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NAEYC Classroom Environment Checklist: Creating a Thriving Learning Space
Creating a nurturing and stimulating early childhood classroom is paramount to a child's development. But navigating the complexities of designing a space that meets the rigorous standards of the National Association for the Education of Young Children (NAEYC) can feel overwhelming. This comprehensive guide provides a detailed NAEYC classroom environment checklist, breaking down key elements to ensure your classroom fosters learning, growth, and a sense of belonging. We'll explore everything from physical setup to social-emotional considerations, empowering you to create an exceptional learning environment that exceeds expectations.
Understanding NAEYC Accreditation and Classroom Standards
Before diving into the checklist, understanding the NAEYC's philosophy is crucial. NAEYC accreditation signifies a commitment to high-quality early childhood education, emphasizing developmentally appropriate practices, a safe and inclusive environment, and qualified teachers. Their standards aren't just guidelines; they are benchmarks for excellence that contribute significantly to a child's success. This checklist helps you meet those standards effectively.
Key NAEYC Principles Reflected in the Classroom Environment
The NAEYC's approach is holistic. Their standards encompass:
Health and Safety: Minimizing risks, providing nutritious meals, and ensuring hygiene protocols.
Curriculum: A thoughtfully planned curriculum that supports development across all domains.
Relationships: Building strong relationships between teachers, children, and families.
Teaching Practices: Employing effective teaching strategies tailored to individual needs.
Assessment: Regularly evaluating children’s progress and adapting teaching accordingly.
Community Relationships: Engaging with the wider community to enrich learning experiences.
Your NAEYC Classroom Environment Checklist: A Room-by-Room Guide
This checklist divides the evaluation into manageable sections, allowing for a thorough review of your classroom's suitability.
1. Space and Layout:
[ ] Sufficient space for movement and exploration, with clearly defined areas for different activities (e.g., learning centers, quiet areas, gross motor areas).
[ ] Flexible furniture arrangement that can be easily adapted to meet the changing needs of children.
[ ] Easy access to all areas for children with disabilities.
[ ] Adequate lighting, both natural and artificial, with consideration for glare reduction.
[ ] Comfortable temperature control.
2. Learning Centers:
[ ] Each center is well-organized, with clearly labeled materials and accessible to children.
[ ] Centers offer diverse activities catering to various learning styles and developmental levels.
[ ] Centers encourage exploration, creativity, and problem-solving.
[ ] Materials are age-appropriate, durable, and engaging.
[ ] Centers promote both independent and collaborative play.
3. Safety and Health:
[ ] All materials are non-toxic and age-appropriate.
[ ] Proper storage of cleaning supplies and potentially hazardous materials.
[ ] Emergency exits are clearly marked and unobstructed.
[ ] First-aid kit is readily available and easily accessible.
[ ] Regular cleaning and sanitization protocols are in place.
4. Inclusion and Accessibility:
[ ] The environment is welcoming and inclusive of children from diverse backgrounds and abilities.
[ ] Materials and activities are accessible to children with disabilities.
[ ] Adaptive equipment is available as needed.
[ ] Classroom materials represent diversity in gender, race, ethnicity, and family structures.
5. Outdoor Play Area:
[ ] A safe and stimulating outdoor play area is accessible.
[ ] The area provides opportunities for gross motor activities, imaginative play, and exploration.
[ ] Appropriate surfacing minimizes the risk of injury.
[ ] Equipment is regularly inspected for safety.
Beyond the Checklist: Fostering a Positive Classroom Culture
While this checklist addresses the physical aspects of a NAEYC-compliant classroom, remember that a positive classroom culture is equally crucial. This includes:
Respectful Interactions: Modeling and encouraging respectful communication between children and teachers.
Emotional Support: Creating a safe and supportive environment where children feel comfortable expressing their emotions.
Family Involvement: Regular communication and collaboration with parents.
Positive Reinforcement: Focusing on children's strengths and encouraging positive behavior.
Conclusion
Creating a NAEYC-compliant classroom isn’t just about ticking boxes; it's about building a nurturing environment that fosters each child's holistic development. By using this checklist as a guide and prioritizing the NAEYC's core principles, you can create a learning space that supports children's growth, learning, and well-being, setting them on a path towards future success.
FAQs
1. How often should I review this checklist? Ideally, conduct a thorough review at least annually, and more frequently if there are significant changes in the classroom or curriculum.
2. What resources are available to help me meet NAEYC standards? The NAEYC website offers numerous resources, including standards, program accreditation information, and professional development opportunities.
3. Is it necessary to have every single item on the checklist? The checklist provides a comprehensive overview; however, slight adjustments may be needed based on your specific classroom context and the ages of the children. Prioritize safety and accessibility.
4. How can I involve parents in creating a positive classroom environment? Organize parent workshops, create a classroom communication system (e.g., newsletter, online platform), and actively seek their feedback and input.
5. What if my classroom doesn't fully meet all the standards? Don't be discouraged! The checklist is a tool for improvement. Prioritize the most critical areas and develop a plan to address any shortcomings gradually. Focus on continuous improvement.
| naeyc classroom environment checklist: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| naeyc classroom environment checklist: Powerful Interactions Amy Laura Dombro, Judy Jablon, Charlotte Stetson, 2020-10-06 Make your everyday interactions with children intentional and purposeful with these steps: Be Present, Connect, and Extend Learning. |
| naeyc classroom environment checklist: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. |
| naeyc classroom environment checklist: The Essentials Iliana Alanis, Maria G. Arreguin-Anderson, Irasema Salinas-Gonzalez, 2021-02-02 This book answers the question what do early childhood educators need to understand to better address the linguistic, cognitive, and socioemotional needs of all DLLs in their classrooms? |
| naeyc classroom environment checklist: Emergent Curriculum in Early Childhood Settings Susan Stacey, 2008-07-01 Helps providers implement proven child-centered curricular practices while meeting early learning standards. |
| naeyc classroom environment checklist: Challenging Exceptionally Bright Children in Early Childhood Classrooms Ann Gadzikowski, 2013-05-17 Nearly every early childhood classroom has an exceptionally bright child—from the child who starts reading independently at age three to the child who would rather take apart his tricycle than ride on it. This book's strategies help educators create a richer learning environment where exceptionally bright children are encouraged to learn beyond prescribed curriculum goals. It includes identifiers of exceptionally bright children, ideas to change the pace, level, or method of teaching in response to the needs of individual children, and guidance for working with families. Ann Gadzikowski is the early childhood coordinator at Northwestern University's Center for Talent Development. |
| naeyc classroom environment checklist: Early Learning Environments that Work Rebecca T. Isbell, Betty Exelby, 2001 Noting that the early care and education environment is a vital contribution to children's learning, this book examines the early childhood learning environment with the vision of making it a place where young children will be physically, emotionally, esthetically, and intellectually nurtured. The chapters are: (1) The Power of the Environment and Its Impact on Children; (2) Contemporary Childcare Spaces; (3) The Teacher's New Role: Designer; (4) Principles of Meaningful Environments; (5) Aspects of Quality Environments for Children; (6) Assessing What You Have; (7) Making a Plan That Works for You; (8) The Designer's Toolbox; (9) Enriching the Environment, including ideas for using displays, planning work and sitting spaces, and growing plants; and (10)Extending Your Understanding, including classic resources about early childhood environments. Each chapter includes detailed illustrations and photographs to assist teachers in setting up a classroom. The book's 10 appendices include an inventory form, equipment checklist, team inventory, storage ideas, and an anthropometric chart for a child-scaled environment. (Contains 79 references.) (KB) |
| naeyc classroom environment checklist: The ELC: An Early Childhood Learning Community at Work Lorraine Melita, Heather Bridge, Patricia Roiger, 2020-07-21 |
| naeyc classroom environment checklist: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| naeyc classroom environment checklist: Handbook of Positive Behavior Support Wayne Sailor, Glen Dunlap, George Sugai, Rob Horner, 2008-12-02 A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology. |
| naeyc classroom environment checklist: Spotlight on Young Children Meghan Dombrink-Green, Holly Bohart, 2015 Offers practical ways to support young dual language learners and their families. Addresses communicating, using technology, pairing children, and more. |
| naeyc classroom environment checklist: The Essentials Pamela Brillante, 2017 Introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will help teachers ensure that all children meet their potential. |
| naeyc classroom environment checklist: Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings Melissa Stormont, 2008 Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills. |
| naeyc classroom environment checklist: The Intentional Teacher Ann S. Epstein, 2014 Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences. |
| naeyc classroom environment checklist: Early Childhood Curriculum Sue Clark Wortham, 2010 Appropriate for undergraduate courses on curriculum methods in early childhood and primary grade education. This textbook uses current interpretations and applications of classic theories as a basis for understanding how to develop early childhood curriculum and instruction for children ages 0-8. The author stresses the need for readers to understand the foundations of their programs prior to developing and using quality curriculum and teaching. With its chronological approach from infancy through Grade 3, this text directly ties curriculum to the understanding of child development. |
| naeyc classroom environment checklist: Emotional Maltreatment of Children James Garbarino, Anne C. Garbarino, 1980 |
| naeyc classroom environment checklist: How People Learn II National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. |
| naeyc classroom environment checklist: Early Childhood Education Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree Henderson, Alicia Valero-Kerrick, 2013-01-02 Turning passion into practice as a professional early childhood educator Early Childhood Education: Becoming a Professional is an inspiring introduction to the world of early childhood education, preparing the teachers of tomorrow to reach their full potential in their schools and communities. Written by a diverse and experienced author team, this text engages readers to connect contemporary educational and developmental theory and research to developmentally appropriate practices and applications that are easily implemented in the classroom. In response to today′s ever-changing educational environment, the text focuses on both the importance of taking personal and professional responsibility, as well as today′s issues in diversity—from supporting children with exceptionalities to supporting children and families in broader cultural contexts. |
| naeyc classroom environment checklist: Early Childhood Environment Rating Scale (ECERS-3) Thelma Harms, Richard M. Clifford, Debby Cryer, 2014-11-01 The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure |
| naeyc classroom environment checklist: Leading Anti-Bias Early Childhood Programs Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo, 2023 The book offers principles and guidelines for program-wide transformation in the early childhood education field: Professional development activities for teachers at all levels of awareness and experience in anti-bias education. Approaches for engaging with families around social justice values. Strategies for supporting and strengthening the leader's ability to initiate and sustain anti-bias change. Support for leaders in embracing and negotiating positive conflict and responding to opposition to anti-bias change. Tools for documenting a program's readiness for and progress in anti-bias education-- |
| naeyc classroom environment checklist: Don't Look Away Iheoma Iruka, Stephanie Curenton, Tonia Durden, Kerry-Ann Escayg, 2020 Every day, 250 children are suspended from school. Many are children of color, deprived of opportunities to experience learning at the same rate and quality as white children. Many families don't feel heard or respected in their child's schools. Don't Look Away: Embracing Anti-Bias Classrooms leads early childhood professionals to explore and address issues of bias, equity, low expectations, and family engagement to ensure culturally responsive experiences. Importantly, this book will challenge you to consider your perceptions and thought processes: Identify your own unconscious biases-we all have them! Recognize and minimize bias in the classroom, school, and community Connect with children and their families Help close the opportunity gap for children from marginalized communities This book offers strategies, tools, and information to help you create a culturally responsive and equitable learning environment. |
| naeyc classroom environment checklist: Blended Practices for Teaching Young Children in Inclusive Settings Jennifer Grisham, Jennifer Grisham-Brown, Mary Louise Hemmeter, Kristie Pretti-Frontczak, 2016-02 This updated version of the popular textbook bridges the gap between special and general education by integrating knowledge about effective practices for teaching young children 2 to 5 with and without disabilities in center-based settings into one comprehensive approach. |
| naeyc classroom environment checklist: Play, Projects, and Preschool Standards Gera Jacobs, Kathy Crowley, 2007 Today's teachers and providers are often challenged by and concerned about the expectations in their states' early learning standards. How appropriate are standards for young children? How do they correlate with existing expectations and curricula? How inclusive are standards for second language learners and those with disabilities and developmental delays? In Play, Projects, and Preschool Standards, authors Gera Jacobs and Kathy Crowley tackle these questions-and more-head-on. They provide readers with plenty of lively, creative ideas to develop children's genuine curiosity while building essential skills for all children to succeed in kindergarten and beyond. With inviting, informal language, the authors walk readers through the creation of well-planned projects and activities that both capture children's interest and enhance social and early academic development in all curriculum areas. Each chapter offers: What Research and the Experts Tell Us snapshots and applications of the research in practice, Try This activity ideas that engage children and address standards, Suggestions for tailoring activities to meet the needs of bilingual children and children with special needs, This timely book is sure to give teachers and childcare professionals the confidence and ability to connect the experiences that make preschool so enjoyable with the potential for learning that makes preschool so valuable. Book jacket. |
| naeyc classroom environment checklist: Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms Manual Mary Louise Hemmeter, Lise Fox, Patricia Snyder, 2013 Developed by highly respected creators of the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, the TPOT(TM) tool measures how well teachers are implementing the model in classrooms enrolling children |
| naeyc classroom environment checklist: Practical Strategies for Supporting Young Learners with Autism Spectrum Disorder Tricia Shelton, Mary Renck Jalongo, 2016 Practical Strategies for Supporting Young Learners with Autism Spectrum Disorder showcases the diverse capabilities of students with ASD and prepares early childhood educators to work effectively with students ages 3-5 with pervasive developmental disorders (PDD). Descriptive examples and interactive activities guide teachers to understand how these disorders affect student progress and how educators can tap into student potential. |
| naeyc classroom environment checklist: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| naeyc classroom environment checklist: Assessment in Early Childhood Education Sue C. Wortham, 2013-11-01 For Assessment courses in Early Childhood Education. One of the most accessible and practical textbooks available on assessing young children from infancy through age 8. It provides the full range of types of assessment and how, when, and why to use them. An excellent introduction to assessing young children, Assessment in Early Childhood Education continues with the inclusion of all types of assessments that can be used with infants and young children. Key changes and updates to this edition include: updated and streamlined figures, examples, and models of assessment that aid pre-service teachers to learn how to apply the principles of quality assessments; new activities at the end of the chapters provide opportunities for students to apply their own performance activities to demonstrate understanding of chapter contents; the effects of No Child Left Behind have been updated; newly revised information on children from diverse cultures and languages and children with disabilities has been added; and information on new and current trends toward accountability are discussed, as well as the impact of high-stakes testing. |
| naeyc classroom environment checklist: Tpot Lise Fox, Mary Louise Hemmeter, Patricia Snyder, 2013-12-17 Available in packs of 5, these are the 24-page forms needed to conduct the Teaching Pyramid Observation Tool (TPOT(tm)) for Preschool Classrooms observational assessment. If your program is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2-5 years of age, the TPOT is an in-depth tool that provides information on how well teachers are implementing practices related to universal, targeted, and individualized supports. This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. Learn more about TPOT See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses. View our recorded webinar: Using the Teaching Pyramid Observation Tool (TPOT(tm)) for Preschool Classrooms presented by Lise Fox, Ph.D., Mary Louise Hemmeter, Ph.D., Patricia Snyder, Ph.D. |
| naeyc classroom environment checklist: Creating Environments for Learning Julie Bullard, 2016-01-04 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. In this easy-to-read resource, pre- and in-service teachers get practical help for designing play-based environments that ensure effective teaching and learning while meeting national and state standards. Creating Environments for Learning presents basic information and environmental and curricular possibilities through numerous examples, photos, and videos that demonstrate early childhood theories, child development, current research. |
| naeyc classroom environment checklist: Learning Stories and Teacher Inquiry Groups: Re-Imagining Teaching and Assessment in Early Childhood Education Isauro Escamilla, Linda R. Kroll, Daniel Meier, Annie White, 2021-07-13 Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors' direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children's learning experiences and to deepen teachers' understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators' professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners. |
| naeyc classroom environment checklist: Guidelines for Early Learning in Child Care Home Settings John McLean, Tom Cole, 2010 |
| naeyc classroom environment checklist: Teaching Young Children in Multicultural Classrooms Wilma J. Robles de Melendez, Vesna Beck, 2011-12-01 Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies, 4/e, International Edition is a comprehensive book on the historical, theoretical, political, and sociological aspects of multicultural education as it relates to young children. Featuring practical guidelines, curriculum suggestions, and techniques for use in the classroom, the book is appropriate for those studying to become early childhood teachers as well as being a comprehensive resource for practicing professionals. Updated with new statistics, references, and terminology, the Fourth Edition also includes new case studies, expanded coverage of standards and technology, an integrated video feature, and a more prominent emphasis on the benefits of teaching multiculturalism from a global perspective. |
| naeyc classroom environment checklist: Big Body Play Frances M. Carlson, 2011 Drawing from evidence-based practice and the latest research, this book explains the multitude of benefits of big body play for young children's social-emotional, cognitive, and physical development. Also learn how to organize the physical environment, set rules and policies, and supervise the play. |
| naeyc classroom environment checklist: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them. |
| naeyc classroom environment checklist: Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro, Bridget K. Hamre, Robert C. Pianta, 2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development. |
| naeyc classroom environment checklist: Prime Times James T. Greenman, Anne Stonehouse, 1997 A practical guide to achieving quality care and education in infant and toddler progrms. Containing forms, charts and photos, it offers a logical sequence of topics clearly broken down into subheadings and dot points for ease of use. It uses the term Prime Times to signify the critical importance of one-to-one interactions in a child's life in a program. |
| naeyc classroom environment checklist: Nutrition, Health, and Safety for Young Children Joanne Sorte, Inge Daeschel, Carolina Amador, 2015-10-08 This book provides students with a comprehensive understanding of the nutrition, health, and safety needs of young children from birth through 8 years of age. The book is designed to give future teachers practical, applied, easy-to-understand information that will prepare them to serve young children in the family child care, childcare center, preschool and early primary school setting. Students will find the case scenarios woven throughout the chapters engaging and an effective means to transfer the learning of concepts to real life settings. This transfer of learning is reinforced by web video clips available at the MyEducationlab website that bring what students read and learn to life. |
| naeyc classroom environment checklist: Who Am I in the Lives of Children? Stephanie Feeney, Eva Moravcik, Sherry Nolte, 2013 Resource added for the Early Childhood Education program 103071. |
| naeyc classroom environment checklist: Early Childhood Curriculum Carol Elaine Catron, Jan Allen, 1999 This comprehensive guide provides information on planning programs with a play-based, developmental curriculum for children from birth to five years of age and covers basic principles and current research in early childhood curricula. The text is unique in that it discusses the creative play model for use with children from infancy through preschool by presenting an integrated, individualized curricular approach that helps teachers to be sensitive to, and to plan for, young children with a variety of developmental and cultural backgrounds. |
| naeyc classroom environment checklist: Cara's Kit for Toddlers Philippa H. Campbell, Suzanne A. Milbourne, Alexis A. Kennedy, 2012 Adapted from the extremely popular preschool version, this practical, step-by-step guide increases engagement and success for children 18-36 months by adapting environments, activities, and routine in homes and early childhood centers or programs |
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Class Portfolio Tool: All Ages NAEYC Site Visit
Learning centers: Defined areas within a classroom prepared with a selection of materials that promote learning in a specific content area, such as art or science. Examples of learning …
NAEYC Accreditation Criteria/Quality Standards - Colorado …
NAEYC Accreditation Criteria/Quality Standards (u) indicates criteria that is universal to groups from infant/toddler – kindergarten 1.D.02 Teachers provide children opportunities to develop …
Cleaning, Sanitizing, and Disinfection Frequency Table - NAEYC
1. Cleaning, Sanitizing, and Disinfecting Frequency Table1. Relevant to NAEYC Standard 5 (Health), especially Topic C: Maintaining a Healthful Environment. 2. 3. and Safety in Child …
Class Observation Tool: All Ages NAEYC Site Visit
Classroom materials show persons with differing abilities engaged in activities that counteract stereotypical limitations. ☐Yes
NAEYC Accreditation Decision Report Page 1 of 14 rev.
NAEYC Accreditation Decision Report Page 1 of 14 rev. 01/2023 March 28, 2023 Opportunity School, Inc. (# 141218 \ 1031608) 1100 S. Harrison Street Amarillo, TX 79101 Ms. Jill …
EARLY EDUCATION & CHILD CARE Checklist - University …
first five years of development. As you explore options and visit different centers, reference this checklist – created by parents and early childhood educators – to help you choose a safe, …
EMAA Head Start CHECKLIST OF APPROPRIATE …
Two times each year (October and March) record teacher fulfillment with classroom expectations giving staff a rating of 1 (no) –2 (sometimes) - 3 (yes) in each area. Make comments, as …
Eastern Kentucky University
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Tag: Date: COI Inquiry Provocation Plan Checklist and COI …
SETUP: Design the play environment to be the third teacher and to invite the children to explore. Write a description of how you will set up the environment so that the materials will guide this …
Overview of the NAEYC Early Childhood Program Standards
Effective leadership and management create the environment for high- quality care and education by • Ensuring compliance with relevant regulations and guidelines;
A First Look at Powerful Interactions - NAEYC
In the typical classroom, most everyday interactions are perfectly fine—warm, caring, and encouraging (NAEYC 2018). Sometimes they happen spontaneously, sometimes in a rush, …
Guide Children’s Behavior - NAEYC
(NAEYC 2018). Establish clear and consistent routines so children know what to expect (NAEYC 2018). Plan group projects so children learn how to work and play together (NAEYC 2018). …
Early Childhood Environment Rating Scale (ECERS-R) …
• In classroom: staff should scan the room to ensure that behavior challenges are proactively addressed or avoided • Staff explain safety rules to children and children generally follow …
Ways to Make Anecdotal Records Effective and Useful
and places in the classroom. For example, SW = sand and water; AA = art area; AC = another child; CT = center time; SG = small group. This saves time and allows you to include details …
Early Childhood Inclusion - NAEYC
about inclusion. DEC and NAEYC recog-nize that having a common understand-ing of what inclusion means is funda-mentally important for determining what types of practices and …
Family Communication Planning Checklist - NAEYC
Family Communication Planning Checklist What to Do What’s the Status What to Do Next Identify communication team Establish communication goals Identify types of information Describe …
AFTERSCHOOL MATERIALS GUIDE - SC Child Care
Carolina ABC Child Care Program Standards, and the Environment Rating Scales (ERS) used at the different quality levels of the ... Included at the end of this guide is a classroom inventory …
Learning Environmental Checklist
Learning Environment Checklist (LEC) This Checklist is a support for teachers concerned with noting and assessing the quality of the environments in which student learning is taking place. …
Effective Learning Environments Observation Tool - Cognia
The Effective Learning Environments Observation Tool (eleot™) is a classroom observation tool designed to observe students in grades K-12 in the context of seven learning environments. …
NAEYC Accreditation Site Visit Protocol
NAEYC | 1313 L STREET NW, WASHINGTON DC 20005 NAEYC Accreditation Site Visit Protocol FOR PUBLIC USE. NAEYC ELP Accreditation: 2019 Site Visit Protocol FOR PUBLIC …
The Power of Documentation - NAEYC
also helps build a classroom community, which is important because it engages teachers, parents, and children in thinking about the process of learning. When two or more people …
Health and Safety Checklist for Child Care Centers
Health and Safety Facility Checklist for Child Care Centers (Training checklist with Guidance) ... ***NAEYC Accreditation Standards 1. FINAL.3.09. All Classrooms . No : Concern. Concern …
Technology and Interactive Media as Tools in Early …
materials in the classroom with young children and com-municate with parents and families, and how we deliver teacher education and professional development (Ride-out, Vandewater, & …
Developmentally Appropriate Use of Technology in Early …
The checklist below contains recommendations from NAEYC-FRC to support active and creative uses of technology by young children. Educators can consider using this checklist to guide …
NAEYC Early Learning Program Accreditation Standards and …
57 5.C—Maintaining a Healthful Environment 58 Accreditation Assessment Items for Standard 5—Health 61 Staff Competencies, Preparation, and Support 62 Rationale 62 Topic Areas 62 …
Child Care Classroom Design Checklist - kaplanco.com
should be integrated throughout the classroom with appropriate materials and props. q Creative and expressive materials that stimulate thinking, problem solving, and emergent literacy …
NAEYC Professional Preparation Standards Self-Review …
NAEYC Standards for Early Childhood Professional Preparation. A Position Statement Approved by the NAEYC Governing Board, July 2009 The 2009 NAEYC Standards for Early Childhood …
Health and Safety Checklist for Early Care and Education …
Health and Safety Checklist for Early Care and Education Programs: Based on Caring for Our Children National Health and Safety Performance Standards, Third Edition Child Care Center: …
Classroom Environment Checklist - TWO WRITING …
Classroom Environment Checklist! Beth Moore, @BethMooreSchool, 2017 Classroom Libraries Is the classroom library inviting and attractive? Is the classroom library organized by baskets of …
Class Portfolio Tool: All Ages NAEYC Site Visit
1D: Creating a Predictable, Consistent, and Harmonious Classroom 1D.6 I T P K S Show two objects, materials, or visual images within your classroom that depict men and/or women in …
DRAFT REVISION NAEYC Early Childhood Program Standards
Draft Revision NAEYC Early Childhood Program Standards 4/9 DRAFT REISION NAEYC EARLY CHILDHOOD PROGRAM STANDARDS PROGRAM STANDARD 1 Creating a Caring and …
Intentional Teaching and Decision Making: Core …
historical contexts. (NAEYC 2020a, 6) NAEYC’s prior definitions of developmentally appropriate practice have always emphasized knowledge of child development, hence the name. Such …
Developmentally Appropriate Practice - NAEYC
NAEYC defines “developmentally appropriate practice” as methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, …
Creating Rich Language and Literacy Environments: A …
4. Rich Literacy Environment Checklist This checklist can be used by teachers or administrators to identify the key features in their classrooms that support a rich literacy classroom environment …
CHAPTER 4 Building an Anti‑Bias Education Program: …
environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships …
Pathways to Cultural Competence Programs 4 Underlying …
May 7, 2013 · the NAEYC Pathways to Cultural Competence Program Checklist has been adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and …
Administrator Information Packet - NAEYC
Provide your classroom staffing patterns and staff CPR and first-aid training records that show at least one staff member currently certified in first-aid and pediatric CPR is always scheduled to …
Learning Environment Training ITERS 3 - Center for Early …
Apr 15, 2021 · Environment Rating Scale (ITERS‐3) tool • Identify items in the tool that assess the quality of language and interactions • Identify ways to use the ITERS‐3 for classroom …
Anecdotal Records - NAEYC
working with small groups in her classroom. While she recognized that some of the delay related to SpotlightObservationAssessment_2e.indb 40 1/18/24 4:20 PM. Anecdotal Records 41 …
LOCAL CLASS OBSERVATIONS BEST PRACTICES …
VQB5 will provide multiple CLASS observations to every classroom each year. Types of CLASS Observations in VQB5 There are two types of CLASS observations conducted in VQB5; local …
NAEYC Accreditation - Bowdoin College
Streamlined: NAEYC 10 Early Learning Program Standards 1. Relationships 2. Curriculum 3. Teaching 4. Assessment of Child Progress 5. Health 6. Staff Competencies, Preparation, and …
Supervision in NAEYC Accredited Programs
NAEYC Required Supervision Assessment Items 3C.2 If one or more infant, toddler, or young two year old cannot be easily heard and seen at all times by at least one member of the teaching …
Learning Environment Training: ECERS-3 - Center for Early …
Environment Rating Scale Scores” 13 center-elp.org Key Components of the ECERS-3 • Designed for use for ages 3–5 • Reliance on observation of ongoing classroom activity • Uses …
Naeyc Classroom Portfolio Evidence Checklist - gws.ala.org
Naeyc Classroom Portfolio Evidence Checklist From Play to Practice Marcia L. Nell,Walter F. Drew,Deborah E. Bush.2013 Describes play workshop experiences that give educators a …
Checklist for identifying exemplary uses of technology and …
4. The physical environment is configured to accommodate the specific technology tool. 1,2,5-7 • Hardware availability and placement accommodate individual, small group, and whole group …
Early Childhood Inclusion: A Summary - NAEYC
naeyc National Association for the Education of Young Children 1313 L Street NW, Suite 500 | Washington, DC 20005-4101 Phone 202.232.8777 Toll-Free 800.424.2460 | Fax 202.328.1846 …
Technical Scoring Manual - Texas Rising Star
When you are scheduling your classroom assessment, prioritize the toddler and preschool classroom assessments to begin during the morning cognitive readiness block. The school …
Grow NJ Kids Early Care and Education Programs Self …
NAEYC Self‐Assessment Tool Yes No 1.2.2 The program implements national health and safety standards and embeds practices into the daily routine. Healthy and Safety Policies & …
Developmentally Appropriate Practice (DAP) for Preschool …
classroom • Identify at least one action/practice that ... A Position Statement of the National Association for the Education of Young Children. NAEYC.org. (2020) 16 DAP Theory to Action …
Pathways to cultural competence project program guide
environment” (NAEYC 2009, 10). PATHWAYS TO CULTURAL COMPETENCE PROJECT PROGRAM GUIDE April 2010 2 ... one that is a daily checklist for teachers and one that …
Early Childhood Environment Rating Scale (ECERS-R) 105
Environment Rating Scale (ECERSR) 105 ... • At least three types of music are used in the classroom (e.g., jazz, reggae, lullabies, classical) Item 22: Blocks (All About ECERS- R ; …
The Power of Documentation - NAEYC
also helps build a classroom community, which is important because it engages teachers, parents, and children in thinking about the process of learning. When two or more people …
Introduction to Program & Classroom Portfolios - Indiana AEYC
square footage of each classroom, and the number of square feet per child in each room. Classroom 1: 14 3-year-olds: Dimensions: 28 ft x 20 ft. Total = 560 sf (40 sf/child) Classroom …
Identifying and Building Strengths - NAEYC
and learning (NAEYC 2022). From this perspective, teachers’ starting point in nurturing social and emotional development is to focus on children’s distinctive abilities rather than on what may be …
