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Preschool Accreditation
by Robert Needlman, M.D., F.A.A.P.
reviewed by Robert Needlman, M.D., F.A.A.P.
Accreditation is a system that encourages excellence in preschool programs. Accreditation is voluntary; preschools choose to become accredited because it is evidence of their quality. The largest accrediting organization for preschool programs is the National Association for the Education of Young Children (NAEYC, rhymes with "Gracie").
Sites that are not NAEYC accredited may still be high quality, but it is harder for parents to be sure. Nationally, more than 7,700 preschools and other early-childhood programs, including daycare centers, have been accredited, so it is likely that there are several near you. Some programs that are in the process of becoming accredited may not be listed on the NAEYC website yet; you can ask the program director of the preschool you're considering if they are accredited, or perhaps are in the process of becoming so.
Accreditation has three steps: - Programs do a self-assessment, and go through a process of self-improvement.
- When they feel that they are ready, they request an outside assessment by a professional trained by NAEYC, called a validator. The validator visits the school, interviews the director and teachers, makes observations, and then recommends accreditation or further improvements.
- A panel from NAEYC approves the accreditation.
The criteria for NAEYC accreditation literally fill a book. The following list summarizes the most important ones:
- Teachers and administrators have professional training and credentials. Teachers have at least associate's degrees or, preferably, B.A. degrees in teaching or child development.
- Teachers relate well with children, respecting cultural and ethnic differences and paying attention to each individual child. They encourage children to talk and explain their ideas. Teachers set limits using positive discipline, without physical punishment, scaring, or humiliation.
- Class sizes consist of approximately 14 children for three-year-olds and 20 for four-year-olds, with at least two teachers per class. (It is acceptable for exemplary schools to have larger group sizes with excellent ratios and highly qualified staff.)
- The curriculum is carefully thought out, so that there is a well-rounded selection of activities that strengthen all areas of development-physical, creative, social, and intellectual. Learning is primarily active, rather than passive. The curriculum is also flexible, in response to the needs of the children in the class.
- Teachers are well supported. Time is set aside for daily planning and ongoing program evaluation. Teachers participate in ongoing professional development.
- Parents are welcome to visit the classroom at any time, and are encouraged to participate in many activities, to ask questions, and to contribute their insights into the strengths and needs of their own children. Teachers communicate regularly with parents through newsletters, notes, phone calls, and conferences. When problems arise, teachers and parents work together to solve them.
- Teachers evaluate each child's progress on an ongoing basis, through observations of their behavior and their artwork and other products. They help each child to develop fully.
- The physical space, both inside and out, meets standards for developmental appropriateness and safety. There are areas for active and quiet play. There is a set minimum of space per child.
- Health and safety standards assure cleanliness and reasonable protection against infectious diseases, especially food-borne illnesses.
To learn more about NAEYC and the process of accreditation, and to search the computerized listing of accredited programs, visit the NAEYC.
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Created February 20, 2001
Reviewed August 26, 2004
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