The story of NAEYC would not be complete without a closer look at its position statements. Position statements are grounded in and exemplify NAEYC’s mission to promote high-quality early learning for each and every child, birth through age 8. Each one has its own journey of how and why it was developed and has evolved over time, but all of them are used by the Governing Board to state the association’s position on key complex and sometimes controversial issues related to early childhood education practice, policy, and professional development. They create a foundation to highlight the research base, spur dialogue, bring about consensus, and support positive change for the field.
An essential ingredient is consensus: Position statements are developed and revised through a consensus-building approach, which involves reviewing the evidence base and gathering diverse perspectives. Members of NAEYC and the broader field play a critical role by giving feedback throughout the process. Through its position statements, NAEYC presents a shared vision for everyone who is engaged in quality early childhood education for every child. Indeed, such statements provide the framework for practitioners, policymakers, and families to unite around key issues and work toward better experiences and outcomes for all young children.
NAEYC’s position statements are held with and on behalf of the early childhood education field. While they are intended to provide guidelines for educators who work directly with children as well as those who support the educators, these statements are not set in stone. Rather, they are living documents to be reviewed and revised periodically to reflect new understandings and feedback from the field.
As “Building Professionalism, Quality, and Equity: NAEYC’s First 100 Years” captured in this issue, NAEYC has a long history of developing and disseminating position statements. Five NAEYC position statements stand out because of their breadth and depth, and they are considered foundational to advancing NAEYC’s core values and vision. They include
“Developmentally Appropriate Practice”
“Code of Ethics for Early Childhood Educators”
“Early Childhood Program Standards”
“Advancing Equity in Early Childhood Education”
“Professional Standards and Competencies for Early Childhood Educators”
Taken together, these five position statements help educators and systems leaders define developmentally appropriate practice (DAP), outline the ethical responsibilities that guide professional relationships, outline standards for early childhood programs, work toward advancing equity, and set professional standards and competencies for early childhood educators.
These five core position statements work together as a whole and complement each other. The newest, “Advancing Equity in Early Childhood Education,” was published in 2019. The other four have each been revised and updated within the past five years with revisions focused on increasing their consistency and connections. For example, the ethical responsibilities described in the “Code of Ethics for Early Childhood Educators” work closely together with the “Professional Standards and Competencies” to lay out the model professional practices that promote the development, learning, and well-being of young children. Those practices draw from and are based on elements in the “Advancing Equity in Early Childhood Education” and “Developmentally Appropriate Practice” statements, which emphasize that all children deserve learning opportunities that help them thrive by building on their unique set of individual and family strengths. Additionally, the ethical responsibilities align with and reinforce the decisions educators make in the context of their programs, as described in the “Developmentally Appropriate Practice” and “Early Childhood Program Standards” statements.
To honor this part of NAEYC’s story, the following sections highlight the purpose and history of each of the five foundational statements, adapted from the position statements themselves and from other resources in the NAEYC archive. Integrated throughout are quotations from both those who contributed to the statements and those who use them. They emphasize what the position statements mean to them and to the field.
What does it mean to be developmentally appropriate? The “Developmentally Appropriate Practice” position statement defines the term and describes a set of evidence-based core considerations and principles of child development and learning. In addition to identifying guidelines for early childhood educators, the statement makes specific recommendations for policies and actions needed to support educators as they strive to implement DAP. It also recognizes the multiple tensions in current research, practice, and systems that need to be addressed for each child to achieve their full potential.
The original DAP position statement (NAEYC 1986) and the expansion (Bredekamp 1987) helped to build consensus on the meaning of the term within the field and provided a definition for educators to share with families, policymakers, and others. NAEYC has regularly updated and reaffirmed its position statement on DAP (1997, 2020a), and the term continues to be widely used within and beyond the early childhood field. Each revision has reflected the context and research of its time, striving to correct common misinterpretations and to disseminate current understandings based on emerging research and professional knowledge.
In many ways, the latest revision affirms the core concepts of DAP; it also marks a profound departure requiring significant changes in current professional understanding and practice. NAEYC continues to underscore the three core considerations of commonality, individuality, and context—the knowledge that educators must rely on as they intentionally make decisions each day to guide children’s development and learning toward challenging yet achievable goals.
At the same time, the current DAP statement reflects an equity lens that underscores these two important aspects in the revised core considerations:
The principles of child development and learning acknowledge the critical role of social and cultural contexts and the fact that there is greater variation among the “universals” of development than previously recognized.
Understanding of the social and cultural contexts applies not only to children but also to educators and to the program setting. It is essential to recognize that educators and administrators bring their own social and cultural contexts to bear in their decision making, and they must be aware of the implications of their contexts and associated biases—both implicit and explicit—to avoid taking actions that harm rather than support each child’s development and learning.
These changes are especially important given the growing racial, ethnic, cultural, and linguistic diversity of the domestic and global populations. Indeed, Brian L. Wright (teacher educator, scholar, and contributor to the revised fourth edition of DAP) highlights the statement “not as a fixed set of practices, but as a principled framework that asks educators to think deeply, ethically, and contextually about children, families, communities, and learning” (personal communication, 2026). Further, he shares
DAP matters because it affirms that children are active meaning makers whose development is shaped by relationships, culture, history, access, and opportunity. When enacted with integrity, DAP centers play, joyful learning, inquiry, and belonging while also demanding that educators attend to equity and power. This is especially important in a time when children’s play—particularly the play of Black children and other historically marginalized children—is too often misunderstood, constrained, or treated as a problem rather than a source of learning and brilliance. (personal communication, 2026)
The “Code of Ethics for Early Childhood Educators” outlines the essential ethical responsibilities for the early childhood education profession (NAEYC 2025a). The Code is intended to be helpful to all individuals who care for and promote the learning, development, and well-being of children birth through age 8 in all early childhood settings, as well as program administrators and those involved in educator preparation and support. All practitioners can use the Code as a guide for and defense of ethical conduct and decision making, especially when navigating complex dilemmas that require professional judgment.
The NAEYC Governing Board first discussed creating a code of ethics more than 45 years ago. (A more detailed history can be found in “History and Development of the Code of Ethics for Early Childhood Educators.”) The process of developing a code of ethics for NAEYC began in 1984 with a survey in Young Children (Feeney & Kipnis 1985). Leaders in the code’s development also conducted workshops in which participants worked to identify the field’s core values and analyzed some of the ethical issues raised in survey responses. They relied on this input from NAEYC’s members as well as their research on the codes of ethics in other fields to prepare a draft code to share with the Governing Board.
The initial version of the “Code of Ethical Conduct” was published in 1989 (NAEYC 1989). Revisions designed to keep the Code current and to address emerging issues in the field were approved in 1992 (Feeney & Kipnis 1992), 1997 (NAEYC 1998), and 2005 (NAEYC 2005a). NAEYC also developed supplements for adult educators (NAEYC 2004) and program administrators (NAEYC 2006, 2011). The Code was reaffirmed and updated in 2011, including changes to strengthen the ethical responsibilities to families.
In late 2022, the NAEYC Governing Board appointed a workgroup to revise the Code once again to ensure that it was current and reflective of emerging issues in the field. (For more information about the revision process, see “Showing Our Work.”) The final version of the revision was approved by the Governing Board in July of 2005 and published in October of that year (NAEYC 2005a).
As Tonia R. Durden (current NAEYC Governing Board president) shares,
Ethical dilemmas are hard. But with the Code of Ethics, and the community that is built around it, you are not alone. You are surrounded by early childhood educators that stand with you in leaning into the ethical responsibilities that you hold as an early childhood professional in your work with children, families, and your colleagues. (2025)
“Early Childhood Program Standards” offers a framework for early learning programs, higher education institutions, and early childhood education systems at all levels to use (NAEYC 2025b). This position statement includes nine standards addressing key indicators of quality. It also consists of guidance for ongoing development and support of early childhood education programs. These standards are the foundation for the NAEYC Early Childhood Program Quality Assessment and Accreditation system, but they are designed to benefit all programs and systems, no matter their accreditation status. The standards and key indicators of quality, along with accreditation items, help ensure programs are equitable, safe, well-prepared, and intentional about fostering the joy, development, and learning of every child.
NAEYC has worked for many years to establish a shared vision of quality in early childhood education. Early on, its leaders recognized the importance of and helped shape expectations in this area. During the 1980s and 1990s, NAEYC focused more deeply on creating a national voluntary accreditation system and supports for early childhood programs. In 2005, the Governing Board determined it was time to craft standards and performance expectations for birth-to-kindergarten programs. These standards and indicators were intended to anchor NAEYC’s accreditation system as well as extend beyond the system to set expectations for quality in any early learning program (Goffin 2003; NAEYC 2005b).
The past 40 years have seen rounds of revision and refinement to the accreditation criteria, assessment process, and the standards (NAEYC 2010), guided by feedback from practitioners. Most recently, NAEYC refined the position statement to reflect current research and its other foundational statements, including principles related to DAP and equity. Especially important was its alignment with the re-envisioned Early Childhood Program Quality Assessment and Accreditation system. They reinforce one another, ensuring programs meet evidence-based indicators of quality (French-Lee 2025).
As Stacey French-Lee (former NAEYC Governing Board member) writes,
As a decades-long early care and education professional and the chair of the working group revising our position statements, including “Early Childhood Program Standards,” I’ve seen firsthand how position statements serve as a cornerstone for our field and a guiding force driving NAEYC’s impact.
The revision of the “Early Childhood Program Standards” position statement reflects moderate updates informed by research, evidence, and educator experience and expertise. As a guiding document, it will continue to inform professional practice and shape policy, and in its revised state, align more closely with our updated early learning program accreditation model. (2025)
A growing body of research and professional knowledge underscores the complex and critical ways in which early childhood educators promote early learning through their relationships—with children, families, and colleagues—that are embedded in a broader societal context of inequities in which implicit and explicit bias are pervasive. The “Advancing Equity in Early Childhood Education” position statement (NAEYC 2019) arose after significant reflection and with humility and awareness of NAEYC’s own history and limitations, in keeping with its core belief in continuous quality improvement.
In this statement, NAEYC shares its vision and commitment to becoming a more diverse, high-performing, and inclusive organization serving a more diverse, high-performing, and inclusive profession. It includes definitions of terms and outlines steps needed to
Provide high-quality early learning programs that build on each child’s unique individual and family strengths, cultural background, language(s), abilities, and experiences
Eliminate differences in educational outcomes as a result of who children are, where they live, and what resources their families have
Specific recommendations are provided for the array of participants within the early childhood ecosystem, along with a synthesis of current early childhood education research through the lenses of equity and NAEYC core values.
Like the other core statements, “Advancing Equity in Early Childhood Education” developed over time and with input from many groups. After looking at NAEYC’s position statements available in 2017, the Governing Board decided a new one was needed that focused on issues related to equity and diversity. A workgroup of 30 thought leaders engaged in discussions that formed the foundation for “Advancing Equity in Early Childhood Education.” There were cycles of writing drafts and getting feedback from NAEYC members and other professionals. This iterative process culminated in the statement adopted by the Board and published in 2019 (NAEYC 2019).
As Elisa Huss-Hage (former NAEYC Governing Board member) writes,
One of the most important lessons that I learned over the course of the process is that words matter. The Equity Statement is a set of very carefully selected words with important intentions behind them. Our challenge now is to turn these words into action so that “all young children thrive and learn in a society dedicated to ensuring they reach their full potential”! It begins with each and every one of us in our daily interactions with one another . . . inside the classroom and out! Are you leading with equity? Are you teaching with equity? Are you caring with equity? Are you going through your day with equity? No matter your role in this profession, equity should be at the forefront! With equity as our focus, we will make a difference! (2019)
“Professional Standards and Competencies for Early Childhood Educators” presents the essential body of knowledge, skills, dispositions, and practices required of all early childhood educators working with children from birth through age 8, across all early learning settings (NAEYC 2020b). It articulates a vision of sustained excellence for early childhood educators. The statement has been intentionally developed to guide the preparation and practice of the early childhood education profession and to be used by others in the early childhood field. It is intended to serve as the core early childhood educator standards and competencies for the field, a document that states can use to develop their own more-detailed standards and competencies that address their specific contexts.
NAEYC has a long-standing commitment to collaborative standards setting for early childhood teacher preparation and credentialing. The first NAEYC statement on standards (then called guidelines) for professional preparation was developed by a 22-member commission of national leaders. The guidelines were adopted by the NAEYC Governing Board in 1981 and published in 1982 (NAEYC 1982).
Each update to this position statement, from the 1980s to the latest revision, responded to current developments in the profession, changing federal and state policy contexts, and new research. (For a more detailed account of updates, see “The History of Standards for Professional Preparation” in Appendix E of this position statement.) Each revision solicited input from appointed advisory groups; related early childhood and specialty organizations; other accrediting, credentialing, and standards-setting groups; NAEYC members; and the public. Each revision reflects the continuity that sustains the profession’s identity and role and also the reality that the profession must engage with and prepare for change in the field, in research, and in the social and political contexts in which early childhood educators practice.
As Tsitsi Nyabando (associate professor of early childhood education) shares,
NAEYC’s “Professional Standards and Competencies for Early Childhood Educators” position statement has been and remains a guiding touchstone that informs my work, growth, and purpose throughout my professional journey. It has shaped the professional I am today and prepared me for my roles as an early childhood teacher educator, advocate, and leader.
I see this position statement continually enhancing the quality of early childhood education. It will continue to contribute to the development of highly prepared professionals who possess the crucial competencies to effectively serve young children and their families. Ultimately, the children and families within our communities will be positively impacted, highlighting the vital work of educators and promoting a more equitable future for all. (personal communication, 2026)
Taking a position on the significant issues that face the early childhood education field depends on a strong vision, principles, and knowledge base. It must draw from and reflect the expertise and experiences of educators and those who support them, and it must center children in this work. While everyone may not think the same way about these issues, position statements are critical for reaching consensus and advancing the profession. As school principal Jason Sims shares,
As a leader in an early childhood setting, creating an environment that fosters the physical, social, and academic growth of my students is paramount. NAEYC's position statements align with exactly what we know is best for children—that early childhood programs should create environments that care for both students and their families; that teaching and learning should be high quality and developmentally appropriate; and programs should be safe, healthy, and welcoming for all. This work is important work, and I am proud to be a part of this process. (personal communication, 2024)
NAEYC position statements exemplify the power of consensus and a shared vision for the field and for all children and families. Because they are reviewed and revised over time, the statements continue to offer a shared vision that reflects the issues and work of the past, the present, and the future. Everyone has a role and value in these living documents, as Dr. Wright explains:
The future impact of DAP and the other core position statements will depend on our collective willingness to hold complexity. This includes supporting educators as thoughtful decision makers rather than technicians and recognizing that what is “appropriate” is inseparable from questions of justice, dignity, and care.
As the field moves forward, these must continue to serve as living, unapologetic, responsive, and responsible statements that support educators in nurturing children’s full humanity and possibility in increasingly complex educational contexts. (personal communication, 2026)
This article was adapted from key resources by NAEYC about its position statements, including information on NAEYC’s website, the core position statements themselves, and NAEYC at 75 (1926–2001): Reflections on the Past, Challenges for the Future.
Bredekamp, S., ed. 1987. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Expanded ed. NAEYC.
Durden, T.R., presenter. 2025. “Launching the Revised Code of Ethics for Early Childhood Educators.” Webinar, NAEYC, October 15, 2025. naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/naeyc_code_of_ethics_launch_webinar.october_2025.pdf.
Feeney, S. & K. Kipnis. 1985. “Professional Ethics in Early Childhood Education.” Young Children 40 (3): 54–58.
Feeney, S., & K. Kipnis. 1992. Code of Ethical Conduct and Statement of Commitment. Brochure. NAEYC.
French-Lee, S. 2025. “Guiding Quality in Early Learning: The Latest Updates to Our Learning Standards.” Young Children 80 (2): 60–61.
Goffin, S.G. 2003. “NAEYC Commission Seeks Comments on Early Childhood Program Standards.” Young Children 58 (3): 78–80.
Huss-Hage, E. 2019. “Advancing Equity: The Story of a Position Statement.” NAEYC Blog, October 3. naeyc.org/resources/blog/advancing-equity-story-position-statement.
NAEYC. 1982. “Early Childhood Teacher Education Guidelines for 4- and 5-Year Programs.” Position statement. NAEYC.
NAEYC. 1986. “Developmentally Appropriate Practice in Programs for 4- and 5-Year-Olds.” Position statement. NAEYC.
NAEYC. 1989. “Code of Ethical Conduct and Statement of Commitment.” Position statement. NAEYC.
NAEYC. 1997. “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8.” Position statement. NAEYC.
NAEYC. 1998. Code of Ethical Conduct and Statement of Commitment. Rev. ed. Brochure. NAEYC.
NAEYC. 2004. “Code of Ethical Conduct: Supplement for Early Childhood Adult Educators.” NAEYC.
NAEYC. 2005a. “Code of Ethical Conduct and Statement of Commitment.” Position statement. NAEYC.
NAEYC. 2005b. “Governing Board Approves NEW NAEYC Early Childhood Program Standards and Accreditation Performance Criteria Source.” Young Children 60 (4): 50–54.
NAEYC. 2006. “Code of Ethical Conduct: Supplement for Early Childhood Program Administrators.” NAEYC.
NAEYC. 2010. “Let’s Celebrate! 25 Years of NAEYC Accreditation of Programs for Young Children.” Young Children 65 (6): 82–85.
NAEYC. 2011. “Code of Ethical Conduct: Supplement for Early Childhood Program Administrators.” NAEYC.
NAEYC. 2019. “Advancing Equity in Early Childhood Education.” Position statement. NAEYC. naeyc.org/resources/position-statements/equity.
NAEYC. 2020a. “Developmentally Appropriate Practice.” Position statement. NAEYC. naeyc.org/resources/position-statements/dap/contents.
NAEYC. 2020b. “Professional Standards and Competencies for Early Childhood Educators.” Position statement. naeyc.org/resources/position-statements/professional-standards-competencies.
NAEYC. 2025a. “Code of Ethics for Early Childhood Educators.” Position statement. NAEYC. naeyc.org/resources/position-statements/code-of-ethics.
NAEYC. 2025b. “Early Childhood Program Standards.” Position statement. NAEYC. naeyc.org/resources/position-statements/early-childhood-program-standards.
Copyright © 2026 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.