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).
Early Childhood Program Standards
“ 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, wellprepared, and intentional about fostering the joy, development, and learning of every child.
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)
30 Young Children
Spring 2026