Jul 31, 2017 · Question 19 of 20 0.0/ 5.0 Points Which of the following does the NAEYC describe as an aspect of becoming a professional? A. Teaching the children what you think they should know B. Engaging in continuous learning to inform the practice C. Criticizing the curriculums that your peers may use D. Involving yourself mostly with one child who needs the most help
Oct 30, 2017 · Question 17 of 20 5.0/ 5.0 Points Which of the following does the NAEYC describe as an aspect of becoming a professional? A. Teaching the children what you think they should know B. Engaging in continuous learning to inform the practice C. Criticizing the curriculums that your peers may use D. Involving yourself mostly with one child who needs the most help.
View _ Quiz Submissions - _[07_] Lesson 8 Exam - Careers in Early Childhood Education - Parent Organizati from CAREERS 101 at Ashworth College. Quiz Submissions - …
NAEYC Principles for Development and Learning NAEYC is an organization in our field who emphasizes the importance of providing developmentally appropriate quality care to support development of children. Our textbook includes “ The NAEYC Principles for Development and Learning ” (3-6e, page 79). Your assignment has two parts: 1) You are to record examples of …
NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.
The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields. The program is licensed and/or regulated by the applicable state agency.
Standard 1: Relationships. The program promotes positive relationships among all children and adults. It encourages each child’s sense of individual worth and belonging as part of a community and fosters each child’s ability to. contribute as a responsible community member. Warm, sensitive, and responsive relationships help children feel secure.
Warm, sensitive, and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.
It helps them work together and balance different activities and approaches to maximize children’s learning and development. The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used.
The program uses developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the curriculum goals. Children have different learning styles, needs, capacities, interests, and backgrounds.
The environment includes facilities, equipment, and materials to facilitate child and staff learning and development. An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.
This position statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood education field. While its specific focus is on defining the core standards and competencies for early childhood educators, this statement complements and reinforces the other four foundational documents, which do the following:
This Leveling of the Professional Standards and Competencies for Early Childhood Educators (Professional Standards and Competencies) is a first iteration that will change over time as new knowledge about how young children develop and learn emerges as well as knowledge about effective early childhood educator practice ; as distinctions in content between the programs preparing ECE I, ECE II and ECE III practitioners become clearer and more consistent; and as the scopes of practice for each practitioner designation are refined and updated to reflect the context of the profession at that time.
Professional preparation programs should work to ensure that they reflect principles of equity and diversity throughout all aspects of their curricula. This includes ensuring that professional preparation programs provide field experiences that give candidates opportunities to work effectively with diverse populations; employ a
The NAEYC Governing Board is deeply honored to hold the Professional Standards and Competencies for Early Childhood Educators (“Professional Standards and Competencies”) on behalf of the early childhood education profession.
The position statement presents the essential body of knowledge, skills, dispositions, and practices required of all early childhood educators working with children from birth through age 8, across all early learning settings. It articulates a vision of sustained excellence for early childhood educators. The statement has been intentionally developed not only to guide the preparation and practice of the early childhood education profession but also to be used by others in the early childhood field. It is intended to serve as the core early childhood educator standards and competencies for the field, a document that states can use to develop their own more-detailed standards and competencies that address their specific contexts. Ideally, the field will use this position statement to align critical professional and policy structures, including the following:
Becoming a professional early childhood educator means developing the capacity to understand, reflect upon, and integrate all six of these professional standards. It is the integrated understanding of the following that defines a professional early childhood educator:
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development. Early childhood educators base their practice on the profession’s current understanding of the developmental progressions and trajectories of children birth through age 8 and on generally accepted principles of child development and learning. They are familiar with current research on the processes and trajectories of child development, and they are aware of the need for ongoing research and theory building that includes multicultural and international perspectives.
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.
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.
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.