Making Links Between
The Developing Person Through
Childhood and Adolescence, 10e
and the NAEYC Standards

A-8

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 apply to this age group and beyond to age 11, as “middle childhood” in this text is defined as ages 6 to 11.