TCC’s Child Development Program is seeking accreditation by the National Association for the Education of Young Children (NAEYC).
NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources.
Learn more about NAEYC below
The Child Development program at TCC embraces each of the NAEYC Core Values as they relate to children, families, and community. As important, the core values describe how faculty expect students to relate to and treat one other. The impact of the values listed here shapes the student’s professional identities and conduct, especially as advocates for children and families within the community.
- Appreciate childhood as a unique and valuable stage of the human life cycle
- Base our work on knowledge of how children develop and learn
- Appreciate and support the bond between the child and family
- Recognize that children are best understood and supported in the context of family, culture, community, and society
- Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
- Respect diversity in children, families, and colleagues
- Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect
The CHD program at TCC has incorporated the NAEYC Supportive Skills that support our students’ ability to gain competence in relation to the core standards. With these skills, students are better able to make use of learning opportunities provided by the program and progress in a career as an early childhood professional.
Skill 1: Self-assessment and self-advocacy
Indicators of Strength:
1. Students assess their own goals, strengths, and needs.
2. Students know how to advocate for their own professional needs.
Skill 2: Mastering and applying foundational concepts from general education
Indicators of strength:
1. Students understand foundational concepts from areas such as science, mathematics, literature, and the behavioral and social sciences.
2. Students can apply these concepts in their work as early childhood professionals.
Skill 3: Written and verbal skills
Indicators of Strength:
1. Students have effective skills in written and verbal communication.
2. Students are technologically literate.
Skill 4: Making connections between prior knowledge/experience and new learning
Indicators of Strength:
1. Students respect and draw upon their past or current work experience.
2. Students are able to reflect critically upon their experience.
Skill 5: Identifying and using professional resources
Indicators of Strength:
1. Students know how to identify and use credible professional resources from multiple sources.
2. Students use these resources to better serve children and families with a wide range of cultures, languages, needs, and abilities.
The Child Development program embeds these standards throughout the curriculum. Competencies in the ability to meet the standards are assessed and documented. CHD students are encouraged, throughout their program, to maintain a portfolio and gather artifacts attesting to their competencies as early childhood professionals.
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:
Standard 2: Building Family and Community Relationships
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.
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 learning
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 and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and with professional colleagues
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
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.
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and content disciplines in the early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child.
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.
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
How does TCC’s Childhood Development Program embrace these standards? Click here