National Association for the Education of Young Children

NAEYC Standards for Early Childhood Professional Preparation

Position Statement Approved by the NAEYC Governing Board July 2009

PoSitioN StAtEmENt

A position statement of the National Asssociation for the Education of Young Children

Introduction

The purpose of this position statement NAEYC Standards for Early Childhood Professional Preparation Programs represents a sustained vision for the early childhood field and more spe- cifically for the programs that prepare the profes- sionals working in the field. This 2009 revision of the standards is responsive to new knowledge, research and conditions while holding true to core values and principles of the founders of the profes- sion. It is designed for use in a variety of ways by different sectors of the field while also supporting specific and critical policy structures, including state and national early childhood teacher creden- tialing, national accreditation of professional early childhood preparation programs, state approval of early childhood teacher education programs, and articulation agreements between various levels and types of professional development programs.

History

NAEYC has a long-standing commitment to the devel- opment and support of strong early childhood degree programs in institutions of higher education. NAEYC standard setting for degree programs in institutions of higher education began more than 25 years ago. This document is the third revision to NAEYCs Early Childhood Teacher Education Guidelines for Four- and Five-Year Programs (1982) and Guidelines for Early Childhood Education Programs in Associate Degree Granting Institutions (1985). Development and publication of those first standards documents was made possible through the contributions of family and friends of Rose H. Alschuler, a founding member and first Secretary- Treasurer of NAEYC from 1929-1931. During the 1920s, Ms. Alschuler was an early proponent and director of the first public nursery schools in the United States. During the 1930s she directed Works Progress Administration (WPA) public nursery schools in Chicago. During World War II she chaired the National Commission for Young Children. Her life and legacy continue today as our field furthers its work to improve both programs for young chil- dren and programs that prepare early childhood professionals.

The Revisions process

The 1985 guidelines for preparation of early child- hood professionals were revised in 1996, 2001- 2003, and again with this revision in 2009. Each of these sets of guidelines and standards was developed with input from hundreds of early child- hood professionals who participated in conference sessions, advisory committees, and work groups. While these are position statements of NAEYC, each was developed with invited input from col- leagues in related professional associations, including ACCESSearly childhood educators in associate degree granting institutions, the National Association of Early Childhood Teacher Educators (NAECTE), the Division for Early Childhood of the Council for Exceptional Children (CEC/DEC), and the National Board for Professional Teaching Standards (NBPTS). In January 2008, NAEYCs Governing Board appointed a working group to advise staff on the preparation of a revision of the current Preparing Early Childhood Professionals: NAEYCs Standards for Programs (2003). This work group was com- posed of early childhood faculty members from associate, baccalaureate, and graduate degree programs; representatives of NAEYC, ACCESS, and NAECTE; and faculty who use the standards in the National Council for Accreditation of Teacher Education (NCATE) and NAEYC Early Childhood Associate Degree Accreditation (ECADA) sys- tems. Additional input into the standards revi- sion process was gathered during sessions at the 2007 NAEYC Annual Conference, the 2008 NAEYC Public Policy Forum, and the 2008 NAEYC National Institute for Early Childhood Professional Development. Draft revisions were posted on the NAEYC Web site for public comment in Fall 2008. Final revisions were completed in Spring 2009.

What is new?

From all of these perspectives, the feedback indi- cated that the standards remain strong. Revisions called for are primarily organizational and reflect input from those who are actively implementing the standards in the field. There are two significant revisions in this 2009 document.

1. Standard 4 has been separated into two standards, one focuses on early childhood methods and the other on early childhood content. This increases the total number of standards from five to six.The following content areas are required for this assignment:

· Ashford Graduate Student Expectations
o Explain how you will uphold and contribute to Ashfords graduate culture in your experience as a student in the Masters of Arts in Early Childhood Education Leadership (MAECEL) program.
o Discuss at least three personal and professional characteristics or expectations of successful graduate students and explain how these characteristics will contribute to your academic success in the MAECEL program.

· ECE Professional Knowledge and Skills
o Explain how the NAEYC Standards for Early Childhood Professional Preparation will inform your practices as an early childhood education professional and leader in the field.
o Based on the NAEYC Standards for Early Childhood Professional Preparation and the MAECEL Program Learning Outcomes, discuss one of your perceived areas of strength. Provide an example of how you have demonstrated strength in this area (through ECE professional experience or experience outside of ECE).

· Planning for Success
o Discuss at least two academic skills that you would like to expand or build to support your academic success in the MAECEL program. Provide two examples of actions you can take to build these skills.
o Discuss at least two professional skills that you would like to expand or build to support your professional ECE experience or expertise. Provide two examples of actions you can take to build these skills or characteristics (i.e., learning to conduct professional development trainings).
o Explore the Student Services available at Ashford University (Ashford Writing Center (Links to an external site.), Ashford Library (Links to an external site.), Access and Wellness (Links to an external site.), Career Services (Links to an external site.), Online Peer Mentors (Links to an external site.), Office of Service and Student Leadership (Links to an external site.), Online Honor Societies (Links to an external site.), Online Military Community Resources (Links to an external site.), Online Student Organizations (Links to an external site.), Online Student Volunteerism (Links to an external site.)). Explain how you will leverage at least three of the available Ashford Student Services to support your academic and professional success as a graduate student.

· Goal Setting
o Write one academic or professional goal you would like to accomplish by the end of the course. Briefly explain what actions you will take to achieve your goal.
o Write one academic or professional goal you would like to accomplish by the end of the MAECEL program. Briefly explain what actions you will take to achieve your goal.

I HAVE ATTACHED NAEYC STANDARDS FOR EARLY CHILDHOOD PROFESSIONAL PREPARATION. THANK YOU SO MUCH!

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