Since the release of Minimum Essentials for Nursery Educationin 1929 (shortly after the founding of NAEYC’s predecessororganization), this association has connected practice, policy,and research as it has worked toward the goal of improving thequality of early childhood education services for young children.While many of the recommendations have changed considerablyover the years, the primary focus remains the same: NAEYCemphasizes the importance of the relationships between childrenand well-prepared early childhood educators who understandand can effectively support all domains of child development andlearning as they nurture and strengthen connections with thechild’s family and community. We continue to refine the ways inwhich we describe how developmentally appropriate practicescan recognize and support the diversity and complexity of humandevelopment and promote more equitable learning opportunitiesfor each and every young child. Over time, with more researchand evidence based on practice, further refinements will bemade to this statement. What will not change is the overarchinggoal of ensuring that all young children have equitable access todevelopmentally appropriate, high-quality early learning.

flexible framework

Educators make meaningfu

Learning through play is a central component of curriculum

Educators effectively implement a comprehensivecurriculum so that each child attains individualizedgoals across all domains (physical, social,emotional, cognitive, linguistic, and generallearning competencies) and across all subjectareas (language and literacy, including secondlanguage acquisition, mathematics, social studies,science, art, music, physical education, and health

Educators limit the use of digitally-based assessments,especially for young children who (appropriately)should have limited exposure to screen media.

Educators welcome family members in the settingand create multiple opportunities for familyparticipation

Educators themselves demonstrate high levels ofresponsibility and self-regulation in their interactionswith other adults (colleagues, family members) and withchildren.

Educators demonstrate their valuing and respectfor each child in different ways

The use of media can alsoprovide isolated children (for example, children with healthproblems that prevent them from participating in group settingsor those with less well-developed social skills) with opportunitiesto engage effectively with peers

lthough general progressions of developmentand learning can be identified, variations due tocultural contexts, experiences, and individualdifferences must also be considered

Although adults can be play partners

Play

The negative impacts of chronic stressand other adverse experiences can be overcome. High-qualityearly childhood education contributes substantially to children’sresilience and healthy development.

Early childhood educators have the responsibility of getting toknow each child well, understanding each child as an individualand as a family and community member.

(typically White, middle-class, monolingual English-speaking)norm have been viewed as deficits, helping to perpetuatesystems of power and privilege and to maintain structuralinequities.7, 8 Increasingly, theories once assumed to be universalin developmental sciences, such as attachment, are nowrecognized to vary by culture and experienc

norms based on a Western scientific-cultural model.5

community

pecific recommendations