NAEYC+Advanced+Core+Standards

 Advanced Professional Preparation Summary of NAEYC Standards NAEYC STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING

Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Key elements of Standard 1, Advanced Programs 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

NAEYC STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Key elements of Standard 2, Advanced Programs 2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Demonstrating cultural competence and effective collaboration to involve families and communities in their children’s development and learning

NAEYC STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES

Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Key elements of Standard 3, Advanced Programs <span style="font-family: Arial,Helvetica,sans-serif;">3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children. <span style="font-family: Arial,Helvetica,sans-serif;">3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. <span style="font-family: Arial,Helvetica,sans-serif;">3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. <span style="font-family: Arial,Helvetica,sans-serif;">3d: Demonstrating ability to collaborate effectively to build assessment partnerships with families and with professional colleagues to build effective learning environments.

<span style="font-family: Arial,Helvetica,sans-serif;">NAEYC STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES

<span style="font-family: Arial,Helvetica,sans-serif;">Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. <span style="font-family: Arial,Helvetica,sans-serif;">Key elements of Standard 4, Advanced Programs <span style="font-family: Arial,Helvetica,sans-serif;">4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children <span style="font-family: Arial,Helvetica,sans-serif;">4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology <span style="font-family: Arial,Helvetica,sans-serif;">4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches with a high level of cultural competence, understanding and responding to diversity in culture, language and ethnicity. <span style="font-family: Arial,Helvetica,sans-serif;">4d: Reflecting on own practice to promote positive outcomes for each child

<span style="font-family: Arial,Helvetica,sans-serif;">NAEYC STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM

<span style="font-family: Arial,Helvetica,sans-serif;">Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes forevery young child. <span style="font-family: Arial,Helvetica,sans-serif;">Key elements of Standard 5, Advanced Programs <span style="font-family: Arial,Helvetica,sans-serif;">5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. <span style="font-family: Arial,Helvetica,sans-serif;">5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines <span style="font-family: Arial,Helvetica,sans-serif;">5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

<span style="font-family: Arial,Helvetica,sans-serif;">NAEYC STANDARD 6. GROWING AS A PROFESSIONAL

<span style="font-family: Arial,Helvetica,sans-serif;">Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. <span style="font-family: Arial,Helvetica,sans-serif;">Key elements of Standard 6, Advanced Programs <span style="font-family: Arial,Helvetica,sans-serif;">6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession. <span style="font-family: Arial,Helvetica,sans-serif;">6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role <span style="font-family: Arial,Helvetica,sans-serif;">6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role. <span style="font-family: Arial,Helvetica,sans-serif;">6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research <span style="font-family: Arial,Helvetica,sans-serif;">6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies. <span style="font-family: Arial,Helvetica,sans-serif;">6f. Demonstrating a high level of oral, written and technological communication skills with specialization for specific professional role(s) emphasized in the program.