幼儿教育

The 幼儿教育 Program utilizes the National
幼儿教育协会(NAEYC)专业标准
and Competencies for Early Childhood 专业 Preparation 项目,
Position Statement adopted by the NAEYC Governing Board, November 2019.

Graduates of the program will know and be able to do the following:

标准1.  Child Development and Learning in Context

儿童早期 educators (a) are grounded in an
了解幼儿从出生到发育的阶段
跨发展领域的8岁. They (b) understand 每一个孩子 as an
individual with unique developmental variations. 幼儿教育工作者(c)
understand that children learn and develop within relationships and within
多种背景，包括家庭、文化、语言、社区和
社会. They (d) use this multidimensional knowledge to make evidence-based
decisions about how to carry out their responsibilities.

标准2. Family-Teacher Partnerships and Community Connections

儿童早期 educators understand that successful early
儿童教育依赖于教育者与儿童家庭的伙伴关系
他们所服务的小孩子. They (a) know about, understand, and value the
diversity in family characteristics. 儿童早期 educators (b) use this
理解与之建立尊重、回应、互惠的关系
families and to engage with them as partners in their young children’s
发展与学习. They (c) use community resources to support young
children’s learning and development and to support children’s families, and
他们在早期学习环境、学校和社区之间建立联系
组织机构.

标准的3.  Child Observation, Documentation, and Assessment

儿童早期 educators (a) understand that the primary
评估的目的是为早期学习提供指导和规划
设置. They (b) know how to use observation, documentation, and other
appropriate assessment approaches and tools. 幼儿教育工作者(c) use screening
评估工具的方式是基于道德和发展的，
在文化、能力和语言上适合记录发展
progress and promote positive outcomes for 每一个孩子. 儿童早期
educators (d) build assessment partnerships with families and professional
的同事们.

标准4. Developmentally, Culturally, and Linguistically Appropriate Teaching
实践

儿童早期 educators understand that teaching and
learning with young children is a complex enterprise, and its details vary
这取决于孩子的年龄和特点以及他们所处的环境
教与学发生了. They (a) understand and demonstrate positive,
关怀，支持的关系和互动作为他们的基础
与幼儿一起工作. They (b) understand and use teaching skills that are
响应幼儿的学习轨迹和需要的
每一个孩子. 幼儿教育工作者(c) use a broad repertoire of
developmentally appropriate and culturally and linguistically relevant,
反偏见，循证教学方法，反映原则
学习的通用设计.

标准5. 幼儿课程中学术内容的知识、应用与整合

儿童早期 educators have knowledge of the content of
学科(如.g., language and literacy, the arts, mathematics,
社会研究、科学、技术与工程、体育)及其他
the pedagogical methods for teaching each 纪律. 他们(a)理解
中心概念，方法和工具的调查，和结构在每个学术
纪律. Educators (b) understand pedagogy, including how young children
学习和处理各学科信息，学习轨迹为
每个学科，以及教师如何使用这些知识来指导他们的实践.
They (c) apply this knowledge using early learning standards and other
对自发的和有计划的学习经验做出决定的资源
以及关于课程开发、实施和评估的问题
learning will be stimulating, challenging, and meaningful to 每一个孩子.

标准6. 专业ism as an Early Childhood Educator

儿童早期 educators (a) identify and participate as
members of the 幼儿专业. They serve as informed advocates for
年幼的孩子，对于他们所照顾的孩子的家庭，以及对于
幼儿专业. They (b) know and use ethical guidelines and other
幼儿专业al guidelines. 他们(c)有专业的
communication skills that effectively support their relationships and work
young children, families, and 的同事们. 幼儿教育工作者(d)是
持续的、合作的学习者，他们(e)养成并维持……的习惯
在日常工作中与幼儿进行反思和有意识的练习
as members of the 幼儿专业.