NAEYC standards Education Description NAEYC Standards 1-10

The National Association for the Education of Young Children (NAEYC) is an established non-profitable early childhood education association for United States educators and other stakeholders in the education sector to focus on improvement and development of the services for young children below eight years. NAEYC has set ten predetermined standards to be utilized for early childhood programs for helping families choose the right care centers for their kindergarten kids (Daniel, 2012). The standards include:

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Standard one: Relationships

The program entails promotion of positive relationships among young children and adults to encourage sensation of every child's individuality in their worth and sense of belonging fostering the contribution towards community members responsibilities towards the children's best association with others.

Standard two: Curriculum

The program's stipulation on the implementation of the curriculum as significant goals for the promotion of learning and developmental needs for young children dealing with their cognitive, emotional, physical, language, and social needs. Through the development of a well-planned curriculum, layout helps guide the educator's balance and plan the activities for the holistic development of young children in kindergarten and preschool. The curriculum has the goals for the content used for the learning activities as well as the routines and schedules for children's learning activities and the materials for utilization to ensure effectiveness.

Standard three: Teaching

The program dictates the pedagogical development, culture, and linguistic for appropriateness and effectiveness for the teaching approaches to ensure the contextual position in the curriculum goals for all learning needs. The teaching needs of the NAEYC standard outlines the difference in the learning capacities, needs, styles, interests, and backgrounds in the appropriateness of recognizing the instructional approaches administered by different teachers to help children learn.

Standard four: Assessment of child progress

The program needs for systematic, informal, and formal evaluation methodologies helps gather holistic development progress of the children in preschool. The assessment occurs in reciprocal results in communication with the families in the sound decision-making process.

Standard five: Health

The program needs to promote the nutrition and health protection of young children to ensure that the learning environment supports safe and healthy child-friendly environment. The program safeguards the staff and the children are safe from illness and injuries.

Standard six: Staff competencies, preparation, and support

The program offers educators support on the educational qualification, professionalism, and knowledge commitments for promoting learners with the necessary learning and development needs with the integration of background diversity and interests.

Standard seven: Families

The program has special interests in fostering child development through a collaborative relationship with each child's NAEYC program. The program needs to establish an effective relationship for mutual trust and respect in the involvement of the children and their families in the growth and development of the children's development.

Standard eight: Community relationships

The program dictates the establishment of the whole community's relationships in support for achieving the goals of the program.

Standard nine: Physical environment

The program needs a safe and healthy environment for the outdoor physical environment on the provision of facilities and materials for comfortable, healthy, and safe learning and plays environment.

Standard ten: Leadership and management

The program requires effective management and operation policies, procedures and systems for strong and fiscal management of quality experiences.

The implementation of the NAEYC standards integrates the needs for all early childhood learners to ensure the effective and proper promotion of child development programs. The use of the standards is important of the standard helps integrate the teachers, children and their families for effective learning and development results. The standards program is essential for early childhood education helps provide evidence-based practices for scientifically proven outcomes. The program has been implemented in a majority of the early childhood education programs Functional program support societies' equilibrium in the interaction of systems. The program postulates that component that makes up any system need to function efficiently for the sustainability of the whole. The program stipulated that a NAEYC program is a single component that forms a functional society. Through a properly functioning NAEYC program that realizes harmony in any given society. The functionality of a NAEYC program unit is dependent on the mechanical solidarity for effective communication, interaction, and solidarity. The rapid evolution of hegemonic masculinity has brought about a breakdown of social norms and expectations. Social norms differ from one society to the other, where hegemonic masculinity denotes differently. Traditionally, men were not expected to know or even deal with minor chores like garbage management, while as, in the commercial we hear the dad telling the son on the trash collection. This man is seen to take care of every chore in the NAEYC program. Primitively, the boys would be taking their dog for a walk, but this is not the case in this NAEYC program. The hegemonic masculinity of both the man and his sons are questionable as they assume responsibilities socially designated for the female flock in the household. The perpetual personality of the majority of people is to draw a hegemonic masculinity on the strength and power that motivate their being. The Cultural idealized character naturalizes to that depicts them to deal with more energy consuming tasks rather than simple household duties. This reasoning has in the past inhibited a lot potential that derives from women. The ideal division of gender roles has traditionally placed women in childbearing and care, while men have been expected to handle hard labor. Professionally, women have found it hard to secure masculine training and jobs due to the functionalism of the social norms.

Conclusively, embracing change in the child development program in the society is sentimental to ensure that functionalism of families and the society as a whole evolves to a brighter future with adaptable proper child-development and effectiveness in the teaching and family collaboration among young children and the community.

References

NAEYC. 2001. NAEYC standards for early childhood professional preparation. Washington, DC: Author.

Daniel, Jerlean1. (2012). A Letter to NAEYC Members. YC: Young Children, vol. 67, no. 4, Sept. 2012, p. 90. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85350257