CHAPTER 4: NAEYC AND OTHER STANDARDS
CHAPTER 4:
social interaction. All rooms should have comfortable seating for adults.
Window seats are particularly inviting for adult/child interaction as long as
other areas allow for program activities (science/grouping projects, for
NAEYC AND OTHER
instance). To engender the desirable trust between caregivers and infants
as well as visiting parents, it is desirable to have space for glider chairs in
infant rooms of the type that will not allow children to catch fingers in moving
STANDARDS
parts.
4.1.2 Curriculum:
GOAL: The curriculum encourages children to be actively involved in the
This chapter summarizes the National Association for the Edu-
learning process, to experience a variety of developmentally appropriate
cation of Young Children (NAEYC) criteria for operational pro-
activities and materials, and to pursue their own interest in the context of
grams including child group sizes and staff-child ratios.
life in the community and the world.
NAEYC is a nationally recognized accrediting body, and its
criteria are in addition to state and local licensing and code
Classrooms must have sufficient space, equipment, and storage to support
regulations. Should conflict arise between NAEYC criteria and
a developmentally oriented curriculum. Classrooms must be configured
other applicable codes and regulations, those deemed most
well enough to allow circulation to each area while minimizing disturbance
to other children engaged in an activity. Well located storage is absolutely
restrictive will apply.
vital to maintaining ease of circulation and supervision. The center must
4.1 NAEYC Program Criteria
have child-accessible displays of curriculum materials, either on built-in
open shelving at the child's height or by movable, open, child-scale shelving
units. The design must support a balance of the following activities:
The NAEYC criteria are stated in ten broad categories, each having a primary
Indoor and outdoor.
goal. The following are citations of the minimum goals1 and discussion of
Quiet and active.
the general design implications. The purpose of the design criteria in the
Individual and group.
Guide is to achieve or exceed the NAEYC goals. Note that a center can be
Large and small motor activity.
accredited and still fall short of GSA's minimum facility guidelines.
Child and staff initiated.
4.1.1 Interactions Among Staff and Children:
GOAL: Interactions between children and staff provide opportunities for
Curriculum features include unencumbered wall space at the child's level to
children to develop an understanding of self and others and are characterized
promote interesting center arrangements and wall display. There is also a
by warmth, personal respect, individuality, positive support, and
need for flexible space and easily changeable furniture arrangement.
responsiveness. Staff facilitate interactions among children to provide
opportunities for development of self-esteem, social competence, and
4.1.3 Staff-Parent Interaction:
intellectual growth.
GOAL: Parents are well informed about the program, and welcomed as
observers and contributors to the program.
A prime objective of a successful design is to create conditions that allow
caregivers and children to interact both verbally and non-verbally in large
The center must provide adequate areas for private consultation between
and small groups. To do this successfully, classroom space should not
teachers and parents. A reception area for check-in must also be provided.
appear crowded. It should include low tables, several interest areas and the
Space in the classroom must be adequate to accommodate parent visits.
space for caregivers to communicate individually with children. If there is
Bulletin boards for parent notices, mail drops near the main entrance, and
adequate space, and the arrangement allows, tables and counters which
newsletters should be available for communications between the center
put children face to face can help promote an environment that encourages
and parents.
PBS-140 - July 2003
4-1
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