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NAEYC

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? 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).

early childhood profession, and other stakeholders in young children’s lives have a shared responsibility to •construct comprehensive systems of curriculum, assessment, and program evaluation guided by sound early childhood practices, effective early learning standards and program standards, and a set of core

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Transcription of 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? 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).

2 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.

3 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: (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.

4 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. 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.

5 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. 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.

6 Theseexperiences help children investigate big ideas, those that are important at any age and are con-nected to later learning. 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. 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).

7 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]; the National Science TeachersAssociation [NSTA]) and are reviewed and imple-mented so that they fit together coherently. The curriculum is likely to benefit and other evidence indicates that thecurriculum, if implemented as intended, will likelyhave beneficial effects. These benefits include a widerange of outcomes.

8 When evidence is not yet avail-able, plans are developed to obtain this 2 2 2g Make ethical, appropriate, valid, and reliable assess-ment a central part of all early childhood assess young children s strengths, progress, andneeds, use assessment methods that are developmen-tally appropriate, culturally and linguistically respon-sive, tied to children s daily activities, supported byprofessional development, inclusive of families, andconnected to specific, beneficial purposes:Qxei g282xeig G hi2 2 e 2x 2 PHHQ(1) making sound decisions about teaching andlearning, (2) identifying significant concerns that mayrequire focused intervention for individual children,and (3) helping programs improve their educationaland developmental of Effectiveness Ethical principles guide assessment principles underlie all assessment prac-tices.

9 Young children are not denied opportunities orservices, and decisions are not made about childrenon the basis of a single assessment . assessment instruments are used for their are used in ways consistent with thepurposes for which they were designed. If the assess-ments will be used for additional purposes, they arevalidated for those purposes. Assessments are appropriate for ages and othercharacteristics of children being are designed for and validated for usewith children whose ages, cultures, home languages,socioeconomic status, abilities and disabilities, andother characteristics are similar to those of thechildren with whom the assessments will be used. assessment instruments are in compliance withprofessional criteria for are valid and reliable. Acceptedprofessional standards of quality are the basis forselection, use, and interpretation of assessmentinstruments, including screening tools.

10 NAEYC andNAECS/SDE support and adhere to the measurementstandards set forth in 1999 by the American Educa-tional Research Association, the American Psycho-logical Association, and the National Center forMeasurement in Education. When individual norm-referenced tests are used, they meet these guidelines. What is assessed is developmentally and objects of assessment include a comprehen-sive, developmentally, and educationally importantset of goals, rather than a narrow set of skills. Assess-ments are aligned with early learning standards, withprogram goals, and with specific emphases in thecurriculum. assessment evidence is used to understand andimprove lead to improved knowledge aboutchildren. This knowledge is translated into improvedcurriculum implementation and teaching helps early childhood professionalsunderstand the learning of a specific child or groupof children; enhance overall knowledge of childdevelopment; improve educational programs foryoung children while supporting continuity acrossgrades and settings; and access resources andsupports for children with specific needs.


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