NAEYC, CEC, and TESOL Correlation Matrix

NAEYC, CEC, and TESOL Correlation Matrix

Standard Summary*

NAEYC Standard 1. Promoting Child Development and Learning

Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.

1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

2a. Theories of typical and atypical early childhood development
2b. Effect of biological and environmental factors on prenatal, perinatal, and postnatal development
2c. Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children
2d. Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse
2e. Impact of medical conditions on family concerns, resources, and priorities

TESOL Domain 1. Language

Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to support English-language learners’ language and literacy development and content area achievement. Issues of language structure and language acquisition development are interrelated. The divisions of the standards into the following do not prescribe an order:

1.a. Language as a system
1.b. Language acquisition and development

Chapter Number and Topic

1 What Makes a High-Quality Early Childhood Education Professional?
2 Family, Neighborhood, and Community Characteristics
2 Children with Disabilities
4 Setting Up the Environment
4 Daily Schedule
4 Play
4 Interactions

Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.

NAEYC, CEC, and TESOL Correlation Matrix

2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning

NAEYC Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families

Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and with professional colleagues

Candidates understand issues and concepts of assessment and use standards-based procedures with English-language learners.

4.a. Issues of assessment for English-language learners
4.b. Language proficiency assessment

TESOL Domain 4. Assessment

NAEYC Standards 4 and 5. Using Developmentally Effective Approaches to Connect with Children and Families; Using Content Knowledge to Build Meaningful Curriculum

Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child

CEC Standard 7: Instructional Planning

Specialized knowledge or skills in early childhood special education includes the following:

7a. Implement, monitor and evaluate individualized family service plans and individualized education plans
7b. Plan and implement developmentally and individually appropriate curriculum
7c. Design intervention strategies incorporating information from multiple disciplines
7d. Implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction

TESOL Domain 3. Planning, Implementing, and Managing Instruction

Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are skilled in using a variety of classroom organization techniques, program models, and teaching strategies for developing and integrating language skills. They can integrate technology and choose and adapt classroom resources appropriate for their English-language learners.

NAEYC Standard 6. Becoming a Professional

Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession

CEC Standard 9: Professional and Ethical Practice

Specialized knowledge or skills in early childhood special education includes the following:

9a. Know organizations and publications relevant to the field of early childhood special education
9b. Recognize signs of child abuse and neglect in young children and follow reporting procedures
9c. Use family theories and principles to guide professional practice; respect family choices and goals
9d. Apply models of team process in early childhood
9e. Advocate for enhanced professional status and working conditions for early childhood service providers
9f. Participate in activities of professional organizations relevant to the field of early childhood special education
9g. Apply research and effective practices critically in early childhood settings
9h. Develop, implement, and evaluate a professional development plan relevant to one’s work with young children

TESOL Domain 5. Professionalism

Candidates keep current with new instructional techniques, research results, advances in the field, and public policy issues. Candidates demonstrate knowledge of the history of ESL teaching. Candidates use such information to reflect upon and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for English-language learners and their families. Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for students and their families.

Chapter Number and Topic

6 Creative Arts
7 Supporting Children’s Effective and Diverse Cognitive Development
7 Supporting Children’s Effective and Diverse Language Development
9 Supporting Children’s Effective and Diverse Motor and Physical Development

Excerpted from Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities by M. Susan Burns, Ph.D., Richard T. Johnson, Ed.D., & Mona M Assaf, M.Ed.