GED. Hiring procedures should ensure that all
employees in the program have passed a criminal-record check and are clear of any
history of substantiated child abuse or neglect.
All volunteers, substitutes, and other adults invited into the program on a regular
basis should receive an orientation to health, safety, and emergency procedures;
acceptable guidance, discipline, and classroom management techniques; child abuse
and neglect reporting procedures; and relevant regulatory requirements.
Prospective sta and regular volunteers (e.g., parents participating in a parent
cooperative program, foster grandparents, reading buddies) should also be expected
to provide personal references and a current health assessment that attests to their
ability to perform the tasks of their position. Health assessments should include
immunization status, TB testing (must be negative), and capacities and limitations
NAEYC Early Learning Program Accreditation Standards and Assessment Item
121
that might limit performance. They should be updated every two years. Condential
personnel les, including application, transcripts, health assessment records,
documentation of professional development, and performance evaluations, must be
kept in a secure location.
Eorts should be made and documented to hire and maintain sta that reect the
cultural, linguistic, and racial characteristics of the families served, and all hiring
policies should reect those of an Equal Opportunity Employer. Newly hired sta
members should serve an introductory period of employment during which an
administrator evaluates their physical and psychological competence for working with
children. New teaching sta do not work alone with children until they have received
an initial orientation to the program and the job. Volunteers, and support sta (e.g.,
cook, bus driver, janitor, lunchroom aide, oce assistant) do not work alone with
children and are always with regularly scheduled teaching sta at all times when
interacting with children.
10.FProgram Evaluation, Accountability,
and Continuous Improvement
Topic 10.F addresses policies, systems, and procedures related to routine
monitoring of program performance to ensure program accountability, continuous
program improvement, and enhanced outcomes for children.
Recommended Best Practices
The routine monitoring of program performance ensures program accountability,
continuous program improvement, and enhanced outcomes for children. At least
annually, administrators, families, and sta should be involved in a comprehensive
program evaluation that measures progress toward the program’s goals and
objectives. The evaluation process must gather valid and reliable data and evidence
on all areas of program functioning, including policies and procedures, program
quality, children’s progress and learning, family involvement and satisfaction, and
community awareness and satisfaction. For example, as one data element of a
comprehensive evaluation process, families and sta can be surveyed about their
experiences in the program. Leaders must then report the annual evaluation ndings
with families, sta, and appropriate advisory and governance boards.
The annual evaluation can be an occasion for recognizing strengths, celebrating
improvements, and identifying areas for growth. Working collaboratively, the
program then establishes goals for continuous improvement and innovation using
information from the annual program evaluation. This information should also be
used to plan professional development and program quality-improvement activities,
as well as to improve operations and policies. For example, if a program cannot
currently provide one or more recommended employee benets, the program’s
business or strategic planning process should state the conditions under which sta
benets will be improved.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
122
Throughout the year, not only during the annual evaluation process, the program
must oer sta and families opportunities to assist in making decisions to improve
the program. Collaborative and shared decision making builds trust and enthusiasm
for making program changes. At least annually, program sta should facilitate
meetings of all sta and families to consult on program planning and ongoing
program operations.
True continuing excellence is fostered when a program has an ongoing monitoring
system, in place throughout the year, to ensure that all program goals and
requirements are met. The program should have a data system (formal or informal)
that can be used to collect evidence showing that goals and objectives are met. This
evidence is incorporated into the annual program evaluation and contributes to
further goal setting and improvement.
Accreditation Assessment Items for Standard 10Leadership and Management
Sources of Evidence
CO Class Observation
CP Class Portfolio
PO Program Observation
PP Program Portfolio
Item
Number
Accreditation Assessment Item
Source of
Evidence
10B.1
Program sta maintain developmentally appropriate sta-to-child
ratios (1:4) in infant classrooms and other indoor settings.
CO
10B.2
Program sta maintain developmentally appropriate sta-to-child ratios
(1:6) in toddler and 2-year-old classrooms and other indoor settings.
CO
10B.3
Program sta maintain developmentally appropriate sta-to-child
ratios (1:10) in preschool classrooms and other indoor settings.
CO
10B.4
Program sta maintain developmentally appropriate sta-to-child
ratios (1:12) in kindergarten classrooms and other indoor settings.
CO
10B.5
Program sta maintain developmentally appropriate sta-to-child
ratios (1:15) in school-age classrooms and other indoor settings.
CO
10B.6
Program sta maintain a developmentally appropriate class
size (8) in infant classrooms and other indoor settings.
CO
10B.7
Program sta maintain a developmentally appropriate class size (12)
in toddler and 2-year-old classrooms and other indoor settings.
CO
NAEYC Early Learning Program Accreditation Standards and Assessment Item
123
Item
Number
Accreditation Assessment Item
Source of
Evidence
10B.8
Program sta maintain a developmentally appropriate class size
(20) in preschool classrooms and other indoor settings.
CO
10B.9
Program sta maintain a developmentally appropriate class size
(24) in kindergarten classrooms and other indoor settings.
CO
10B.10
Program sta maintain developmentally appropriate class size
(30) in school-age classrooms and other indoor settings.
CO
10B.11
Program sta maintain developmentally appropriate sta-
to-child ratios (1:4) for infants during outdoor time.
CO
10B.12
Program sta maintain developmentally appropriate sta-to-child
ratios (1:6) for toddlers and 2-year-olds during outdoor time.
CO
10B.13
Program sta maintain developmentally appropriate sta-to-
child ratios (1:10) for preschoolers during outdoor time.
CO
10B.14
Program sta maintain developmentally appropriate sta-to-
child ratios (1:12) for kindergartners during outdoor time.
CO
10B.15
Program sta maintain developmentally appropriate sta-to-
child ratios (1:15) for school-agers during outdoor time.
CO
10B.16
Required; Must
Be Met to Earn
and Maintain
Accreditation
Show that your program and your facility has a license to
operate or is regulated by an applicable public regulatory
system. Your license or regulatory documentation indicates your
program is in good standing with your regulatory body.
If your program is license-exempt, provide a signed copy of
NAEYC’s License-Exempt Acknowledgement Form.
PP
10B.17
Show that you have a detailed, written strategic
plan that includes what you will do to:
› Implement the program’s vision and mission
› Achieve desired child outcomes
› Maintain high-quality services to children and families
› Assure adequate funding for future needs
PP
10B.18
Show that your family handbook includes information about the
program’s guidance and discipline policies and procedures.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
124
Item
Number
Accreditation Assessment Item
Source of
Evidence
10B.19
Show that your family handbook includes procedures
for these health and safety precautions:
› Building security and access
› Storage and administration of medication
› Inclusion or exclusion of ill children
› Emergency response plans
PP
10B.20
Show that your family handbook includes procedures for negotiating
diiculties and dierences that arise in interactions between families
and program sta. Procedures include two or more techniques for
conlict resolution that involve increasing levels of formality.
PP
10B.21
Show that you assign speciic teaching sta to work with each
class of children, day-to-day and stably over time.
PP
10B.22
Show that you have written procedures that address how to maintain
developmentally appropriate sta-to-child ratios and class sizes:
› During all hours of operation
› In classrooms and other indoor settings
› In outdoor learning environments
PP
10B.23
Show that written policies encourage keeping infants together
with the same teaching sta for nine months or longer.
PP
10B.24
Show that written policies encourage keeping toddlers and twos
together with the same teaching sta for nine months or longer.
PP
10C.1
Show a quarterly or monthly accounting report, created in the past
year, that includes a reconciliation of expenses to budget.
PP
10C.2
Show that a inancial review or inancial audit was
conducted in the most recent iscal year.
PP
10C.3
Show or describe how the person directly responsible for program
implementation (for example, director or site manager) helps
prepare, review, and reconcile the program’s operating budget.
PP
10C.4
Show or describe how program leaders (for example, director and other
administrative sta, board of directors) work to generate and manage
the inancial resources needed to support a program of excellence.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
125
Item
Number
Accreditation Assessment Item
Source of
Evidence
10D.1
Show two examples of written health and safety
procedures meant to reduce sta injuries.
PP
10D.2
Show two examples of written health and safety procedures
meant to reduce sta exposure to environmental hazards.
PP
10D.3
Show that you follow government child nutrition guidelines for the amount
and types of food you provide to children for meals and snacks.
PP
10D.4
Show how you conduct facility and equipment maintenance
checks to identify potential health and safety problems.
PP
10D.5
In your sta handbook, your written policy and procedure for reporting
child abuse and neglect states that sta who report suspicions of
child abuse/neglect where they work are immune from discharge,
retaliation, or other disciplinary action for that reason alone,
unless it is proven that the report was intended to do harm.
PP
10D.6
Show that your written policies state that the content of each child’s health
and safety ile is conidential but is immediately available upon request to:
› Administrators and teaching sta who have consent from
a parent or legal guardian to access the records
› The child’s parents or legal guardians
› Regulatory authorities
PP
10D.7
Show or describe how your procedures for managing the arrival, departure,
and transportation of children are designed to facilitate family-sta interaction.
PP
10D.8
If children are transported during the program day, show or
describe your procedures for ensuring that all children are
accounted for before, during, and after transport.
PP
10D.9
Show that you have written arrival, departure, and transportation
policies and procedures that address special circumstances
in picking up children at the end of the day.
PP
10D.10
Show that you have written medical and dental procedures
that specify that if a physician has ordered a special medical
management procedure for a child in care, an adult trained in the
procedure must be on-site whenever the child is present.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
126
Item
Number
Accreditation Assessment Item
Source of
Evidence
10E.1
Show your written policy stating that new teaching sta do not work alone
with children until they have received an initial orientation to the program and
the job. If your sta are prohibited by law from working alone with children at
any time, provide the relevant licensing or regulatory rule in place of a policy.
PP
10E.2
Show that your program’s initial orientation for substitutes, support sta,
volunteers, and/or other service providers includes all of the following:
› Health, safety, and emergency procedures
› Acceptable (and unacceptable) guidance, discipline,
and classroom management techniques
› Child abuse and neglect reporting procedures
› A review of pertinent regulatory requirements
PP
10E.3
Show your policy stating that support sta and volunteers do
not work alone with children. They must be with, and supervised
by, regularly scheduled teaching sta at all times.
PP
10E.4
Show that you have salary scales with increments based on professional
qualiication, sta role, length of employment, and performance evaluation.
PP
10E.5
Show or describe how you hire sta or identify volunteers
who speak the same language as the children served.
PP
10E.6
Show that your written personnel policies include
resignation, termination, and grievance procedures.
PP
10F.1
If some or all of recommended employee beneits (health insurance,
leave, education beneit, retirement plan) are not available to sta,
show that the program’s strategic plan or business plan states
the conditions under which sta beneits will be improved.
PP
10F.2
Show that when the annual comprehensive program evaluation
is completed, program sta, families and advisory or governance
board members are given a report of the indings.
PP
10F.3
Show or describe two examples of how you have used information from your
annual comprehensive program evaluation to plan professional development.
PP
10F.4
Show or describe two examples of how you have used information
from your annual comprehensive program evaluation to
improve program policies, procedures, or activities.
PP
NAEYC Early Learning Program Accreditation Standards and Assessment Item
127
NAEYC Accreditation
Glossary of Terms
Accident and liability insurance coverage
Insurance coverage that protects children and program
sta from the medical expenses that can arise from
an accidental injury and includes general liability
coverage and accident insurance coverage for children
and adults. Worker’s compensation coverage is
considered a form of accident insurance for adults.
Anecdotal notes
Written narrative descriptions recorded
after the observed behavior(s) occurs.
Art (or “the arts”)
The expression or application of human creative skill and
imagination, producing works to be appreciated primarily
for their beauty or emotional power.
Denition of Art by Lexico. (2019). Retrieved 1 October
2019, from https://en.oxforddictionaries.com/denition/art
Assistant teachers/teacher aides
Sta who implement program activities under
the direct supervision of a teacher.
Baby walker
A mobile unit that enables a child to move on a
horizontal surface when propelled by the child
sitting or standing within the walker.
Broad-spectrum sunscreen
Sunscreen that protects against both UVA and
UVB radiation and is SPF 15 or higher.
Challenging behavior
“Any behavior that (1) interferes with children’s learning,
development and success at play, (2) is harmful to the
child, other children, or adults, [or] (3) puts a child at
high risk for later social problems or school failure.”
Kaiser, & Rasminsky. (2017). Challenging Behavior
in Young Children (4th ed.). Pearson Education.
Child portfolio
A collection of information, samples, and artifacts of a
child’s developmental progress. These portfolios are used to
document the child’s work, serve as a method to share the
child’s progress with others, and inform plans for further
learning. A systemic process should be used to determine
what goes into the portfolio. Child portfolios may be physical
(binder, folders) or digital (computer software, online).
Children have chances
Chances are conversations, materials, equipment,
or activities that allow for children to engage in a
particular concept or area of development. Because
“chances” is plural, at least 2 examples of chances, in
some/any combination must be observed to rate Yes.
Chromated copper arsenate
A wood preservative and insecticide comprised of
arsenic, chromium, and copper used commonly in
outdoor wooden structures constructed prior to 2004.
EHCC’s Arsenic Fact Sheet EHCC’s FAQ resource.
Class
For the purposes of NAEYC Accreditation, a class of
children is dened as those children who are assigned for
most of the day to a specic teacher or a team of teaching
sta members and who occupy an individual classroom or
well-dened space that prevents intermingling of children
from dierent classes within a larger room or area.
Each class must have at least one designated teacher.
Classroom-based assessment methods
The type of assessment used by teachers on a day-to-day
basis to collect information/evidence about each child’s
development and learning to inform her/his practice.
Cleaning
Physically removing all dirt and contamination,
often using soap and water.
Collaborative inquiry (“co-inquiry”)
A teaching method in which teachers and children
together learn about something by asking questions,
engaging in discussions, gathering and assessing data,
and determining next steps for answering new questions.
Community
The specic locality of a group of people with
shared governmental, cultural, historical,
social, religious, or occupational heritage.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
128
Comprehensive curriculum
Curriculum addressing physical, social-emotional,
and language developmental areas, and cognitive
development content in early literacy, early
mathematics, science, technology, creative
expression, health and safety, and social studies.
Comprehensive program evaluation
A formal assessment of your program’s progress toward
meeting its stated goals. It should query all stakeholders
and include all aspects of program functioning.
Comprehensive recycling program
The appropriate recycling of materials that otherwise
would have been thrown away, reducing the selection
and use of disposable materials, and increasing
the selection and use of reusable materials.
Conict
An active disagreement about opposing opinions
or needs, accompanied by elevated emotions.
Consultants
Individuals outside of the program who are
invited into the program to support sta eorts
to meet the needs of children and families.
Continuity of services
How sta of dierent organizations share information
and link services to provide consistent and reliable care
for children moving to dierent settings (e.g., preschool
to kindergarten) or among dierent care providers at one
time (e.g., child care, speech therapy, social services).
Conversation
Mutual listening and talking, done in turn, between two
or more people, about a common topic of interest.
Cosmetics
Products intended to be applied to the human body for the
purpose of cleaning, altering, or enhancing the appearance.
Counteracting stereotypical limitations
The selection and use of materials that represent people
in ways that depict a diversity of experiences, values,
abilities, dress, and customs rather than singular
representations of an entire group or selection of people.
Current health assessment
Not more than one year old.
Data
Broadly dened as factual information and may relate to
any of the curriculum content areas (not just science).
Database management systems (DBMS)
Computer software for creating and managing collections
of information. A DBMS gives users an organized, ecient
way to create, retrieve, update and manage program data.
Decit
More expenditures than income in a given time period.
Designated changing area
An area or space prepared for the purpose of changing
soiled diapers, training pants, or underwear and in which
all changing-related materials are readily available.
Detergent
A cleaning agent that helps dissolve and remove
dirt and grease from fabrics and surfaces. Soap
can be considered a type of detergent.
Developmental screening
A brief standardized procedure designed to quickly
appraise a large number of children to nd out which
children need further evaluation. Screening typically
is a process that includes use of a norm-referenced
instrument, information provided by a child’s teacher,
and information provided by a child’s family.
Developmentally appropriate
Based on what we know about the development
and learning of children in a given age range, while
also considering each child’s individual abilities
and needs and his or her cultural background.
Diagnostic evaluation
An in-depth appraisal of a child by a specialist
to identify specic abilities and needs, frequently
administered after a child has been noticed in a
screening by a teacher or family member.
Diaper bins
Receptacles designed and/or used for the
purpose of containing soiled diapers.
Disinfecting
Destroying or inactivating most germs, but not
bacterial spores, on any inanimate object.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
129
Display
A method of documentation in which examples of
student ideas, completed work, processes, and/
or reections are preserved and exhibited in a place
where it can easily be seen by the children.
Drama
Drama is the acting out of a story through
dialogue or pantomime. Dened broadly,
drama includes dramatic or pretend play.
Dramatic arts
Arts created for the purpose of public performance.
Dual language learner (DLL)
Refers to a child who is acquiring two or more languages
simultaneously and learning a second language
while continuing to develop their rst language.
Eco-healthy practices
Choices of furnishings, materials, supplies, and
procedures that eliminate or reduce people’s (children,
sta, families) exposure to environmental health hazards
such as unhealthy air, heavy metals, and chemicals.
Elevated levels of lead
For schools and child care facilities, EPA’s action level
for lead in drinking water is 20 ppb. At this level (or
higher), actions must be taken to reduce lead levels.
Eligible class:
A class is eligible to be included in a program’s NAEYC
Accreditation when the following conditions are met: 1)
the children enrolled in the class are aged birth through
kindergarten-age; school-age classes up to age eight
may be eligible in some circumstances; 2) the class meets
for a minimum of two continuous hours; 3) program
teaching sta have primary responsibility for the
enrolled children. Classes structured to require a parent
or guardian with each child at all times is not eligible.
Employee
Any adult employed by the program including
administrative, teaching, and support
roles. Interchangeable with “sta.”
Entrapment hazard
“Generally, an opening presents an entrapment hazard
if the distance between any interior opposing surfaces
is greater than 3.5 inches and less than 9 inches.”
(Circular openings do not present this hazard.)
“Handbook for Playground Safety”, Consumer Product
Safety Commission. (2019). Retrieved 1 October 2019,
from https://www.cpsc.gov/s3fs-public/325.pdf
Ethical conduct
Ethical conduct is behavior reecting the
core values of one’s profession.
Example(s)
A specic, concrete instance of the practice, as opposed
to a general statement of how the practice is done.
Expulsion
Terminating the enrollment of a child or family
in the regular group setting because of a
challenging behavior or a health condition.
Extended conversation
Conversation that allows each participant to take
more than one turn speaking and listening.
Family language preferences
Pronouns, vocabulary, and other terminology
unique to a specic family. This may include non-
English words or phrases used by a family.
Family roles
The day-to-day obligations, responsibilities, privileges,
or rights fullled by each member of a family.
Family style
When food is served in containers holding multiple
portions so that children may serve themselves.
Food that is distributed in a cafeteria line or on
plated trays is not considered family style.
Fine motor development
Refers to the improvement of small muscle movements
and control, usually in the ngers and hands.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
130
Fluorescent lighting
These products may containing mercury, which is a
neurotoxicant. Mercury released from a broken uorescent
light bulb will not be visible, while drops from a broken
thermometer will be visible. A program should have a
minimum of one complete and labeled mercury spill kit
accessible to sta at all times. It should be stored in a
central location in the facility, but inaccessible to children.
For any type of mercury spill, immediately contact the
national poison center for clean-up instructions, support
and resources; national toll free number: 1-800-222-1222.
Fresh water
Water that has recently obtained from its source.
Friable materials
Materials that are easily crumbled or reduced to
powder, increasing the potential for inhalation.
Full-time (administrator position)
75% or more of weekly work hours are scheduled
for program administration. For example, if an
administrator is scheduled to work 40 hours per
week, then at least 30 hours should be spent on
administrative work (not in a classroom).
Full-time sta
Sta who work 35 hours per week or more.
Fully equipped rst-aid kit
Includes gloves, materials to clean wounds (e.g., wet wipes
or antiseptic wipes), and materials to stop bleeding.
Good standing
The program has a fully valid and current license or
certication. Provisional or temporary licenses or
suspension or revocations of licensing or regulatory
statuses due to citations or ongoing investigations
for abuse, neglect, or lack of supervision are
NOT accepted as evidence of good standing.
Government child nutrition guidelines
Created by the US Department of Agriculture (USDA)
Child and Adult Care Food Program (CACFP).
Gross motor equipment
Movable or stationary equipment that supports
activities such as pulling up; walking; climbing
in, on, and over; moving through, around, and
under; pushing; pulling; balancing; and riding.
Gross motor game equipment
Outdoor elements that promote gross motor
play involving rules and structure.
Group projects
Activities that require children to work collaboratively
to achieve a goal or create a nished product.
Hand hygiene
The use of appropriate hand washing techniques,
or use of sanitizing products, to remove or
destroy pathogens from the hands.
In good repair
Furniture, equipment and materials are not frayed,
broken, chipped, or peeling. Foam containing products
and furniture have no exposed foam or stung.
Income statement
A nancial statement that gives information
about prot and expenses for a specic period of
time. Also called an “earnings report,” “operating
statement,” or “prot and loss report.”
Individual needs
Needs that arise from adverse life conditions (such
as poverty or family stress) that call for social
services, supports, or monitoring; a child’s special
needs are also a type of individual needs.
Individualized education plan (IEP)
A plan to ensure free and appropriate public education
(FAPE) for children with developmental delays aged
three to 21 years, in compliance with the Individuals
with Disabilities Education Act (IDEA) Part B.
Individualized family service plan (IFSP)
A plan to ensure free and appropriate public education
(FAPE) for children with developmental delays aged
birth to three years, in compliance with the Individuals
with Disabilities Education Act (IDEA) Part C.
Infant sleep positioner
Devices intended to keep an infant in a
desired position while sleeping.
Integrated pest management (IPM)
IPM is the application of an interconnected set
of largely non-toxic methods for managing pests
(insects, germs, weeds, rodents) in homes, schools,
child care facilities, workplaces and public areas.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
131
Interpersonal problems
Conicts, disagreements, or misunderstandings
between children or between children and sta.
Large group
Six or more children.
Large motor activities
Activities that support muscle development
and control of the body and limbs.
Large motor equipment
Equipment which support muscle development
and control of the body and limbs.
Large motor skill development
The improvement of large muscle movements
and control, usually in the body and limbs.
Large program
Program enrollment is 60 or more full-time equivalent
(FTE) children and/or employs 8 or more FTE sta.
Learning centers
Dened areas within a classroom that are prepared
with a selection of materials that promote learning
in a specic content area, such as art or science.
Learning style
Each person’s preferred way of taking in
and remembering new information.
Lesson plan
Broadly dened as a guide for teaching sta to implement
learning activities and opportunities. Lesson plan evidence
may take the form of written daily, weekly, or monthly
documents containing brief descriptions of multiple
planned activities; detailed plans (usually a page or
two) for a single activity; or curriculum webbing.
License-exempt
Programs that are not required to be licensed or
regulated. A completed License-Exempt Acknowledgement
Form is required in the Program Portfolio.
Matter
The substance of which a physical object is composed.
Medication
A substance used for medical treatment, especially
as a medicine or drug. Includes both prescription
and over-the-counter drugs. Skin protectants and
cosmetics are not considered medication.
Mission statement
A brief written statement of purpose, values,
and focus that remains constant over time.
Non-toxic art supplies
Art supplies certied by the Art and
Creative Materials Institute (ACMI).
Non-toxic cleaning
Routine cleaning with detergent and water is the most
useful method for removing germs from surfaces in
the child care setting. Safer cleaning products are not
only less-toxic and environmentally safer, but they also
often cost less or the same as conventional cleaners.
Number concepts
The understanding of cardinal and ordinal number
systems as related to objects and quantities and the
static and dynamic nature of these relationships.
Number words
The language representations of quantity (e.g., one,
two, three…) or position (rst, second, third…).
Numerals
The symbolic representations of quantity (e.g.,
1, 2, 3…) or position (1st, 2nd, 3rd…).
Object quantity
The understanding of the measurable properties of
objects. (e.g., how many of something, how much
something weighs, or how much time has passed.)
Operational administrator
An administrator with the educational qualications
to serve as the program’s operational leader. This
administrator may have a title such as director,
site manager, administrator, program manager,
early childhood coordinator, or principal.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
132
Organizational climate
Properties of the business environment in a
workplace observed by sta that strongly
inuence their actions and job performance.
What is organizational climate? Denition and
Meaning. (2019). Retrieved 1 October 2019,
from http://www.businessdictionary.com/
denition/organizational-climate.html
Other service providers
Adults, either employed by or contracted with the
program, with appropriate specialized knowledge
that arrange or engage children in planned therapies,
activities or experiences that take place for no more
than one hour at a time, per group of children.
Part-day classes
Classes which operate ve hours or less per day.
Part-day programs
Programs which are open for operations
ve hours or less per day.
Part-time (administrator position)
Less than 75% of the administrator’s weekly work hours
are devoted to program administration. For example,
if the program is open only 20 hours per week and the
administrator spends 8 hours each week in a classroom,
this would be a part-time administrator since only 60% of
her work hours (12 out of 20 hours) are administrative.
Pedagogical administrator
An administrator with the educational qualications
required to serve as the program’s pedagogical leader.
This administrator may have a title such as director,
assistant director, administrator, curriculum coordinator,
or master teacher. Pedagogical administrators may
oversee more than one program in this role.
Phenomena
Facts or occurrences directly observable by the senses.
Phonemes
An individual sound within a spoken word.
Physical special needs
Mobility, hearing, or visual impairments are physical
special needs. Neurological disorders, Down Syndrome,
and “other” special needs may include physical special
needs such as balance or coordination impairments.
Play
Children’s active engagement and enjoyment
of an activity and their ability to determine
how the activity is carried out.
Polyvinyl chloride (PVC)
A type of soft plastic vinyl. Not all vinyl is a PVC.
Vinyl products made from ethylene vinyl acetate
(EVA) or polyethylene vinyl acetate (PEVA)
are safer choices than those with PVC.
Positive peer interactions
Interactions between children that result in reciprocal
feelings of success and are arming in nature
Positive self-identity
A sense that one is a good and valued person based on
some salient attributes that are maintained over time.
Potable water
Water of sucient quality to serve as drinking water.
Present
A class of children can be left in the care of a sta
member who does not have appropriate rst aid and
CPR training for no more than ve minutes. For example,
if the sta member with appropriate rst aid and CPR
training needs to step into the hallway to speak privately
to a parent or leave the group to use the restroom,
the sta member must return within ve minutes or
another sta member with appropriate rst aid and
CPR training must join the class within ve minutes.
Private
A space designed for the exclusive use of a
particular person or group of people.
Professional sta
Program sta working in roles within the
early childhood education profession.
Regulated
Programs that are not licensed by a state government
but are under the regulation of a public agency, such
as Department of Defense or a board of education.
Repeating patterns
Sequences of colors, shapes, sounds, or other
attributes that occur again and again.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
133
Retirement plan
A system for saving money for use during retirement.
Denition of RETIREMENT PLAN. (2019). Retrieved
1 October 2019, from https://www.merriam-
webster.com/dictionary/retirement%20plan
Safe environment
A fully enclosed area, free of safety and environmental
hazards, occupied by at least one supervising adult.
Sanitizing
Reducing germs on inanimate surfaces to levels
considered safe by public health codes or regulations.
Scaolding
Teachers “provide assistance and/or add support to
enable each child to master a challenge just beyond
his current level. The teacher gradually reduces the
support as the child is able to proceed independently.”
Developmentally Appropriate Practice,
3rd edition, page 154.
Secure storage
Belongings are stored in a closet, locker,
or drawer out of reach of children.
Semiprivate
A space designed for a small number of people.
Sensory-motor integration skills
Relates to the manner by which a child takes in
sensory information, processes and interprets the
information, and then responds automatically to it.
Show or describe
When an item says “show or describe,” this means that you
may document the stated practice with a sample (photo,
captioned photo, child work sample, form, lesson plan) OR
provide a brief narrative description (e.g., paragraph) that
specically addresses how you meet the stated practice.
It is acceptable to both show AND describe, if both are
needed to adequately address the stated practice.
Skills
The ability to do something well, usually as
the result of training and practice.
Skin protectants
Products that temporarily protect injured or
exposed skin from harmful or annoying eects
and may also provide relief to such surfaces.
Small group
Two to six children.
Small program
Program enrollment is fewer than 60 full-time equivalent
(FTE) children and/or employs fewer than 8 FTE sta.
Special feeding needs
Food intolerance, allergy, health concerns (e.g.,
diabetes, overweight/underweight), or medical
conditions that require the use of specialized
feeding equipment (e.g., feeding tubes).
Special health care needs
“…Those who have or are at increased risk for a chronic
physical, developmental, behavioral, or emotional condition
and who also require health and related services of a type
or amount beyond that required by children generally.”
Newacheck, P., Strickland, B., Shonko, J.,
Perrin, J., McPherson, M., & McManus, M. et al.
(1998). An Epidemiologic Prole of Children With
Special Health Care Needs. Pediatrics, 102(1),
117-123. doi: 10.1542/peds.102.1.117
Special needs
Physical or mental health conditions that
require special education services such, as early
intervention or individualized supports.
Sta
Any adult employed by the program including
administrative, teaching, and support roles.
Interchangeable with “employee.”
Sta-to-child ratio
The number of sta compared with the number of children.
Stakeholder
Anyone with a vested interest in the program.
Standard accounting practices
A common and widely accepted system of setting up,
maintaining, and verifying the nancial records of
a business. It includes analyzing the nancial health
of the business through study of its sales, purchases,
and general cost of running the business. These
analyses are done repeatedly, at regular intervals
(such as monthly, quarterly, or annually).
NAEYC Early Learning Program Accreditation Standards and Assessment Item
134
Standard precautions
Work practices recommended by the Centers for Disease
Control and Prevention that are required for a basic level
of infection control. They are standard because these
practices are used all the time, not just for children who
might be sick. Standard precautions apply to (1) blood;
(2) all body uids, secretions, and excretions except
sweat; (3) broken skin; and (4) mucous membranes
(eyes, nose, mouth). Standard precautions include good
hygiene practices (particularly washing and drying
hands before and after contact), the use of protective
barriers (such as gloves, masks, or eye shields), and
appropriate handling and disposal of infectious waste.
Standardized tests
A test with specic characteristics: (1) developed
according to American Psychological Association/
American Educational Research Association guidelines,
with high levels of reliability and validity; (2) prescribed
methods for administration and security; and (3)
scoring systems based on comparisons either with
other test takers (norm-referencing) or with a specied
level of performance (criterion-referencing).
Standing order (medication)
A written instruction issued by a medical practitioner or
dentist, authorizing program sta to administer medication
to a child if specic symptoms or circumstances occur.
Strategic planning
A systematic process of envisioning a desired future,
and translating this vision into broadly dened goals
or objectives and a sequence of steps to achieve them.
Do you know this term?. (2019). Retrieved 1
October 2019, from http://www.businessdictionary.
com/denition/strategic-planning.html
Substitute
Adult who replaces a specic teacher or assistant
teacher–teacher aide on a temporary basis. A
substitute who replaces a specic teacher or assistant
teacherteacher aide for 20 or more consecutive
business days must be considered a member of the
teaching sta. NAEYC recognizes that programs may
use substitutes to supplement the teaching sta.
Suitable seating
A stool, chair, bench, or other seat that is
capable of supporting an adult person.
Sun-protective clothing
Clothing made with fabrics rated for ultraviolet
protection, or clothing that protects skin
areas most prone to sun damage.
Support sta
Adult employed by the program in a role other
than administrative leadership or teaching.
Suspension or other exclusionary measures
All other reductions in the amount of time a child may be in
attendance of the regular group setting, either by requiring
the child to cease attendance for a particular period of
time or reducing the number of days or amount of time
that a child may attend. Requiring a child to attend the
program in a special place away from the other children
in the regular group setting is included in this denition.
Teacher
Adult with primary responsibility for a class of children.
Each class must have at least one designated teacher. The
teacher must spend the vast majority of time with one class
of children who attend at the same time rather than divide
their time between classrooms or oat between classes.
Teaching sta
The teachers and assistant teachers/teacher aides that
work directly with children in the implementation
of curriculum, program routines, and activities.
Technology
Equipment and machinery developed
from scientic knowledge.
Third-party certied
An independent organization has reviewed the
manufacturing process of a product and has independently
determined that the nal product complies with specic
standards for safety, quality or performance.
What Is Third-Party Certication? - NSF International.
(2019). Retrieved 1 October 2019, from http://www.
nsf.org/about-nsf/what-is-third-party-certication.
Toxic substances
Any substance that is potentially harmful if
ingested, inhaled, or absorbed through the skin.
NAEYC Early Learning Program Accreditation Standards and Assessment Item
135
Training
Specialized college-level coursework or professional
development training. Specialized college-level course
work may include core courses that cover these topics
or courses addressing these topics specically.
Training in special needs
Specialized college-level coursework and/or professional
development training. Specialized college level course
work may include core courses that cover these topics or
courses addressing these topics specically. The course
work and training includes (a) family-centered practice;
(b) atypical development and common health problems; (c)
IDEA and other applicable laws; (d) children’s and families’
rights under these laws; (e) roles and responsibilities
related to the IEP and IFSP; (f) strategies for supporting
inclusion; (g) strategies for modifying and adapting
curriculum, schedules, materials, and instruction to
meet individual needs; (h) the referral and assessment
process; and (i) community supports and resources.
Underimmunized
A person who has not received the recommended number
or types of vaccines for his or her age, according to the
current national and local immunization schedules (AAP).
Usable space
The primary indoor activity areas not otherwise occupied
by large structures, cribs, changing tables, storage, or
areas not intended for extended use by children or groups
of children (e.g., sta lounges, hallways, stairwells, closets).
Visual arts
Creations that can be observed and appreciated.
Volatile organic compound (VOC)
Organic compounds that easily evaporate at room
temperature and are known to cause negative health
eects given prolonged and/or concentrated exposure.
Volunteers
Adults, neither employed by or contracted with the
program, who are regularly scheduled to provide
support services to the program in administrative
capacities (e.g., clerical work, creating bulletin
boards or displays), classroom management, or
other support tasks (e.g., cleaning, landscaping/
gardening) without monetary compensation.
Wordless books
Books with no words or few words, in which information
or narrative is conveyed primarily through imagery.
Writing
The act of communicating thoughts, ideas, and
information to others through use of print.
Written curriculum/Curriculum framework
Includes the goals for the knowledge and skills to be
acquired by children and the plans for learning experiences
through which such knowledge and skills will be achieved.
NAEYC Early Learning Program Accreditation Standards and Assessment Item