NAEYC

1 Ixei g282xeig G hi2 2 e 2x 2 PHHQi 2g 2g D2e D 2 2i f 2 2i D2e 2 2 2 2g 2f 2 2e 2V y s syx2 e iwix 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)s High-quality early education produces long-lastingbenefits. With this evidence, federal, state, and localdecision makers are asking critical questions aboutyoung children s education. What should children betaught in the years from birth through age eight?

2 Howwould we know if they are developing well andlearning what we want them to learn? And how couldwe decide whether programs for children from infancythrough the primary grades are doing a good job?Answers to these questions questions about earlychildhood curriculum, child assessment, and programevaluation are the foundation of this joint positionstatement from the National Association for the Edu-cation of Young Children ( NAEYC ) and the National As-sociation of Early Childhood Specialists in State Depart-ments of Education (NAECS/SDE).

3 2 The National Association for the Education of YoungChildren and the National Association of EarlyChildhood Specialists in State Departments ofEducation take the position that policy makers, theearly childhood profession, and other stakeholders inyoung children s lives have a shared responsibility to construct comprehensive systems of curriculum,assessment, and program evaluation guided by soundearly childhood practices, effective early learningstandards and program standards, and a set of coreprinciples and values: belief in civic and democraticvalues; commitment to ethical behavior on behalf ofchildren; use of important goals as guides to action;coordinated systems; support for children as indi-viduals and members of families, cultures, andcommunities; partnerships with families; respect forevidence; and shared accountability.

4 Implement curriculum that is thoughtfully planned,challenging, engaging, developmentally appropriate,culturally and linguistically responsive, comprehen-sive, and likely to promote positive outcomes for allyoung children. make ethical, appropriate, valid, and reliableassessment a central part of all early childhoodprograms. To assess young children s strengths,progress, and needs, use assessment methods thatare developmentally appropriate, culturally andlinguistically responsive, tied to children s dailyactivities, supported by professional development,inclusive of families, and connected to specific,beneficial purposes.

5 (1) making sound decisionsabout teaching and learning, (2) identifying signifi-cant concerns that may require focused interventionfor individual children, and (3) helping programsimprove their educational and developmentalinterventions. regularly engage in program evaluation guided byprogram goals and using varied, appropriate, concep-e 2x 2 PHHQPxei g282xeig G hi2 2 e 2x 2 PHHQ tually and technically sound evidence to determinethe extent to which programs meet the expectedstandards of quality and to examine intended as wellas unintended results.

6 Provide the support, professional development, andother resources to allow staff in early childhoodprograms to implement high-quality curriculum,assessment, and program evaluation practices and toconnect those practices with well-defined earlylearning standards and program standards. g Implement curriculum that is thoughtfully planned,challenging, engaging, developmentally appropriate,culturally and linguistically responsive, comprehen-sive, and likely to promote positive outcomes for allyoung of Effectiveness Children are active and from babyhood through primary grades and beyond need to be cognitively, physically,socially, and artistically active.

7 In their own ways,children of all ages and abilities can become inter-ested and engaged, develop positive attitudes towardlearning, and have their feelings of security, emo-tional competence, and linkages to family andcommunity supported. Goals are clear and shared by goals are clearly defined, shared, andunderstood by all stakeholders (for example,program administrators, teachers, and families). Thecurriculum and related activities and teachingstrategies are designed to help achieve these goals ina unified, coherent way.

8 Curriculum is curriculum is based on evidence that is develop-mentally, culturally, and linguistically relevant for thechildren who will experience the curriculum. It isorganized around principles of child developmentand learning. Valued content is learned through investigation, play,and focused, intentional learn by exploring, thinking about, andinquiring about all sorts of phenomena. Theseexperiences help children investigate big ideas, those that are important at any age and are con-nected to later learning.

9 Pedagogy or teachingstrategies are tailored to children s ages, developmen-tal capacities, language and culture, and abilities ordisabilities. Curriculum builds on prior learning and content and implementation of the curriculumbuilds on children s prior individual, age-related, andcultural learning, is inclusive of children with dis-abilities, and is supportive of background knowledgegained at home and in the community. The curricu-lum supports children whose home language is notEnglish in building a solid base for later learning.

10 Curriculum is curriculum encompasses critical areas ofdevelopment including children s physical well-beingand motor development; social and emotionaldevelopment; approaches to learning; languagedevelopment; and cognition and general knowledge;and subject matter areas such as science, mathemat-ics, language, literacy, social studies, and the arts(more fully and explicitly for older children). Professional standards validate the curriculum ssubject-matter subject-specific curricula are adopted, theymeet the standards of relevant professional organiza-tions (for example, the American Alliance for Health,Physical Education, Recreation and Dance[AAHPERD], the National Association for MusicEducation [MENC]; the National Council of Teachersof English [NCTE]; the National Council of Teachers ofMathematics [NCTM]; the National Dance EducationOrganization [NDEO].)