naeyc

Ixei g282xeig G hi2 2 e 2x 2 PHHPC opyright 2002 by the National Association for the Education of young children . All rights 2v 2 g 2 2g 2 2 A Joint Position Statement of theNational Association for the Education of young children ( naeyc ) and theNational Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)e 2x 2 PHHPs Early childhood education has become part of a standards-basedenvironment. More than 25 states have standards* describingdesired results, outcomes, or learning expectations for children belowkindergarten age; Head Start has developed the Head Start ChildOutcomes Framework; and national organizations have developedcontent standards in areas such as early literacy and movement presents both opportunities and challenges for earlychildhood education. Rather than write a new set of standards, in thisstatement the National Association for the Education of young Chil-dren ( naeyc ) and the National Association of Early ChildhoodSpecialists in State Departments of Education (NAECS/SDE) addressthe significant educational, ethical, developmental, programmatic,assessment, and policy issues related to early learning standards.

assessing young children’s progress in meeting stan-dards or achieving desired results.13 • To a greater extent than when children are older, young children’s development is connected across de-velopmental domains, with progress in one area being strongly influenced by others. This again has implica-

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