Side-by-Side of the 2010 NAEYC Professional

Preparation Standards and the Professional Standards

and Competencies for Early Childhood Educators
Please note, this chart only includes the standards statement and key elements/
key competencies for each standard. It does not include the supporting explanations
for each standard. Access the full 2010 NAEYC Professional Preparation
Standards and the full Professional Standards and Competencies.

2010 Professional Preparation Standards Professional Standards and Competencies (2020)

Standard 1
Promoting Child Development and Learning Child Development and Learning in Context

Candidates prepared in early childhood degree programs are Early childhood educators (a) are grounded in an understanding of
grounded in a child development knowledge base. They use the developmental period of early childhood from birth through
their understanding of young children’s characteristics and age 8 across developmental domains. They (b) understand each
needs, and of multiple interacting influences on children’s child as an individual with unique developmental variations.
development and learning, to create environments that are Early childhood educators (c) understand that children learn
healthy, respectful, supportive, and challenging for each child. and develop within relationships and within multiple contexts,
including families, cultures, languages, communities, and society.
They (d) use this multidimensional knowledge to make evidence-
based decisions about how to carry out their responsibilities.

Key Elements Key Competencies

1a: Knowing and understanding young children’s 1a: Understand the developmental period of early childhood from
characteristics and needs, from birth through age 8. birth through age 8 across physical, cognitive, social and emotional,
and linguistic domains, including bilingual/multilingual development.
1b: Knowing and understanding the multiple
influences on early development and learning 1b: Understand and value each child as an individual
with unique developmental variations, experiences,
1c: Using developmental knowledge to create
strengths, interests, abilities, challenges, approaches to
healthy, respectful, supportive, and challenging
learning, and with the capacity to make choices.
learning environments for young children
1c: Understand the ways that child development and the learning
process occur in multiple contexts, including family, culture,
language, community, and early learning setting, as well as in
a larger societal context that includes structural inequities.

1d: Use this multidimensional knowledge—that is, knowledge about

the developmental period of early childhood, about individual
children, and about development and learning in cultural contexts—
to make evidence-based decisions that support each child.

A POSITION STATEMENT HELD ON BEHALF OF THE EARLY CHILDHOOD EDUCATION PROFESSION | 1

2010 Professional Preparation Standards Professional Standards and Competencies (2020)

Standard 2
Building Family and Community Relationships Family-Teacher Partnerships and Community Connections

Candidates prepared in early childhood degree programs Early childhood educators understand that successful early
understand that successful early childhood education depends childhood education depends upon educators’ partnerships with
upon partnerships with children’s families and communities. the families of the young children they serve. They (a) know about,
They know about, understand, and value the importance and understand, and value the diversity in family characteristics. Early
complex characteristics of children’s families and communities. childhood educators (b) use this understanding to create respectful,
They use this understanding to create respectful, reciprocal responsive, reciprocal relationships with families and to engage
relationships that support and empower families, and to involve with them as partners in their young children’s development and
all families in their children’s development and learning. learning. They(c) use community resources to support young
children’s learning and development and to support children’s
families, and they build connections between early learning
settings, schools, and community organizations and agencies.

Key Elements Key Competencies

2a: Knowing about and understanding diverse 2a: Know about, understand, and value the diversity of families.
family and community characteristics
2b: Collaborate as partners with families in young
2b: Supporting and engaging families and communities children’s development and learning through respectful,
through respectful, reciprocal relationships reciprocal relationships and engagement.

2c: Involving families and communities in young 2c: Use community resources to support young children’s
children’s development and learning learning and development and to support families,
and build partnerships between early learning settings,
schools, and community organizations and agencies.

Standard 3
Observing, Documenting, and Assessing to Child Observation, Documentation, and Assessment
Support Young Children and Families
Early childhood educators (a) understand that the primary
Candidates prepared in early childhood degree programs purpose of assessments is to inform instruction and planning in
understand that child observation, documentation, and other forms early learning settings. They (b) know how to use observation,
of assessment are central to the practice of all early childhood documentation, and other appropriate assessment approaches
professionals. They know about and understand the goals, benefits, and tools. Early childhood educators (c) use screening and
and uses of assessment. They know about and use systematic assessment tools in ways that are ethically grounded and
observations, documentation, and other effective assessment developmentally, culturally, ability, and linguistically appropriate
strategies in a responsible way, in partnership with families and other to document developmental progress and promote positive
professionals, to positively influence the development of every child. outcomes for each child. Early childhood educators (d) build
assessment partnerships with families and professional colleagues

Key Elements Key Competencies

3a: Understanding the goals, benefits, and uses of assessment 3a: Understand that assessments (formal and informal, formative
– including its use in development of appropriate goals, and summative) are conducted to make informed choices
curriculum, and teaching strategies for young children about instruction and for planning in early learning settings.

3b: Knowing about and using observation, documentation, and 3b: Know a wide range of types of assessments, their
other appropriate assessment tools and approaches, including the purposes, and their associated methods and tools.
use of technology in documentation, assessment and data collection.
3c: Use screening and assessment tools in ways that are
3c: Understanding and practicing responsible assessment ethically grounded and developmentally, ability, culturally, and
to promote positive outcomes for each child, including the linguistically appropriate in order to document developmental
use of assistive technology for children with disabilities. progress and promote positive outcomes for each child.

3d: Knowing about assessment partnerships with families and with 3d: Build assessment partnerships with
professional colleagues to build effective learning environments. families and professional colleagues.

2 | PROFESSIONAL STANDARDS AND COMPETENCIES FOR EARLY CHILDHOOD EDUCATORS

2010 Professional Preparation Standards Professional Standards and Competencies (2020)

Standard 4
Using Developmentally Effective Approaches Developmentally, Culturally, and Linguistically
Appropriate Teaching Practices
Candidates prepared in early childhood degree programs
understand that teaching and learning with young children is a Early childhood educators understand that teaching and learning
complex enterprise, and its details vary depending on children’s with young children is a complex enterprise, and its details vary
ages, characteristics, and the settings within which teaching and depending on children’s ages and characteristics and on the
learning occur. They understand and use positive relationships and settings in which teaching and learning occur. They (a) understand
supportive interactions as the foundation for their work with young and demonstrate positive, caring, supportive relationships and
children and families. Candidates know, understand, and use a wide interactions as the foundation for their work with young children.
array of developmentally appropriate approaches, instructional They (b) understand and use teaching skills that are responsive
strategies, and tools to connect with children and families and to the learning trajectories of young children and to the needs of
positively influence each child’s development and learning. each child. Early childhood educators (c) use a broad repertoire
of developmentally appropriate and culturally and linguistically
relevant, anti-bias, and evidence-based teaching approaches
that reflect the principles of universal design for learning.

Key Elements Key Competencies

4a: Understanding positive relationships and supportive 4a: Understand and demonstrate positive, caring, supportive
interactions as the foundation of their work with young children relationships and interactions as the foundation of early
childhood educators’ work with young children.
4b: Knowing and understanding effective strategies and tools
for early education, including appropriate uses of technology 4b: Understand and use teaching skills that are responsive to the
learning trajectories of young children and to the needs of each
4c: Using a broad repertoire of developmentally
child, recognizing that differentiating instruction, incorporating
appropriate teaching /learning approaches
play as a core teaching practice, and supporting the development
4d: Reflecting on own practice to promote of executive function skills critical for young children.
positive outcomes for each child
4c: Use a broad repertoire of developmentally appropriate,
culturally and linguistically relevant, anti-bias, evidence-
based teaching skills and strategies that reflect the
principles of universal design for learning.

Standard 5
Using Content Knowledge to Build Meaningful Curriculum Knowledge, Application, and Integration of Academic
Content in the Early Childhood Curriculum
Candidates prepared in early childhood degree programs use
their knowledge of academic disciplines to design, implement, Early childhood educators have knowledge of the content
and evaluate experiences that promote positive development and of the academic disciplines (e.g., language and literacy, the
learning for each and every young child. Candidates understand arts, mathematics, social studies, science, technology and
the importance of developmental domains and academic (or engineering, physical education) and of the pedagogical methods
content) disciplines in early childhood curriculum. They know for teaching each discipline. They (a) understand the central
the essential concepts, inquiry tools, and structure of content concepts, the methods and tools of inquiry, and the structures in
areas, including academic subjects, and can identify resources each academic discipline. Educators (b) understand pedagogy,
to deepen their understanding. Candidates use their own including how young children learn and process information
knowledge and other resources to design, implement, and evaluate in each discipline, the learning trajectories for each discipline,
meaningful, challenging curriculum that promotes comprehensive and how teachers use this knowledge to inform their practice
developmental and learning outcomes for every young child. They (c) apply this knowledge using early learning standards
and other resources to make decisions about spontaneous and
planned learning experiences and about curriculum development,
implementation, and evaluation to ensure that learning will
be stimulating, challenging, and meaningful to each child.

A POSITION STATEMENT HELD ON BEHALF OF THE EARLY CHILDHOOD EDUCATION PROFESSION | 3

 2010 Professional Preparation Standards Professional Standards and Competencies (2020)

Key Elements Key Competencies

5a: Understanding content knowledge and resources in academic 5a: Understand content knowledge—the central concepts,
disciplines: language and literacy; the arts – music, creative methods and tools of inquiry, and structure—and resources for
movement, dance, drama, visual arts; mathematics; science, physical the academic disciplines in an early childhood curriculum.
activity, physical education, health and safety; and social studies.
5b: Understand pedagogical content knowledge—how young
5b: Knowing and using the central concepts, inquiry tools, children learn in each discipline—and how to use the teacher
and structures of content areas or academic disciplines knowledge and practices described in Standards 1 through 4
to support young children’s learning in each content area.
5c: Using own knowledge, appropriate early learning standards, and
other resources to design, implement, and evaluate developmentally 5c: Modify teaching practices by applying, expanding,
meaningful and challenging curriculum for each child. integrating, and updating their content knowledge in
the disciplines, their knowledge of curriculum content
resources, and their pedagogical content knowledge.

Standard 6
Becoming a Professional Professionalism as an Early Childhood Educator

Candidates prepared in early childhood degree programs identify Early childhood educators (a) identify and participate as members
and conduct themselves as members of the early childhood of the early childhood profession. They serve as informed advocates
profession. They know and use ethical guidelines and other for young children, for the families of the children in their care, and
professional standards related to early childhood practice. They are for the early childhood profession. They (b) know and use ethical
continuous, collaborative learners who demonstrate knowledgeable, guidelines and other early childhood professional guidelines.
reflective and critical perspectives on their work, making informed They (c) have professional communication skills that effectively
decisions that integrate knowledge from a variety of sources. They support their relationships and work young children, families,
are informed advocates for sound educational practices and policies. and colleagues. Early childhood educators (d) are continuous,
collaborative learners who (e) develop and sustain the habit of
reflective and intentional practice in their daily work with young
children and as members of the early childhood profession.

Key Elements Key Competencies

6a: Identifying and involving oneself with the early childhood field 6a: Identify and involve themselves with the early
childhood field and serve as informed advocates for
6e: Engaging in informed advocacy for young
young children, families, and the profession.
children and the early childhood profession
6b: Know about and uphold ethical and other
6b: Knowing about and upholding ethical standards
early childhood professional guidelines.
and other early childhood professional guidelines
6c: Use professional communication skills, including technology-
6c: Engaging in continuous, collaborative learning to
mediated strategies, to effectively support young children’s learning
inform practice; using technology effectively with young
and development and to work with families and colleagues.
children, with peers, and as a professional resource.
6d: Engage in continuous, collaborative learning to inform practice.
6d: Integrating knowledgeable, reflective, and
critical perspectives on early education 6e: Develop and sustain the habit of reflective and
intentional practice in their daily work with young children
and as members of the early childhood profession.

4 | PROFESSIONAL STANDARDS AND COMPETENCIES FOR EARLY CHILDHOOD EDUCATORS