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

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

Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom

In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices aimed at enhancing learning outcomes for children and their families (DEC, 2014) that pair well with the NAEYC developmentally appropriate practices. Both NAEYC’s DAP and DEC’s Recommended Practices align with the concept of Universal Design for Learning (UDL). UDL is a framework for proactively addressing the needs of diverse and exceptional learners by ensuring all children have access to the curriculum. UDL includes the use of multiple means of engagement, multiple means of representation, and multiple means of expression. This article provides a brief overview of evidence-based UDL practices, with a specific focus on the use of engagement strategies for young children

Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training

Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their final journal entry for a student teaching practicum course, teacher candidates in an accredited early childhood program reflected on what it means to be an early childhood professional. In alignment with the 2010 NAEYC Standards, teacher candidates appeared to recognize that being an early childhood professional means having an understanding of the specialized knowledge required to be effective in early childhood education. They also appeared to be aware that providing responsive, supportive curricula, which acknowledges and respects the whole child and family and their cultural backgrounds, is an integral aspect of the early childhood profession. Implications from this inquiry suggest that the early childhood program should ensure the fidelity to the NAEYC Standards by aligning assignments that incorporate the language and expectations of the Standards

A review of the financial issues facing child care in the United States

Jerlean Daniel (1990), a member of the National Association for the Education of Young Children (NAEYC) Governing Board, and the 1990 chair of NAEYC\u27s Public Policy Committee, offered the following analogy of the child care industry to congress. If you hear nothing else today, please take with you the horror of an industry drowning. We are an industry on the brink of disaster. For years teachers in child care have subsidized the industry with their low wages. They have reached a point where they have nothing left to give but themselves Unfortunately, as evidenced by national turnover rates of 41 percent annually, they are doing just that. The saddest part of this saga is that those trained teachers whom we lose and cannot recruit anew are at the heart of what is quality for young children (p. 23)

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

Technology Use in Early Childhood

This literature review examines the influence of technology on early childhood development. It uses scholarly journals and articles to show the benefits and risks of technology use and how it can be used to compliment growth, development, and learning of young children. It also examines how technology can impact the early childhood developmental domains of: (a) social emotional, (b) cognitive, (c) physical motor, (d) language and literacy, and (e) mathematics. The influence of technology use on teaching and the family are also addressed. Furthermore, this literature review includes implications for the future, continuing research, and recommendations from the American Academy of Pediatrics (AAP), The United States Department of Education (DoEd), and The National Association for the Education of Young Children (NAEYC) & The Fred Rogers Center for Early Learning and Children\u27s Media