Appendix B

B-1

Making Links Between Experiencing the Lifespan 4e and the NAEYC Standards

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© Stefanie Felix/The Image Works

The following table provides an at-a-glance correlation between this textbook and the 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs, published by the National Association for the Education of Young Children. Key Elements of the NAEYC’s Initial Standards are preceded by “(I)” and Key Elements of the NAEYC’s Advanced Standards are preceded by “(A)”: in cases in which a standard is the same for both of the NAEYC’s Initial and Advanced programs, the standard is preceded by “(I and A).”

As might be expected for a textbook containing many chapters related to child development, the strongest correlations are with Standard 1 (Promoting Child Development and Learning) and Standard 2 (Building Family and Community Relationships), which relate primarily to knowledge that an early-childhood education candidate is required to master. There are also appropriate correlations between pertinent sections of the text and Key Elements 3a and 3b of Standard 3 (Observing, Documenting, and Assessing to Support Young Children and Families) and Key Elements 4a and 4b of Standard 4 (Using Developmentally Effective Approaches), although these standards relate more directly to the practical application of knowledge than to its acquisition.

Standard 3 (Key Elements 3c and 3d), Standard 4 (Key Elements 4c and 4d), Standard 5 (Using Content Knowledge to Build Meaningful Curriculum), Standard 6 (Becoming a Professional), and Standard 7 (Early Childhood Field Experiences) relate to the early-childhood-education candidate’s proficiency in applying knowledge and strategies and are, therefore, beyond the scope of a textbook.

The NAEYC Standards were developed for educators of children up to 8 years of age. The correlations noted below apply to this age group and up through pre-puberty, around age 11.

Standard 1—The purpose of this standard is to articulate factors that promote development and learning in children up to the age of 8.

Key Elements of Standard 1

There are three Key Elements of Standard 1:

APP1a (I and A): An early-childhood educator should have knowledge and appreciation of the characteristics that are common to young children, as well as a solid grounding in the needs of children in this age group.

1b (I and A): An early-childhood educator should have knowledge and appreciation of the many diverse factors that influence children’s early development and ability to learn.

B-2

1c (I and A): An early-childhood educator should apply what she or he learns about development and learning in young children to ensure that the learning environments that they create embody and promote health and respect, as well as provide ongoing support and appropriate challenge for students.

ALL AGES

Chapter 1

Chapter 2

AGES BIRTH TO 2

Chapter 2

Chapter 3

B-3

Chapter 4

AGES 2 TO 6

Chapter 4

AGES 6 TO 11

Chapter 5

Chapter 6

Chapter 7

Standard 2—The purpose of this standard is to outline factors that help an early-childhood educator to foster positive relationships within and between families and communities.

Key Elements of Standard 2

There are three Key Elements of Standard 2:

2a (I and A): An early-childhood educator should have knowledge and appreciation of the many factors that contribute to family and community dynamics.

B-5

2b (I and A): An early-childhood educator should foster relationships of respect and mutuality within and between families and communities through support and active engagement.

3c (I): An early-childhood educator should foster the development and education of young children by promoting family and community involvement.

The importance of establishing and nurturing ties between the family and community is evident throughout the text. Specific examples include the following:

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

B-6

Standard 3—The purpose of Standard 3 is to articulate the knowledge that an early-childhood educator needs in order to ensure appropriate assessment of students.

Key Elements of Standard 3

There are two Key Elements of Standard 3:

3a (I and A): An early-childhood educator should appreciate what assessment seeks to achieve, why it is beneficial, and how it can best be utilized. This applies equally in establishing desired outcomes, developing sound curricula, and utilizing appropriate strategies in the education of young children.

3b (I): An early-childhood educator should appreciate the usefulness of developing relationships with families and colleagues that focus on assessing a child’s learning and development because doing so promotes optimal learning environments.

The importance of attention to a child’s development in all three domains is evident throughout the text. Specific examples include the following content in Chapters 5 through 7.

Chapter 5

Chapter 6

Chapter 7

Standard 4—The purpose of Standard 4 is to outline factors that promote teaching approaches that are appropriate to a child’s stage of development

Key Elements of Standard 4

There are two Key Elements of Standard 4:

4a (I and A): An early-childhood educator should appreciate that their work should be based on development of good relationships with their students and interactions with them that are respectful and supportive.

4b (I and A): An early-childhood educator should be aware of and know how to utilize teaching strategies that are appropriate and effective for the developmental stage of their students, and they should be able to use available educational tools, including technological tools, in their teaching.

The positive influence of warm, nurturing relationships and the negative influence of stressful relationships on every aspect of children’s development are discussed throughout the text. Chapter 5 examples include the following:

Chapter 5