The Child Care Directors Guide to Early Learning Standards and Accreditation

Everything Early Childhood Directors Need to Know About Quality Standards, Accreditation Requirements, and State-Specific Regulations

Early childhood education standards have grown more detailed and comprehensive in recent years, reflecting decades of research on how children learn and develop. Between state-mandated early learning standards, NAEYC accreditation benchmarks, federal Head Start requirements, and your state’s Quality Rating and Improvement System (QRIS), directors face a complex landscape of overlapping frameworks and requirements.

Here’s what you need to know: NAEYC (National Association for the Education of Young Children) accreditation is a voluntary national quality recognition system that sets the gold standard for early childhood programs. It’s built on 10 research-based standards that exceed most state minimum requirements and focus on comprehensive quality across relationships, curriculum, assessment, health, staffing, community connections, environment, and leadership.

This comprehensive guide breaks down NAEYC’s 10 accreditation standards, explains how early learning standards vary by state, explores developmentally appropriate practice, walks you through the accreditation process, compares alternative accreditation options, and gives you practical steps for implementing and documenting standards compliance. Whether you’re considering accreditation for the first time or you’re deep in the process, this roadmap will help you create a program that truly meets high standards.

Understanding Early Childhood Education Standards

Early childhood education standards form the foundation for quality programs, but the term ‘standards’ means different things in different contexts. To navigate the landscape effectively, directors must understand the distinction between licensing requirements, state early learning standards, program accreditation standards, and quality rating systems.

The Landscape of Early Childhood Standards (National, State, Accreditation)

Multiple frameworks coexist in the early childhood field, and understanding their relationships is critical:

• Licensing Requirements: These are the legal minimums set by each state to ensure child safety and basic operational standards. Licensing covers teacher-child ratios, health and safety protocols, background checks, facility standards, and basic training requirements. Licensing is mandatory to operate legally.
• State Early Learning Standards: These define what children should know and be able to do at specific developmental stages. Each state develops its own early learning guidelines aligned with developmental domains like language, literacy, mathematics, science, social-emotional development, and physical development. State standards are typically aligned with kindergarten entry expectations and provide guidance for curriculum and assessment.
• Accreditation Standards: Organizations like NAEYC set voluntary standards that measure comprehensive program quality beyond what state licensing requires. NAEYC’s 10 standards examine relationships, curriculum, assessment, health, staffing, community connections, environment, and leadership. Programs pursue accreditation to demonstrate commitment to excellence.
• Quality Rating and Improvement Systems (QRIS): Many states operate tiered quality systems that recognize programs at different levels of quality. A program might be Level 1 (meets licensing) through Level 5 (exceptional quality). QRIS typically incorporate accreditation status, staff qualifications, family partnerships, and assessment practices.

Who Sets Standards and Why Multiple Frameworks Exist

The fragmented landscape of early childhood standards exists because the U.S. early care and education system developed without a centralized governing authority. States maintain autonomy over education and childcare, leading to 50 different sets of licensing requirements and early learning guidelines. Meanwhile, professional organizations like NAEYC and the National Association for Family Child Care (NAFCC) have created voluntary accreditation frameworks based on research and best practices.

While this creates complexity, it also allows flexibility. Programs can choose accreditation bodies and systems that align with their philosophy and community needs. The challenge for directors is understanding how these frameworks connect and where they align.

NAEYC Accreditation: The Gold Standard Explained

What Is NAEYC (National Association for the Education of Young Children)?

NAEYC is the nation’s largest professional membership organization dedicated to improving the quality of early childhood education. Founded in 1926, NAEYC has evolved from a small group of educators into an organization with tens of thousands of members including teachers, directors, family childcare providers, university faculty, and policymakers. NAEYC serves as the authoritative voice for research-based practices in early childhood education.

Beyond professional development and advocacy, NAEYC operates an accreditation system that evaluates early learning programs against rigorous national standards. This accreditation is distinct from state licensing, more comprehensive than many state quality rating systems, and recognized across the country as a marker of excellence.

History and Credibility of NAEYC Accreditation

NAEYC’s accreditation system emerged in 1985 as the field’s first national accreditation program for early childhood programs. For nearly 40 years, it has been refined through continuous research, feedback from thousands of accredited programs, and alignment with emerging evidence about quality indicators. This long track record gives NAEYC credibility that newer accreditation systems haven’t yet established.

The accreditation standards themselves are grounded in decades of early childhood research. Every standard reflects peer-reviewed studies on child development, learning outcomes, and what program practices produce measurable benefits for children. NAEYC continuously updates these standards to reflect new research, changing demographics, and evolving understanding of quality.

Why NAEYC Accreditation Is Considered the Highest Quality Benchmark

Several factors position NAEYC accreditation as the gold standard:

• Rigor: NAEYC’s 376 specific assessment items across 10 standards create a comprehensive evaluation that touches every aspect of program quality. Programs must meet 80% of items overall and 60% within each standard to achieve accreditation. This creates a genuine quality threshold rather than a checklist.
• Research-Based: Every standard reflects scientific evidence about what produces positive outcomes for children. NAEYC accreditation isn’t based on expert opinion or tradition; it’s grounded in peer-reviewed research.
• Comprehensive: NAEYC looks at relationships, curriculum, teaching, assessment, health, physical environment, staffing, community partnerships, and leadership. Programs can’t achieve accreditation by excelling in one area while neglecting others.
• External Validation: Unlike state licensing (which is evaluated by government agencies with limited resources) or self-reporting quality systems, NAEYC accreditation includes external validation through site visits by trained assessors who observe programs in action.
• Longevity: NAEYC has been accrediting programs for nearly 40 years. This long history, combined with continuous refinement, means the standards have been tested and improved across thousands of programs in diverse settings.

Benefits of NAEYC Accreditation for Programs, Families, and Children

NAEYC accreditation delivers multiple types of benefits:

• For Programs: Accreditation provides external validation of quality, which enhances reputation and credibility. Many states tie subsidies, quality bonuses, or preferred status to accreditation. Staff morale typically improves when educators work in a program recognized for excellence. The accreditation process itself drives quality improvement, as programs conduct self-assessment and identify growth areas.
• For Families: Parents selecting childcare actively look for quality indicators. NAEYC accreditation provides transparent, third-party verification that a program meets high standards. This reduces the uncertainty families face when choosing where to enroll their children. Many families are willing to pay higher tuition for accredited programs, recognizing the value of quality.
• For Children: Research demonstrates that children in NAEYC-accredited programs experience better outcomes in language development, social skills, school readiness, and long-term achievement. The comprehensive standards ensure that children benefit from warm relationships, intentional curriculum, individualized assessment, safe environments, and staff qualified to support their development.

The 10 NAEYC Accreditation Standards Explained in Detail

What are the 10 NAEYC accreditation standards? NAEYC’s 10 program standards are the foundation of their accreditation system. Each standard addresses a critical dimension of program quality, and together they create a comprehensive framework for excellence in early childhood education. Below, we detail each standard, explain what it requires in practice, identify key indicators, and provide examples of compliance.

Standard 1: Relationships

Positive relationships form the foundation of all learning and development. This standard requires that programs create warm, responsive, and supportive relationships among all children and adults—core principles explored in NAEYC’s Developmentally Appropriate Practice framework. It focuses on how adults interact with children, how children relate to peers, and how programs build partnerships with families.

Key Indicators:

• Adults respond promptly and sensitively to children’s needs, communication, and emotions
• Programs support peer friendships and conflict resolution
• Adults greet families warmly and respect their values and preferences
• Documentation shows ongoing communication with families about their child’s experiences

Standard 2: Curriculum

Curriculum defines what children learn, how content is organized, and how learning experiences are sequenced. This standard requires that programs have a written curriculum that is comprehensive, research-based, and addresses all domains of development. Curriculum must be intentional, coherent, and flexible enough to respond to individual children’s interests and needs. This aligns with NAEYC’s research-based approach to curriculum design that emphasizes both child-initiated and teacher-guided learning.

Key Indicators:

• Written curriculum documents exist and are accessible to teachers
• Curriculum addresses all developmental domains: cognitive, language, literacy, mathematics, science, social-emotional, creative, and physical
• Curriculum is aligned with state early learning standards
• Learning experiences balance child-initiated play with intentional teaching

Standard 3: Teaching

Teaching practices determine how effectively curriculum is delivered. This standard focuses on the intentional strategies teachers use to support learning and development. It examines how teachers scaffold learning, ask questions, provide feedback, and create challenging experiences that promote growth.

Key Indicators:

• Teachers use open-ended questioning to promote thinking and problem-solving
• Teachers scaffold learning by providing just-right support for growth
• Lesson plans document intentional teaching strategies
• Teachers model language, behavior, and problem-solving

Standard 4: Assessment of Child Progress

Assessment practices inform curriculum decisions, identify children needing support, and communicate progress to families. This standard requires that programs use systematic, ongoing assessment using multiple methods (observations, work samples, standardized measures). Assessment must respect children’s individual differences and avoid bias.

Key Indicators:

• Programs use multiple assessment methods (observations, portfolios, developmental checklists, screenings)
• Assessment results guide curriculum modifications and interventions
• Families receive regular, meaningful reports about their child’s progress
• Assessment policies protect confidentiality and avoid bias

Standard 5: Health

This standard addresses health promotion, disease prevention, and safety. Programs must have comprehensive health policies, ensure appropriate nutrition, provide opportunities for physical activity, maintain safe environments, and respond appropriately to injuries and illnesses.

Key Indicators:

• Current health information is maintained for all children (immunizations, allergies, medications)
• Nutritious meals and snacks align with dietary guidelines
• Daily opportunities for physical activity and outdoor play are provided
• Facilities are clean, well-maintained, and safe from hazards
• Staff are trained in first aid and CPR

Standard 6: Staff Competencies, Preparation, and Support

Quality programs are built by qualified educators. This standard requires appropriate educational credentials, specialized early childhood training, and ongoing professional development. It also addresses working conditions, compensation, and support that help programs attract and retain excellent teachers.

Key Indicators:

• Lead teachers hold at minimum an associate degree or equivalent; directors hold bachelor’s degrees in early childhood or related field
• Staff complete professional development in child development, curriculum, and teaching strategies
• Programs provide mentoring, coaching, and ongoing in-service training
• Compensation and benefits support staff retention and well-being

Standard 7: Families

Families are essential partners in children’s learning and development. This standard requires that programs build genuine, reciprocal partnerships with families, respect diverse perspectives and cultures, and actively involve families in program decisions and their child’s learning.

Key Indicators:

• Two-way communication occurs regularly, in families’ home languages when possible
• Programs actively seek family input on program decisions
• Cultural diversity is reflected in the environment, materials, and curriculum
• Families feel welcomed and valued as partners in their child’s development

Standard 8: Community Relationships

Early childhood programs don’t exist in isolation. They are part of larger community systems. This standard requires that programs establish partnerships with schools, health and social services, cultural organizations, and advocacy groups to enhance services for children and families.

Key Indicators:

• Programs connect families to community resources (health services, mental health support, family services)
• Relationships exist with local schools to support kindergarten transitions
• Community partnerships enhance the program’s services and family access to resources
• Programs contribute expertise to early childhood advocacy and community improvement efforts

Standard 9: Physical Environment

The physical environment is the ‘third teacher’ in early childhood education. This standard requires that indoor and outdoor spaces are safe, accessible, well-maintained, and thoughtfully designed to support learning. The environment should reflect the cultures of the families served and provide opportunities for exploration, creativity, and skill development.

Key Indicators:

• Facilities meet safety codes and accessibility requirements (including for children with disabilities)
• Learning spaces are organized into logical areas that support specific types of play and learning
• Materials and equipment are abundant, diverse, and reflect children’s cultures
• Outdoor space provides opportunities for active play, nature exploration, and physical development

Standard 10: Leadership and Management

Effective leadership and management systems ensure program stability, fiscal health, regulatory compliance, and continuous improvement. This standard addresses program governance, policies and procedures, financial management, and administrative practices that support quality implementation of all other standards.

Key Indicators:

• Clear written policies exist for enrollment, curriculum, staff conduct, health and safety, family communication, and behavior guidance
• Financial records demonstrate sound fiscal management and sustainability
• The program maintains regulatory compliance and responds proactively to requirements
• A continuous quality improvement process involves staff and families in identifying and implementing enhancements

Early Learning Standards by State

While NAEYC provides a national framework for program accreditation, early learning standards define what children should know and be able to do at specific ages. How do early learning standards vary by state, and where can directors find their state’s specific standards? Understanding the relationship between state standards and NAEYC accreditation is essential for comprehensive quality improvement.

What Early Learning Standards Are (vs. Accreditation Standards)

Early learning standards describe developmental expectations for children in specific age ranges. They outline what children should accomplish in language and literacy, mathematics, science, social-emotional development, physical development, approaches to learning, and creative arts. Standards are typically organized by age group (infants and toddlers, preschool, kindergarten) and aligned with kindergarten entry expectations.

The distinction between early learning standards and accreditation standards is important: Early learning standards define what children should learn. Accreditation standards define how programs should be organized, staffed, and operated to support that learning. A program can fail to meet early learning standards by using poor teaching practices, despite having nice facilities and good safety policies. Conversely, a program with excellent teaching and relationships might not provide adequate health services or professional development. Comprehensive quality requires meeting both types of standards.

How States Develop Early Learning Guidelines

Each state’s early learning standards emerge from a combination of developmental research, alignment with state K-12 standards, input from educators and families, and policy decisions about quality priorities. Some states base standards on research frameworks like Head Start Child Development and Early Learning Framework or the state-specific standards developed by University-based initiatives. Others adopt frameworks developed by national organizations and adapt them for state use.

The timeline for standard development typically spans 1-3 years and involves panels of early childhood educators, university faculty, parents, and policymakers. Once standards are published, states gradually implement them through professional development, resource development, and integration into quality rating systems. Updates typically occur every 5-10 years as new research emerges.

Common Developmental Domains Across States

Despite differences in language and organization, most states address similar developmental domains:

• Language and Literacy: Letter recognition, phonemic awareness, vocabulary development, comprehension, and pre-writing skills
• Mathematics: Number sense, counting, patterns, shapes, measurement, and problem-solving
• Science and Scientific Inquiry: Observation, questioning, exploration of natural phenomena, and scientific thinking
• Social-Emotional Development: Self-awareness, self-regulation, relationships, social responsibility, and emotion management
• Physical Development and Health: Gross motor skills, fine motor skills, physical fitness, and health awareness
• Approaches to Learning: Curiosity, persistence, independence, collaboration, and metacognition
• Creative Arts: Visual arts, music, dance, dramatic play, and self-expression

How to Find Your State’s Early Learning Standards

To locate your state’s early learning standards and understand licensing requirements, funding opportunities, and quality rating systems, visit Procare’s State Funding, Programs and Resources page. This resource includes comprehensive information for all 50 states, including state-specific early learning standards, licensing agencies, grant opportunities, and quality improvement systems.

Additionally, the Council of Chief State School Officers (CCSSO) maintains the State Early Learning Standards Database, which provides direct links to each state’s standards documents. The Zero to Three website offers summaries of each state’s birth-to-five standards framework. Your state’s Department of Education or Office of Early Childhood will have official standards documents and implementation guidance.

Alignment Between State Standards and NAEYC Standards

State early learning standards and NAEYC accreditation standards are complementary but distinct. State standards tell you what to teach (the content of learning experiences). NAEYC standards tell you how to teach it and how to organize your program (the structure, pedagogy, and systems that support learning).

In practice, NAEYC’s curriculum standard requires that your written curriculum address all developmental domains. This means your curriculum must incorporate your state’s early learning standards. Your assessment standard requires that you use assessment results to guide curriculum decisions and address individual needs. Your teaching standard requires intentional instructional practices that support children’s progress toward the learning goals outlined in your state standards. Achieving NAEYC accreditation essentially means you’ve built a comprehensive, research-based system for delivering your state’s early learning standards to children.

The NAEYC Accreditation Process and Timeline

What is the process and timeline for achieving NAEYC accreditation? The accreditation journey typically spans 18-24 months from enrollment to final accreditation decision. Understanding the steps and timeline helps programs plan effectively and budget appropriately.

Step-by-Step Accreditation Process

Step 1: Enrollment and Self-Study

The accreditation journey begins with enrollment in NAEYC’s accreditation system. At enrollment, programs gain access to self-study materials, online resources, and a personalized timeline. The self-study phase is when your program reflects deeply on current practices across all 10 standards, gathers evidence of what’s working well, and identifies growth areas.

Step 2: Family and Staff Surveys

Programs administer surveys to families and staff asking about their experiences, satisfaction with the program, and suggestions for improvement. These surveys provide valuable feedback about how well the program is meeting stakeholder needs and offer the perspective of people outside the administration.

Step 3: Program Portfolio Development

Programs compile a comprehensive portfolio documenting their practices, policies, and evidence of quality across all 10 standards. The portfolio includes curriculum documents, lesson plans, assessment data, staff qualifications, family communication samples, photos of the environment, and written narratives explaining how the program meets each standard. Class portfolios, developed by individual classrooms, provide evidence specific to their practices and children’s learning.

Step 4: Candidacy Application

Programs submit an application indicating readiness for accreditation. NAEYC reviews the application to verify that the program meets basic eligibility requirements (licensed, serves appropriate ages, etc.). Once candidacy is approved, the program officially becomes a ‘candidate’ for accreditation and can schedule their site visit.

Step 5: Site Visit

A trained NAEYC assessor visits the program for 1-2 days to observe classrooms, review documentation, and assess the program against 376 specific assessment items. These items provide a comprehensive evaluation framework. The assessor uses a structured observation instrument to rate how well the program meets each assessment item. The assessor also interviews administrators and may speak with families and staff. The site visit concludes with a meeting where the assessor shares initial findings and discusses next steps.

Step 6: Commission Review and Decision

After the site visit, NAEYC’s Accreditation Commission reviews all documentation and assessment data. The Commission votes to either award accreditation, request an on-site reassessment, or deny accreditation. Most programs are awarded accreditation. Programs that don’t meet the threshold receive detailed feedback about areas needing improvement and guidance for reapplication.

Timeline Expectations and Costs

Timeline from start to accreditation decision typically follows this pattern:

• Enrollment to Application Ready: 6-12 months (self-study and portfolio development)
• Application to Candidacy Approval: 1-2 months
• Candidacy to Site Visit: 3-6 months
• Site Visit to Commission Decision: 1-2 months

How much does NAEYC accreditation cost? Costs include:

• Enrollment Fee: $575 (provides access to resources for up to 2 years)
• Application Fee: $300
• Candidacy Fee: $950
• Annual Accreditation Fees: $650-$1,025 per year (depending on program size)
• Staff Training and Professional Development: $500-$3,000+ (varies based on needs)
• Facility Improvements: Varies (many programs need upgrades to meet standards)

Maintaining Accreditation (5-Year Cycle)

NAEYC accreditation is awarded for a 5-year period. During this time, programs must maintain compliance with all standards and report significant changes. Annual reports are required on anniversaries 1, 2, 3, and 4. The fourth annual report initiates the renewal process. To maintain accreditation, programs must continue meeting standards, pay annual fees, and remain licensed.

Alternative Early Childhood Accreditation and Quality Rating Systems

While alternatives exist, NAEYC accreditation remains the most widely recognized nationally. It’s included in state QRIS systems in 34 states and valued by families across the country. For most programs, NAEYC provides the strongest return on investment in terms of reputation and market positioning.

National Early Childhood Program Accreditation (NECPA)

NECPA, operated by the Council for Early Childhood Professional Recognition, offers accreditation based on 29 key quality indicators across a more streamlined process. NECPA typically takes about one year to complete (compared to NAEYC’s 18-24 months) and follows a self-paced model. Programs assess themselves against the 29 indicators without external site visits. NECPA is generally less expensive than NAEYC and appeals to programs wanting a flexible timeline and less intensive process.

State Quality Rating and Improvement Systems (QRIS)

Twenty-five states operate Quality Rating and Improvement Systems. QRIS use tiered levels (typically 1-5 stars) to recognize programs at different quality levels. Level 1 generally equals basic licensing compliance. Higher levels recognize improved quality, with programs reaching Level 4-5 typically having national accreditation. Many states offer financial incentives, coaching, and priority subsidy funding to help programs advance through QRIS levels. Examples include Colorado Shines, Florida’s Quality Star System, and California’s Quality Rating System.

Montessori Accreditation

Programs following the Montessori philosophy can pursue accreditation through the American Montessori Society (AMS) or Association Montessori Internationale (AMI). These accreditations focus on fidelity to Montessori principles and practices rather than generic quality standards. Montessori accreditation is appropriate for programs committed to the Montessori approach.

Faith-Based and Specialized Accreditation Options

Some religious denominations offer accreditation aligned with their values (e.g., Christian schools, Jewish day schools, Islamic schools). These programs can pursue both specialized faith-based accreditation and NAEYC accreditation simultaneously. Specialized programs serving specific populations (Reggio-inspired, forest schools, etc.) may have accreditation options specific to their approach.

Implementing and Documenting Standards Compliance

Understanding standards is one thing. Actually implementing comprehensive quality improvement and documenting compliance is another. This section addresses practical strategies for translating standards into daily practice and creating systems that ensure ongoing compliance.

Creating a Comprehensive Quality Improvement Plan

Begin by conducting an honest self-assessment across all 10 standards. For each standard, ask: Where are we excelling? Where are we falling short? What evidence do we have? What changes would have the most impact? Prioritize 3-5 high-impact improvement areas and develop specific, measurable action plans with timelines and responsible individuals. Quality improvement plans should involve staff and families and be reviewed quarterly.

Documentation Strategies That Actually Work

Effective documentation demonstrates that your program meets standards. The key is creating systems where documentation happens as part of daily work, not as a separate burden. Consider these strategies:

• Integrate observation and assessment into regular classroom practice. Teachers naturally observe children throughout the day; structured observation forms and portfolios capture this information in usable formats.
• Photograph classroom learning in action. Photos of the environment, children engaged in play, and evidence of learning are powerful documentation. Staff can take photos on their phones and upload them to a shared platform.
• Create clear policy documents addressing all required areas (enrollment, curriculum, health and safety, family communication, behavior guidance, etc.). Review and update policies annually and keep them accessible to staff.
• Keep personnel files organized with staff credentials, training records, and professional development documentation. Maintain current health information, emergency contacts, and records for all children.
• Document family engagement through communication logs, family survey results, photos of family involvement events, and notes from family meetings.

Staff Training and Professional Development

Quality programs are built by well-trained staff. Provide ongoing training in key areas: responsive relationships and responsive caregiving, child development and learning, curriculum and instructional strategies, assessment and observation, health and safety, and family engagement. Training can come from university courses, online learning, webinars, professional conferences, and on-site coaching. Create a professional development plan for each staff member with annual goals and learning pathways.

Family Engagement in Quality Improvement

Families are essential partners in quality improvement. Regularly survey families about their satisfaction and experiences. Create family advisory committees to provide input on program decisions. Involve families in learning about standards and quality indicators. When families understand what quality looks like and how the program is working toward excellence, they become advocates for your program and contributors to improvement efforts.

Using Technology to Track Compliance

Childcare management software can be invaluable for organizing records and documenting compliance. Features that support standards implementation include:

• Assessment and observation tools that organize child development data by domain and age
• Curriculum planning and documentation that aligns lessons to learning standards
• Health and immunization tracking with alerts for expiring documents
• Staff credential and training documentation
• Family communication and engagement tracking

Procare offers comprehensive solutions specifically designed to help early childhood programs meet and document standards compliance. From assessment tools that align with early learning standards to professional development tracking and family engagement features, Procare helps programs organize the evidence of quality that accreditation requires.

Frequently Asked Questions: NAEYC Accreditation, Early Learning Standards & Quality

Moving Forward: Your Path to Quality Excellence

Whether you’re considering NAEYC accreditation, implementing your state’s early learning standards, or simply seeking to improve program quality, the journey begins with understanding the landscape. Standards exist because research has consistently shown that high-quality early childhood programs produce measurable benefits for children. The question isn’t whether standards matter. It’s whether your program will embrace them as a pathway to excellence.

Start where you are. Conduct an honest self-assessment of your current practices against NAEYC standards and your state’s early learning guidelines. Identify your strengths and celebrate them. Identify areas for growth and prioritize the changes with the most impact. Engage your staff and families as partners in quality improvement. Invest in professional development. Create systems and documentation that capture the quality work already happening in your program. Take one step at a time.

The work you do today shapes the foundation these children will build their futures on. That matters. Your commitment to quality, your intentional design of learning experiences, your warm relationships, your continuous improvement, your engagement with families and communities, and your investment in excellent teaching directly impact the lives of children and families. The standards exist because of decades of research showing this impact. Honor that research by pursuing excellence in your program.

Additional Resources for Early Childhood Directors

For comprehensive state-by-state resources including early learning standards, licensing requirements, funding opportunities, and professional development, visit Procare’s State Funding, Programs and Resources.

References and Research Sources

[1] NAEYC – About NAEYC https://www.naeyc.org/about-naeyc

[2] NAEYC – About NAEYC Early Learning Program Quality Assessment & Accreditation https://www.naeyc.org/accreditation/early-learning-program-accreditation/about

[3] NAEYC – Early Childhood Program Standardshttps://www.naeyc.org/resources/position-statements/early-childhood-program-standards

[4] NAEYC – 10 NAEYC Program Standards Overview https://www.naeyc.org/accreditation/quality-assessment-and-accreditation

[5] NAEYC – Developmentally Appropriate Practice (DAP) Position Statement https://www.naeyc.org/resources/position-statements/dap/contents

[6] Council of Chief State School Officers (CCSSO) https://www.ccsso.org

[7] Zero to Three – State Early Learning Standards Resources https://www.zerotothree.org/resource/

[8] Office of Planning, Research and Evaluation – Characteristics of Quality Early Care and Education Programs https://acf.hhs.gov/opre/research/topic/early-care-education

[9] National Association for Family Child Care (NAFCC) – Family Child Care Accreditation https://nafcc.org/accreditation

[10] Build Initiative – Quality Rating Systems: A Comprehensive Review https://buildinitiative.org/qris-resources/

[11] Head Start – Program Performance Standardshttps://headstart.gov/policy/45-cfr-chap-xiii

[12] Procare Solutions – State Funding, Programs and Resources https://www.procaresoftware.com/resources

[13] American Montessori Society (AMS) – Accreditation https://amshq.org/educators/ams-accreditation/

[14] NAEYC Early Learning Program Accreditation Standards & Assessment Items (PDF) https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/2022elpstandardsandassessmentitems-compressed.pdf