## NAEYC, CEC, and TESOL Correlation Matrix # NAEYC, CEC, and TESOL Correlation Matrix ## Standard Summary* ## NAEYC Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child. 1. **1a**: Knowing and understanding young children’s characteristics and needs 2. **1b**: Knowing and understanding the multiple influences on development and learning 3. **1c**: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 2. **2a**: Theories of typical and atypical early childhood development 3. **2b**: Effect of biological and environmental factors on prenatal, perinatal, and postnatal development 4. **2c**: Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children 5. **2d**: Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse 6. **2e**: Impact of medical conditions on family concerns, resources, and priorities 7. **2f**: Childhood illnesses and communicable diseases ## TESOL Domain 1. Language Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to support English-language learners’ language and literacy development and content area achievement. Issues of language structure and language acquisition development are interrelated. 1. **1.a**: Language as a system 2. **1.b**: Language acquisition and development ## Chapter Number and Topic 1. What Makes a High-Quality Early Childhood Education Professional? 2. Family, Neighborhood, and Community Characteristics 3. Children with Disabilities 4. Setting Up the Environment 5. Daily Schedule 6. Play 7. Interactions 8. Features of Social and Emotional Development 9. Features of Cognitive Development 10. International Perspectives Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning. ## NAEYC, CEC, and TESOL Correlation Matrix 1. **2a**: Knowing about and understanding diverse family and community characteristics 2. **2b**: Supporting and engaging families and communities through respectful, reciprocal relationships 3. **2c**: Involving families and communities in their children’s development and learning ## NAEYC Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. 1. **3a**: Understanding the goals, benefits, and uses of assessment 2. **3b**: Knowing about and using observation, documentation, and other appropriate assessment tools 3. **3c**: Understanding and practicing responsible assessment to promote positive outcomes for each child 4. **3d**: Knowing about assessment partnerships with families and with professional colleagues 8. **8a**: Assess the development and learning of young children 9. **8b**: Select, adapt and use specialized formal and informal assessments for infants, young children, and their families 10. **8c**: Participate as a team member to integrate assessment results in the development and implementation of individualized family service plans and individualized education plans 11. **8d**: Assist families in identifying their concerns, resources, and priorities 12. **8e**: Participate and collaborate as a team member with other professionals in conducting family-centered assessments 13. **8f**: Evaluate services with families Candidates understand issues and concepts of assessment and use standards-based procedures with English-language learners. 1. **4.a**: Issues of assessment for English-language learners 2. **4.b**: Language proficiency assessment 3. **4.c**: Classroom-based assessment ## TESOL Domain 4. Assessment ## NAEYC Standards 4 and 5. Using Developmentally Effective Approaches to Connect with Children and Families; Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. 1. **4b**: Knowing and understanding effective strategies and tools for early education 2. **4c**: Using a broad repertoire of developmentally appropriate teaching/learning approaches 3. **4d**: Reflecting on their own practice to promote positive outcomes for each child Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child. **Excerpted from Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities by M. Susan Burns, Ph.D., Richard T. Johnson, Ed.D., & Mona M Assaf, M.Ed.** *From NAEYC. (2009). Position statement. NAEYC Standards for Early Childhood Professional Preparation Programs. Washington, DC: Author; reprinted with permission from the National Association for the Education of Young Children (NAEYC). A full-text version of the position statement is available at www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf; Council for Exceptional Children, “What Every Special Educator Must Know,” www.cec.sped.org, Professional Development, Professional Standards, click on Download the Free PDF under the “Red Book,” Sixth Edition, Revised; reprinted by permission; Teachers of English to Speakers of Other Languages. (n.d.). TESOL/NCATE standards for P–12 teacher education programs.