The Impact of Quality - NAEYC

The Impact of Quality Stories from Programs and Families Celebrating 25 Years of

NAEYC Accreditation of Programs for Young Children 1985-2010

Celebrating 25 Years of NAEYC Accreditation of Programs for Young Children The NAEYC vision is clear: every child should

have access to safe and high-quality early childhood education. This vision comes alive each day through people like you who work on behalf of young children. You make a difference by choosing NAEYC Accreditation of Programs for Young Children. As a parent, you know that early years are learning years™. As an educator, you know that what you do and the quality of the environment in which you work has a huge impact on each child in reaching his or her potential. NAEYC invited you to share stories about the influence high-quality education has had on you, your children, or your students — and share you did. We have already received more than 80 stories. Thank you all very much for sharing these wonderful stories in your own words. We are pleased to feature a selection of your stories in this booklet. We hope they will inspire you and your program as you strive for high-quality early childhood education.

Stories from Stories from Programs

Programs

“Accredited 25 years… part of first group awarded accreditation!

It was December, 1985 and I was a young teacher when I was first introduced to NAEYC’s new accreditation project. Our director passed around and we completed booklets filled with questions about our policies and practices. We did classroom observations and made some improvements to our environment. When we found that we had answered “fully met” to all but just a few of the criteria, the program description was submitted and we figured

“It was then I understood the enormous impact NAEYC’s Accreditation process has made on my program and the quality of the experiences offered to our children and their families!” we would see a validator in the new year. We were shocked when only a few days later we learned that two validators were coming in two days! We were crazy with nerves, excitement and fear of the unknown. Exactly what had we gotten ourselves into? The visit went smoothly, the exit interview was positive and we were told we’d be notified when a decision had been reached. That February, I became the director and even with the demands of my new responsibilities I often found myself wondering when we’d hear about accreditation! Finally in April, a letter arrived stating that Rutgers-Livingston Day Care Center was part of the very first group of early childhood programs to achieve NAEYC Accreditation in the nation! We were excited, proud and relieved! Since then, R-LDCC has maintained accreditation, strengthening and improving our service to children and families with each and every subsequent self study. Even though we are making plans to celebrate our 25th anniversary as an NAEYC-Accredited program, it was only a few weeks ago that I realized the extent accreditation has influenced our policies and procedures. It was at a meeting of program directors charged with looking at health and safety practices and making recommendations for changes to New Jersey’s state licensing requirements. I was not surprised to find that our day to day practices were closely aligned with those identified as best practices. But I was astounded to hear directors arguing for lower quality! It was then I understood the enormous impact NAEYC’s Accreditation process has made on my program and the quality of the experiences offered to our children and their families!” – Cheryl Devine, Rutgers-Livingston Day Care Center, Piscataway, New Jersey

The Impact of Quality: Stories from Programs and Families

Stories from

Programs

“We are PROUD to receive our NAEYC Accreditation. Our center had lost

our accreditation because it lapsed. Although the teachers were disappointed, it didn’t stop them from pushing through this challenge, working hard, building strong relationships with other teachers in the center. Some of our newer teachers had never been through this process, so it was reality check for most of them.

It was challenging at times to concentrate on preparing for NAEYC during operating hours, so we thought outside of the box; and requested help from parents, nearby centers, and education consulting agency. We had NAEYC work saturdays once a month to organize classroom portfolios, reorganize equipment, and relabel toys/shelving units. It was great way for the teachers and parents to partner. We always discuss HIGH-QUALITY with parents, and they were able to see on their own the process we go through to get the accreditation. We send weekly email facts to parents, so they could become familiar with the standards and the “WHY” behind it. To ease staffs’ nerves, we had other directors from other centers conduct mock observations in the classroom so they’d be used to someone taking notes as they were interacting with the children. The directors gave them such great feedback; everyone was at ease. When we got our call, everyone was excited because it was FINALLY about to happen. Our assessor was coming to our center for 2 days. After she left, we spoke with the teachers on how they felt the visit went; everyone was felt it was better than they expected. Two months after our visit, an email came through and the only thing we saw was CONGRATULATIONS!!!! All of the teachers and parents were overwhelmed with joy and excitement, the journey has finally paid off. We shared the news with EVERYONE!!!! To celebrate our great accomplishment, one of our parents volunteered to cater dinner for us.” – Jacklyn Minimah, Bright Horizons Family Solutions at Turner Second Generation, Atlanta, Georgia

“We already knew that!” Upon receiving the

letter that announced our reaccreditation, I immediately began making large banner-like signs to display in our three departments to notify our families and others about the great news! While painting one of the signs, Chris, one of our five-year-old children, came into the area and asked me what my sign said. I replied, “It says, ‘Congratulations, the Child Study Center has been reaccredited!” Chris asked, “What does ‘reaccredited’ mean?” “It means some friends came to our center to visit and decided that the Child Study Center is a N-E-E-A-A-T-T place for kids to be.” Satisfied with the answer to his questions, he continued getting ready for lunch time. About that same time some of his classmates came into the area and another child Brock said, “Ms. Beverly, what does your sign say?” Again, I read what the sign said to Brock. Then I said, “Chris, tell Brock what ‘reaccredited’ means.” Just as I had explained it to him, Chris told Brock, “It means that some friends came to visit and decided the Child Study Center is a N-E-E-A-A-T-T place for kids to be.” And as nonchalant and unsolicited as it could be, Brock replied, “Well, we already know that!” Another teacher in our program had been in her classroom the whole time and had overheard this conversation. At Brock’s response, I heard her giggle! Our entire staff works so very hard to indeed make our program “neat” places for kids. How very satisfying and fulfilling for us to hear that the children we serve each and every day feel the same way!”

– Beverly C. Wiginton, East Tennessee State University Child Study Center, Johnson City, Tennessee


Stories from

Programs

“The Mailman Segal Institute was delighted

to receive accreditation on July 31, 2008 by NAEYC. Achieving this ‘mark of quality’ was all the more enjoyable because the Baudhuin Preschool was included in the accreditation process alongside the Family Center Preschool and Infant & Toddler Program. The Baudhuin Preschool offers early education services for 157 children aged three- to five-years-old with an educational eligibility for autism. While it was a pleasure to have the NAEYC Accreditation Team conduct observations in our classrooms, it was not taken for granted that accommodation would be made given that this program is designed to meet the unique needs of the learner with autism. In fact, there was great concern that developmentally appropriate practice as encapsulated in the NAEYC Early Childhood Program Standards and Accreditation Criteria may not always equate with developmentally appropriate practice for children with autism spectrum disorders; although many aspects of the program did fit beautifully and seamlessly into the NAEYC standards.

“The Early Childhood Education Center went through their NAEYC

reaccreditation process the first year that a new center was built for our programs in Park Hill. We have Head Start, Title I Preschool, Early Childhood Special Education and a Tuition Preschool serving over 600 families total. The NAEYC reaccreditation Process brought our center to a higher level in regards to the instruction, the relationships with families, and the community. My teachers and parents reported that through the NAEYC Accreditation process, our program went from the image of a daycare to a true preschool and learning program. It has also led us to further meeting the needs of our community members through increasing our tuition preschool enrollment and building capacity by adding classrooms.

The NAEYC Program Standards has led to furthering the increased qualifications of new staff in that the new criteria was the driving force behind increasing teachers and associate teachers pay through a new matrix system for salaries. Teachers with bachelor’s degrees and associates degrees that meet the NAEYC criteria now have a higher pay rate upon

“Our NAEYC Reaccreditation process was filled with learning and the focus on our strengths and opportunities for improvement.” While the journey towards accreditation was sometimes arduous and challenging, it was always positive. We learned a lot. As we navigated the process, we purposefully questioned why we design our classrooms the way we do, why we structure the curriculum the way we do, and why we teach the way we do. We recognized that a quality early childhood program for children with autism may not differ from a more typical setting in some aspects, but may differ considerably in other aspects because children with autism, like all children, learn through a variety of experiences and in a variety of ways. We recognized that there is no one-size-fits-all approach to teaching children with autism. The Baudhuin Preschool provides children with diverse learning opportunities based on their individual needs and abilities.”

entry to the district than teachers with a CDA. This provides an incentive for current staff because as they complete their formal education, they are eligible for an increase in pay and it motivates them to go back to school. Our NAEYC reaccreditation process was filled with learning and the focus on our strengths and opportunities for improvement. We are so thankful to have had such an amazing experience and look forward to continuing to improve over the next 4 years until our next site visit. When we mention “NAEYC” in our district to our community members, staff members, or to the Board of Education, they know that means quality in early childhood education.” – Angela Currey, Park Hill Early Childhood Education Center, Kansas City, Missouri

– Lorraine Breffni, Mailman Segal Institute for Early Childhood Studies, Fort Lauderdale, Florida


Stories from

Programs

“Our center most recently achieved reaccreditation about 18 months ago.

Going through the process this time around definitely had a different feel than our last two rounds, particularly in the self study process. Working through the process of establishing our program portfolio regarding community outreach was motivating. As we collected evidence, we could clearly see the cumulative efforts of center wide projects and individual strides coming to fruition. Looking back at snapshots of our Alex’s lemonade stand, reviewing the flyers and brochures we share with families to help them locate services for their children, and thinking about all the ways our individual teachers support nonprofit organizations has helped us to see that each little step counts.

“I cannot imagine our daily life at the center without this component, and for that I am grateful to NAEYC.” A list of projects and community outreach efforts surfaced as we reflected on recent months: a Halloween costume drive for underprivileged children, a prom dress drive for teens living at a residential school, food drives for a local pantry, and clothing drives for victims of the Haiti earthquake or for teens in low income situations to help them get ready to go back to school, to name a few. I think what has been even more inspiring has been sharing outreach experiences with the children in our program. Over the past few years, we have gradually involved our children in more and more projects. Two annual projects come easily to mind. Our traditional spring Alex’s Lemonade Stand is planned, advertised, and run by our kindergarten class. In addition, every December, our center hosts a giving tree, decorated with tags from local shelters. These tags contain some necessities like pjs, and some wishes for toys, from children who are not able to be with their family, or perhaps their family is living in a shelter. Our kindergartners work on raising funds by doing chores, then research gift ideas, and finally go shopping to purchase the gifts. Special notes handwritten by

the children accompany the gifts upon delivery to the shelters. Through these two projects, our faculty is able to delicately expose the children to two aspects of diversity among people that may often be overlooked. The children gain sensitivity toward others, and an appreciation of their own physical health, emotional well being, and stable, secure home life. NAEYC encourages us to participate in community outreach efforts, and to involve children when possible. After witnessing first-hand the far reaching benefits for both the recipients and the participants, I cannot imagine our daily life at the center without this component, and for that I am grateful to NAEYC.” – Carol Yaroch, West Point Child Learning Center, Lansdale, Pennsylvania


Stories from

Programs

“Breaking stereotypes about families

who are homeless or low income is a challenge. As a nonprofit, Wesley is grateful for every contribution that comes in, whether it is in the form of money or a donation of classroom supplies. However, over the 61 years of our existence, we occasionally received donations that are unsuitable for the classroom — torn children’s books with pages missing, puzzles with pieces missing, used and stained children’s clothes, empty paint and glue bottles, and more. It was obvious that some people felt the children we serve were only worthy of their own children’s leftovers. We wondered why… was it because some of the children we serve live in shelters, rely on Wesley for meals and a safe place to nap, or because some of their parents lack education or struggle to find work? The old adage comes to play “beggars can’t be choosers.”

Gaining NAEYC Accreditation would help break this mentality because it is the ultimate display of quality. Since we were already operating a quality center that was a “Center of Distinction” through Bright From The Start: Georgia Early Learning and Care, we knew we had what it takes to achieve this prestigious mark of quality. We decided to use the process of NAEYC Accreditation as a catalyst for change about the perception of who we serve. We encouraged people from all walks of life to come together and join us in our process to become NAEYC-Accredited. The process became an opportunity to link those we serve with those who support us. During the self study phase we engaged everyone from the children, our volunteers, donors, parents, clients from other services we provide, and our neighbors. When our letter of acceptance arrived in 2007, you could practically hear the community cheer. Not only did we get accredited but we successfully accomplished accreditation under NAEYC’s new more rigorous standards.

This sense of unity remains. During a recent unannounced visit from NAEYC staff our parents were so excited. They were smiling to each other and whispering, “NAEYC is here.” We have noticed an increase in the quality of donations coming in and a decrease in donations that are unsuitable. To Wesley, NAEYC is more than recognition; it is a bridge that fills the gap between those we serve and those who provide support. All children deserve quality care and now more people know it!” – Sarah Norris, Wesley Community Centers of Savannah, Inc., Savannah, Georgia

“We went through the accreditation process for the first time five years ago.

At the time, I had just been chosen as the Director for the center after being a preschool teacher. It was overwhelming to get into that role and then also feel responsible for leading a program into accreditation. But — with the awesome team I work with, it was done. Here we are five years later and just gone through our second accreditation process. We are the only accredited facility in the area, and parents realize that. Parents are “sold” as soon as they walk in. The facility has a different feel than other places — it’s extremely organized and inviting. Also, the staff work here because they care about providing the best to children. We hold our self to a higher standard because that is what children and families deserve. Being accredited through NAEYC helps us achieve just that.”

– Megan Booker, Child, Youth and School Services, White Hall, Arkansas

“We decided to use the process of NAEYC Accreditation as a catalyst for change about the perception of who we serve.”


Stories from

Programs

“In short, we can’t imagine ourselves not NAEYC-Accredited!” “We sought NAEYC Accreditation

“Our program has been accredited

since 1993. I joined this organization in 1998 as they were going through the reaccreditation process. It was new to me and I thought that the whole process and every bit of criteria were extreme. As we completed the process and achieved our reaccreditation, and I began to really understand the concepts, I quickly understood how this process really sets you apart from the rest. I have been a director since 2000, and have gone through the process twice as an administrator, and I think it has been so beneficial, because there is nothing you can avoid overlooking in this process. Our program always runs at full capacity, we have hundreds of families on our waiting list, and what we hear over and over is that no matter where they go, even to new facilities, that the quality of care, and the focus on curriculum implementation, and the training of the staff is so evident here at our facility that they are willing to wait and or transfer when an opening comes up. We do very limited marketing, yet we have about 95% tour to enrollment conversion. We operate at full enrollment all year long, and I am confident that without NAEYC and our focus on quality, we would not be so successful. My staff and I understand that everyday is a new opportunity to provide children with a safe, nurturing, fun and exciting learning experience, and we pride ourselves in providing a program that promotes excellence in everything we do, because children are worth it!”

– Roxanne Munoz, Discovery Time, Alhambra, California

to prove to the world that we were the high-quality program we knew we were. We first earned accreditation in 1989 and have been continuously accredited ever since. As director, I had been a bit skeptical about the value of accreditation. My position had been, “We’re doing all the right things; why do we need to jump through hoops to prove it?” But after a couple years, I saw that accreditation would become the standard and folks would be saying, “If you’re high-quality, why aren’t you accredited?” The initial process involved bringing many of our teachers up to speed on national standards; the collaboration and hard work were part of a worthwhile process. Many of the people who seek admission in our program know about NAEYC Accreditation, particularly those moving from elsewhere. Teachers routinely state to their colleagues, peers, and prospective and current families that we are accredited. This self-identity is a source of pride in their professionalism and makes them more dedicated teachers.

NAEYC Accreditation has served as an anchor in a changing sea of local educational standards and tide of parental pressure to provide for children what the parents learn from the media to be the newest goal for kindergarten preparedness. We are able to say “this is what a quality program is — your child will be ready.” Children have benefited particularly from the staff ’s knowledge of health and safety standards that are part of accreditation criteria. Re-invented accreditation meant a whole new rethinking of parts of our program that perhaps we had become complacent about. It was a difficult process especially since we were in the first round — now there is a lot more support and structure from the Academy and the Program Support department to go through this process. Though we care for children whose tuition is subsidized by the city and have access to the Quality Rating Systems, we find that NAEYC Accreditation is a more useful tool for improving outcomes for children. In short, we can’t imagine ourselves not NAEYC-Accredited!” – James W. Clay, School for Friends, Washington, DC This program also was selected as an NAEYC Engaging Diverse Families program this year.


Stories from

Programs

“Wesley Nursery School was organized by a

group of church women who created a preschool because they saw the need in our community in 1950. We celebrated 60 years of continuous programming in May, 2010. The school has always been a wonderful, loving place for children to grow, but the school was functioning without accountability. Then the work on achieving NAEYC Accreditation began! First there were weekly communication with parents by classroom teachers and Director. I began attending meetings encouraging centers to work toward NAEYC Accreditation. Our work began in earnest: staff handbooks, parent handbooks, Program Administration Scale, Early Childhood Environment Rating Scale, Quality Counts grants through the local YWCA Child Care Resource and Referral Program to improve our facility, parent questionnaires, staff training, and playground development. Finally we were ready for NAEYC. We were accredited by NAEYC on May 31, 2006.

We are now preparing for reaccreditation this coming spring, 2011. It has been a great journey. It has been a learning experience for everyone involved: our teachers; our board members; our parents; but above all else, our children have benefited. The following is from one of our teachers, Linda Sundlof: “Wesley Nursery School has always been a fine program with a good staff. I had been a part of the staff for 20 years in 2002. My teaching had become stiff, boring, and void of enthusiasm. Going through NAEYC Accreditation gave me and the rest of our staff a new, refreshing method of working our program for our children. We are now a stellar program and staff.” NAEYC Accreditation is worth the extra work, cost, and training.” – Carole Ruby, Wesley Methodist Church Nursery School, Aurora, Illinois

“Annandale Cooperative Preschool

is an outstanding, award-winning cooperative preschool, and the heart of our program is the NAEYC Accreditation. We have been accredited since 1987… that is 23 years! Annandale Cooperative Preschool’s mission is to educate children based on the philosophy of learning through play while meeting their emotional, social, physical, and intellectual needs. Annandale Co-op was created over 60 years ago by concerned parents who wanted to participate in their children’s education on a fundamental level. Parents assist teachers in the classroom and manage the preschool. Our school has earned the distinction of being the only cooperative preschool in Northern Virginia to receive NAEYC Accreditation since new, stricter standards were implemented in September 2006.

These factors make our school exceptional: • Quality: All of our teachers have college degrees, and half of the teachers have advanced degrees. Instruction in science, movement, and music is offered in addition to the regular class. Our NAEYC Accreditation confirms the quality of our program. • Community: Because parents take on the role of managing the school and assisting the teacher in the classroom, their involvement and presence at the school is notable. In addition, we strive to strengthen and empower our diverse community across all age and cultural perspectives through parent educational opportunities, social activities, and meal assistance for families with new babies or illnesses. Our NAEYC Accreditation helps prospective parents be assured that we meet high standards for early childhood care and education. Several parents have noted to our staff that when they searched for a preschool, their criteria included “NAEYC Accreditation” and “a cooperative preschool.” This mix is rare in our area, and helps to set our school apart.” – Anne Foster, Annandale Cooperative Preschool, Annandale, Virginia

“Our NAEYC Accreditation helps prospective parents be assured that we meet high standards for early childhood care and education.” The Impact of Quality: Stories from Programs and Families

Stories from

Programs

discussions, games and food so staff would be encouraged and motivated. We paired classroom staff to assist each other and build unity. This lowered anxiety because no one felt they needed to handle “the whole project” alone. Our education management team spent many hours assisting staff and maintaining a supportive environment. Preparing for our accreditation launched a complete enhancement of our program, and gave us the tools and vocabulary to both measure and talk about our outcomes. NAEYC Accreditation was the motivating factor that got the ball rolling. Because each and every staff member participated in the work, the staff truly “owned” the successes that we achieved. They feel great pride

“Our staff continues to be inspired by the accomplishment of our accreditation, and they encourage each other to continue to grow as a high-quality program…” “The CRT Locust Early Care and Education in Hartford, CT, with 24 classrooms in one

building and about 58 teaching staff under one roof, set forth to become one of the honored programs to seek accreditation. The Agency’s Executive Director calls NAEYC the “gold standard” for early childhood programs. Aside from funding considerations, we were most interested because it is a badge of excellence. We first earned NAEYC Accreditation in 2004, and we began preparation for reaccreditation under the new, more rigorous standards in 2007. Staff were unfamiliar with the new requirements, and none had ever completed a portfolio of this magnitude. Yet our multi-faceted work toward accreditation has been a catalyst for systemic improvement in all aspects of the Locust Street program. The CRT Training Manager and Quality Assurance Program Manager joined with key education staff to assess the needs and design staff training on the standards.

For our program, this was too large a project to undertake during the work day. So we began with an all-day Saturday retreat that included training and team building with

to work at Locust, and the team spirit that we developed has continued throughout the following years. After accreditation, we have moved on to applying for other recognition from NAEYC, and this year we were identified as an Engaging Diverse Families exemplary program. Parent involvement and children enrollment has improved tremendously. Many nearby colleges are now referring intern volunteers to our center because of our high-quality seal of NAEYC Accreditation and reputation for excellence. The morale of the parents and teachers has changed. Our staff continues to be inspired by the accomplishment of our accreditation, and they encourage each other to continue to grow as a high-quality program. All our staff are now NAEYC members. They have a better understanding of the NAEYC standards and strive to improve their quality of work with children daily.” – Elizabeth Mosquera, CRT Locust Early Care & Education Program, Hartford, Conneticut


Stories from

Programs

“We won the “Dynamic Staff Award”

a few years ago, through our local child care council, for our staff preparing for, maintaining, and constantly making changes to adhere to NAEYC Accreditation criteria. In the beginning, we all thought that being accredited was a great opportunity to meet quality standards and were very motivated. Our director at the time and our entire staff were soon more than a bit discouraged when they were informed of all the work that went into the process. Being the professionals we are, we went to work fixing, rearranging, and trying to forget some of the old teaching ways to make room for the new; which as most teachers know, is not easy. After our first site visit we were all excited but somewhat nervous on the outcome. Everyone worked so hard to accomplish a tremendous amount of change that we were required to do. At the end of that process we did not, to our disappointment, meet all the criteria. There were still changes to be made and we did not have the motivation we had in the beginning.

But once again we did whatever we had to do to make it happen. And happen it did. In early 2006 we became NAEYCAccredited. What a wonderful day that was when we received the news. Our entire staff deserved the acknowledgement of a job well done and job that has and will continue for our program’s lifetime. We all strive to offer a quality program to the community we serve and because of this team we have accomplished just that. This accreditation is very important to our families because it represents a high-standard of care offered in the community. We are now embarking on an important journey through the reaccreditation process and are committed to providing high-quality services to the children and families we serve.”

“Our childcare centers were in operation for almost 30 years, when we decided to attempt

the NAEYC process for accreditation. We always knew that the best possible, nurturing, loving care in an educationally, enriching environment is of outmost importance to the wellbeing of a child, but we were curious how much more we could grow with the help of the self-study process. We still remember the boxes arriving at our centers and some of the apprehension the staff felt then. Fifteen years and multiple accreditations, reaccreditations under the new system and annual reports later, we feel stronger, better, more educated, more knowledgeable and no longer apprehensive. We feel that with the help of NAEYC our programs quality has improved, our teachers feel more effective in how they make a difference in the children’s day and our families are glad to be part of our NAEYC-Accredited centers. NAEYC not only helped us grow in the early childcare field, but also to stretch our wings and fly toward new ideas and ideals. We are proud to have our centers NAEYC-Accredited and congratulate the NAEYC Academy on its 25th anniversary.”

– Janey Brandt, Rosemary Krause, Ingrid Peterson, Wauwatosa Day Care and Learning Center, Wauwatosa, Wisconsin

– Robin C. Tavano, Nature’s Nursery School, Brewster, New York

“We are proud to have our centers NAEYC-Accredited and congratulate the NAEYC Academy on its 25th anniversary.” The Impact of Quality: Stories from Programs and Families

Stories from

Programs

“The YWCA of Minneapolis Downtown Children’s Center was part

of the first group of programs nation-wide to receive NAEYC Accreditation in 1986. It has always been our goal to provide the highest quality early childhood education to the children and families in our program — because we know they wouldn’t be able to access this care anywhere else. Every year the YWCA of Minneapolis supports low-income children and their families by raising more than $1.3 million to help provide an education that prepares children to start school on track and learning, and that provides stability and resources for families.

The Downtown Center was one of the first to become reaccredited under new NAEYC standards in 2007, and earlier this summer, the teachers, families and children at the center were honored to be chosen by NAEYC as one of the top ten in the country for our work Engaging Diverse Families. I have spent the past 16 years at the YWCA Downtown Children’s Center — first as the lead teacher in the prekindergarten classroom, then as Center Manager and now, as Vice President I oversee all three YWCA Centers that serve more than 420 children and their families every year. We are the largest nonprofit provider of NAEYC-Accredited early childhood education in Minneapolis, and we are proud to tell everyone we know. It’s not just the classroom portfolios or the

program portfolio, or the annual reports and accreditation site visits that validate the good work that our teachers do in the classroom every day. It’s the smiles on the faces of children and the feedback we get from their parents that make it all worth while. “At the YWCA, my daughter got access to music lessons, swimming lessons and orchestra concerts’ she went to the Farmer’s market every week during the summer, and had computer lab. I am proud to say that my daughter, with the help of the YWCA, is now in 2nd grade and reading at a 4th grade level,” says Cassandra, parent of two children who attended the YWCA Downtown Children’s Center. Our kids outperform their peers across the state of Minnesota, and we know that it’s because of the excellent teachers, exposure to literacy and arts and math, food, and physical activities they can access at our center. But it’s not just at our center, there are lots of great, high-quality programs out there in our community and yours. However, national accreditation sets us apart and ensures that programs are nurturing the development of the whole child.” – Deby Ziesmer, YWCA of Minneapolis Downtown Children’s Center, Minneapolis, Minnesota


Stories from

Programs

“This achievement has reminded us of why we entered the field to begin with…” “Located in a diverse and under-served area of Seattle, El Centro de la Raza–José Martí Child

Development Center originally sought accreditation as part of their ongoing effort to combat the disparity for children in Latino and other low-income families and provide high-quality, accessible, and affordable child care to normally marginalized populations, specifically members of the Latino and other low-income communities.

Receiving national accreditation from NAEYC in 2003 brought recognition to our program and created greater opportunities from different funding sources. Higher education degrees and continuing professional development are vital components in raising the overall quality of care and education of our young children, and by utilizing funding from local programs, staff at José Martí CDC have been diligently preparing in this area for years. Eight teachers have already completed A.A. degrees in early childhood education, with a bilingual/bicultural specialization to better meet the needs of the community, and 6 more are in progress of their A.A. degree. Of these, three are beginning the process to complete their B.A.s, while two teachers already have! All of these factors result in our ultimate goal to provide highquality education to a population that needs it most. Being able to provide increasingly better instruction, the staff at JMCDC prepares the children for kindergarten using a Spanish/English dual language model and the Creative Curriculum, along with developmentally-appropriate and culturally-competent activities. The teachers’ increasing expertise, as well as the high-quality standards set by NAEYC, helps the children excel, and the bilingual and multicultural practices significantly help build pride in one’s native culture, as well as respect and appreciation for others. In the most recent 2009-2010 school year, 100% of children made significant progress in age-appropriate developmental milestones, and all preschool students graduated on par and well-prepared for kindergarten, ready for a lifetime of success.”

“The Children’s Center at Cal State University, San Bernardino has always sought excellence

in its services. Nearly three years ago, we began the process of the ultimate early childhood program achievement: NAEYC Accreditation. Not only was the process valuable to the improvement of services but, in our case, an important funding source was contingent upon achieving accreditation. Once we began, however, the staff recognized the value of the process and came together in a way that was a challenge in the past. Reviewing our methods, and raising the standards and expectations of our staff were initially difficult, but with each step in the self study we found not only ways to improve, but also assets in our program of which we could be proud.

The process is both one of the most grueling and exhilarating endeavors our center has ever been through. This achievement has reminded us of why we entered the field to begin with, and to what lengths we are willing to provide services to our families. We are grateful to our families for participating in the process with us, and to NAEYC for raising the standards and awareness of our work across the nation.” – JoAnn Moore, California State University San Bernardino Children’s Center, San Bernardino, California

– Hilda Magaña, El Centro de la Raza–José Martí Child Development Center, Seattle, Washington


Stories from

Programs

1992: “Yes! We did it! EduKids is accredited by NAEYC!” September 2010: “ Yes! We did it! EduKids is accredited by NAEYC!”

centers. We have promoted NAEYC Accreditation on the local, state and national level and we have seen the steady progress of NAEYC’s response to accreditation challenges. We have seen the addition of academy employed assessors, scholarships, tutorials, focused resource/journal information and hurray for the www.rightchoiceforkids.org website and TORCH.

“Between 1992 and 2010, ten of our EduKids Early Childcare Centers have been accredited by NAEYC! Established in 1989, our flagship center in Orchard Park was our first NAEYC-Accredited center, accredited in 1992. 18 years later, EduKids has grown from one center to 12 early childcare centers operating under the NAEYC Accreditation standards for high-quality early education. Our centers have been

Without question things have changed over NAEYC Accreditation’s 25-year history. Being a part of NAEYC Accreditation for over 18 years has been a parade of poodle perms, the “Rachel” haircut and now “whatever” hair. Who would have thought body art would be a norm? We have been through a work look of never having a shirt un-tucked to not being caught dead with a belt, home phones to cell phones,

“NAEYC provides a national and worldwide voice to help early childcare providers be the very best in early care and education for young children and their families.” continually accredited and re-accredited with the most recent center notified of success on September 22, 2010! Today, EduKids is proud to have ten of our early childhood centers NAEYC-Accredited, one center is in step three-candidacy and the last of our 12 centers just opened two weeks ago. We look forward to starting the process with our newest center next year! To be a part of NAEYC Accreditation for 18 of the Academy’s 25-year accreditation history has really been something! We have been totally engulfed by the early, middle and recent processes of data collection — who can forget the orange observation booklets now replaced by the evidence driven portfolios? We have begged, cajoled and pleaded with literally hundreds (no thousands) of families and staff members to complete NAEYC questionnaires. We have welcomed dedicated and professional validators, now assessors, into our

records to iPods and paper resources to Kindletm. Through all of these changes, the goal of a dedicated, diverse and qualified workforce has been the same, NAEYC Accreditation. Without question there has been one constant through NAEYC Accreditation’s 25-year history. NAEYC provides a national and worldwide voice to help early childcare providers be the very best in early care and education for young children and their families. Through standards, resources, current research applications and advocacy, NAEYC Accreditation is the national standard of excellence. That is why EduKids is proud to be part of this amazing history. Happy 25th Anniversary NAEYC Accreditation! Keep up the great work!” – Kate Dust, EduKids Early Childhood Centers, Buffalo, New York

The The Impact of Quality: Stories from Programs and Families TheImpact Impactof ofQuality: Quality:Stories Storiesfrom fromPrograms Programsand andFamilies Families

Stories from Stories from Families

Families

“Both of our children have now been through the St. Anne NAEYC-Accredited program and words can’t describe the emotions we feel about the success we had here.”

“Upon the recommendation of my sister-in-law, we enrolled our child in the St. Anne

Early Childhood program. She declared that the preschool was a nurturing environment that could help our son through teachers who understood children and were loving, compassionate, patient and dedicated. She said their focus was on the whole child. Ensuring kids were not just educated but also loving, compassionate individuals who cared about society and people around the world.

Our first year started out difficult but we could see the results by end of that first year. Our son would crawl under a table when he arrived and would not sit with the other kids at story time. He had a hard time communicating and thus had difficulties making friends. With the patience and guidance from the director of the school, she worked with his teacher, the counselors and us to find ways to ease his stress in a school environment. They never gave up on him but just kept showing him love and helped him build trust in other adults. He survived preschool and when asked if he wanted to go to prekindergarten here he said with a smile, “yes, mommy, yes!”

His pre-kindergarten experience was amazing. He was slowly breaking out of being a shy, timid boy to a curious little rascal. His speech was improving and with the help of his loving teacher he made friends and integrated into daily activities. He was slowly gaining confidence and was becoming more assertive. While developing emotionally and spiritually he was also developing mentally. He was becoming a very intelligent and confident little boy who was proud to sing his ABC’s, tell everyone about the shapes and colors he knew, and also say a prayer at dinnertime. Both of our children have now been through the St. Anne NAEYC-Accredited program and words can’t describe the emotions we feel about the success we had here. Both of my children are confident, smart, caring and loving children because of what the St. Anne Early Childhood department taught them. They love walking through the halls where they are still embraced and loved by their teachers, administrators and other staff members. We love our school, and highly recommend them to families looking for an environment where teachers love our children, the whole child really matters and parents are involved.” – Laura Burnes, St. Anne School—Early Childhood Development, Laguna Niguel, California


Stories from

Families

“As a stay at home mother by choice,

in a small community, there isn’t much to offer in the way of preschools or activities for smaller children. When I found out about Griswold Elementary preschool program for threeand four-year-olds, I was thrilled. My older son, Chancellor, attended “Coffee Break” at age three, for a full year which met twice a month. He LOVED it! He enjoyed the socialization, learning, the activities, reading and just being in a group. It also allowed me the time to meet other mom’s in the community that I otherwise wouldn’t have met if I was either a full time employee or just ‘stuck at home’.

The best part was that when Chancellor returned the following year at age four for preschool four days a week, it was a ‘nonevent’. No tears, no anxiety, just big smiles as he was greeted by name by many of the teachers whether they were from his own classroom or others. His learning experience in preschool was

“Their help, information, interaction with the parents and children and enthusiasm to provide our children this level of education is priceless.” so positive that he couldn’t wait to ‘move to the big school’ and attend kindergarten. Now our second child, who is three, is attending “Coffee Break.” We think he is slightly speech delayed and we are working together on evaluating how we can help him. I know his experience will be just as positive and engaging as my first son’s. I’m so excited that my little one gets to be evaluated and also to socially grow and learn along with his peers in such a vibrant and fun environment. I am a big fan of Griswold’s Integrated Preschool program. The bonus that this is a free program also resonates with us stay at home mothers who are on one income. I can’t say enough about this program. Thank you NAEYC and Griswold Elementary School. Their help, information, interaction with the parents and children and enthusiasm to provide our children this level of education is priceless.”

“My daughter has attended this NAEYC-Accredited school for the last two

years. It never ceases to amaze me the amount of knowledge that she has stored away in her brain. The diversity of the program is wonderful. They are always doing something new and exciting. She actually loves going to school every day. I couldn’t be happier with where she is and the work that they do there. I’m so glad that she will have the head start that she needs to really succeed when she starts kindergarten.”

– Laila Felthauser, Bright Horizons SCF Family Employee Center, Anchorage, Alaska

– Michele Walworth, Griswold Elementary Integrated Preschool, Griswold, Conneticut


Stories from

Families “My story is a little unique. I am an early

childhood professional and have worked in the field for 25 years. As with a lot of early childhood educators, I took my sons to work with me. They attended and grew up in NAEYC-Accredited child care centers. I was a volunteer validator and assessor and enjoyed working with centers to help them be the best that they could be through the accreditation process. I have helped over 100 centers become accredited. My oldest son worked in the center with me while he attended college. He helped open several centers and saw what it was like to design and set up a center based on accreditation standards. In 1993, he met a DODDS recruiter at a national conference. He wanted to work in early childhood education and travel, too. It seemed like the perfect job for him but he wasn’t an education major. He graduated from the University of Missouri with a BS in business and marketing but immediately began working on a degree in early childhood.

He now has a Master’s Degree in early childhood education and several hours toward his PhD. He has taught kindergarten in Japan and Germany, been an Assistant Principal in Naples, Italy, and now teaches first grade in Vichenza, Italy. All of his classrooms follow and are committed to high-quality early childhood education. So, this is a story of a child who grew up in an NAEYC-Accredited child care program and decided that was what he wanted to offer the children he taught. – Judy E. Simpson, TodayCare Children’s Centers, St. Louis, Missouri

“We are the Crosby Family, and The Meyer

Center for Special Children, an NAEYC-Accredited program, has left a wonderful imprint on our lives. Our youngest child began attending The Meyer Center when he was 17-months old. He is now almost six-years old. We arrived at the Meyer Center confused, frustrated and needing some direction for our son who was developmentally delayed and non-verbal. Our older three kids developed typically, attending church preschools and then began kindergarten on time. Our youngest son, however, was a mystery. We did not know how to communicate with him or where he would best “fit in” with his peers.

We found ourselves seeking the best therapists available and in our pursuits, we were driving all over Greater Greenville and Pickens Counties, four kids in tote, with our car starting to feel like home away from home. Our son’s schedule and needs were dictating our lives. Something needed to change, so our developmental pediatrician, sensing our frustration, recommended The Meyer Center. We drove straight there from the pediatrician’s office and the following week, our son was enrolled. From the moment we arrived, we had a peace about where we were and hope in a time of difficulty. Finally, our son could enjoy preschool and receive therapy services while he was at school. Finally, our family did not lose precious family time running around town seeking services here and there. Finally, our sweet son was able to learn to communicate and ride a bike, as well as practice his new skills in class amongst his peers, all the while receiving encouragement from his teachers. We have recommended this school more times than I can count and spent many hours advocating for the school we so love. – Tresh Crosby, Meyer Center for Special Children, Greenville, South Carolina


Stories from

Families

“There are lots of Early Learning Centers in Miami-Dade County. But few,

if any, are as high-quality as the NAEYC-Accredited REM Learning Center. I have twin daughters, Elena and Olivia. When the girls turned one, I needed to go back to work, and find a place for childcare. An acquaintance suggested we go look at REM despite the fact that it was about 20 minutes from my home. I got a tour of the school and was immediately impressed by the facility, the materials in the classroom, and the wonderful teachers in the infant room. Every time my twins moved to the next classroom, I was worried about the “new” teacher and the “new” classroom they were going to face. I was never disappointed. Although I never thought it was possible, every teacher was better than the next and my daughters flourished.

This year, my daughters started kindergarten in a MiamiDade County Public School. The kindergarten classroom is an extremely structured environment, with a tough curriculum, and ongoing assessments. Kindergarten today is not cutting and pasting. Its’ reading, writing, addition, and subtraction. For many kids, I am sure this transition is overwhelming;

but not for my kids. They went above and beyond in preparing my kids for kindergarten. All the teachers at REM believe in educating children. REM is an Early Learning Center and my kids learned. After two weeks in kindergarten, their new teacher wrote me a note saying, “I am so impressed with how much your girls already know! Amazing!” REM’s directors like to say that it’s because we’re good parents. But I think they know the truth as well as I do. As parents, we have supported all the learning that took place at there. They take pride in providing experiences that make learning fun and easy for all its children. I wish more children could experience the high-quality learning environment my daughters did. I know that what REM provides is the basis for long-term academic success and we feel fortunate to have been a part of it.” – Laura Dinehart, REM Learning Center, Miami, Florida


Stories from

Families “My son and daughter have attended our NAEYC school, Silicon Drive Family Center,

for exactly a year. Our NAEYC school was recommended to us by a friend when we moved from DFW to San Antonio. We used another daycare in Dallas; and the best thing I can say about the transition to a NAEYC school is WOW! What a difference in the quality of education! My son made more leaps and bounds in his development in one month at our school then he had done in 6 months with his previous environment!

He and my daughter both have had such wonderful experiences over the last year, and you can really tell how happy they are at their “school home” when they laugh, giggle and are happy each day to be there. Their teachers have them reaching milestones sooner than I would ever dream possible: i.e.: potty training, letting go of the “paci”, feeding themselves. The teachers are not just there to educate my kids, but the whole family as well. They are so helpful with potty training advice, techniques on dealing with challenging behaviors in my children, and discipline guidance. This program is worth every penny and I can never put a price on the quality of education the whole family receives. Very rarely does a week go by when I have not referred at least one person to my NAEYC school and I am constantly educating everyone on the difference between their “daycare” and my NAEYC program. I just believe in our school, their director and all their teachers that much. My mother is one of the leading advocates in our state for child rights and educational accommodations. When I introduced her to our school, it only took her about two minutes to turn to me and say, “This is where your kids need to be.” If I was not already sold on our NAEYC school, that would have done it. Let me conclude by saying I can’t adequately express my gratitude and admiration for our school or the whole NAEYC Association overall.”

“Bright Beginnings has made a world of difference for my two children. I wish

everyone could experience a child care center like Bright Beginnings: it was a home for my children when they didn’t have one. I was homeless and living in a shelter, a very unnerving and harsh environment for any family, but especially for my two girls. I was looking for a childcare center that would be a safe and educational environment for my children. At Bright Beginnings, which serves homeless families with young infants, toddlers and preschoolers, I found a team of people who cared about my family and wanted us to succeed. When I found Bright Beginnings two years ago, I knew this was a place that would help me get back on my feet while my children were well cared for by the teachers, social workers and therapists. I saw both my daughters grow as a result of the education program and the stimulating classrooms with caring teachers.

Being homeless, my kids are under stress. My five-year-old, who is in kindergarten now, learned how to deal with situations with other kids. I watched her become a problem-solver as a result of what she learned here. I see my two-year-old counting and learning her colors. The therapeutic services helped my daughters deal with the stress they felt living in a shelter in an unsettled environment where we had no privacy and no space to our selves. The parent services program, with a weekly support group and a lot of different parent involvement opportunities, helped me connect to other homeless parents who were the only ones who could understand the stress, the feelings and the emotions a homeless parent feels. It’s a team here at Bright Beginnings. That’s what makes it work.” – Margaret Battle, Bright Beginnings, Inc., Washington, DC

– Lisa A Mayo, Silicon Drive Family Center, San Antonio, Texas

“It’s a team here at Bright Beginnings. That’s what makes it work.” The Impact of Quality: Stories from Programs and Families

Stories from

Families

“First of all congratulations, on your 25th anniversary NAEYC. I am a mother

of three. I have always been a great advocate for pre-school programs. My oldest attended a pre-school and I could tell the difference it made on her life. She has always been a great reader and a good student, I would like to share with you how Creative Child Care Inc. has helped my daughter Zayra directly (four years old). Zayra’s first day of school at CCCI was a dream come true for her. She wanted to have friends and a teacher of her own like her older siblings. She got lucky because now she has three GREAT teachers — Mrs. Raj, Ms. Kristine and Ms. Karen. She loves them and every day she comes home happy telling me what she did at school, like learning a new letter, or stamping shapes, and what book they read. Ever since we started with the homework folders, she is happy to do her homework and ready to color and practice some writing.

“Finally, thank you NAEYC for recognizing, and Accrediting programs that are promoting high-quality education.” One thing Zayra and I share is the love of books, we love to read. Zayra has been read to since before she was born. She loves the library. So, when she heard she would be able to take home books through the Raising a Reader bags she was very enthusiastic. Every monday she comes home with her red bag, and we all sit together to see what new books we get to read that week. Zayra can’t wait till she can read all the books by herself. I am a mother who likes to get involved in my kids’ education. Once a week I volunteer for 1 hour at both of my kids’ school. I love to see the kids’ faces as I come in to CCCI they are happy, and ready for me to play, and to read them one of their favorite books, “We’re Going On A Lion Hunt”. Ever since I have been volunteering I can see the difference CCCI has made on some of the students. A few were too shy but now they talk, are more confident, and have friends. Others did not want to participate but now they all play.

CCCI has made a great difference in Zayra’s behavior. Before it was hard for her to share but now she comes home happy and tells me, “Mom, today I shared with my friends a scooter or a book without crying.” Having a place to learn and interact with other kids her age, has helped her to deal with her sharing and made her more sociable. I would like to say thanks to all the teachers at Creative Child Care Inc. for all their great work. Zayra and I appreciate you all. We can’t wait to see what else is in store for us this school year. Finally, thank you NAEYC for recognizing, and accrediting programs that are promoting high-quality education. This helps us as parents to value all of our teachers’ hard work.” – Rosa Maria Pimentel, Creative Child Care Inc, Stockton, California


Stories from

Families

developmental issues. It was a great feeling to have a team of educators that were on my son’s side. I felt there was something wrong, but I was alone and did not know what to do. United Services provided answers through therapies, and broke all of the necessary steps towards learning into doable plans. These plans turned into actions and my son started to come out of his shell. He smiled more and started talking more too. He started writing his name, counting, recognizing shapes, and letters, and so much more. His development was falling into place. Before he would not go near a swing and screamed at the thought of swinging back and forth. Today he will play on every piece of playground equipment he can get his hands on. The best thing of all is now he introduces himself to strangers, and asked them their names, and starts a conversation with them about where they work and what they like to do. It is amazing to see him in a social setting now. He is starting to make friends, and laughter rings throughout our days. I truly feel blessed that he had the opportunity to go to such an awesome preschool.

“I just got home from dropping my son,

Heaton, off at his preschool class. When we entered the classroom Heaton told me to sit in a particular chair and sign my name on a piece of paper, so I wrote a big “M” his friend David joined us to critique my writing skills. Then I wrote the letter “o.” They both said, “That is an o, very good!” I finished my name with m,m,y, and I held my name up for them to see. Heaton said, “Mommy,” and David said “Hey, that is my mommy’s name too!” I smiled all the way to my car as usual.

The professionalism, dedication, and compassion that the teachers of United Services uphold on a constant basis are the key to how this educational system really works. I don’t know if any of the teachers here really know of how many tears of joy has trickled down my cheeks because of the accomplishment my son has made thank you all for what you have done for my son… just like my son said to me today, “I LOVE YOU!””

Heaton attends preschool at United Services East in St. Peters Missouri Monday through Thursday. He started when he was three years old in the fall of 2007. When he began preschool he was very shy and withdrawn. He hardly ever said a word, unless he was talking to me, my mom or my sister. He did not socialize very well and his gross and fine motor skills were not very strong. The diagnosis of Autism was a possibility, but I had my doubts because of the connection he and I shared when we were alone. The teachers at United Services could see what I was seeing, yet we still needed to find answers for Heaton’s

– Kristine Kuhl, United Services, St. Peters, Missouri


Stories from

Families

“The West Point Child Learning Center has become a second family for us. The staff is what defines the West Point Child Learning Center. Miss Gerilynne: She is creative in what she exposes the

children to. During outside time, Gerilynne introduced “wish flowers” to our daughter Sarah (dandelions that have gone to seed). Not only is the term endearing for children of this age, but she provided the flower to Sarah and proceeded to show her how to blow on it to make the seeds scatter. This is an example of something we may take for granted as adults, but Gerilynne was able to expand Sarah’s understanding of cause-and-effect relationships with a simple, yet creative item available in our own backyard.

Miss Laura: Laura is able to laugh and have fun with the

children and they sense this and engage with her in a very unique way. There isn’t a day we’re there that Laura doesn’t have a huge smile on her face. They have a special bond and trust with her because she is able to participate with them in a way that makes sense to them.

Miss Julie: Julie has been a wonderful partner in Sarah’s

is the culmination of knowing Trish since our son Justin was in the infant component. Since that time, Trish has gotten to know our children and our family. This has immense benefit now as she interacts with Sarah on a daily basis.

experience at WPCLC where she attends only two days a week. Miss Julie has been wonderful at providing us with a heads-up when a certain project is being done in the room, which provides us the opportunity to engage Sarah in the project at home, and take the project into school for display or to complete with the rest of the class. This type of partnership benefits Sarah tremendously as she feels more fully engaged during her time at the center.

Mr. Chuck: Chuck realizes that teachers are mentors and

Miss Margot: It is obvious that Margot has the best interest

Miss Mary: As I was dropping off Sarah, I was filling in

The list continues. Each year at the center we have developed deeper relationships, building on the feeling of family. We feel truly blessed to have such wonderful people in our lives.”

Miss Trish: The partnership we have developed with Trish

as such, works and plays with the children so that they can relate to him and understand him. In this way, he is modeling appropriate behavior for the children, while encouraging them to be curious. There isn’t a time when I’m in the room that I don’t hear Chuck asking the different children questions to help stimulate them and help them understand and learn about their environment.

her daily sheet, and as I held Sarah, I asked her, “What should we write about you today?” Mary was standing across the counter, smiled, and answered, “You should write what a wonderful child Sarah is, and that we’re going to have fun today, and read books on my lap today, and give hugs today and give kisses today.” Not only did I smile, but Sarah was smiling and nodding her head “yes”.

of the children in mind. Not only does she put them first at the center, but she then takes the time to communicate safety issues with the families. She also proactively brings in guest speakers that she believes would be of benefit to the families. We believe that Margot upholds excellent standards for care for the children making it a true family partnership.

– Tricia Riddle, West Point Child Learning Center, West Point, Pensylvannia

“Each year at the center we have developed deeper relationships, building on the feeling of family.” The Impact of Quality: Stories from Programs and Families

Information for families about quality NAEYC-Accredited programs visit www.rightchoiceforkids.org For additional information about NAEYC Accreditation of Programs for Young Children visit www.naeyc.org/academy

To reach the Accreditation Program Support Information Center E-mail: [email protected] or Call 800-424-2460 and refer to the following menu items: Option 3 for NAEYC Accreditation Option 1 for NAEYC Accreditation of Programs for Young Children

Visit TORCH — The Online Resource Center Headquarters www.naeyc.org/torch

To submit your story (before December 31, 2010) visit www.naeyc.org/academy/anniversary

“NAEYC Accreditation is worth the extra work, cost, and training.” – Carole Ruby, Wesley Methodist Church Nursery School, Aurora, Illinois

Over the course of several months, NAEYC solicited stories from programs, families and the community at large. The views expressed or implied are not necessarily those of the NAEYC Association.

National Association for the Education of Young Children 1313 L Street NW, Suite 500, Washington, DC 20005 tel: (202) 232-8777 (800) 424-2460 www.naeyc.org Copyright © 2010 by the National Association for the Education of Young Children. All rights reserved. See permission and reprints online at www.naeyc.org/yc/permissions