NAEYC: STANDARD-V

Standard V: Using Content Knowledge to Build Meaningful Curriculum

Standard V: Using Content Knowledge to Build Meaningful Curriculum

Introduction

Standard 5 of the NAEYC is focused on “using content knowledge to build meaningful curriculum”. In this standard-5, students ready in early childhood degree programs employ their academic disciplines knowledge to plan, apply, and assess skills that endorse constructive growth and knowledge for all young children. In this standard teachers of young children consider that early childhood education refers to a range of programs and services that support young children within the context of their family. Families naturally expect child care and educational programs to promote their children's intellectual, social, and emotional development, their language and communication skills, and their physical development. Over the past 20 years, researchers have found that the worth of early childhood programs is actually linked to children's mental and social development. (Bae 2004)

The compensation, quality, and affordability movement emerged when specialized organizations such as the “NAEYC” (National Association for the Education of Young Children) started to issue policy statements that communicated the relationship between high-quality programs for young children, reasonable compensation for staff, and reasonable services for consumers or families. The NAEYC (National Association for the Education of Young Children), believed to be the leading organization in the education of young children, identifies birth through 8 as the age span that comprises early childhood. Today, a central goal of the quality, compensation, and affordability movement is to promote policies and practices that will influence the delivery of quality early childhood care and education services. Specific policies and practices that have been targeted for improvement include the following:

Permiting large numbers of children to be cared for by one adult

Excusing specific kinds of providers from directive

Being unsuccessful to sufficiently enforce existing regulatory obligations.

Necessitating minimal or no specialized training;

Limiting public payments for provision to rates which fail to mirror actual costs of service terms

A final important issue that is being addressed in the quality, compensation, and affordability movement relates to families and other purchasers of care.

Discussion

In Standard 5, teachers reflect on their practice and they examine student learning. This standard wants teachers of young children to have the following skills;

Social and academic capability

Thinking and problem-solving skills

Self-regulation and security

This important part involves thinking vitally and methodically about learning in their classroom and collecting and analyzing student performance data to develop effectiveness among students. In this standard, teachers connect their professional goals with professional growth. This important part engages gathering continued, high quality professional development students. Teachers work well in a dynamic, complex setting. This important part engages enthusiastically considering and investigating novel ideas that progress learning and teaching. They also experience adapting practice based on data. (Bae 2004)

NAEYC has identified the need to support early childhood programs in an effort to improve quality. To that end, NAEYC established a national voluntary accreditation system based on 10 program standards for center- and school-based early childhood programs. Early childhood professionals developed the 10 program standards after an exhaustive review of the ...