NAEYC Standards

The National Association for the Education of Young Children emphasizes the importance of early childhood educators possessing a core body of knowledge, skills, values, and attitudes to effectively support the development, learning, and well-being of all young children (NAEYC, 2019).

The following academic work aligns with the seven standards and competencies of NAEYC, serving as a testament to my understanding and experience in the field of child development:

Academic Work + NAEYC Standards

Standard 1:

Promoting Child Development and Learning in Context

This literature review was selected for the fulfillment of this standard as it demonstrates my ability to critically evaluate the impact of technology on child learning across time and amidst various contexts - both at home and in the classroom. This paper acknowledges the crucial role of positive development during formative years, as well as cross-cultural variations that may impact attachment and caregiving practices.

I designed a comprehensive, mixed methods research study aimed at promoting enrichment and positive development in African American communities. This project fulfills this standard by enabling me to delve deeper into the structural inequities faced in many children and families in low-income, marginalized areas.

Standard 2:

Building Family and Community Connections

This chart was chosen in alignment with this standard as it offers valuable tools for the families we support, tailored to their child's specific developmental stage. The activities come at no cost and can be made accessible to all families - adaptable to individual needs and circumstance. By engaging families in these activities, we empower them to become active partners in their child's development.

I selected this theory paper because it employs bioecological theory to explore the dynamics of family systems across multiple scales, from immediate to broader contexts. This theory paper calls attention to the bidirectional influence and variations within family experiences, as well as the role they play in shaping development. By better understanding of diverse family systems, we can forge stronger family and community connections.

Standard 3:

Observing, Documenting, and Assessing to Support Young Children and Families

I chose my Assessment of Practices in Early Elementary Classrooms (APEEC) paper to meet this standard as it demonstrates my ability to employ assessment tools and evaluate multiple dimensions in the classroom they support or hinder growth. The assessment results provided can be useful in guiding decision-making and refining practices within early learning settings.

My play-based assessments fulfill this standard by showcasing a compilation of informal observations I have conducted throughout my Master of Science program. These observations encompass children from diverse backgrounds, ages, races, and abilities, supported by connections to relevant research and literature.

Standard 4:

Using Developmentally Effective Approaches

This paper fulfills this standard by recognizing the universal method of learning for every child - play. Rooted in universally and evolutionarily significant ideals, this paper highlights the flexibility and invaluable learning opportunities provided to every child through play and exploration.

I selected this paper as it speaks to the role of educators as they support positive self-concept development in primary-age students. Through an emphasis on Developmentally Appropriate Practice and unconditional acceptance for every child, this paper meets this standard by highlighting the role of positive relationships as they enhance developmental outcomes.

Standard 5:

Using Content Knowledge to Build Meaningful Curriculum

This discussion board fulfills this standard by underscoring the vital role of the arts as it impacts the well-being of children and adolescents. By recognizing the significant impact of the arts as they impact children at school, educators can expand opportunities for learning, socialization, and enrichment.

This discussion was chosen to represent this standard as it highlights the importance of integrating daily movement at school to support positive outcomes in students. Placing an emphasis on both structured and unstructured activities, this reflection emphasizes the benefits of physical activity and offers practical strategies for its integration at school

Standard 6:

Becoming a Professional

This paper was selected to fulfill this standard as it underscores the vital role of educators in acknowledging both legal and ethical responsibilities when working with children. By integrating supporting material from the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC), this paper speaks to my understanding of the the inherent responsibility of staying informed, fostering inclusivity, and protecting children as a practitioner in my field.

In this interview, I connect with a former educator and current toy store owner in my local area. We explore her previous experience and personal philosophy in working with children, anchoring our discussion in previous literature. Through this collaboration, I demonstrated my commitment to drawing knowledge from the expertise of others in the field of child development, meeting this standard and inspiring my future work.

Standard 7:

Field Experiences

This case study showcases my practical experience in the field of early childhood education by providing a synthesized report of observations and assessments I conducted with a primary-age student in the classroom. This report demonstrates my ability to integrate multiple observation and assessment tools to track development, while also providing intervention tools for both parents and teachers.

This paper synthesizes multiple in-person observations I conducted to observe various developmental domains in young children: physical/motor, socio-emotional, language, and cognitive development. Through this observation report, I demonstrate my ability to connect observations to the work of theorists to trace developmental outcomes.

“Certainly we cannot achieve [peace] by attempting to unite all these people who are so different, but it can be achieved if we begin with the child."

Maria Montessori