Explore the Standards for Quality Early Childhood

Education
NAEYCs recognition to the importance of the quality of experiences for
children in their early years is to ensure their present and future health,
development and wellbeing. The Department of Children and Families
establishes rules which must be met in order to qualify for a license and
which protect and promote the health, safety and welfare of the children in
the care of the child care center. Rules and regulations covered in the 251
Licensing for Group and Child Care Centers: DFC 251.07 Program; program
planning and scheduling, child guidance, equipment, rest periods, meals and
snacks, health, pet and animals, and miscellaneous activities. Not only are
the rules and regulations there to protect the rights of children, but also the
caregivers in a licensed facility. There are ten areas you should look at when
deciding if the program is of high quality education. Quality education is not
just about the direct instruction, but should be more of a conversation
between the children and teacher. As we have learned so many times over
and over within the classes we have taken that children dont remember
what is irrelevant to them or hooked to an emotion. In early childhood
education you need to change things up a bit, because young children have
short attention spans and are all at various stages of development. It is the
teacher who needs to fit the classroom and lesson to each individual student.
Here are the elements to a quality early childhood education:

Relationships-- Program Standard: The program promotes positive

relationships among all children and adults to encourage each childs sense
of individual worth and belonging as part of a community and to foster each
childs ability to contribute as a responsible community member.
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. As we have learned through
all of the semesters classes children need to have their basics needs met to
fulfill their high needs. As an early childhood teacher you must use positive
guidance strategies with children to gain a trusting, respectful, nurturing
relationship.
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.
When informed by teachers knowledge of individual children, a wellarticulated 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 childrens 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. As early childhood teachers we understand that many
opportunities need to be provided for children to engage themselves and
learn the lessons taught in early childhood. A curriculum based on individual
developmental levels and as a whole group so that no child is excluded.
Teachers acknowledge each child learns differently and at different levels at
different times.
Teaching-- Program Standard: The program uses developmentally,
culturally, and linguistically appropriate and effective teaching approaches
that enhance each childs learning and development in the context of the
programs curriculum goals.
Whether one teacher works alone or whether a team works together,
the instructional approach creates a teaching environment that supports
childrens positive learning and development across all areas. 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. Through the classes we have taken we have learned
that children model what they see. So teachers working as a team together
helps to build trusting relationships with children. Teachers use differences to
help teach many aspects of learning in early childhood education. It is
important to keep teaching free of bias and stereotyping.

Assessment of Child Progress-- Program Standard: The program is

informed by ongoing systematic, formal, and informal assessment
approaches to provide information on childrens 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.
Teachers knowledge of each child helps them to plan appropriately
challenging curricula and to tailor instruction that responds to each childs

strengths and needs. This information ensures that the program meets its
goals for childrens learning and developmental progress and also informs
program improvement efforts. Teachers can gain a better understanding of
each child through observation. It helps assess interest, developmental
needs, and levels. Teachers understand that you must assess children to
know if they are having developmental delays or needs are not being met.
Its one of the teachers best keys to know if their lessons are being learned.

Health-- Program Standard: The program promotes the nutrition and health
of children and protects children and staff from illness and injury.
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). Teachers need to make healthy
choices and teach children to make healthy choices. The early childhood
program provides healthy meals to help keep children healthy. It goes
beyond just healthy nutrition, and goes into making healthy decisions that
can impact their wellbeing. When shown healthy decisions and children can
begin to make those decisions for themselves to improve their own
wellbeing.

Teachers-- Program Standard: The program employs and supports a

teaching staff that has the educational qualifications, knowledge, and
professional commitment necessary to promote childrens learning and
development and to support families diverse needs and interests.
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. The early childhood program
offers a great deal of insight into childrens developmental levels and needs.
I think that many teachers could benefit from some of the program standards
that we learn.

Families-- Program Standard: The program establishes and maintains

collaborative relationships with each childs family to foster childrens
development in all settings. These relationships are sensitive to family
composition, language, and culture.

Young childrens learning and development are integrally connected

to their families. Consequently, to support and promote childrens optimal
learning and development, programs need to recognize the primacy of
childrens families, establish relationships with families based on mutual trust
and respect, support and involve families in their childrens educational
growth, and invite families to fully participate in the program. The
importance of family is imbedded into every class that we have had so far,
because its essential to the success of the program. A family is a childs first
teacher. Children need the cooperation of parents and teachers working
together it helps to build their relationships within school environments.
Together their accomplishments can double, and children need to see that
their family values school.

Community Relationships-- Program Standard: The program establishes

relationships with and uses the resources of the childrens communities to
support the achievement of program goals.
As part of the fabric of childrens 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, childrens transitions, inclusion, and diversity. By helping
to connect families with needed resources, the program furthers childrens
healthy development and learning. The saying that a community raises a
child is becoming more and more common again. The community can offer
so many opportunities to help children, and their families. Communitys
members can volunteer and show children that stereotyping isnt used today
many members of the community do jobs they never were allowed to do.
Communities have changed over time and are willing to help in the idea of
changing todays youth for a brighter tomorrow.

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.
The programs 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. So many elements of the environment go into the

behaviors, and curriculum. Children need environments that can teach them
self-control. The physical environment should also be welcoming and make
children feel safe and secure.

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.
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. Leadership and
management are the background of the program. They help to make sure
the environment is up to code, and ensure that the training is kept up to date
so the teachers can continue to teach in a high quality education setting.