Children’s Learning Program: Your Guide to High-Quality Early Education Standards

Choosing the right learning environment for your child is one of the most important decisions a family can make. Parents and guardians want to ensure their children are in a safe, nurturing, and stimulating setting that fosters growth and development. This is where understanding the standards of a high-quality children’s learning program becomes crucial. Organizations like the National Association for the Education of Young Children (NAEYC) have dedicated themselves to defining and promoting excellence in early childhood education. For families seeking a child care center, preschool, or kindergarten, NAEYC’s comprehensive standards offer a reliable framework for evaluation. These standards are not just guidelines; they are the very foundation of the NAEYC Accreditation system, a mark of distinction earned by programs that demonstrably meet the highest benchmarks of quality. To achieve NAEYC accreditation, every program must meticulously adhere to all 10 standards, reflecting a commitment to providing exceptional early learning experiences.

Developed through rigorous research on child development and early education, these standards are the product of collaborative efforts from experts and educators across the nation. NAEYC, the world’s largest organization of early childhood professionals, has articulated what it believes every children’s learning program should offer to ensure optimal growth and learning for young children. This guide is designed to help you, as a parent or caregiver, navigate the landscape of early childhood programs and identify those that not only meet but exceed NAEYC’s standards for high-quality education. By understanding these standards, you can confidently assess programs and make informed choices that will positively impact your child’s educational journey.

The 10 NAEYC Standards for Excellence in Children’s Learning Programs

The NAEYC standards are designed to cover all critical aspects of a children’s learning program, ensuring a holistic approach to early childhood education. These ten standards act as a roadmap for programs striving for excellence and a valuable checklist for families seeking the best possible start for their children. Let’s explore each standard in detail to understand what constitutes a truly high-quality children’s learning program.

Standard 1: Fostering Positive Relationships in Children’s Learning Programs

At the heart of any effective children’s learning program is the cultivation of positive relationships. This standard emphasizes the importance of programs promoting warm, sensitive, and responsive interactions among all children and adults. It’s about creating an environment where every child feels a strong sense of individual worth and belonging within a supportive community. Furthermore, it aims to nurture each child’s capacity to become a contributing and responsible member of that community.

Positive relationships are not merely beneficial; they are foundational to a child’s healthy development. When children experience warm, secure attachments with teachers and peers, they feel emotionally safe. This sense of security is vital as it allows them to thrive physically, fully engage in learning experiences, develop crucial social skills, and learn to cooperate and interact harmoniously with others. In essence, a children’s learning program that prioritizes positive relationships is building the bedrock for a child’s overall well-being and future success.

What to look for in a program:

• A Welcoming Atmosphere: Observe if children and adults alike appear comfortable and welcomed upon entering the program. Do teachers actively help new children transition into the environment and facilitate friendships with their peers?
• Engaging and Supportive Staff: Are teachers observed having warm and friendly conversations with children? Do they offer encouragement and acknowledge children’s efforts and accomplishments, fostering a sense of pride and motivation?
• Collaborative Play and Learning: Is there encouragement for children to engage in play and activities together? Is teamwork and cooperation fostered in learning situations?
• Constructive Conflict Resolution: Do teachers guide children in resolving conflicts peacefully? Do they help children identify their feelings, articulate problems, and explore alternative solutions together? It is crucial to confirm that the program explicitly prohibits physical punishment of children, opting instead for positive guidance techniques.

Standard 2: Implementing a Developmentally Sound Curriculum in Children’s Learning Programs

A well-defined and thoughtfully implemented curriculum is the backbone of any robust children’s learning program. This standard mandates that programs utilize a curriculum that is not only consistent with their stated goals for children but also actively promotes learning and development across all critical domains: social, emotional, physical, language, and cognitive. A comprehensive curriculum ensures that no area of a child’s development is overlooked, providing a balanced and enriching learning experience.

A meticulously planned written curriculum serves as an invaluable guide for teachers and administrators alike. It fosters collaboration among staff, ensuring everyone is working towards common goals. It also facilitates the strategic balancing of diverse activities and pedagogical approaches, maximizing each child’s learning and developmental potential. The curriculum should clearly outline learning objectives, planned activities designed to achieve these objectives, daily schedules and routines that provide structure and predictability, and the materials and resources to be utilized.

It’s important to note that NAEYC and its Accreditation system advocate for curriculum quality but do not prescribe a specific curriculum model. This allows programs the flexibility to either design their own curriculum tailored to their specific context and philosophy or to adopt a commercially available curriculum that aligns with NAEYC’s comprehensive guidelines. The key is that the chosen curriculum effectively addresses all facets of child development and learning within a children’s learning program.

What to look for in a program:

• Curriculum Inquiry: Proactively ask program administrators about their curriculum. Specifically, inquire how the curriculum addresses each of the key areas of child development: social-emotional, physical, language, and cognitive. A high-quality curriculum will demonstrate a holistic approach, not focusing solely on one or two areas to the exclusion of others.
• Play-Based Exploration and Learning: Observe if children are given ample opportunities to learn and develop through active exploration and play. Are teachers present and engaged, working with individual children and small groups to foster specific skills and address individual learning needs?
• Stimulating Materials and Equipment: Assess the materials and equipment available to children. Do they appear engaging and capable of sparking children’s curiosity and encouraging experimentation and learning? Are they age-appropriate and diverse?
• Skill-Building Activities: Determine if activities are intentionally designed to help children enhance crucial skills such as reasoning, problem-solving, social interaction, language development, and other essential cognitive and social-emotional competencies.
• Infant and Toddler Engagement: For programs serving infants and toddlers, observe if they have access to toys and art materials that are responsive to their actions, encouraging cause-and-effect learning. Examples include jack-in-the-boxes, nesting cups, and playdough, which promote sensory exploration and motor skill development.

Standard 3: Employing Developmentally Effective Teaching Approaches in Children’s Learning Programs

This standard focuses on the crucial role of teaching methodologies in a children’s learning program. It emphasizes that programs should utilize teaching approaches that are not only developmentally appropriate but also culturally and linguistically sensitive and effective. The goal is to enhance each child’s learning and development within the framework of the program’s curriculum goals, recognizing the unique needs and backgrounds of every learner.

Children are diverse learners, each possessing unique learning styles, individual needs, varying capacities, specific interests, and distinct cultural and linguistic backgrounds. Recognizing and valuing these individual differences is paramount. By adopting instructional approaches that are carefully tailored to meet the specific needs of each child, teachers and program staff can ensure that all children, regardless of their background or learning style, have the opportunity to thrive and reach their full potential within the children’s learning program.

What to look for in a program:

• Active Supervision: Observe if teachers are consistently and attentively supervising all children, ensuring their safety and well-being at all times.
• Balanced Daily Schedule: Confirm that the daily schedule incorporates dedicated time for both indoor and outdoor activities (weather permitting). Is the time and space organized in a way that allows children to engage in both individual and group activities, catering to different learning preferences and social needs?
• Visible Learning and Reflection: Look for displays of children’s recent work, such as artwork and emergent writing, within the classroom. These displays serve as valuable tools for children to reflect on their learning experiences and extend their understanding by revisiting and discussing their creations.
• Individualized Support and Adaptation: Inquire about how teachers adapt their teaching strategies and materials to respond to the diverse needs and interests of individual children. A hallmark of a high-quality program is the ability of teachers to engage each child effectively and personalize the learning experience to maximize individual growth.

Standard 4: Assessing Child Progress Systematically in Children’s Learning Programs

Young toddler playing with toy

Meaningful assessment of child progress is an integral component of a high-quality children’s learning program. This standard underscores the importance of utilizing ongoing, systematic assessment approaches, both formal and informal, to gather comprehensive information about children’s learning and development. These assessments are not isolated events but rather occur within a context of open and reciprocal communication with families, always respecting the diverse cultural contexts in which children are developing.

The ultimate purpose of assessment in a children’s learning program is to benefit children directly. Assessment results provide valuable insights that inform sound educational decisions, guide effective teaching practices, and drive continuous program improvement. By understanding where each child is in their developmental journey, teachers can plan appropriately challenging curriculum and tailor instruction to effectively address individual strengths and needs. Furthermore, assessments play a crucial role in identifying children who may have disabilities or developmental delays, ensuring they receive the necessary support services and interventions in a timely manner.

What to look for in a program:

• Varied Assessment Methods: Inquire about the range of assessment methods employed by the program to support children’s learning. High-quality programs utilize a variety of techniques, such as systematic observations, developmental checklists, and age-appropriate rating scales.
• Comprehensive Developmental Domains: Ensure that the assessment methods are appropriate for each child’s age and developmental stage. The assessments should encompass all key areas of development, including mathematics, science, and other cognitive skills; language development; social-emotional growth; and physical development. A holistic approach to assessment is essential.
• Data-Driven Instruction and Program Improvement: Ask how teachers utilize assessment data and information. Do they use it to set individualized learning goals for children and monitor their progress over time? Is assessment data also used at a program level to inform curriculum adjustments, refine teaching strategies, and ultimately improve the overall quality of the children’s learning program?
• Family Communication and Collaboration: Confirm that families receive regular and meaningful information about their child’s development and learning progress. This communication should occur through various channels, such as scheduled meetings, parent-teacher conferences, or regular progress reports, fostering a strong home-program partnership.

Standard 5: Promoting Health and Safety in Children’s Learning Programs

The health and safety of children are paramount in any children’s learning program. This standard emphasizes the program’s responsibility to actively promote children’s nutrition and health and to diligently protect both children and staff from illness and injury. The fundamental principle is that children must be healthy and safe in order to learn and grow effectively. Consequently, programs themselves must be healthy and safe environments to fully support children’s healthy development across all domains.

What to look for in a program:

• First Aid and Emergency Preparedness: Verify that teaching staff are trained and certified in pediatric first aid and CPR. This ensures they are equipped to respond effectively to common childhood injuries and emergencies.
• Safe Sleep Practices: Specifically inquire about the program’s infant sleep practices. Confirm that infants are consistently placed on their backs to sleep, a critical practice for reducing the risk of Sudden Infant Death Syndrome (SIDS).
• Hygiene and Sanitation Protocols: Observe and inquire about the program’s hygiene practices. Does the program have clear policies regarding regular hand washing for both children and staff? Is there a routine schedule for cleaning and sanitizing all surfaces within the facility, minimizing the spread of germs and illnesses?
• Illness Response Plan: Ensure that the program has a well-defined and communicated plan for responding to illness. This plan should outline clear procedures for determining when a child needs to be sent home due to illness and how families will be promptly notified in such situations.
• Nutritious Meals and Snacks: Inquire about the program’s approach to meals and snacks. Are snacks and meals designed to be nutritious and balanced? Are there established procedures for the safe preparation, handling, and storage of food to prevent foodborne illnesses?

Standard 6: Ensuring Staff Competencies, Preparation, and Support in Children’s Learning Programs

The quality of a children’s learning program is inextricably linked to the competency, preparation, and ongoing support of its teaching staff. This standard highlights the critical importance of employing and supporting a teaching team that possesses the necessary educational qualifications, in-depth knowledge, and unwavering professional commitment to effectively promote children’s learning and development and to be responsive to the diverse needs and interests of families.

Teachers who have specialized preparation and a strong knowledge base in child development and early childhood education are demonstrably more effective in creating positive and enriching learning environments. They are better equipped to foster positive interactions with children, provide richer language experiences, and design high-quality learning settings that stimulate growth and development in all domains. Investing in qualified and supported staff is an investment in the overall quality of the children’s learning program.

What to look for in a program:

• Staff Qualifications and Expertise: Inquire about the educational qualifications and specialized knowledge of the teaching staff. Specifically, ask about the number of teachers who hold Child Development Associate (CDA) credentials, associate’s degrees, bachelor’s degrees, or advanced degrees in early childhood education or related fields. Higher qualifications often indicate a deeper understanding of child development principles and best practices.
• Ongoing Professional Development: Determine if the program prioritizes ongoing staff development and continuous learning. Are there structured orientation programs for new staff members? Are there regular opportunities for continuing education, workshops, and professional development activities to keep staff knowledge and skills current?
• Curriculum Training and Teamwork: Confirm that teaching staff receive specific training in the program’s curriculum and pedagogical approaches. Is there a culture of teamwork and collaboration among the teaching staff, fostering shared knowledge, mutual support, and consistent implementation of best practices within the children’s learning program?

Standard 7: Fostering Family Partnerships in Children’s Learning Programs

A strong children’s learning program recognizes that families are children’s first and most important teachers. This standard emphasizes the critical importance of establishing and nurturing collaborative relationships with each child’s family. These partnerships are essential for fostering children’s development across all settings – both at home and in the program. Effective family partnerships are built on sensitivity to diverse family structures, languages, and cultures.

To truly support children’s optimal learning and development, programs must cultivate relationships with families that are grounded in mutual trust and respect. This includes actively involving families in their children’s educational journey, valuing their insights and perspectives, and encouraging families to fully participate in the program community. Open communication, shared decision-making, and a welcoming atmosphere for families are hallmarks of a program that excels in family engagement.

What to look for in a program:

• Welcoming Family Involvement: Observe if all families are genuinely welcomed and actively encouraged to be involved in all facets of the program. Are there visible efforts to make families feel like valued partners in their child’s education?
• Culturally Responsive Practices: Inquire about how teachers and staff engage with families to understand their family structures and their perspectives on childrearing. Is this information used to thoughtfully adapt the curriculum and teaching methods to be more culturally relevant and responsive to the diverse families served by the children’s learning program?
• Diverse Communication Strategies: Determine if the program utilizes a variety of strategies to communicate effectively with families. Examples include regular family conferences, comprehensive new family orientations, informal individual conversations, newsletters, and digital communication platforms. A multi-faceted approach ensures that communication is accessible and meets the diverse needs of families.
• Accessible Program Information: Confirm that essential program information, including program policies and operating procedures, is readily provided to families in languages they can understand. This ensures transparency and facilitates meaningful family participation in the children’s learning program.

Standard 8: Connecting with the Community for Enriched Children’s Learning Programs

A vibrant children’s learning program is not isolated but actively engaged with its surrounding community. This standard emphasizes the importance of establishing strong relationships with and strategically utilizing the rich resources of the children’s communities. These connections are vital for supporting the achievement of program goals and broadening children’s learning experiences beyond the classroom walls. Furthermore, partnerships with community agencies and institutions can provide invaluable support to families, connecting them with resources that promote children’s healthy development and learning within the broader community context.

What to look for in a program:

• Community Resource Utilization: Inquire about how the program connects with and utilizes community resources to enrich children’s learning. Examples include partnerships with local museums, parks, libraries, zoos, community centers, and other relevant institutions. Regular field trips and community-based learning experiences demonstrate a commitment to extending learning beyond the program setting.
• Community Engagement in the Program: Determine if representatives from community programs and organizations are invited to share their expertise and talents with the children. This could include inviting musical performers, local artists, storytellers, scientists, or other professionals to engage with children and broaden their horizons.
• Professional Community Partnerships: Assess if the staff actively develop professional relationships with community agencies and organizations that can further enhance the program’s capacity to meet the diverse needs and interests of children and families. These partnerships can provide access to specialized services, professional development opportunities, and resources that strengthen the overall children’s learning program.

Standard 9: Providing a High-Quality Physical Environment for Children’s Learning Programs

The physical environment of a children’s learning program plays a crucial role in supporting children’s learning, health, and safety. This standard mandates that programs provide a safe and healthful environment that includes both appropriate and well-maintained indoor and outdoor physical spaces. The environment should be thoughtfully designed and equipped with facilities, equipment, and materials that effectively facilitate learning and development for both children and staff.

An organized, properly equipped, and meticulously maintained program environment is not merely aesthetically pleasing; it is essential for fostering the learning, comfort, health, and safety of all individuals – children and adults – who utilize the children’s learning program. A well-designed physical environment is a foundational element of a high-quality early childhood education experience.

What to look for in a program:

• Supervision-Oriented Design: Observe the layout and design of the facility. Is it designed in a way that enables staff to effectively supervise all children by both sight and sound, ensuring their safety and well-being throughout the program day?
• Age-Appropriate Furnishings and Equipment: Assess if the program provides necessary and age-appropriate furnishings and equipment. This includes essential items such as child-size hand-washing sinks, appropriately sized chairs and tables, and designated rest areas with cots, cribs, beds, or sleeping pads.
• Variety of Learning Materials: Determine if a diverse range of materials and equipment, specifically tailored to children’s ages, developmental skills, and abilities, is readily available. Are these materials kept clean, safe, and in good repair, ensuring both hygiene and safety for children?
• Safe Outdoor Play Areas: Evaluate the outdoor play areas. Are they enclosed with fences or natural barriers that effectively prevent children from accessing streets and other potential hazards? Is the outdoor space designed to promote active play and exploration in a safe manner?
• Safety Equipment and Accessibility: Confirm that essential safety equipment, such as readily accessible first-aid kits, fire extinguishers, and functional fire alarms, are installed and regularly maintained throughout the children’s learning program facility.

Standard 10: Demonstrating Effective Leadership and Management in Children’s Learning Programs

Effective leadership and sound management are the invisible engines that drive a high-quality children’s learning program. This standard emphasizes the critical role of program leadership in effectively implementing policies, procedures, and systems that support staff stability, strong personnel management, responsible fiscal oversight, and overall program management. These elements are essential to ensure that all children, families, and staff consistently experience a high-quality early childhood education environment.

Knowledgeable leaders, sensible policies and procedures, and efficient operations are not simply administrative details; they are fundamental to building a truly exceptional program and, crucially, maintaining that high level of quality over time. Strong leadership sets the tone for the entire program and ensures a stable and supportive environment for everyone involved.

What to look for in a program:

• Administrator Qualifications: Inquire about the educational qualifications of the program administrator or director. Ideally, the administrator should possess a degree from a four-year college and have completed specialized coursework in early childhood education, child development, program administration, or related fields. Strong educational background and specialized training are key indicators of effective leadership.
• Licensing and Regulatory Compliance: Verify that the children’s learning program is properly licensed and/or regulated by the applicable state or local agency. Licensing ensures that the program meets basic health, safety, and programmatic standards set by governing bodies.
• Transparent Policies and Procedures: Confirm that the program’s written policies and procedures are readily shared with families. These policies should comprehensively address key areas such as the program’s philosophy and curriculum goals, guidance and discipline approaches, health and safety procedures, and communication protocols. Transparency and clear communication of policies are essential for building trust with families.
• Appropriate Group Sizes and Staff Ratios: Inquire about the program’s group sizes and child-to-staff ratios. NAEYC recommends specific ratios to ensure adequate individual attention and supervision for children of different age groups (e.g., infants, toddlers, preschoolers). Maintaining appropriate ratios is a critical factor in program quality and child safety within a children’s learning program.

Families Value NAEYC-Accredited Children’s Learning Programs

“Valued teachers lead to valued children … Accredited programs tend to attract employees who not only view themselves as educators, they consider themselves child advocates.” — Kate in San Antonio, Texas, whose child attends an NAEYC-Accredited program.

“Choosing a preschool for my first child was somewhat overwhelming, so when you find a program accredited by NAEYC, it adds peace of mind that you’re making a good choice for your child.” — Jen in Torrance, California, whose child attends an NAEYC-Accredited program.

“NAEYC is an organization that can be trusted with the future of my child’s education … That is why I chose an NAEYC-Accredited center—nothing but the best.” — Jennifer in Newark, New Jersey, whose child attends an NAEYC-Accredited program.

These testimonials from parents underscore the tangible benefits and peace of mind that families experience when they choose an NAEYC-accredited children’s learning program. Accreditation is a powerful indicator of quality, reflecting a program’s commitment to excellence across all aspects of early childhood education. By understanding and utilizing the NAEYC standards, families can confidently navigate the choices available and secure the best possible learning environment for their children, setting them on a path for lifelong success.