a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community
here
.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4).
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
To Whom It May Concern:
As part of the program completion requirements, students in the Walden University Master of Science
in Early Childhood Studies program must demonstrate competencies related to many aspects of
professional practice in the early childhood field, such as knowledge of the child development
continuum, culturally responsive practices, and planning developmentally appropriate curriculum.
In order to fulfill these competencies, students need to interview early childhood professionals and
observe in a variety of early childhood settings.
Walden University does not perform background checks on its students; therefore, if your establishment
is willing to host student observers, it will be important for your faculty and/or staff to ensure proper
safeguards are in place to limit or prevent unsupervised contact with the minor children enrolled in your
establishment. Please be aware that at no time during these observations will students need to be in
direct contact with or have supervision over any children in your program.
Thank you for your support.
Best Regards,
Stacy Ness, PhD
Program Director: Early Childhood Studies and Tempo Learning
School of Education and Professional Licensure
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Email: stacy.ness@mail.waldenu.edu
mailto:stacy.ness@mail.waldenu.edu
http://www.waldenu.edu/Colleges-and-Schools/College-of-Education-and-Leadership.htm
http://caepnet.org/
Overviewof the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
1. Relationships
Program Standard: The program promotes positive relationships among 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.
Rationale: Positive relationships are essential for the development of personal responsibility,
capacity for self-regulation, for constructive interactions with others, and for fostering academic
functioning and mastery. Warm, sensitive, and responsive interactions help children develop a
secure, positive sense of self and encourage them to respect and cooperate with others. Positive
relationships also help children gain the benefits 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.
2. Curriculum
Program Standard: The program implements a curriculum that is consistent with its goals for
children and promotes learning and development in each of the following areas: social,
emotional, physical, language, and cognitive.
Rationale: A curriculum that draws on research assists teachers in identifying important
concepts and skills as well as effective 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 provide children with experiences that foster 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 learning
through effective use of time, materials used for play, self-initiated learning, and creative
expression as well as (b) offers opportunities for children to learn individually and in groups
according to their developmental needs and interests.
3. Teaching
Program Standard: 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 program’s curriculum goals.
Rationale: Teaching staff 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 different backgrounds, interests, experiences, learning styles, needs, and
capacities. Teachers’ consideration of these differences when selecting and implementing
instructional approaches helps all children succeed. Instructional approaches also differ in their
effectiveness for teaching different elements of curriculum and learning. For a program to
address the complexity inherent in any teaching- learning situation, it must use a variety of
effective instructional approaches. In classrooms and groups that include teacher assistants or
teacher aides and specialized teaching and support staff, the expectation is that these teaching
staff work as a team. Whether one teacher works alone or whether a team works together, the
instructional approach creates a teaching environment that supports children’s positive learning
and development across all areas.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
4. Assessment of Child Progress
Program Standard: The program is informed by ongoing systematic, formal, and informal
assessment approaches to provide information on children’s learning and development. These
assessments occur within the context of reciprocal communications with families and with
sensitivity to the cultural contexts in which children develop. Assessment results are used to
benefit children by informing sound decisions about children, teaching, and program
improvement.
Rationale: Teachers’ knowledge of each child helps them to plan appropriately challenging
curricula and to tailor instruction that responds to each child’s strengths and needs. Further,
systematic assessment is essential for identifying children who may benefit 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 and also informs program improvement efforts.
5. Health
Program Standard: The program promotes the nutrition and health of children and protects
children and staff from illness and injury.
Rationale: To benefit from education and maintain 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 infirmity (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, staff, families, or communities.
6. Teachers
Program Standard: The program employs and supports a teaching staff that has the
educational qualifications, knowledge, and professional commitment necessary to promote
children’s learning and development and to support families’ diverse needs and interests.
Rationale: Children benefit most when their teachers have high levels of formal education and
specialized early childhood professional preparation. Teachers who have specific preparation,
knowledge, and skills in child development and early childhood education are more likely to
engage in warm, positive interactions with children, offer richer language experiences, and create
more high-quality learning environments. Opportunities for teaching staff to receive supportive
supervision and to participate in ongoing professional development ensure that their knowledge
and skills reflect the profession’s ever-changing knowledge base.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
7. Families
Program Standard: 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.
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.
8. Community Relationships
Program Standard: The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.
Rationale: As part of the fabric of children’s communities, an effective 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 healthy
development and learning.
9. Physical Environment
Program Standard: 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 staff learning and development.
Rationale: The program’s design and maintenance of its physical environment support high-
quality program activities and services as well as allow for optimal use and operation. Well-
organized, equipped, and maintained environments support program quality by fostering 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 staff.
10. Leadership and Management
Program Standard: The program effectively implements policies, procedures, and systems that
support stable staff and strong personnel, fiscal, and program management so all children,
families, and staff have high quality experiences.
Rationale: Excellent programming requires effective governance structures, competent and
knowledgeable leadership, as well as comprehensive and well functioning administrative policies,
procedures, and systems. Effective leadership and management create the environment for high-
quality care and education by
• Ensuring compliance with relevant regulations and guidelines;
• promoting fiscal soundness, program accountability, effective communication, helpful
consultative services, positive community relations, and comfortable and supportive
workplaces;
• maintaining stable staff; and
• instituting ongoing program planning and career development opportunities for staff as well
as continuous program improvement.
Sheet1
Program Self-Assessment Checklist | |||||||||||||||||||||||||||||||||||||||||||||||
NAEYC’s Engaging Diverse Families Project | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in decision making and goal setting. Our program invites families to actively take part in making decisions concerning their children’s education. Our staff collaborate with families to set goals for children’s education and learning both at home and at school. | |||||||||||||||||||||||||||||||||||||||||||||||
Feature | Yes | Yes, but… | No | No, but… | Don’t know | Not applicable | Comments, examples, sources of evidence | ||||||||||||||||||||||||||||||||||||||||
We ask families about their hopes and expectations for their child either in writing or in person | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct parent-teacher conferences at least twice a year | |||||||||||||||||||||||||||||||||||||||||||||||
During conferences, teachers and families jointly set goals for children’s education and learning at home and at school | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers and families regularly share information and discuss children’s progress toward achieving goals | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers plan and implement a curriculum that supports each child’s development and growth | |||||||||||||||||||||||||||||||||||||||||||||||
Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference. | |||||||||||||||||||||||||||||||||||||||||||||||
Program offers multiple ways of communicating: | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families to indicate their preferred mode(s) of communication | |||||||||||||||||||||||||||||||||||||||||||||||
We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist) | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct home visits | |||||||||||||||||||||||||||||||||||||||||||||||
Staff engage families in face-to-face conversations at drop-off and pickup times | |||||||||||||||||||||||||||||||||||||||||||||||
We initiate conversations by phone or through e-mail, as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We create bulletin boards that are informative, up-to-date, and interactive (e.g., sign-ups) | |||||||||||||||||||||||||||||||||||||||||||||||
We provide written daily or weekly communication about the child’s activities | |||||||||||||||||||||||||||||||||||||||||||||||
We pass journals or logs between home and school | |||||||||||||||||||||||||||||||||||||||||||||||
We send e-mail updates to families | |||||||||||||||||||||||||||||||||||||||||||||||
We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photo-sharing sites, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to use online groups/listservs to communicate with one another | |||||||||||||||||||||||||||||||||||||||||||||||
We regularly share new photos of classroom activities | |||||||||||||||||||||||||||||||||||||||||||||||
Program environment is welcoming to families: | |||||||||||||||||||||||||||||||||||||||||||||||
We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board) | |||||||||||||||||||||||||||||||||||||||||||||||
We ensure that communications (written and verbal) are inclusive of all family constellations | |||||||||||||||||||||||||||||||||||||||||||||||
We schedule one-to-one enrollment sessions | |||||||||||||||||||||||||||||||||||||||||||||||
We offer an orientation session for families | |||||||||||||||||||||||||||||||||||||||||||||||
We provide interpreter services as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We translate written materials as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We provide child care for events or include younger and older siblings in activities | |||||||||||||||||||||||||||||||||||||||||||||||
We provide or arrange for meals/snacks at events | |||||||||||||||||||||||||||||||||||||||||||||||
We invite all family members to events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We set aside physical space for family use (e.g., a lounge area with adult-size furniture) | |||||||||||||||||||||||||||||||||||||||||||||||
We require staff to wear nametags | |||||||||||||||||||||||||||||||||||||||||||||||
We create a family directory | |||||||||||||||||||||||||||||||||||||||||||||||
We maintain an open-door policy | |||||||||||||||||||||||||||||||||||||||||||||||
We post signs clearly showing classroom locations, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages) | |||||||||||||||||||||||||||||||||||||||||||||||
Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. | |||||||||||||||||||||||||||||||||||||||||||||||
Program encourages families to share their knowledge and skills: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide a list of jobs and/or ideas for volunteer opportunities | |||||||||||||||||||||||||||||||||||||||||||||||
We inventory parent skills and talents | |||||||||||||||||||||||||||||||||||||||||||||||
Family skills, talents, and financial means are matched with program need | |||||||||||||||||||||||||||||||||||||||||||||||
We host social/fun events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We ask about a child’s life, family, and community (e.g., cultural, ethnic, and religious background and traditions; important people and pets; etc.) at enrollment and throughout the year | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families for ideas for incorporating their language, culture, and community into the curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program | |||||||||||||||||||||||||||||||||||||||||||||||
We integrate information about children’s lives, families, and communities into: | |||||||||||||||||||||||||||||||||||||||||||||||
a. curriculum webs | |||||||||||||||||||||||||||||||||||||||||||||||
b. daily/weekly classroom schedules | |||||||||||||||||||||||||||||||||||||||||||||||
c. books, toys, posters, dramatic play, classroom props, photos, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
d. menus | |||||||||||||||||||||||||||||||||||||||||||||||
Learning activities at home and in the community. Our program uses learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program. | |||||||||||||||||||||||||||||||||||||||||||||||
Program provides resources to encourage learning at home: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide literacy bags, lending library, etc., for children | |||||||||||||||||||||||||||||||||||||||||||||||
We have a lending library for adults | |||||||||||||||||||||||||||||||||||||||||||||||
Early learning ideas/activities/information are conveyed via our program and/or classroom newsletters, handouts, fact sheets, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
We provide information on free/low-cost community activities and resources that support early learning | |||||||||||||||||||||||||||||||||||||||||||||||
Program promotes learning activities in the community: | |||||||||||||||||||||||||||||||||||||||||||||||
We collaborate with community groups to ensure responsiveness to the needs and interests of families and children | |||||||||||||||||||||||||||||||||||||||||||||||
Staff attend community events and/or we invite the larger community to program events | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult classes/programs or referrals that support the parenting role | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult education (e.g., GED, ESL classes) and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
We provide other support/social services and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take part in making decisions about program plans and operations. We also invite families to advocate for early childhood education in the wider community. | |||||||||||||||||||||||||||||||||||||||||||||||
Families serve on program boards and committees. | |||||||||||||||||||||||||||||||||||||||||||||||
Staff offer information and training to help families learn about and prepare for advocacy efforts | |||||||||||||||||||||||||||||||||||||||||||||||
We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation | |||||||||||||||||||||||||||||||||||||||||||||||
A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures that teachers, administrators, and other staff, receive the supports they need to fully engage families. | |||||||||||||||||||||||||||||||||||||||||||||||
Policies and practices are shaped by an overarching vision for the program: | |||||||||||||||||||||||||||||||||||||||||||||||
Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in: | |||||||||||||||||||||||||||||||||||||||||||||||
a. program policy, mission, and vision statement | |||||||||||||||||||||||||||||||||||||||||||||||
b. enrollment/orientation information and forms | |||||||||||||||||||||||||||||||||||||||||||||||
c. handbook, newsletter, and other communication | |||||||||||||||||||||||||||||||||||||||||||||||
d. a structured or formal anti-bias and/or diversity curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
f. diverse teaching staff reflecting the community the program serves | |||||||||||||||||||||||||||||||||||||||||||||||
g. a family worker(s) or specialist |
Sheet2
Sheet3
Runninghead: EVALUATING PROGRAM QUALITY 1
EVALUATING PROGRAM QUALITY 2
1. Identify the center you visited. In the assessment discussion refer to the NAEYC Principles of Effective Practice; refrain from using the term “standard.”
2. Rewrite your assessment results using acceptable English language sentence structure.
3. Using the checklist results, refer to each weakness and write a specific recommendation for the center you visited.
4. Provide clear and specific examples from your site visit to explain how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a common goal.
Lua Shanks
January 26, 2020
Walden University
EP004: Evaluating Program
Part 1. Program Assessment Tools Comment by Carol Todd: Only double space throughout the document. Refer to APA for additional formatting instructions.
The National Association for the Education of Young Children (NAEYC) promotes constructive relationships in children and adults. This clinches each child’s logic of personal value and being a component of the community and to facilitate the individual child’s ability to put in as a liable member of the community (Helm, Katz & NAEYC, 2011). Additionally, it enhances child development communally, psychologically, physically, and cognitively. Early childhood program instills suitable and efficient teaching approaches that support special child education and development scheduled in the program curriculum objective framework. Comment by Carol Todd: What do you mean by logic of personal value? Comment by Carol Todd: What is “to put in as a liable member”? Comment by Carol Todd: Write in commonly accepted English sentence structure. Review the link below from Walden University.
https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure
The program assesses the child’s developmental growth. These assessments emerge in the outlook of shared communication with families and cultural frameworks of a child’s progress. These assessment results are essential in informing significant decisions regarding children. Besides, this program supports the sustenance and healthiness of children and guards children and staff from poor health and harm. This program makes use of and endorses teaching staffs that are proficient, conversant, and professionally committed. This promotes child learning and development and facilitates family diverse needs and desires (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Assessments are administered, they do not emerge. Comment by Carol Todd: Which program is this program? Comment by Carol Todd: A program cannot facilitate the needs of families. It can facilitate strategies to best meet those needs.
This program institutes and sustains collaboration collaborative with each child’s family to encourage children progress in the entire setting. It also establishes community relationships with intent of enhancing accomplishment of program ambitions. It has a safe and healthful environment that enhances appropriate and well maintained physical environments. Consequently, the program facilitates effective policies, procedures, and system that sustain stable staff and strong personnel and program management in order to give children, staff, and families’ quality experience (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: ?
NAEYC engagement in diverse families self assessment checklist is essential in program evaluation. It promotes family participation in resolution and goal setting concerning their children’s education both at domicile and training facilities. This is done through evaluation of family expectations of their children, and parent teacher conferences where they jointly set goals for children’s education and learning at home and school. This assessment allows a two-way communication that focuses on children’s educational experience as well as the broad program. It also assesses mutual relationships where families obtain common resources and information. Voluntary jobs and ideas are presented which are merged with family skills, talents, and financial needs (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Whose domicile and whose training facilities? Comment by Carol Todd: What do you mean that voluntary jobs and ideas are merged with family skills, etc.? Whose jobs and ideas?
This program utilizes learning activities at home and in the community to support individual child early learning and promotes families’ efforts to develop a learning environment past the program. The program provides literacy bags and loaning libraries for personal belongings use with early learning ideas conveyed through the program and lesson newssheet. Additionally, it allows family participation in program level decisions and wider support efforts. This enables families serve on boards and committees. Comment by Carol Todd: Such as?
NAEYC early childhood program fosters and maintains joint relationships with individual family to enhance child development in all settings. These relationships are responsive to family constituent, speech, and traditions. As a result to optimize children learning and development, programs need to foster relationships with families based on general confidence and esteem. It inculcates families in their children’s educational development and support families to entirely partake in the program (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Which program? Did you observe a program?
Comment by Carol Todd: Format according to APA.
Part 2. Using Accreditation Standards to Evaluate an Early Childhood Program
Families
Standard 7 of the program entails families being received and encouraged to partake in all aspects of the program. Teachers and staff further talk with these families concerning their family arrangement and their ideas on giving birth and use of this information to embrace the curriculum and teaching techniques to served families. The program additionally utilizes various strategies in communicating with families such as family conferences, new family orientations, and personal dialogues. It also maintains that the program’s information including guiding principles and working procedures can be conveyed in a language that families can understand (Helm, Katz & NAEYC, 2011).
Opportunities and Strengths
The opportunities and strengths of this standard involves families being given information in the family’s native language on various topics such as health, individualized learning plans, parent and children’s rights, together with resources and transitions. In addition, families that have children with special needs are given alternatives for scheduling of staff, time, place, and invitees. The program staff employs various mechanisms such as home visits, and family conferences to facilitate dialogue with children families (Helm, Katz & NAEYC, 2011). Thereafter the families are asked to interpret the results as per the required results. The program is able to gather and give program information that includes program polices and operating procedures in a language they can understand. Comment by Carol Todd: Do you mean information on transitions?
Furthermore, program workers update families concerning the program’s systems for children formal and informal progress assessments. They notify them the purpose of these assessments, the procedures employed when carrying such assessments, and procedures used to gather family efforts and information. Moreover, they convey timing of assessments, and manner in which the assessment results obtained will be shared with families. In cases where program workers are suspicious of developmental delay or any special need in a child, they alert the families in a responsive, supportive, and private way. Then they provide a documentation and explanation of this concern next procedures and information concerning resources for assessment. Nevertheless, the program workforce communicates with families on daily routines concerning children’s activities and development milestones. They also provide shared care emerging issues and related issues that affect the wellness and development progress of their children (Helm, Katz & NAEYC, 2011).
The program workers nurture families to be advocates of their children. These workers support families on a regular basis as a contribution to families’ decisions concerning their children goals and plans for behavior and services. They encourage families to hire concerns and foster collaborative working to find mutual satisfactory resolution which he staff incorporates into class practice. The program workers encourage and promote families to formulate prime solutions about services that the child needs and encourage them to be activists of the needed services (Helm, Katz & NAEYC, 2011). These employees provide families with information concerning programs and services from other organizations. They sustain and encourage efforts of families in negotiating health, psychological health, assessment, and learning services for their children. Comment by Carol Todd: Prime or effective solutions.
Moreover, the program workforce employs established connections with various early education plans and local elementary learning facilities that help families prepare and monitor their children’s evolution across programs. They also give additional information to families that aid in communicating with other early education programs. For successful transitions between programs such workers give general basic knowledge on enrollment steps and practices, visiting openings, and program options. These workers maintain in obtaining written consent from family before sharing the obtained information concerning a child to other relevant agencies, provides, and programs (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: What do you mean by the child’s evolution?
Assessment of Child’s Pprogress
NAEYC Sstandard 4 involves the assessment of the child’s progress. The program is informed by continued systemic, formal, and casual informal assessment approaches to give information concerning child learning and development. Such assessments happen inside the context of reciprocal communications with families together with feeling of cultural contexts. These assessments are essential as they inform sound decisions, learning, and program enhancement. Teachers are also able to plan the curriculum appropriately using these assessments to of the individual child’s strengths and needs. Furthermore, they are able to identify children having disabilities and ensuring they receive the services they need (Akin, 2013). Comment by Carol Todd: What does this mean?
Opportunities and Strengths
The accreditation criteria of this program involves children learning employing a variety of assessment methods such as examination, checklists, and score scales. The assessment techniques are tailored selected according to children age and level of development and constitute all areas of development. Teachers use these assessment methods and information to plan goals for each child and study their progress along with improving the program and its teaching methods. Consequently, families are conveyed with information on their children development and learning on regular routines (Akin, 2013). Comment by Carol Todd: Children do not employ assessment. Assessments are administered by adults. Comment by Carol Todd: What does this mean?
Community Relationships
Standard 8 of the NAEYC Principles of Effective Practice addresses early childhood development and constitutes community relationships. The program institutes relationships and utilizes the resources from of children communities to promote accomplishment of program objectives. Relationships with organizations and associations found in the community aid a program attain its goals and attach families with resources that promote a child’s well development and learning. The program joins with and utilizes museums, libraries, parks among other resources in the community. Representatives of communal programs including music performers and local artists are welcomed to share their desires and talents with the children. The staff establishes professional relationships with these bodies organizations that heighten the capacity to respond to needs and interest of children and families. Comment by Carol Todd: The sentence is convoluted. Comment by Carol Todd: What do you mean by communal programs?
Opportunities and Responsibilities
This standard is receptive to the desires ofaddresses the community. Activities developed involve men together with women and encompasses people of all ages, cultures, and ethnic origins. The staff accesses community resources and employs their experience on in community and with families serve as a focal part of the curriculum and a child’s educational experience (Abu-Jaber & Ghieth, 2010). They link with and utilize the community’s urban, rural, and cultural resources. They update families on community occurrences sponsored by local groups such as museums, concerts, and stories formulated for their children. Furthermore, the workers do collaborative engagements with other community associations and groups to cosponsor or partake in cultural occasions that improve children and families experience in the program (Abu-Jaber, & Ghieth, 2010). Comment by Carol Todd: Name the standard. Comment by Carol Todd: Who is they? Comment by Carol Todd: Not necessarily. How can an urban community utilize the resources of a rural community? Comment by Carol Todd: All this is formulated for the children?
Too many spaces.
Recommendations
The standard Principle 7 of the program that involves families contains a printed plan that necessitates sophisticated parent or guardian approval for any health and progressive examination of children and for availing the services. Moreover, the program’s child centered policy of evolution for children incoming and parting the program involves analysis of diverse demands that the incoming learning environment will render on a child. This will guarantee an even transition process for the child and family. Comment by Carol Todd: What does this mean?
In addition, when linking with the community the designated persons must be familiar and make use of proper use of the public resources such as collective services, cognitive and physical health organizations and learning programs including museums, neighborhood, and libraries. Also it is necessary to have lively participation in timely infancy programs through a wide collection of persons and organizations in manners that are consequential and have relevance to the lives and education of kids and their families. The staff and program reserves should mirror the cultural and ethnic populace of the children in the program.
Program workers in early childhood development are encouraged to partake in communal and national early childhood groups by uniting and holding meetings and seminars. Parents and their family members should embrace community involvement projects displayed within the program. The workers should conduct assessments of children progress of all ages. These programs should have a written child assessment plan define the purpose and procedures to be employed and use of results obtained. Additionally, they should utilize effective assessment techniques that encompass all features of child growth sensitive to family backgrounds and children’s special requirements. Each child enrolled in the program need developmental screening within three months of enrollment and the screening tools in identifying child’s interests and needs should meet the professional standards.
To suffice it, NAEYC Early Learning Accreditation Standards and Assessment tools guide all programs on how to improve. These standards together with others give a definition of quality early education programs helping juvenile children birth via Kindergarten. This supports program liability, and allows programs provide high quality learning experiences for an individual child.
5.
References
Aldarab, L & Almohtadi, M. (2015). What is the reality of preschool in Jordan? Journal of Education and Practice, Vol 9, pp 180-187
Akin, E. Z. (2013). Examining the beliefs of Turkish preservice early childhood teachers regarding early childhood curriculum, Journal of Research in Childhood Education, Vol 27, Issue 3, pp 302-318
Helm, J, Katz, L & National Association for the Education of Young Children (NAEYC). (2011). Young Investigators, The project approach in the early years, 2nd Edition, New York, NY: Teachers College Press
Abu –Jaber, M & Ghieth, E. (2010). Kindergarten teachers’ beliefs toward developmentally appropriate practice in Jordan, Early Childhood Education, Vol 38, pp 65-74
Overviewof the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
1. Relationships
Program Standard: The program promotes positive relationships among 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.
Rationale: Positive relationships are essential for the development of personal responsibility,
capacity for self-regulation, for constructive interactions with others, and for fostering academic
functioning and mastery. Warm, sensitive, and responsive interactions help children develop a
secure, positive sense of self and encourage them to respect and cooperate with others. Positive
relationships also help children gain the benefits 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.
2. Curriculum
Program Standard: The program implements a curriculum that is consistent with its goals for
children and promotes learning and development in each of the following areas: social,
emotional, physical, language, and cognitive.
Rationale: A curriculum that draws on research assists teachers in identifying important
concepts and skills as well as effective 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 provide children with experiences that foster 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 learning
through effective use of time, materials used for play, self-initiated learning, and creative
expression as well as (b) offers opportunities for children to learn individually and in groups
according to their developmental needs and interests.
3. Teaching
Program Standard: 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 program’s curriculum goals.
Rationale: Teaching staff 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 different backgrounds, interests, experiences, learning styles, needs, and
capacities. Teachers’ consideration of these differences when selecting and implementing
instructional approaches helps all children succeed. Instructional approaches also differ in their
effectiveness for teaching different elements of curriculum and learning. For a program to
address the complexity inherent in any teaching- learning situation, it must use a variety of
effective instructional approaches. In classrooms and groups that include teacher assistants or
teacher aides and specialized teaching and support staff, the expectation is that these teaching
staff work as a team. Whether one teacher works alone or whether a team works together, the
instructional approach creates a teaching environment that supports children’s positive learning
and development across all areas.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
4. Assessment of Child Progress
Program Standard: The program is informed by ongoing systematic, formal, and informal
assessment approaches to provide information on children’s learning and development. These
assessments occur within the context of reciprocal communications with families and with
sensitivity to the cultural contexts in which children develop. Assessment results are used to
benefit children by informing sound decisions about children, teaching, and program
improvement.
Rationale: Teachers’ knowledge of each child helps them to plan appropriately challenging
curricula and to tailor instruction that responds to each child’s strengths and needs. Further,
systematic assessment is essential for identifying children who may benefit 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 and also informs program improvement efforts.
5. Health
Program Standard: The program promotes the nutrition and health of children and protects
children and staff from illness and injury.
Rationale: To benefit from education and maintain 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 infirmity (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, staff, families, or communities.
6. Teachers
Program Standard: The program employs and supports a teaching staff that has the
educational qualifications, knowledge, and professional commitment necessary to promote
children’s learning and development and to support families’ diverse needs and interests.
Rationale: Children benefit most when their teachers have high levels of formal education and
specialized early childhood professional preparation. Teachers who have specific preparation,
knowledge, and skills in child development and early childhood education are more likely to
engage in warm, positive interactions with children, offer richer language experiences, and create
more high-quality learning environments. Opportunities for teaching staff to receive supportive
supervision and to participate in ongoing professional development ensure that their knowledge
and skills reflect the profession’s ever-changing knowledge base.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
7. Families
Program Standard: 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.
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.
8. Community Relationships
Program Standard: The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.
Rationale: As part of the fabric of children’s communities, an effective 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 healthy
development and learning.
9. Physical Environment
Program Standard: 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 staff learning and development.
Rationale: The program’s design and maintenance of its physical environment support high-
quality program activities and services as well as allow for optimal use and operation. Well-
organized, equipped, and maintained environments support program quality by fostering 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 staff.
10. Leadership and Management
Program Standard: The program effectively implements policies, procedures, and systems that
support stable staff and strong personnel, fiscal, and program management so all children,
families, and staff have high quality experiences.
Rationale: Excellent programming requires effective governance structures, competent and
knowledgeable leadership, as well as comprehensive and well functioning administrative policies,
procedures, and systems. Effective leadership and management create the environment for high-
quality care and education by
• Ensuring compliance with relevant regulations and guidelines;
• promoting fiscal soundness, program accountability, effective communication, helpful
consultative services, positive community relations, and comfortable and supportive
workplaces;
• maintaining stable staff; and
• instituting ongoing program planning and career development opportunities for staff as well
as continuous program improvement.
Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAEYC criteria. In the explanation discuss why they are important for you as an early childhood educator and other early childhood educators to evaluate program quality.
2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation. You completed the interview and the checklist. Discuss why you found using the checklist useful in completing your evaluation of the program.
Part II of your Assessment requires that you use the NAEYC Early Childhood Program Standards and Accreditation Criteria and the NAEYC Engaging Diverse Families Self-Assessment Checklist to evaluate an early childhood program. Using the NAEYC Accredited Program Search, begin researching and contacting NAEYC Accredited programs in your area to determine if you can complete your assignment at that facility. Your local NAEYC Affiliate Groups may be beneficial, if you are having difficulty connecting with a program.
PART II of your Assessment requires that you complete Part 7 of the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” and two other portions of the Assessment instrument. To complete this instrument and the “NAEYC Engaging Diverse Families Self-Assessment Checklist,” you will need to both observe within the early childhood environment and conduct staff interviews to determine compliance with factors that can’t be observed. Be sure to carefully review Part 7, the additional criteria you have selected, and the Checklist prior to arriving at the program. Complete this section after the interview and completing the checklist.
Note: When completing the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria,” you will mark “Yes” or “No” for each criteria—based on whether it is present or absent. For the Checklist, you will need to record program responses in the corresponding sections of the instrument.
After identifying an NAEYC accredited center and conducting your observations and interviews, you will develop a compilation of strengths and opportunity based on your results. Develop a list of what was marked as “Yes” and “No” across each instrument, and compile and overall list of what you see as the programs overall strengths and areas of opportunity.
Share your evaluation with the director of the center or a colleague. The colleague could be another student engaged in this competency or a colleague in the early childhood profession. Collaborate with him or her to develop at least two recommendations to strengthen or improve this program. Based on your interviews, notes, observations, and collaboration, write a 6- to 8-page paper that includes the following:
1. A narrative evaluation of the program’s quality in relation to Standard #7, “Families,” and the two additional standards you chose. Your evaluation should describe areas of strength and opportunity for this program. Support your evaluation with specific evidence related to “NAEYC Program Standards and Accreditation Criteria,” your observations, and your interviews. Discuss your interview and checklist findings. Discuss the strengths of the program and areas in need of further development or weaknesses.
2. At least two recommendations you have for this program based on the standards. Your recommendations must be grounded in the professional knowledge base. Based on the above summary, provide at least two recommendations for the center you visited.
3. An evaluation of your collaboration experience, including a description of the skills or tools you used to collaborate. How did your work with the director or colleague inform the development of your recommendations?