Matemáticas en la educación infantil: facilitando un buen inicio. Declaración conjunta de posición

Declaración conjunta de posición de la National Association for the Education of Young Children (Asociación Nacional para la Educación Infantil, NAEYC) y el National Council of Teachers of Mathematics (Consejo Nacional de Profesores de Matemáticas, NCTM) sobre Matemáticas en la Educación Infantil. Adoptada en 2002. Actualizada en 2010

Early Childhood Education in Buffalo, New York

The National Association for the Education of Young Children (NAEYC) defines early childhood education as the learning experience of a child from birth to age eight. It is generally agreed that the human brain undergoes great growth and change in the years before age five. High-quality early childhood education will include development of a child’s cognition, language, motor, adaptive, social, and emotional skills

HCDC Accreditation

The Hiersteiner Child Development Center is one of the first early childhood programs to earn accreditation from the National Association for the Education of Young Children

Macfeat Introduces New Sound Garden for Children

Quick Facts Macfeat teacher Mary Chamberlain was inspired to create a sound garden at Macfeat after attending a session at the National Association for the Education of Young Children Conference. Chamberlain will retire this year after 30 years in the classroom

Service Learning Project

UNLV CSUN Preschool has been accredited by the National Association for the Education of Young Children (NAEYC) since 1994. The preschool’s mission is to “Provide a model inclusive early childhood program that serves children of students, faculty, staff, and the surrounding campus community. As the field of early childhood care and education evolves to meet the growing needs of today’s young children and their families, our preschool will continue to play a leadership role in teaching, training, and research at UNLV.” (unlv.edu/preschool/about).https://digitalscholarship.unlv.edu/educ_fys_103/1043/thumbnail.jp

Protestant Christian School Teachers\u27 Beliefs About Developmentally Appropriate Practices (K-2): Teacher Self-Reported Practices And Locus of Control Orientation

The purpose of this study was to examine the relationship between (K-2) private Protestant Christian School teachers\u27 beliefs about developmentally appropriate practices and their self-reported practices, based on the National Association for the Education of Young Children (NAEYC) guidelines for developmentally appropriate practices

GSU Family Development Center Receives National Accreditation

The Family Development Center (FDC) at Governors State University has been nationally recognized for meeting the highest standards of early childhood education. The National Association for the Education of Young Children (NAEYC), the nation’s leading professional organization working on behalf of young children, has awarded accreditation to the FDC, located on the Governors State campus in University Park. The FDC has programs for children birth to three years of age, all-day and half-day pre-kindergarten, after school and evening child care, and parent education programs

Students' perceptions of early childhood program quality according to the National Association for the Education of Young Children standards

The purpose of the study was to evaluate the extent to which one community college was preparing its early childhood education students for employment in the field according to the National Association for the Education of Young Children (NAEYC) professional preparation standards, based on the perceptions of program graduates and majors enrolled in at least one Early Childhood Education course during the fall 2009 and spring 2010 semester. By analyzing the perceptions of early childhood students and graduates of their preparation to meet the nineteen key indicators of associate degree program quality established by NAEYC, the study provided insight into what students and graduates perceived as the strengths and weaknesses of the program. Program faculty could use this information to enhance program quality, complete a program review and prepare for NAEYC re-accreditation. The researcher developed a survey to investigate the perceptions of early childhood students and graduates of their preparation to meet the nineteen key indicators of associate degree program quality established by NAEYC. The instrument could be used by other early childhood associate degree programs to examine students’ and graduates’ perceptions of program quality related to NAEYC standards. The researcher established the face validity and content validity of the instrument. Cronbach's alpha (1951) was used to estimate the internal consistency of the survey items. Cronbach's alpha was calculated to .960. The research literature suggested that there was a relationship between teacher preparation and child outcomes in early childhood education. A survey was conducted in the summer of 2010 with a sample of one hundred twenty-seven students in and graduates of the early childhood education program at a community college in the southeastern United States. Perhaps the most significant finding to emerge from this study was that participants perceived themselves as “well prepared” to meet all five of NAEYC’s professional preparation standards for associate degree programs. Demographic characteristics including ethnic background, place of employment, current position, children served and quality of place of employment as measured by licensing status, star rating and NAEYC accreditation status, did not have an effect on participants’ perceptions of their preparation to meet NAEYC Standards 2, 3 or 5. There was a difference in students’/graduates’ perceptions of their preparation to meet NAEYC Standard 1 based on the quality of their place of employment, and of their perceptions of their preparation to meet NAEYC Standard 4 based on their current position and the quality of their place of employment. Participants perceived child guidance coursework, interactions with classmates, hands-on experiences and child development coursework to be the most beneficial aspects of the program. Participants perceived a need for greater or additional preparation in the areas of child guidance, curriculum planning and/or implementation, and working with families and communities

Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom

In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014). Both NAEYC’s DAP and DEC’s Recommended Practices align with the use of Universal Design for Learning (UDL). UDL is a framework that supports the learning needs of all learners through intentional, proactive, and reflective instruction and interactions. This article provides a brief overview of UDL, with a specific focus on multiple means of representation in the early childhood classroom

Assessment of the system of professional development for West Virginia pre-K teachers

This study examined the system for professional development that exists in West Virginia for education staff who teach in the West Virginia Pre-K program. This information should be used to increase the understanding of policy makers and early childhood system planners within a framework of policy areas as described by the National Association for the Education of Young Children in Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems to support quality improvement. While several components of a comprehensive professional development system are present, further coordination and alignment is necessary to meet the diverse needs of individual early childhood education professionals working with and on behalf of young children enrolled in West Virginia Pre-K