National Association for the Education of Young Children (NAEYC) Standards
for Initial Teacher Preparation (summary)
Standard 1. Promoting Child Development and Learning
Candidates 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 all children.
Standard 2. Building Family and Community Relationships
Candidates 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.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates 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 children’s development and learning.
Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
Candidates understand that supportive interactions are the foundation of their work with children. They know and understand effective strategies and tools for early education, they use a board repertoire of developmentally appropriate teaching and learning approaches, and they reflect on their own practice to promote positive outcomes for every child.
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Candidates use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for every child. They know the essential concepts, inquiry tools, and structure of content areas--including academic subjects--and can identify resources to deepen their understanding.
Standard 6. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and professional standards. 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.
Standard 7. Field Experiences
Candidates participate in field experiences that are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children. They have opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8); they observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).