Young Children Volume 81 • No 1 | Our Proud Heritage: Building Professionalism, Quality, and Equity

By Blythe F. Hinitz, Ed Greene, Barbara A. Willer, and Sue Bredekamp

NAEYC’s First 100 Years

An organization’s past is the foundation for its present and its future. The memories, the documents and publications, the recounting of activities, and the resulting support for the field of early childhood education tell the story of the first 100 years of the National Association for the Education of Young Children (NAEYC).

As Dr. Dorothy W. Hewes, historian of NAEYC, wrote:

Understanding the past helps us escape short range perspectives and understand the origins of the present. Perhaps the most important contribution is to help define early childhood education. . . . A profession’s historical knowledge provides pride and a shared memory for its members and helps establish the respect of those in other professions. (Lascarides & Hinitz 2011, xvi)

In this column, we highlight key people, positions, and actions over the decades that have made this respected professional organization what it is today (Katz 1985). As we survey NAEYC’s history, three broad, persistent goals stand out:

• Improving early childhood professional preparation and equitable practice

• Building public understanding and support for high-quality early childhood education programs

• Establishing a strong, inclusive organization

What follows is a sampling of NAEYC’s rich history. More extensive details can be found in the Young Children archive, NAEYC at 75 (1926–2001): Reflections on the Past, Challenges for the Future (published in 2001), and other materials we cite.

The Beginnings: 1925–1935

Patty Smith Hill, who convened the first committee that would become the National Association for Nursery Education (NANE) (Bredekamp 2001), had a pioneering role in early childhood education in Louisville, Kentucky, between 1893 and 1905 (Liebovich 2020). She initiated the integration of Black and White kindergarten classrooms within the same public school buildings and led the merger of the Louisville Colored Kindergarten Association with the Louisville Education Association (Lascarides & Hinitz 2011).

As a professor at Teachers College, Columbia University, Hill convened a series of meetings with colleagues in 1925 to discuss common concerns. She brought with her the foundational principles of diversity, equity, and inclusion that mark NAEYC to this day (Committee of Nineteen 1913; Lascarides & Hinitz 2011). In addition, “[b]y the mid-twenties, alarmed at the proliferation of all types of nursery schools despite the lack of standards or curriculum plans, and with the threat of some unqualified person taking leadership, Patty Hill decided to act” (Hewes 1976; 297).

Hill and colleagues widened the discussion at a conference that was convened in Washington, DC, on February 26, 1926 (Osborn 1991). The discussions were about the role of nursery schools, including how they fit into the broader educational program, how they assisted families, and the services they offered to support children’s health and welfare. “At the conclusion of the conference, an Advisory Committee on Nursery Education was appointed and charged with the responsibility to study the situation” (Lascarides & Hinitz 2011, 599).

Rose Alschuler chaired the founding meeting. Dr. Lois Hayden Meek Stolz, also at the founding meeting, was named permanent chairperson of the National Committee on Nursery Schools, and Victoria Dike became the secretary (Hewes 1976). Given the diversity of the field and the complexity of promoting positive child development for each and every child, individuals with varied expertise, experience, and backgrounds were needed. The initial committee included college faculty, researchers, nursery program directors, and teachers. Bird Baldwin, Edna Dean Baker, Mary Dabney Davis, Abigail Adams Eliot, Lucy Gage, Arnold Gesell, Harriet Johnson, Alice Temple, Lee Vincent, and Edna Noble White were members (Osborn 1991). This committee held conferences in New York City in 1927 and Chicago in 1929 (Osborn 1991). One of the group’s most significant decisions was to establish a more formal organizational structure and to change its name to the National Association for Nursery Education (NANE). Dr. Stolz became its first president.

From its inception, NANE was multidisciplinary in nature and included nursery school teachers, home economists, psychologists, pediatricians, nurses, and social workers. Dr. George Stoddard remembered that

[I]n the 1920s, NANE became one of the bonds that pulled ECE professionals together. . . . [I]t gave us all a sense of not only working in Iowa, or in New York, or in New Haven, or Chicago, or Stanford, or Minneapolis, but a sense of being together in a real educational movement. (Senn 1975, 3–4)

These actions fostered professional identity and strengthened collaboration and the sense of a national early education community.

In 1929, the new organization published Minimum Essentials for Nursery School Education (NANE 1929) “to insure certain minimum standards in nursery schools and at the same time to protect the movement from becoming stereotyped and static” (NAEYC 2001, 90). It was followed in 1935 by a comprehensive bibliography (Lascarides & Hinitz 2011) “ . . . complied to establish the history and initial development of the nursery school movement” (Davis 1964, 108). This forged a path of publishing resources that shaped and supported the profession’s identity and practices.

1936–1945

During the 1930s, NANE officers participated in the White House conference on child health and protection, “which address[ed] issues of day care and reject[ed] any kind of major federal government role. The conference draft[ed] ‘The Children’s Charter’ [which stated] the nation’s goals for its children and youth” (Ranck & NAEYC’s History and Archives Panel 2001, 8). Several NANE members were on the Works Progress Administration National Advisory Committee for preschool programs. To encourage reflective practices, volunteers arranged for a conference to be held every two years to discuss critical issues and to learn from each other. A resolution was passed at the 1937 meeting in Nashville, Tennessee, to no longer hold conferences in any state in which racial discrimination was legal (Ranck & NAEYC’s History and Archives Panel 2001). NAEYC did not return to the South until the conference in Miami in 1964. Understanding this milestone deepens our knowledge of the field’s evolution, particularly as it relates to establishing an inclusive organization.

The National Commission for Young Children was created by NANE in 1941. “[I]t was sponsored by four organizations: NANE, the Association for Childhood Education International (ACEI), the Progressive Education Association, and the American Association for University Women (AAUW)” (Hymes & Heinig 1979, 24). The commission was chaired by Rose Alschuler and “included members from childhood education, teacher education and family life education” (Hymes & Heinig 1979, 24).

Drs. Stolz (NANE’s first president) and James L. Hymes Jr. (NAEYC president from 1945 to 1947) responded to calls to action from both private and government sources (Hymes & Stolz 1978; Hymes & Heinig 1979). This included establishing and directing the Kaiser Child Care Service Centers and disseminating printed professional materials nationwide during World War II (Osborn 1991; MacKenzie 2011). Conferences were suspended during the war years (NANE 1945). “The association nearly faded away but for the determined efforts of a small cadre of committed volunteers led by Hymes” (Anderson 2013, 214–15). A publication center was established with the support of the University of Iowa, which had funding sources to support early childhood education research, and the Bulletin of the National Association for Nursery Education (NANE Bulletin) began publication to showcase emerging research. (For a list of all NAEYC presidents, see “NAEYC Presidents and Executive Directors” below.)

1946–1955

During the 1950s, the NANE Bulletin was published quarterly. (Its name was changed to The Journal of Nursery Education in 1956.) The regular column called On the Research Side appeared in the bulletin for the first time in 1954. (For more about research-focused columns in this publication, see “Young Children’s Research in Review Column: Its Past and Its Future” in this issue.) These publication activities fostered members’ professional identities and strengthened their commitment to the field.

During her presidency (1952–1953), Dr. Millie Almy advocated for “nursery schools as the next step in public education” (NAEYC, n.d., 12). This motto was printed on the NANE stationery. Those who presided over the organization in the 1950s faced a dearth of federal funds and public indifference to early childhood education while advocating for professional standards and increased funding. There was more work to be done.

1956–1965

The decade from 1956 to 1965 marked a time of tremendous capacity building, moving the organization from an all-volunteer effort to having a paid staff and dedicated headquarters. Affiliate groups were formally recognized beginning in 1956 (NANE 1956). A telegram sent to every member in 1958 announced that an office had been established in Chicago, with June Aimen as organizational consultant. Articles of incorporation were filed in Illinois as a 501(c)(3) nonprofit organization.

NANE sent official delegates to the 1960 White House Conference on Children and Youth, including Dr. Marilyn M. Smith, who later became the association’s executive director (Mohr 1960). (See “NAEYC Presidents and Executive Directors” below for a list of all NAEYC executive directors.) In 1964, the association reorganized and changed its name to the National Association for the Education of Young Children to reflect a broader mission beyond nursery education. Cornelia “Nell” Goldsmith was convinced to leave retirement and become NAEYC’s first (and only) executive secretary. She worked in New York City. She moved organizational functions that operated in Rhode Island, Iowa, and Chicago to New York (Witherspoon 2001) and later established the first official headquarters office in Washington, DC (NAEYC, n.d.).

NAEYC leaders and staff were part of Project Head Start from its beginnings in 1964. Head Start was proposed by an interdisciplinary panel, and it was a part of the Office of Economic Opportunity’s “efforts to implement the community-action provision of the Economic Opportunity Act of 1964” (Washington & Oyemade 1987, 6). “Head Start was designed to offer poor people unlimited opportunities to participate in the initial planning and in all other phases of operating projects concerning their own children; in this sense, projects concerning their own future” (Greenberg [1969] 1990a, 6; emphasis in the original). The program began in summer 1965, and its approach to advertising paid off: There was much higher demand than expected (Washington & Oyemade 1987, 7).

One noteworthy participant was Polly Greenberg, who served as editor of Young Children from 1986 to 2001. Greenberg began her Head Start involvement at a New York City meeting on March 11, 1965 (Greenberg [1969] 1990a, 1990b). Over the next two years, she helped found and served as education director of Head Start in Mississippi. Her work with the Child Development Group of Mississippi concentrated on delivering Head Start within African American communities with low incomes (The New York Times 2013). Other NAEYC leaders and members were also active in later efforts to research the professional capacity of applicant institutions and recommend Head Start training sites based on their curriculum and faculty. These efforts fell under NAEYC’s mission to improve early childhood professional preparation and equitable practice.

1966–1975

Dr. Milton “Milt” Akers was appointed NAEYC’s first executive director in 1966. This pivotal leadership role set the stage for the organization’s growth and direction. That same year, NAEYC launched its Annual Conference, providing a platform for educators and advocates to gather, share ideas, and discuss the future of early childhood education.

However, the 1969 Annual Conference in Salt Lake City highlighted significant social challenges within the organization and the broader community (NAEYC 1970; Day, n.d.) Black participants faced discrimination, being denied access to accommodations and the opening session. This moment of injustice spurred Dr. Evangeline H. Ward, who would become NAEYC’s first Black president in 1970, to organize a meeting aimed at addressing these disparities (Washington et al. 2016). The discussions led to a resolution that the association would avoid holding conferences in cities that allowed racial discrimination. This pivotal moment led to the formation of the Black Caucus (Day, n.d.) as well as the creation of a task force to “study the organization’s procedures for representation, communication and decision-making and recommend to the Board procedures for reorganizing the Association” (Omwake 1969, 66).

The early 1970s brought further advancements to NAEYC. In 1971, the association established the first national celebration of the Week of the Young Child, which promotes the public’s awareness and appreciation for the importance of early childhood education. The following year, Dr. Smith took over as executive director, partnering with Dr. J. D. Andrews, who served as chief operations officer. Together, they led NAEYC through a period of phenomenal growth, enhancing its reach and influence. In 1974, the Board approved and NAEYC introduced the Membership Action Grants initiative, which provided financial support to help groups of NAEYC members create and implement projects that would positively impact children in their contexts (Ward 1974, 96L; Williams et al. 1975, 50). This initiative also expanded the association’s impact on the broader early childhood education landscape.

In 1974, the organization convened a small conference focused on addressing the critical challenge of developing a new model for early childhood teacher education, reflecting its commitment to innovation and improvement in professional preparation and practices. From 1966 to 1975, NAEYC not only solidified its infrastructure and leadership but also actively engaged with pressing social issues, fostering a commitment to equity and quality in early childhood education (Kamara et al. 1975). This dedication laid the foundation for future advancements in the years to come.

1976–1985

Over the next two decades, NAEYC leaders worked tirelessly to advance professional practice and preparation, building on the legacy of the founders. Simultaneously, they worked to improve the quality of early childhood programs for children. In doing so, NAEYC became the unrivaled standard-setting organization for the field by adopting foundational and additional position statements on critically important topics affecting the lives of young children and providing resources and systems to support their implementation.

NAEYC celebrated its 50th anniversary in 1976 by publishing NAEYC’s First Half Century, 1926–1976, developed by a committee chaired by Dr. Hewes (NAEYC Organizational History and Archives Committee 1976). All the living past presidents attended and were recognized at the Annual Conference that year. Documenting the association’s history at that point in time honored all the strong, resilient individuals whose work collectively built the professional identity of early childhood education, which continues to inspire members today.

One example of this work is the speech about ethics that Dr. Ward made at the Delaware Valley Association for the Education of Young Children annual meeting in 1976. It was published by NAEYC as a tribute to her doctoral advisor, Dr. Kenneth Wann (Ward 1977). It was republished by NAEYC in the first book that led to the NAEYC Code of Ethical Conduct, which was based on her speech and an article by Dr. Lilian Katz (Katz 1978; Katz & Ward 1978).

In 1978, NAEYC joined the National Council for Accreditation of Teacher Education (NCATE), a key step in improving the quality and consistency of professional preparation of early childhood teachers. The purpose was to recognize programs that met NAEYC’s teacher preparation guidelines as part of their NCATE accreditation process. A commission of distinguished teacher educators led the development of NAEYC’s “Early Childhood Teacher Education Guidelines for 4- and 5-Year Programs,” which were adopted in 1981 and then used in NCATE program reviews (NAEYC 1982). This was the first iteration of what eventually became the complete set of professional standards. Such efforts helped to foster professional identity and competencies and to increase public recognition and respect for early education.

Later, in 1984, the Governing Board approved “Guidelines for Early Childhood Education Programs in Associate Degree Granting Institutions” (NAEYC 1985) and subsequently, graduate degree programs. The next year, NAEYC established the Council for Early Childhood Professional Recognition to administer the Child Development Associate Credential (Bredekamp 2001). It later became a separate nonprofit organization.

In relation to early learning programs, NAEYC began development of standards and procedures for a national voluntary accreditation system in 1981. Thousands of members had the opportunity to review drafts of standards. Three years later, NAEYC field tested accreditation in four areas of the country, followed by the training of on-site visitors in every state. The system was officially launched in 1985, and the first group of programs achieved NAEYC accreditation in 1986.

1986–1995

Efforts continued to strengthen early childhood education preparation and practices. This is not surprising: Since its founding, NAEYC has focused on improving professional practice and encouraging reflective practitioners. A major step toward this goal occurred in 1986: NAEYC published its foundational position statement “Developmentally Appropriate Practice in Programs for 4- and 5-Year-Olds” (NAEYC 1986). The document was developed in response to the trend toward “push-down curriculum” in the early primary grades and the growing number of 4-year-olds in public schools. The statement was also precipitated by the need to more clearly define developmentally appropriate for programs seeking NAEYC accreditation.

In 1986, Early Childhood Research Quarterly was launched, with Dr. Katz as the founding editor. It was published by Ablex and sponsored by NAEYC, further cementing the professional identity of the field.

NAEYC adopted the expanded position statement “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8” in 1987. The accompanying book was published that year and became a NAEYC bestseller (Bredekamp 1987). Since then, promoting DAP (as it has come to be called) has become a major goal of much of NAEYC’s work. As a follow-up, in the early 1990s, NAEYC adopted “Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8” (NAEYC & NAECS/SDE 1991). Because DAP describes how to teach but not what to teach, these guidelines were developed in collaboration with the National Association of Early Childhood Specialists in State Departments of Education. Another major step toward professionalization of early childhood education and quality practices happened with NAEYC’s adoption of the foundational position statement “Code of Ethical Conduct and Statement of Commitment” in 1989 (NAEYC 1989).

One of the most powerful and long-lasting achievements of NAEYC was the publication of Anti-Bias Curriculum: Tools for Empowering Young Children by Louise Derman-Sparks and the A.B.C. Task Force in 1989. This publication clearly demonstrated the association’s firm commitment to diversity, equity, inclusion, and belonging, and its subsequent editions have continued to have a significant impact on the field.

A strength of NAEYC has always been its willingness to take positions on issues of controversy. In the late 1980s, the organization adopted position statements on critical issues: Standardized testing of young children; licensing and regulations; and quality, compensation, and affordability. NAEYC developed its Reaching the Full Cost of Quality Campaign to highlight the interconnections between quality, compensation, and affordability, which became an effective communication and advocacy strategy as NAEYC expanded its public policy and advocacy efforts (Willer 2001). During this time period, the association worked in collaboration with other national organizations to achieve the first stand-alone federal child care bill, the Child Care and Development Block Grant, in 1990 (Willer 2001). By strengthening collaboration and building community within and alongside the organization, NAEYC helped members become more effective advocates.

In the 1990s, NAEYC once again focused on professional preparation of educators. With a grant from the Carnegie Foundation, NAEYC launched the National Institute for Early Childhood Professional Development and held the first annual Professional Development Institute conference (later renamed Professional Learning Institute) in Los Angeles, California, in 1992. This work was designed to deepen the skills and knowledge of teacher educators so that they in turn could prepare more effective, reflective practitioners. The Governing Board adopted “A Conceptual Framework for Early Childhood Professional Development” to guide the work (NAEYC 1993a).

During the early 1990s, NAEYC continued to take positions on issues related to children’s well-being. For example, in 1993, the Board adopted a position statement against “Violence in the Lives of Children” (NAEYC 1993b). A major step toward providing high-quality early education for all children was the adoption of the 1995 position statement “Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education” (NAEYC 1995). The goal of this work was to promote equity and inclusiveness in environments for children and in all the work of the association. It strongly communicated NAEYC’s values about respecting linguistic and cultural diversity.

1996–2005

During the latter half of the 1990s, NAEYC continued its rapid growth in membership and programmatic initiatives. In 1997, the association published a significantly revised edition of Developmentally Appropriate Practice in Early Childhood (Bredekamp & Copple 1997). This book and the revised foundational position statement emphasized that child development and learning occur within specific social and cultural contexts, requiring responsiveness to social, cultural, and linguistic diversity. The statement also stressed consideration of the strengths, interests, and needs of each child, including children with disabilities. To facilitate the field’s understanding of these essential changes, NAEYC produced The Leading Edge, a carefully designed training program offered via live satellite to groups convened in conjunction with NAEYC Affiliates around the country (NAEYC 1999). The next year, NAEYC released a joint position statement with the International Reading Association (now International Literacy Association), “Learning to Read and Write: Developmentally Appropriate Practice for Young Children” (NAEYC & IRA 1998). A related book was published by NAEYC in 2000 (Neuman et al. 2000).

The organization experienced a change in leadership with the departures of Dr. Smith and Dr. Andrews in December 1998. Dr. Mark R. Ginsberg became the new executive director in 1999. He took the helm at a time when the association had a significantly larger membership and was on the cusp of changes in organizational structure. The Affiliate Council was established as a representative body of state Affiliates to inform organizational decision making. Interest forums provided formal structures to acknowledge member caucuses and bring together members with other areas of common interest.

In 2001, NAEYC celebrated its 75th anniversary with the publication of NAEYC at 75 (1926–2001): Reflections on the Past, Challenges for the Future, which outlined how NAEYC has built and maintained a high-performing organization, worked to improve professional practice, and advocated for young children and the early childhood profession (NAEYC 2001).

One area of focus in the early 2000s was “reinventing” NAEYC accreditation. Regular articles in Young Children beginning in November 2000 detailed the process and sought input as a commission deliberated for two years. Based on its recommendations, the Board established the Council for NAEYC Accreditation to provide governance oversight and appointed a second commission to develop new program standards and revised accreditation criteria. Once again, regular articles in Young Children kept members and others informed and were one of a variety of mechanisms for gathering feedback. The new program standards were adopted in 2005, and work began on revising the accreditation criteria and assessment procedures.

2006–2015

The decade from 2006 to 2015 continued the focus on standard setting and expanded policy and advocacy efforts. Revised accreditation criteria and new assessment procedures for programs for young children were implemented in 2006. During that same year, the Early Childhood Associate Degree Commission (now the Commission on the Accreditation of Early Childhood Higher Education Programs) was established to recognize associate degree-granting programs that demonstrate meeting the NAEYC professional preparation standards. Policy and advocacy efforts were expanded during this decade, with greater emphasis on supporting state advocacy efforts, especially related to professional development and early childhood workforce initiatives (NAEYC 2009).

In early 2010, Dr. Ginsberg left NAEYC, and former NAEYC President (1992–1994) Dr. Jerlean Daniel was appointed executive director. During her tenure, a National Dialogue explored the relationships between Affiliates and the national association to better define their roles and responsibilities (Simmons 2011). A new global initiative offered support to countries seeking to expand early childhood systems and encouraged reciprocal learning across nations. In 2012, a revised position statement on technology and interactive media was adopted jointly with the Fred Rogers Center for Early Learning and Children’s Media at St. Vincent’s College (NAEYC & Fred Rogers Center 2012).

In 2013, Dr. Daniel retired, and Rhian Evans Allvin was appointed executive director and later chief executive officer. With extensive input from Affiliates and the membership, the Board adopted a revised mission statement and new strategic direction. These documents focused more specifically on promoting early learning for every child and building a strong, effective early childhood profession.

2016–2025

As part of implementing the strategic direction and reflecting the results of the National Dialogue, a new, simplified Affiliate structure was launched. Instead of joining the previous local, state, and in some cases regional affiliation structure, members joined at least one Affiliate that had met key indicators of organizational capacity. A common logo and branding system for NAEYC and its Affiliates were also implemented. These changes were adopted as Board policy based on recommendations from the Affiliate Council (Simmons 2015).

In 2016, NAEYC’s Higher Education Accreditation system expanded to serve baccalaureate and graduate degree-granting programs (as opposed to the program recognition previously offered by other national accreditation bodies).

Related to policy and advocacy, Early Ed for President was launched as NAEYC’s first nonpartisan electoral advocacy campaign. After the 2016 election, this transitioned into the America for Early Ed campaign. The campaign worked to align policies with the latest research showing the importance of early learning and the benefits of fully investing in educators and their complex work (America for Early Ed, n.d.). In 2016, the Public Policy Forum was launched. This dedicated policy and advocacy conference built upon previous efforts in which state and national NAEYC leaders would lobby Congress as part of leadership conferences that began in the early 1980s.

In 2017, NAEYC convened a multiyear effort called Power to the Profession. It was a collaborative effort among early childhood membership organizations—with extensive input from the field—to define the early childhood profession by establishing a unifying framework for career pathways, knowledge and competencies, qualifications, standards, and compensation. It led to the adoption of NAEYC’s foundational position statement “Professional Standards and Competencies for Early Childhood Educators” (NAEYC 2020b), which was released in 2020 in conjunction with the Unifying Framework for the Early Childhood Education Profession (American Federation of State, County and Municipal Employees et al. 2020).

A renewed focus on NAEYC position statements characterized this decade. Five interconnected foundational statements that are central to all NAEYC work were revised and adopted. (See “Held with and on Behalf of the Field: NAEYC Position Statements” in this issue). These include:

• “Advancing Equity in Early Childhood Education” (NAEYC 2019)

• “Professional Standards and Competencies for Early Childhood Educators” (NAEYC 2020b)

• “Developmentally Appropriate Practice” (NAEYC 2020a)

• “Early Childhood Program Standards” (NAEYC 2025b)

• “Code of Ethics for Early Childhood Educators” (NAEYC 2025a)

This decade was also characterized by significant internal and external changes. The COVID-19 pandemic health and safety precautions required forgoing in-person conferences and replacing them with virtual events in 2020 and 2021. Child care and early learning programs were particularly impacted by the pandemic, with NAEYC working to support them through advocacy and other efforts. Executive leadership changed in 2022 when Allvin left NAEYC and Michelle Kang was named chief executive officer. Under her leadership, a more streamlined membership structure was adopted, and work is underway to update the organization’s strategic direction.

Given that NANE’s first publication focused on early childhood program quality, it is fitting that NAEYC is closing its first century with the release of a revised and streamlined accreditation process to recognize quality programs. The new model offers programs progressive tiers (recognition, accreditation, and accreditation+), which enable more programs to engage in and show their commitment to quality practices and to support continuous improvement.

Remembering and Building on Our Proud Heritage

Acknowledging the history of organizations like NAEYC is essential for enriching the field of early childhood education. By celebrating key figures and significant milestones, NAEYC fosters a robust professional identity among educators and the professionals who support them, strengthening their commitment to the vital work they do. This recognition serves not only to inspire current practitioners through the stories of role models but also motivates them to innovate and persevere in their practices and contribute to the collective identity and mission of NAEYC.

Moreover, reflecting on NAEYC’s history encourages the continuous improvement of educational methods and deepens our understanding of the field’s evolution. By valuing diverse contributions, we promote inclusivity and collaboration among professionals, creating a stronger community dedicated to the welfare of children. Additionally, honoring the pioneers of our field enhances our credibility and strengthens our advocacy efforts for effective policies that support education and child development.

Ultimately, this collective remembrance of our proud heritage empowers educators and fortifies community ties. Throughout NAEYC’s historical progression, the organization’s efforts have consistently moved toward three enduring aims—advancing the preparation and equitable practice of early childhood professionals, cultivating public understanding and advocacy for high-quality early learning, and fortifying a strong, inclusive institutional framework that sustains the field’s growth and integrity.

By recognizing our past, we not only enhance the credibility of our profession but also lay the groundwork for a more informed and effective approach to nurturing future generations. Embracing our history is crucial for shaping a vibrant future in early childhood education, ensuring that we remain dedicated to the growth and development of each and every child.

The Our Proud Heritage Column

By Charlotte Hern, Jerry Aldridge, and Grace Jepkemboi Komol

Sharing History to Inspire

Since Dr. Dorothy Hewes began the History Seminar at NAEYC’s Annual Conference in 1972, many looked forward to participating in the yearly sessions until they were integrated into the general conference program after 2018. Dr. Edna Runnels Ranck, moderator of the History Seminar, Dr. Charlotte Anderson (now Hern), and other early childhood historians worked to showcase the history of the field in a column in Young Children. Their work resulted in the Our Proud Heritage column. Its mission was to share insights from the history of early childhood education to help educators develop teaching goals and objectives today. The first edition appeared in the March 2010 issue. From 2010 to 2016, the column was co-edited by Drs. Ranck and Anderson. Dr. Ranck then served as editor until her untimely death in 2020, at which time Drs. Jerry Aldridge and Grace Jepkemboi Komol became editors.

In an introductory note to the first OPH column, Dr. Ranck noted the importance of understanding the history of early childhood education, including reflecting on the past and considering how views about children’s development have changed or remained the same. She noted that contributors would offer extraordinary examples to guide early childhood educators. By considering the origins of the field, educators can better understand the present and make greater progress for the future. History is a story of struggle and a source of inspiration. For instance, when we read of Dr. John Dewey’s struggle to forge a more progressive education or learn of Rachel and Margaret McMillan’s endeavors to bring kindergarten to London, we read about ourselves because we read about struggle. We also find inspiration and examples of how educators can make a difference in their own communities.

During the past 15 years, Our Proud Heritage has published articles on the history of people, practices, and programs in early childhood education. Broadly interpreted, improving any sector of our world improves life for children. And so, Our Proud Heritage highlights individuals like Fred Rogers, who harnessed television to connect with children, and those who spurred major initiatives or new approaches in early childhood education, such as nature-based education and family-centered services. It also elevates individuals, such as Dr. Susie Weems Wheeler and Betsey Stockton, who may not be as well-known but still had an important impact on the field. Our Proud Heritage pays homage to all who labor and hope for a good place for children.

Drs. Blythe F. Hinitz, Ed Greene, Sue Bredekamp, and Barbara A. Willer have written this edition of Our Proud Heritage in celebration of NAEYC’s 100th anniversary. While holding different roles and responsibilities in the field, they have all made major contributions to the profession and to the professionals within it. They have come together to offer this decade-by-decade look back at NAEYC’s history.

About the Authors

Charlotte Hern, PhD, currently assists at St. David’s Episcopal School of San Antonio, Texas. Charlotte has taught at three universities; led teacher training for the state, public and private schools, and PBS; and presented at national conferences. She has published in historical and educational journals. [e-mail]

Jerry Aldridge, EdD, is professor emeritus at the University of Alabama at Birmingham and co-editor of Our Proud Heritage.

Grace Jepkemboi Komol, PhD, is a professor of early childhood education at the University of Alabama at Birmingham.

About the Authors

Blythe F. Hinitz, EdD, began her early education career as a teacher in the first Head Start Program of 1965, was a team leader in the New York City Public Schools, a reviewer for Young Children, and culminated her more than 40 years at The College of New Jersey as Distinguished Professor of Early Childhood and Elementary Education Emerita.

Ed Greene, PhD, has enjoyed a career that spans over 50 years, working directly with infants, toddlers, preschoolers, adolescents, and families across various sectors, including philanthropy, the children’s media industry, government, and higher education. A dedicated member of NAEYC for over five decades, Ed has served on its Governing Board and has also served on the board of the High/Scope Educational Research Foundation.

Barbara A. Willer, PhD, retired from NAEYC in 2020 after 35 years in various leadership positions. Her final staff role was shepherding the development of the advancing equity and most recent DAP position statements.

Sue Bredekamp, PhD, was director of accreditation and professional development at NAEYC for 18 years where she became well known for her work on developmentally appropriate practice. She also served as director of research at the Council for Professional Recognition, was chair of the board of the High/Scope Educational Research Foundation, and currently writes an early childhood teacher education textbook.

Our Proud Heritage

Our Proud Heritage, coedited by Grace Jepkemboi Komol, PhD, and Jerry Aldridge, EdD, shares insights from the history of early childhood education to help educators develop teaching goals and objectives today. By considering the origins of ideas and programs, early childhood education professionals can better understand the present and make greater progress in the early childhood field. 

References

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