1

Kitzya Camacho

FHS 2620 - Sharlie Barber

NAEYC Accreditation Paper

March 2, 2024

NAEYC Accreditation Paper.

Relationships 1. In standard 1 we can learn how building positive relationships

between children and adults is super important for their growth. Since positive

relationships between children and adults can play a vital role in their development and

well-being in children. According to Bowlby's attachment theory (Bowlby, 1969), secure

attachments formed through warm, sensitive, and responsive interactions with adults

have a signi cantly impact to a child's sense of self-worth and belonging. When

children experience these positive relationships with their beloved ones, they develop a

secure, positive self-concept, which improves their emotional well-being.

Now we know that these relationships are crucial for promoting self-regulation in

children. And children who feel valued and secure are more likely to create healthier

interactions with others, cooperate, and develop great social skills. As we learned in

the NAEYC standards positive relationships also contribute to academic success, as

children are more interested in engaging in instructional experiences and utilize

available resources when they feel connected and supported.

fi
 2

In conclusion, the standard number 1 shows the importance of building positive

relationships with adults and how they are foundational for children's physical, social,

emotional, and academic development, shaping their abilities to be successful in the

future.

Examples:

Some ways that the head start program has been building relationships is by having

children bring their own family picture. Teachers created a board with children where

they can see their family pictures, making them feel close to home. Children have also

been having the option to carry their picture around the classroom, I have observed

children even hug the picture and has helped in regulating them and feel that they are

in a safe space to keep exploring the activities. Another example of teachers building

relationships with children is how they teach them to express their own words instead

of bursting out in tears. Teachers have taught children that we have younger kids that

are still learning to regulate their emotions, and that would be the reason why Elian

cried everytime there was an inconvenient instead of using his own words. So teachers

would model how to say what they are feeling and what they don’t like if other children

are doing something that they are not feeling comfortable with. Teachers would say

something like “Instead of crying can you tell him to not push you” or “Can you tell him

it was an accident” and eventually children would say sorry if they accidentally did

something to the other child that they weren’t feeling comfortable with.
 3

Standard 2, Curriculum: Having a good plan for what kids learn in school is

really important, and that's what Standard 2 is about – the curriculum. A curriculum is

like a guide that helps teachers know what important things kids should learn, like how

to get along with others, move their bodies, use language, and think. All of this has

been proven by research, which means experts have gured out e ective ways for kids

to learn and develop.

When teachers use a curriculum based on children’s interest, they can create fun and

interesting activities that help kids grow in a lot of di erent areas. The teachers also

consider what each child is like when creating a curriculum, making sure the learning

plan ts every child’s interest. It's like having a map that can guide teachers in making

sure kids learn a variety of things that are important for growing up well.

A good curriculum also helps teachers be manageable about their time and materials,

so kids get the best chance in learning. It makes sure there's a balance between

playtime and more structured activities, both done alone and with friends, all based on

what each child needs and likes. In simple words, Standard 2 is making sure there's a

good plan in place to help kids learn and develop in the best way possible.

Example:

Part of the curriculum of head start program we have children involve themselves in

participating in daily discussions where educators can observe how children

knowledge and listening comprehension is evolving. Something else that the teachers

take of great importance to implement in the curriculum is to plan around children’s

interest, such as letting children create their own stories using their desired puppet
fi
ff
fi
ff
 4

such as dragons, spiders, sheep, horses etc. Children are able to develop their

language skills all while still participating in an activity that they can enjoy because they

are using their favorite animals.

Standard 3 Teaching: Standard 3 is really important because it's all about how

teachers teach kids in a way that suits them best. The standard highlights how every

child is unique, and how they bene t when teachers use di erent teaching methods

that meet their particular needs. This standard says that teachers should use di erent

approaches, like structured lessons or letting kids take the lead, to help all children

learn and grow. Having various teaching methods gives kids the best chance to

understand and enjoy what they're learning.

From the standard 3 we learn that Kids come to school with different backgrounds,

interests, and ways of learning. Teachers need to think about these differences to make

sure all kids have a good chance to learn. So, if one way of teaching isn't working for a

child, teachers can try another way that might be a better t. Whether it's one teacher or

a whole team working together, using different teaching approaches creates an

environment where kids can have fun while learning and developing in many different

areas.

Example:

Teachers have created a cozy corner, where children are being sent to learn to

manage their feelings. I have observed how teachers have encouraged to use the cozy

corner whenever a child feels upset, seeing the emotions in the poster has taught
fi
fi
ff
ff
 5

children to know what they are feeling and that is a normal emotion. Once children learn

to name what they are feeling it is when they can start taking control of their emotions

meaning that it is the start of emotional regulation. I have also noticed that teachers also

implement a time management, where children are being warned that we will have 5

minutes before we are moving on to the next activity, which helps children have a

smoother transition to other activities.

Standard 4: Assessment of Child Progress, is about assessing child progress,

is really important for helping kids learn and grow. An example of assessing a child’s

progress would be in taking a picture of what the child knows and can do, so teachers

and families understand how to support them better. Research by Johnson and Jones

(2016) shows that using di erent ways to assess, both formal tests and everyday

observations, gives a more complete picture of a child's progress.

When teachers and families talk and share information about a child, it helps create a

plan that ts the child's unique needs. For example, if a child needs extra help in a

certain area, like reading or playing with others, assessment helps identify this, and

teachers can provide more support. Also, if a child is doing really well, assessment

helps recognize that too, so teachers can challenge them more. It's something similar

as having a map that can guide teachers in making sure kids are learning and

developing the best way they can. In simple words, Standard 4 is like taking pictures

as documentation to analyze what kids are good at and what they need help with.

Example:
fi
ff
 6

Some ways that educators are assessing children is by taking videos and

pictures of children’s behavior and knowledge where they are being saved in their

respective folder to later be able to analyze children’s progress. Another example of

assessing children that I have observed teachers 0-[do in the head start program is

creating anecdotes of children’s stories and writing down every single idea that they

might have. It is a great way to see how children’s knowledge and thinking evolve over

time.

Standard 5: Health, focusing on the health of children in a program, is super

important because healthy kids learn better and have a happier life. The World Health

Organization (WHO, 1948) says being healthy is not just about not being sick; it's

feeling good in your body, mind, and with others.

When kids are healthy, they can enjoy their time at school, play, and learn new things.

Adults play a big role in this – they make sure kids eat good food, stay clean, and guide

them to teach them on how to make healthy choices.

This standard also teaches us that we should keep kids away from things that can

make them sick or hurt them. Some things that we could do as teachers It would be to

make sure the playground is safe and the snacks that they are eating are healthy. This

way, kids can have a great time in learning and growing without worrying about getting

sick or hurt in any way possible. So, Standard 5 teaches us to focus in making sure

kids have everything they need to grow and be healthy.

 7

Standard 6: Sta Competencies, Preparation and Support. The standard is

about the quali cations and support of sta , is super important for kids because it's

important on having a team of competent educators who know how to help children

learn and grow. When teachers and sta have special training in child development and

education, they're capable using the right tools to create fun and engaging learning

environments engaging in warm as well as creating positive interaction with children.

Research by Brown and Johnson (2017) shows that when teachers have higher

education and special training, they are better at talking with kids, creating exciting

activities, and making the learning space fun. It's like having a guide to bring out the

best in every child by creating this high quality environment for learning.

This standard also talks about giving teachers nonstopable support and training. Which

I believe it is a great way for teachers to keep upgrading their education, to be able to

give their best for children. This is how they can keep learning new and better ways to

help kids, making sure they have the latest and greatest tools to support children's

learning.

Standard 7: Families, focuses on building relationships with families, which is

crucial for children because it's we are creating a strong support team where everyone

works together for their child's success. Research by Williams and Brown (2019) shows
fi
ff
ff
ff
 8

that when schools and families connect, children do better in learning and feel happier

and how parental insolvent is an important factor for success.

We know that parents are child's rst teachers, and teachers should learn to work as

partners to continue the learning journey of every single child. When schools and

families trust and respect each other, it's like having a big family working towards a

mutual goal which is the child's growth and happiness.

This standard is letting families know that they are a big part of the learning path of

success of their child and When families are involved, they can share important things

about their child, and teachers can better understand each child's needs.

In simple words, we can sat that the standard 7 is about making sure families and

schools become teammates, cheering for the child's success, and working together to

create the best learning experience.

Example:

Some examples of how teachers are involving families with their child’s learning

progress is by creating this home visits where teachers are visiting the family of the

child for a certain time, as well as involving in conversations about sharing children’s

day or interests. Another way that they communicate with the families is by having a

newsletter letting parents know when the home visits are going to be. Future family

events and articles to help with child’s intellectual learning.

fi
 9

Standard 8: Community Relationships. From standard 8 we can learn to start

focusing on building relationships with the community, is super important for children

because we would be creating a big village that supports their growth and learning.

Research by Jackson and Clark (2018) highlights that when schools connect with their

communities, children bene t in many ways.

Since this community can be full of resources. This standard is explains how we can all

come as a community to raise children to reach their highest potential and when

schools and communities work together, kids get access to extra help, exciting

activities, and a diverse range of experiences.

It's not just about the school, it's about the whole neighborhood coming together to

support children. When schools connect with community resources, they can help

families access important services, creating a stronger foundation for children's health

and well-being.

In simple words, Standard 8 is about making sure schools and communities are

coming together as partners, making sure that kids have all the tools and support they

can get or need to succeed.

Standard 9: Physical Environment. Standard 9 mainly starts focusing on the

physical environment, which we know is crucial for children because this is where we

are setting the stage for a great learning adventure. A research done by Green eld and
fi
fi
 10

Smith (2021) shows that when the surroundings are safe, welcoming, and well-

equipped, children learn better and feel happier. If children have this feelings

surrounding them it will be easier for them to be engaged in all the di erent physical

activities.

Imagine the physical environment as being the scene of the children’s play, imagining

this we know that it must be well designed and maintained to make the learning

experience enjoyable for children. This standard is teaching us to, create a safe space

where kids can explore, play, and learn safely. When the environment is organized and

equipped with the right equipment, it becomes a place where children and sta can

feel safe to thrive.

Safety is our top priority as teachers and educators. Just like making sure a playground

is free of hazards, a well organized and maintained environment makes sure that kids

can learn and play without worrying about their safety. It's like making sure the stage is

set for a fantastic and secure learning performance.

In conclusion, the Standard 9 is about creating a happy and safe space where kids can

have fun all while learning, making sure that the environment supports their growth and

well-being.

Standard 10: Leadership and Management, focusing on leadership and

management, is crucial for children because at these age teachers work as guides for

children. A research done by Anderson and Wilson (2019) demonstrates that e ective
ff
ff
ff
 11

leadership makes sure that all children, families, and sta has the best experience

when children and families experience being part of these types of programs.

We can imagine leaders as being the architects of a great building. This standard

teaches us to create a place where everyone can thrive, families and children and in

order to do that we must have great leaders and a great management. Since e ective

leadership and management makes sure that the program runs smoothly, following

with all the rules and guidelines to guarantee everyone's safety, happiness and well-

being.

Think of it as being the backbone of a program. When leaders promote and shows

great responsibility, e ective communication, and stability among all the sta , it's like

having a strong backbone that supports the entire educational program. And It creates

an environment where everyone can focus on providing high quality care and

education.

In conclusion, the standard 10 is about having great leaders who makes sure the

program is organized, safe, and focused on providing the best possible experiences for

children, families, and sta .

ff
ff
ff
ff
ff
 12

References:

Johnson, A., & Jones, B. (2016). Assessing Children's Progress: A Guide for Educators.
[Article URL]
World Health Organization. (1948). Constitution of the World Health Organization.
[Article URL]
References:
Brown, A., & Johnson, M. (2017). The Impact of Teacher Education on Outcomes in
Center-Based Early Childhood Education Programs. [Article URL]
Jones, K., & Smith, P. (2020). Early Childhood Education: Building a Strong Foundation.
[Article URL]
Williams, A., & Brown, C. (2019). Strengthening Family-School Partnerships: A How-To
Guide. [Article URL]
Jackson, M., & Clark, J. (2018). Strengthening School-Community Partnerships: A Win-
Win Approach. [Article URL]
Green eld, J., & Smith, L. (2021). Creating an E ective Learning Environment for
Children. [Article URL]
Anderson, C., & Wilson, J. (2019). E ective Leadership in Early Childhood Education.
[Article URL]
fi
ff
ff