The Words We Use: A Glossary of Terms for
Early Childhood Education Standards and Assessment
Definition
Widely accepted expectations for the characteristics or quality of early childhood settings in homes, centers and schools. Such characteristics typically include: the ratio of adults to children; the qualifications and stability of the staff; characteristics of adult-child relationships; the program philosophy and curriculum model, the nature of relationships with families; the quality and quantity of equipment and materials; the quality and quantity of space per child, and safety and health provisions.
Related Terms (Not Synonyms)
Accreditation; Licensing; Performance standards (Head Start); Program guidelines
Explanatory Comments
- Program and setting characteristics used in program standards are typically research-based and widely agreed to have an impact on whether children benefit from participation.
- Such standards are typically referred to as "inputs," as contrasted with early learning standards, which are considered "outputs."
- Program standards differ in terms of levels of quality. For example, states' standards for the licensing of child care and early childhood settings are typically far less demanding than the standard sets for an accreditation process established by a professional organization.
Web Sources
Administration of Children and Families. Head Start performance standards. Retrieved May 19, 2003, from http://www.acf.hhs.gov/programs/hsb/performance/
Espinosa, L. (2002). High quality preschool: Why we need it and what it looks like. National Institute for Early Education Research (NIEER) Policy Brief Issue 1. Retrieved May 19, 2003, from http://nieer.org/docs/index.php?DocID=58
Katz, L.G. (1993). Multiple perspectives on the quality of early childhood programs. ERIC Digest. ED355041. Retrieved May 19, 2003, from http://ericae.net/edo/ed355041.htm
National Association for the Education of Young Children. Accreditation. Retrieved May 19, 2003, from http://www.naeyc.org/accreditation/default.asp
National Association for the Education of Young Children. (2001). NAEYC Standards for Early Childhood Professional Preparation: Initial Licensure Level. Washington, DC: Author. Retrieved June 5, 2003 from http://www.naeyc.org/profdev/prep_review/2001.pdf
National Child Care Information Center. National accreditation organizations for early childhood programs. Retrieved May 19, 2003, from http://www.nccic.org/faqs/nationalaccred.html
National Child Care Information Center. State child care licensing agency. Retrieved May 19, 2003, from http://www.nccic.org/dirs/regoffic.html
Other Resources
Katz, L.G. (1993). Five perspectives on the quality of early childhood programs. A Monograph Series, No. 1. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Philadelphia Citizens for Children and Youth. (1999). Assuring quality in early childhood settings: A report on accreditation processes and quality standards. Request publication through info@pccy.org.
Sibley, A., & Abbott-Shim, M. (1996). Accreditation: Process or product? In S. Bredekamp & B.A. Willer (Eds.), NAEYC accreditation: A decade of learning and the years ahead. (pp. 67-78). Washington, DC: National Association for the Education of Young Children.
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