Information for Families

 

What is Early Childhood Program Accreditation?

 

An early childhood program—child care center, preschool, kindergarten, or before- and/or after-school program—voluntarily applied for accreditation by the NAEYC Academy for Early Childhood Program Accreditation. The program then engaged in an extensive self-study based on the Academy's Criteria for High Quality Early Childhood Program. The accuracy of the program's self-study was verified during a site visit to the program by volunteer validators. The validated self-study, including the program director's responses to the validation visit, was reviewed by a national commission composed of recognized experts in child care and early childhood education, judged to be in substantial compliance with the Academy's Criteria, and granted accreditation for a five-year period.

 

The early childhood program agreed to act upon the commission's suggestions regarding areas needing improvement and to submit annual written reports documenting improvements and continued compliance.

 

What are the characteristics of a high quality program?

 

There are a number of characteristics associated with high quality programs. Based on the Academy's Criteria, here are some things to consider as you visit programs:

1. Are the children in the program generally comfortable, relaxed, and happy, and involved in play and other activities?

   Happy, relaxed children who are enjoying themselves as they play and learn is one of the best signs of a good program. See if there is an ample variety of materials for children of this age group. Would your child enjoy this setting?

2. Are there sufficient numbers of adults with specialized training in early childhood development and education?

   The younger the child, the more individualized attention is needed. The Academy's Criteria recommend that all groups have at least two teachers. Infants should be in groups of no more than 6 to 8 children; 2- to 3-year-olds should be in groups of 10 to 14 children; and 4- to 5-year-olds should be in groups of 16 to 20 children. Specialized training in child development and early education helps assure that staff understand how children grow and learn so they can be more effective teachers and caregivers.

3. Do adult expectations vary appropriately for children of differing ages and interests?

   Groups for infants and toddlers will look quite different from groups for older children. Toys and materials should vary by age as should teachers' expectations for children. In addition, teachers and caregivers should recognize and respect individual differences in children's abilities, interests, and preferences.

4. Are all areas of child's development stressed equally, with time and attention being devoted to cognitive development, social and emotional development, and physical development?

   High quality early childhood programs do much more than help children learn numbers, shapes, and colors. Good programs help children learn how to learn: to question why and discover alternative answers; to get along with others; and to use their developing language, thinking, and motor skills.

5. Do the staff meet regularly to plan and evaluate the program?

   Planning should reflect a balance of activities between vigorous outdoor play and quiet indoor play. Activities should allow ample time for children to work and play individually or in small groups, with the focus on activities that are child initiated as opposed to teacher directed. Flexibility, however, is also key. Staff should be willing to adjust the daily activities to meet children's individual needs and interests.

6. Are parents welcome to observe, discuss policies, make suggestions, and participate in the work of the program?

   Close communication between parents and staff is vital. Staff should regularly discuss highlights of the child's experiences with parents and show respect for families of varying cultures and backgrounds.

Maintaining Accreditation

 

Accredited programs are required to submit an Annual Report Form each year that addresses the criteria cited for improvement as well as those criteria that require annual action (such as many evaluation standards). Annual Reports also inform the Academy of any changes which may include but are not limited to relocation; serving a new age group; change in owner/vendor; licensing changes or violations; changes in director and/or significant staff turnover. When programs experience changes, a verification visit may be necessary to verify the program is maintaining compliance with the accreditation criteria. The fee for a verification visit is based on the number of children enrolled at a program. Each year the Annual Report Form is due to the Academy no sooner than 12 months and no later than 14 months after the anniversary date of your program's accreditation (use the date on your certificate). In order for the Annual Report to be processed, the appropriate fee must be included with the report. To safeguard your work, keep a photocopy of the completed Annual Report for your records and send the Annual Report by certified mail. For specific questions about completing the Annual Report you may email annualreports@naeyc.org or you may call 800-424-2460 x2022 and ask to speak to the Quality Management Coordinator for your region.  Failure to submit an Annual Report will be grounds for withdrawal of Accreditation.