Posted: December 25th, 2023

NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment

NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment

© 2014. National Association for the Education of Young Children. This form may be reproduced for use by programs seeking or maintaining NAEYC Accreditation. All rights reserved. Updated April 1, 2014

This document incorporates the language of all NAEYC Early Childhood Program Standards and Accreditation Criteria, including 39 criteria that are not currently assessed by the NAEYC Academy. (For more information about criteria that the Academy does not currently assess, click here). When applicable, the language of the criteria includes Guidance for Assessment, which both explains how the criteria are assessed by NAEYC and clarifies the intent of the criteria. On April 1, 2014, five criteria were revised to reflect current best practice. Read more. The entries below contain the following information: When reading guidance, note the possible ratings used by NAEYC Assessors and their definitions below:

 ‘Yes’: Evidence is found; criterion or indicator is met.  ‘No’: No evidence is found, or evidence is insufficient to meet criterion or indicator.  ‘N/A’ (Not Applicable): The criterion or indicator does not apply to this group. The ‘N/A’ rating is only available if it

is noted.  ‘NoOpp’ (No Opportunity): There was no opportunity to observe the criterion or indicator during the specific

observation. The ‘NoOpp’ rating is only available if it is noted. While ‘NoOpp’ may be used for a specific, time- limited observation, it is expected that groups display evidence of the criterion sometime throughout the day.

 ‘Not Age’: The criterion or indicator does not apply to the age category being observed. The ‘Not Age’ rating is only available if it is noted.

Definitions of terms used throughout guidance:  ‘Varied’ or ‘Multiple’: More than one.  ‘Such as’ or ‘for example’: Examples which may be used as evidence but do not necessarily need to be seen to

meet the criterion or indicator.

3.B.12 T-P-K Random O, FS, PP Rate ‘NoOpp’ if no challenging behaviors are observed. Teachers address challenging behavior by a assessing the function of the child’s behavior.

b convening families and professionals to develop individualized plans to address behavior.

Rate ‘NoOpp’ if no evidence is seen in the classroom. The individualized plans do not have to be formal IEPs, but may consist of informal meetings, phone calls, emails, and/or other modes of communication to discuss plans to address the behaviors.

c using positive behavior support strategies. Evidence may include such things as policies, examples of how the program addressed a challenging behavior in the past, or notes between parents and teachers. Definition of challenging behavior: “Challenging behavior is 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, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.)

Guidance for Overall Rating

Gray background; justified left; applies to overall criterion to indicate when an overall rating is appropriate.

Guidance for Specific Indicator

Gray background; indented; applies to indicator listed above.

Guidance for Overall Criterion

Gray background; justified left; applies to entire criterion and all indicators; bolded print indicates new guidance.

Criterion Number

Age Category I = Infant T = Toddler/Two P = Preschool K = Kindergarten

Assessment Category Required Always Assessed Randomly Assessed Emerging Practice Not Currently Assessed

Source(s) of Evidence O = Observable Criteria PP = Program Portfolio CP = Classroom Portfolio TS = Teaching Staff Survey FS = Family Survey

https://www.naeyc.org/files/academy/file/CriteriaNoLongerAssessed.pdf
http://www.naeyc.org/academy/files/academy/file/RevisedCriteria_201400401.pdf
NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Page 2 of 96

© 2014. National Association for the Education of Young Children. This form may be reproduced for use by programs seeking or maintaining NAEYC Accreditation. All rights reserved. Updated April 1, 2014.

Standard 1 – Relationships

1.A. – Building Positive Relationships among Teachers and Families

1.A.01 I-T-P-K Random O, FS, CP

a Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication. Look for examples of TWO-WAY communication efforts by teaching staff with families of children in the classroom. Rate ‘Yes’ if evidence includes clear invitations from staff to receive family communications. Rate ‘NoOpp’ if no evidence or partial evidence of two-way communication (e.g., parent board with lesson plan, menu, and events calendar) is observed. Rate as ‘No’ if missed opportunities for two-way communication are observed.

1.A.02 I-T-P-K Random PP, FS

a Teachers gain information about the ways families define their own race, religion, home language, culture, and family structure.

Evidence may include information from general intake forms or informal communications with families about these issues.

1.A.03 I-T-P-K Random O, FS, CP Teachers communicate with family members on an ongoing basis to…

a learn about children’s individual needs and b ensure a smooth transition between home and program.

Evidence may include things such as dialogue books, whiteboards that describe what children are doing, or conversations with family members who are in the classroom. At least two examples of communication must be seen, one of which could be part of introductory materials. Rate ‘NoOpp’ if no examples are seen or if only one example is observed. Rate as ‘No’ if missed opportunities for communication are observed.

1.A.04 I-T-P-K Not Currently Assessed: Best Practice

a Teachers are sensitive to family concerns and reassure family members who are concerned about leaving children in non-family care. Examples may include conversations with family members.

1.A.05 I-T-P-K Random O, FS, CP

a Teachers share information with families about classroom rules, expectations, and routines not only at enrollment but also as needed throughout the year. Evidence may include dialogue books, flyers, whiteboards that describe what children are doing, or conversations or other communication efforts with family members who are in the classroom.

1.B. – Building Positive Relationships between Teachers and Children

1.B.01 I-T-P-K Random O

a Teaching staff foster children’s emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection.

1.B.02 I-T-P-K Random O

a Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles.

1.B.03 I-T-P-K Random O Teaching staff are consistent and predictable in their

a physical and b emotional care of all children.

Look for evidence that teaching staff are responsive to the physical and emotional care needs of all the children. Rate as ‘Yes’ UNLESS there are clear missed opportunities for staff to be responsive to the care needs of the children.

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1.B.04 I-T-P-K Random O

a Teaching staff encourage and recognize children’s work and accomplishments. For observation purposes the experience of most of the children is assumed to be equivalent for every child unless there is evidence to the contrary. Watch for teaching staff conversations that (1) encourage children to try new things; and (2) recognize attempts and success in all developmental areas. Evidence may also include such things as photographs, class made books, class displays, and newsletters.

1.B.05 I-T-P-K Random O

Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to children’s

a positive initiations, b negative emotions, and c feelings of hurt and fear d by providing comfort, support, and assistance.

Watch for teaching staff’s sensitivity to individual children (versus treating all children basically the same way). When there is not an opportunity to observe all indicators, credit should be given UNLESS there are clear missed opportunities when indicators would be expected to be observed.

1.B.06 I-T-P-K Random O

a Teaching staff encourage children’s appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).

Watch for teaching staff’s sensitivity to individual children (versus treating all children basically the same way). Rate as ‘Yes’ UNLESS there are clear missed opportunities for staff to encourage appropriate expressions of emotions.

1.B.07 I-T-P-K Random O

Teaching staff evaluate and change their responses based on individual needs. Teaching staff vary their interactions to be sensitive and responsive to

a differing abilities, b temperaments, c activity levels, and d cognitive and e social development.

Watch for teaching staff’s sensitivity to individual children (versus treating all children basically the same way). When there is not an opportunity to observe all indicators, credit should be given UNLESS there are clear missed opportunities when indicators would be expected to be observed.

1.B.08 I-T-P-K Random O

a Teaching staff support children’s competent and self-reliant exploration and use of classroom materials. Evidence may include opportunities for interaction with materials, unstructured activities, free play, etc. A posted schedule indicating there are opportunities for unstructured activities and/or free play etc. would also be acceptable. For infants, teaching staff assisting children with exploration of the environment and materials is acceptable.

1.B.09 I-T-P-K Required O, PP

a Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion.

Rate ‘No’ if any person employed by or volunteering for the program physically punishes and/or psychologically abuses or coerces a child.

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1.B.09 I-T-P-K Required O, PP This is a required criterion. If a child is in immediate danger, assessors must immediately notify the program administrator and contact the NAEYC Academy. If the assessor determines that this criterion is not fully met after the observation, assessors must note this on the Required Criterion Report Form. If during the Program Portfolio review, the assessor determines that this criterion is not fully met, the assessor MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met after the program responds to the MERF, assessors must note this on the Required Criterion Report Form. The Required Criterion Report Form is shared with the program administrator at the Closing Meeting, at which point the Program Administrator will be given a chance to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the appropriate box on the form; AND/OR provide additional contextual information to the NAEYC Academy as part of the Administrator Evaluation of the Site Visit.

1.B.10 I-T-P-K Always O, PP

a Teaching staff never use threats or derogatory remarks and neither withhold nor threaten to withhold food as a form of discipline.

Any instance of threats, derogatory remarks or the withholding of food as discipline will result in rating ‘No’ on this criterion. Having children experience logical consequences (such as missing snack if they choose not to eat with the group) is not the same as threatening to withhold food. However, if a child is then unable to fully participate in the group due to hunger, some food should be made available.

1.B.11 I Random O

Teaching staff engage infants in frequent face-to-face social interactions each day. These include both… a verbal behaviors (e.g., talking, cooing, repeating infant sounds, singing) and. b nonverbal behaviors (e.g., smiling, touching, holding).

1.B.12 I Random O

a Teaching staff give one-to-one attention to infants when engaging in caregiver routines. Caregiver routines include feeding (bottle or solids), diaper changing, changing clothes, and cleaning the infant.

1.B.13 I-T Random O

a Teaching staff adjust their interactions to infants’ and toddlers’/twos’ various states and levels of arousal. Teachers are aware of how their own behavior and voice level affects children, and they modify or modulate their interactions with children based on each child’s reactions, for example, if a child is reacting negatively to being held too much or too closely.

1.B.14 I-T Random O

Teaching staff quickly respond to infants and toddlers/twos’ cries or other signs of distress by a providing physical comfort and b [providing] needed care.

c Teaching staff are sensitive to infants’ and toddlers’/twos’ various signals and learn to read their individual cries.

Rate as ‘NoOpp’ if no cries or other signs of distress are observed.

1.B.15 T-P-K Random O Teaching staff talk frequently with children and listen to children with attention and respect. They…

a respond to children’s questions and requests. b use strategies to communicate effectively and build relationships with every child. c engage regularly in meaningful and extended conversations with each child.

The experience of most of the children is assumed to be equivalent for every child unless there is evidence to the contrary.

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1.C. – Helping Children Make Friends

1.C.01 I Random O

a Teaching staff facilitate an infant’s social interaction when he or she is interested in looking at, touching, or vocalizing to others.

1.C.02 T-P-K Random O

a Teaching staff support children’s development of friendships and provide opportunities for children to play with and learn from each other.

Evidence could include: staff attempts to bring unengaged children into play, working with children to negotiate materials or rules, or helping children express their feelings and emotions to each other. Evidence may also include schedules that include multiple groupings and clean up times; and environments that provide for small (2 children) and larger groupings.

1.C.03 T-P-K Random O, CP

Teaching staff support children as they practice social skills and build friendships by helping them: a enter into [play], b sustain [play], and c enhance play.

Evidence includes staff who are trying to bring unengaged children into play, working with children to negotiate materials or rules, or making play more complex.

1.C.04 T-P-K Random O

Teaching staff assist children in resolving conflicts by helping them: a identify feelings, b describe problems, and c try alternative solutions.

Staff immediately solving conflicts for children without giving children a chance to resolve the issue first is considered as negative evidence. Rate as ‘Yes’ if no evidence of conflicts is observed.

1.C.05 T-P-K Random O

a Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom.

Rate as ‘Yes’ if no evidence of socially withdrawn children, victims or bullying is observed.

1.C.06 T-P-K Random O Teaching staff facilitate positive peer interaction for children who are

a socially reserved or withdrawn and b for those who are bullied or excluded.

Rate as ‘Yes’ if no evidence of socially withdrawn children, victims or bullying is observed.

1.D. – Creating a Predictable, Consistent, and Harmonious Classroom

1.D.01 I-T-P-K Always O, CP Teaching staff counter potential bias and discrimination by…

a treating all children with equal respect and consideration. b initiating activities and discussions that build positive self-identity and teach the valuing of differences.

Evidence includes materials and books that portray children as unique individuals and show different cultures, ethnicities, and backgrounds. c intervening when children tease or reject others. Rate ‘Not Age’ for infant groups. Rate as ‘Yes’ if no incidents of teasing or rejection occur during observation.

d providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations.

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1.D.01 I-T-P-K Always O, CP

Evidence may include diversity within the program itself, for example: a male teacher; staff and enrollment reflecting multiple ethnicities; multiple languages spoken; enrollment of a child who uses a wheelchair. Classroom materials do not generalize groups of people based upon ethnicity, gender, ability, geography, or age.

e avoiding stereotypes in language references.

Rate as ‘Yes’ if no instances of stereotypical language are observed. Evidence for avoiding stereotypes in language references may include providing equal opportunities for all children to discuss and participate in leadership roles, and in activities such as dramatic play where children may choose to participate in non-stereotypical roles. References to age, sex, religion, race, ability, etc. should be used only if they are relevant and not in a way the negatively “labels” individuals or groups of people. Written evidence may include policies in the staff and/or parent handbooks regarding language used in the classroom, and/or how to choose materials for the program, lesson plans, pictures and in-service or staff meeting notes or minutes.

1.D.02 T-P-K Random O, CP

Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom

a rules, b plans, and c activities.

Practices for meeting this criterion could include labeling and discussing classroom rules and schedules or offering children choices in selecting areas or materials in which to play.

1.D.03 T-P-K Random O

a Teaching staff anticipate and take steps to prevent potential behavior problems. Rate as ‘Yes’ if no behavior problems are observed.

1.D.04 T-P-K Random O, CP

Teachers help children talk about a their own and b others’ emotions.

They provide opportunities for children to c explore a wide range of feelings and the different ways that those feelings can be expressed. Evidence includes books, posters, lesson plans, materials and conversation.

1.D.05 T-P-K Random O

Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They

a model turn taking and sharing as well as caring behaviors. Modeling can be staff-to-staff or staff-to-child interactions.

b help children negotiate their interactions with one another and with shared materials. c engage children in the care of their classroom. d ensure that each child has an opportunity to contribute to the group. e encourage children to listen to one another. f encourage and help children to provide comfort when others are sad or distressed. Rate as ‘NoOpp’ if no children are observed to be sad or distressed.

g use narration and description of ongoing interactions to identify pro-social behaviors.

1.E. – Addressing Challenging Behaviors

1.E.01 T-P-K Random FS, TS, PP

a

For children with persistent, serious, challenging behavior, teachers, families, and other professionals work as a team to develop and implement an individualized plan that supports the child’s inclusion and success.

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1.E.01 T-P-K Random FS, TS, PP Rate ‘N/A’ if no children exhibit persistent, serious, challenging behavior. Definition of challenging behavior: “Challenging behavior is 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, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.

1.E.02 T-P-K Not Currently Assessed: Best Practice

a Teachers observe children who have challenging behavior. They identify events, activities, interactions, and other contextual factors that predict challenging behavior and may contribute to the child’s use of challenging behavior.

Definition of challenging behavior: “Challenging behavior is 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, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.

1.E.03 T-P-K Random O Rather than focus solely on reducing the challenging behavior, teachers focus on …

a teaching the child social, communication, and emotional regulation skills and

Rate Indicator a as “NoOpp” if no challenging behaviors are observed. Rate as “No” if teachers fail to respond to challenging behavior; or respond to challenging behavior with negative verbal directives (“No yelling!”, “Stop pushing him!”), or suppress the behavior without attempting to teach alternative behavior. Note that some challenging behavior (such as whining) may be deliberately ignored until an opportunity arises to positively reinforce alternate behavior.

b using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child’s appropriate behavior.

Rate Indicator b ‘Yes’ or ‘No’ regardless of whether challenging behavior is observed. Look for preventive strategies such as control of number of children in a learning center; well-arranged centers with well-marked boundaries, classroom rules and routines; and use of group projects and cooperative games to promote a cohesive social environment.

Definition of challenging behavior: “Challenging behavior is 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, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.

1.E.04 T-P-K Random O

Teaching staff respond to a child’s challenging behavior, including physical aggression, in a manner that a provides for the safety of the child. b provides for the safety of others in the classroom. c is calm. d is respectful to the child e provides the child with information on acceptable behavior.

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1.E.04 T-P-K Random O Rate entire criterion ‘NoOpp’ if no challenging behaviors are observed. Definition of challenging behavior: “Challenging behavior is 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, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.

1.F. – Promoting Self-Regulation

1.F.01 T-P-K Random O

Teaching staff actively teach children a social, b communication, and c emotional regulation skills.

Look for teacher interactions with children about learning concepts. Rate as ‘Yes’ if children exhibit social, communication and emotional regulation skills.

1.F.02 T-P-K Random O

Teaching staff help children manage their behavior by guiding and supporting children to… a persist when frustrated b play cooperatively with other children. c use language to communicate needs. d learn turn taking. e gain control of physical impulses. f express negative emotions in ways that do not harm others or themselves. g use problem-solving techniques. h learn about self and others.

It is very important to watch for missed opportunities, otherwise rate these indicators as ‘Yes’ by default. In addition, rate as ‘Yes’ if no negative emotions or frustration are observed.

Standard 2 – Curriculum

2.A. – Curriculum: Essential Characteristics

2.A.01 I-T-P-K Random PP

a The program has a written statement of philosophy and uses one or more written curricula or curriculum frameworks consistent with its philosophy that address central aspects of child development.

A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework.

2.A.02 I-T-P-K Random PP

a

A clearly stated curriculum or curriculum framework provides a coherent focus for planning children’s experiences. It allows for adaptations and modifications to ensure access to the curriculum for all children.

A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework. “…access to the curriculum for all children”: Curriculum should address adaptations or modifications for differences in age and ability, developmental stage, families’ needs, and other such factors. Adaptations for the individual needs of children in the program are not limited to children with identified special needs.

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2.A.03 I-T-P-K Random PP

a The curriculum guides teachers’ development and intentional implementation of learning opportunities consistent with the program’s goals and objectives.

A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework. The curriculum includes: goals for the knowledge and skills important to children’s development; learning experiences linked to these goals; details about how learning experiences occur through the daily schedule and routines; and the availability and use of materials to children.

2.A.04 I-T-P-K Random FS, TS, PP

The curriculum can be implemented in a manner that reflects responsiveness to a family home values, beliefs, experiences, and b language.

Evidence should demonstrate how the program collects information about family values, beliefs, experiences and/or language (e.g., through questions on enrollment forms, family interviews, home visits) AND evidence should provide examples of how such information has been incorporated into curriculum (e.g., multi-language materials; curriculum units on grandparents, cultural traditions, adoption, or other topics reflecting the experiences and values of the families in care). A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework.

2.A.05 I-T-P-K Random PP

a Curriculum goals and objectives guide teachers’ ongoing assessment of children’s progress. Evidence could include (1) a copy of the program’s written curriculum with the goals and objectives of the program highlighted along with curriculum web or schedule that identifies corresponding activities/experiences for children; or (2) a copy of a program policy from the staff or family handbook which states that curriculum goals and objectives align with assessment of child progress. A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework.

2.A.06 I-T-P-K Random PP

a The curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning.

Evidence should demonstrate that individual child assessments are considered when planning for learning experiences through which the curriculum goals will be achieved. Examples of evidence may include written curriculum statements, lesson plans, planning webs, notes from planning sessions that indicate that assessment information is considered during curriculum planning, and may include information on how a purchased curriculum (if used) considers assessment of child progress. A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework.

2.A.07 I-T-P-K Random O, CP

The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule

a provides time and support for transitions. b includes both indoor and outdoor experiences. c is responsive to a child’s need to rest or be active.

“Rest” includes, but is not limited to, scheduled napping times in programs that offer them. “Rest” may also include opportunities for children to quietly rest in a soft and/or semi-private area that is away from active, noisy, or busy areas of the classroom. Examples include a quiet reading/puzzle area, cozy corner/nook, or other intentionally provided space/time for the purpose of resting or engaging in quiet play.

A purchased curriculum product is not required. A program may choose to develop its own curriculum. However, programs do need to have a clear, written curriculum framework.

2.A.08 I-T-P-K Random O, CP

Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society including:

a gender [diversity],

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2.A.08 I-T-P-K Random O, CP Gender diversity evidence may include men and women in nontraditional roles. For example, men and women are equally capable.

b age [diversity],

Non-stereotypical evidence may include, but is not limited to, conversations and materials that demonstrate older and younger people doing the same jobs and/or a variety of jobs (e.g., not all old people are grandparents), photographs, stories about younger/older siblings or class books that describe events/ projects that the class has attended at local elementary or high schools.

c language [diversity], and

Language diversity can include bilingual labels in the classroom, bilingual communication, multilingual music selections, and use of sign language. d [diversity of] abilities. Diversity in ability refers to range of ability, including but not limited to disability.

a-d Rate as ‘Yes’ if at least one example of each type of diversity (gender, age, language, abilities) is seen during observation or in written evidence.

Materials and equipment… e provide for children’s safety while being appropriately challenging.

Assessors will review activities with consideration to developmental stage of the children and the appropriateness of the activities. f encourage exploration, experimentation and discovery. g promote action and interaction.

For Infants look for busy boxes; for older children look for materials that promote trial and error, necessity of more than one child to make it work, or communication devices like telephones. h are organized to support independent use. i are rotated to reflect changing curriculum and accommodate new interests and skill levels. j are rich in variety. k accommodate children’s special needs.

Accommodations for special needs are specific to individual children. Rate ‘N/A’ if no children with special needs are currently enrolled or if the group’s identified special needs do not require material and equipment accommodation.

“Materials” can include 2- and 3-dimensional displays in the learning environment.

2.A.09 I-T Random O Materials and equipment used to implement the curriculum for infants and toddlers/twos encourage:

a exploration, experimentation, and discovery. b sensory and motor learning. c their practice of developing physical skills through self-initiated movement.

Evidence can include things such as stacking blocks, ring stacking, crawling through tunnels, copying visual cues, completing puzzles, and books.

2.A.10 T-P-K Random O, CP

The curriculum guides teachers to incorporate content, concepts, and activities that foster: a social [development], b emotional [development], c physical [development], d language [development], and e cognitive development and

f integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health & safety, and social studies.

Rate “Yes” if evidence for at least 3 of the 7 key areas of content is observed. All areas must be addressed in the classroom portfolio to rate yes. Technology is defined broadly to include knowledge and use of tools and machines. Included are computers, video, cameras, and other forms of high technology, as well as simple tools like gears, wheels and levers.

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2.A.10 T-P-K Random O, CP Evidence includes observed activities, materials, written plans and other documentation. A purchased curriculum product is not required. A program may choose to develop its own curriculum but programs do need to have a clear, written curriculum plan.

2.A.11 T-P-K Random O, CP

The schedule

a provides children learning opportunities, experiences, and projects that extend over the course of several days and incorporates time for

b play,

Play is characterized by children’s active engagement and enjoyment and their ability to determine how the activity is carried out. Teaching staff are expected to encourage and facilitate active play involving physical movement as well as pretend or dramatic play. Children are expected to have opportunities to play individually and with peers.

c creative expression, d large-group, e small-group, and f child-initiated activity.

Evidence could include a written schedule or, if these things occur during an observation credit is given.

2.A.12 P-K Random O, CP

a The curriculum guides teachers to plan for children’s engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.

“Topics of Study” refers to the content of a planned curriculum, for example, seasons, farm animals, places in our neighborhood, etc. Look for evidence that materials and experiences include things specific to topics of study. Play is characterized by children’s active engagement and enjoyment and their ability to determine how the activity is carried out. Teaching staff are expected to encourage and facilitate active play involving physical movement as well as pretend or dramatic play. Children are expected to have opportunities to play individually and with peers.

2.B. – Areas of Development: Social-Emotional Development

2.B.01 I-T-P-K Random O

Children have varied opportunities to engage throughout the day with teaching staff who a are attentive and responsive to them. Rate as ‘Yes’ UNLESS there are clear missed opportunities for staff to be attentive and responsive to the children.

b facilitate their social competence. c facilitate their ability to learn through interacting with others.

b-c Examples of this may be lesson plans, discussions, and teacher-assisted large and small group opportunities.

2.B.02 I-T-P-K Random O Children have varied opportunities to recognize and name

a their own and b others’ feelings.

For infants, evidence includes teachers who recognize and name babies’ feelings.

2.B.03 I-T-P-K Random O

a Children have varied opportunities to learn the skills needed to regulate their emotions, behavior and attention.

Rate as ‘Yes’ if no negative emotions or frustrations are observed. Evidence includes children who are not “in trouble” when they get upset, break rules or are unfocused. Rather, children who are given help to calm down, talk about the rules and become more focused. For infants, consider emotion only, for example, if children are helped to calm down.

NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Page 12 of 96

© 2014. National Association for the Education of Young Children. This form may be reproduced for use by programs seeking or maintaining NAEYC Accreditation. All rights reserved. Updated April 1, 2014.

2.B.04 I-T-P-K Always O

a Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery.

For infants, evidence includes signs of engagement and curiosity.

2.B.05 T-P-K Random O

a Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior.

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