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Professional Standards & Competencies Resource Library

The Professional Standards and Competencies for Early Childhood Educators outline the essential knowledge, skills, and practices that are foundational to high-quality early childhood education. These standards define what early childhood educators should know and be able to do in order to support the learning and development of young children from birth through age 8. They serve as a guiding framework for professional development, practice, and evaluation within the field of early childhood education.

Understanding and implementing these standards is crucial for educators as they help ensure the delivery of equitable, inclusive, and high-quality education that promotes the well-being and success of all children. By adhering to these standards, educators also contribute to the profession's commitment to continuous improvement and accountability.

Please note that while the collection of resources has been organized and tagged according to the Professional Standards and Competencies, only the most applicable competencies have been prioritized for searching and tagging purposes.

For NAEYC resources in the library, you can find policies related to reproducing, distributing, or otherwise using content here. For all other resources, please follow appropriate practices for using/citing sources.

Directions for Using the Professional Standards and Competencies Resource Library

Check out the resource library tutorial here!

  • The PS&Cs Resource Library allows you to peruse ALL of the many resources available (by default) or you can utilize the provided filter and narrow down your search to target specific resources.

    Check out the resource library tutorial for more info.

  • By using the filtering categories, you are able to narrow your search to particular professional standards, one or more of the 22 key competencies, various ECE topics, a variety of age ranges, specific types of resources such as articles or videos or even find resources available in languages other than English.

    The robust filters even allow you to choose multiple choices across categories or within the same category to further narrow your search!

  • Once you have opened the various filter categories provided in the filter tool, you will notice that “all” is highlighted and checked in each category by default. This means the filter tool will not filter out any of those options within that category. If you wish to narrow your search, you simply click on one or more of the other options within the various filtering categories. Clicking will check that option. Checked options will be utilized for your search!

    To remove an option, simply click it again to remove the check from the checkbox.

  • The search feature is similar to any other search engine on a website. It can be used for a specific key word or phrase. Although the search may be helpful and is provided, the more robust filter tool may ultimately be more helpful in focusing and narrowing your search for resources.

  • Naturally, broken links will occur. Sometimes the resource has been moved to a new web address and other times it has been temporarily or permanently removed. We welcome you to report any broken links you find here. We will do our best to replace the link when possible or remove the resource if it is no longer available.

    **As of Feb. 2025, certain webpages and resources, particularly from agencies/organizations/projects that receive federal funds, have been at least temporarily removed in order to comply with federal mandates related to the Trump Administration’s Executive Orders. We will continue to monitor these resource links and update them if and when new links are available.

Start Your Search--Resource Library

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Start Your Search--Resource Library *

Sort quickly through the hundreds of available resources by using the filter tool on the left to populate the specific resources you need!

Resource Type: Article, Standard 1, Standard 4, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies, Topic: Universal Design for Learning Kadisha Conteh Resource Type: Article, Standard 1, Standard 4, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies, Topic: Universal Design for Learning Kadisha Conteh

Communicating with Clarity: Helping Children Understand the What, Why, and How of Their Learning

https://www.naeyc.org/resources/pubs/yc/summer2024/communicating-clarity

This article explores "clarity for learning," which helps children understand the what (goal), why (relevance), and how (success criteria) of their daily activities. It suggests that by using visuals, think-aloud modeling, and metacognitive questioning, educators empower children to take ownership of their learning and self-monitor their progress across play and academic tasks.

Organization/Author: Kateri Thunder, John T. Almarode, Douglas Fisher, Nancy Frey, and Alisha-Demchak, Young Children, NAEYC

Type of Resource: Article

Publication Date: Summer 2024

Topic of issue of YC: Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood

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Resource Type: Article, Standard 1, Standard 4, Standard 6, Topic: Developmentally Appropriate Practice, Topic: Relationships and Interactions, Topic: Teaching Skills and Strategies, Topic: Reflective Practices Kadisha Conteh Resource Type: Article, Standard 1, Standard 4, Standard 6, Topic: Developmentally Appropriate Practice, Topic: Relationships and Interactions, Topic: Teaching Skills and Strategies, Topic: Reflective Practices Kadisha Conteh

Rocking and Rolling. Sharing Our Calm: The Role of Coregulation in the Infant-Toddler Classroom

https://www.naeyc.org/resources/pubs/yc/summer2024/rocking-and-rolling

This article explores coregulation, the essential process where adults "share their calm" to help infants and toddlers manage emotions they cannot yet regulate themselves. It suggests that educators must first maintain their own well-being through mindfulness to provide the sensitive, predictable responses that form the foundation for a child's future self-regulation and social success.

Organization/Author: Rebecca Parlakian, Young Children, NAEYC

Type of Resource: Article

Publication Date: Summer 2024

Topic of issue of YC: Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood

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Resource Type: Article, Standard 2, Standard 4, Standard 5, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies, Topic: Content Knowledge: Language and Literacy Kadisha Conteh Resource Type: Article, Standard 2, Standard 4, Standard 5, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies, Topic: Content Knowledge: Language and Literacy Kadisha Conteh

From the Pages of TYC. Partnering with Families to Support Young Children’s Social and Emotional Development Through Picture Books

https://www.naeyc.org/resources/pubs/yc/summer2024/partnering-with-families

This article explores how educators can partner with families to use picture books as primary tools for nurturing social-emotional skills like empathy, self-regulation, and perseverance. It suggests that by providing lending libraries with discussion guides and hosting interactive literacy workshops, teachers help families navigate challenging topics while strengthening the parent-child bond.

Organization/Author: Alison Hooper, Young Children, NAEYC

Type of Resource: Article

Publication Date: Summer 2024

Topic of issue of YC: Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood

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Resource Type: Article, Standard 1, Standard 2, Standard 4, Topic: Developmentally Appropriate Practice, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies Kadisha Conteh Resource Type: Article, Standard 1, Standard 2, Standard 4, Topic: Developmentally Appropriate Practice, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies Kadisha Conteh

Rocking and Rolling. Using Materials Creatively to Enhance Toddler Learning Environments

https://www.naeyc.org/resources/pubs/yc/fall2024/rocking-and-rolling

This article highlights how educators boost toddler engagement by following children’s interests and using "loose parts"—low-cost, open-ended materials like nature finds and repurposed household items. It suggests that replacing expensive, single-use toys with versatile, family-donated materials fosters deeper problem-solving and agency while creating a sustainable learning space that is culturally reflective of a child’s home.

Organization/Author: Erin Skaggs and Janelle Jamero, Young Children, NAEYC 

Type of Resource: Article

Publication Date: Fall 2024

Topic of issue of YC: Informed and Guided by Context: Strengths-Based Teaching and Learning

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Resource Type: Article, Standard 1, Standard 6, Topic: Reflective Practices, Topic: Developmentally Appropriate Practice, Topic: Curriculum Kadisha Conteh Resource Type: Article, Standard 1, Standard 6, Topic: Reflective Practices, Topic: Developmentally Appropriate Practice, Topic: Curriculum Kadisha Conteh

Our Proud Heritage. Drawing on Women’s Expertise: Establishing the Bureau of Educational Experiments

https://www.naeyc.org/resources/pubs/yc/fall2024/our-proud-heritage

This article explores the history of the Bureau of Educational Experiments (now Bank Street College), highlighting how a dedicated network of women transformed early childhood education through social reform and scientific observation. It suggests that by studying children’s play and interests—an approach called "learning from children"—educators can develop a curriculum that values student agency and connects learning to the "here and now." This legacy emphasizes the importance of professional collaboration and using a child’s own ideas to build a more equitable and engaging school experience.

Organization/Author: Jeroen Staring, Young Children, NAEYC

Type of Resource: Article

Publication Date: Fall 2024

Topic of issue of YC: Informed and Guided by Context: Strengths-Based Teaching and Learning

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Resource Type: Article, Standard 1, Standard 2, Standard 5, Topic: Developmentally Appropriate Practice, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Curriculum Kadisha Conteh Resource Type: Article, Standard 1, Standard 2, Standard 5, Topic: Developmentally Appropriate Practice, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Curriculum Kadisha Conteh

Engaging Families of Multilingual Learners: Using Families’ Stories to Link Classroom Content with Children’s Funds of Knowledge

https://www.naeyc.org/resources/pubs/yc/fall2024/engaging-multilingual-learner-families

This article explores how educators can use simple technology, like QR codes and tablets, to bring families' "funds of knowledge" and home languages directly into the classroom curriculum. It suggests that by having families record and share personal stories related to class themes, teachers create a more inclusive environment that values a child's heritage and strengthens their language development. This approach fosters a deeper, reciprocal partnership between home and school while making learning more meaningful and engaging for multilingual learners.

Organization/Author: Alexandra Figueras-Daniels and Bernice Vasquez, Young Children, NAEYC 

Type of Resource: Article

Publication Date: Fall 2024

Topic of issue of YC: Informed and Guided by Context: Strengths-Based Teaching and Learning

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Resource Type: Article, Standard 1, Standard 4, Standard 6, Topic: Developmentally Appropriate Practice, Topic: Relationships and Interactions, Topic: Reflective Practices, Topic: Content Knowledge: Language and Literacy Kadisha Conteh Resource Type: Article, Standard 1, Standard 4, Standard 6, Topic: Developmentally Appropriate Practice, Topic: Relationships and Interactions, Topic: Reflective Practices, Topic: Content Knowledge: Language and Literacy Kadisha Conteh

Innovations in Higher Education. Including Black Language in Early Childhood Education: Addressing Linguistic Diversity in Teacher Preparation

https://www.naeyc.org/resources/pubs/yc/winter2024/including-black-language-ece

This article explores how teacher preparation programs can challenge "anti-Black linguistic racism" by teaching educators to value Black Language as a sophisticated, rule-governed system rather than "broken English." It suggests that by examining personal biases and learning the historical roots of the language, teachers can transition from correcting children to affirming their bilingual identity. This shift is presented as a critical step in creating equitable classrooms where African American children can express themselves authentically without fear of judgment or unfair discipline.

Organization/Author: Taajah Witherspoon and Teaira McMurtry, Young Children, NAEYC 

Type of Resource: Article

Publication Date: Winter 2024

Topic of issue of YC: Creating and Supporting High-Quality Early Learning Programs

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Resource Type: Article, Standard 2, Standard 4, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Relationships and Interactions Kadisha Conteh Resource Type: Article, Standard 2, Standard 4, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Relationships and Interactions Kadisha Conteh

A Broader Concept of Family: Strategies for Welcoming Foster Families into Early Childhood Settings

https://www.naeyc.org/resources/pubs/yc/winter2024/welcoming-foster-families

This article explores how teachers can better support children in foster care by building strong, respectful partnerships with their foster parents. It suggests moving away from traditional labels like "mom and dad" or rigid assignments like "family trees" in favor of more inclusive language and activities that welcome all types of caregivers. By focusing on open communication and honoring the unique roles of everyone involved, educators can create a stable and caring environment where every child feels they belong.

Organization/Author: Danielle Dushane and Ysaaca Axelrod, Young Children, NAEYC

Type of Resource: Article

Publication Date: Winter 2024

Topic of issue of YC: Creating and Supporting High-Quality Early Learning Programs

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Standard 1, Standard 4, Standard 6, Topic: Multilingual Learners, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies, Topic: Reflective Practices, Resource Type: Article Kadisha Conteh Standard 1, Standard 4, Standard 6, Topic: Multilingual Learners, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies, Topic: Reflective Practices, Resource Type: Article Kadisha Conteh

The Power of Child-Created Texts and Puppetry: Nurturing Preschoolers’ Social and Emotional Development (Voices)

https://www.naeyc.org/resources/pubs/yc/winter2024/child-created-texts-and-puppetry

This teacher research article explores how using puppet-making and child-led storytelling helped two multilingual preschoolers build social skills and confidence. It suggests that these creative tools allow children to express themselves beyond language barriers, fostering a sense of belonging and community. By researching their own practice, the educators demonstrate how honoring a child's unique cultural identity can transform their social and emotional development.

Organization/Author: Kiyomi Umezawa and Emiko Kurosawa Arakaki, Young Children, NAEYC

Type of Resource: Article

Publication Date: Winter 2024

Topic of issue of YC: Creating and Supporting High-Quality Early Learning Programs

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Standard 1, Standard 2, Resource Type: Article, Topic: Family Diversity, Topic: Developmentally Appropriate Practice, Topic: Multilingual Learners Kadisha Conteh Standard 1, Standard 2, Resource Type: Article, Topic: Family Diversity, Topic: Developmentally Appropriate Practice, Topic: Multilingual Learners Kadisha Conteh

Message in a Backpack™. Benefits When Families Speak Their Home Languages

https://www.naeyc.org/resources/pubs/tyc/summer2024/message-backpack-speak-their-home-languages

Also available in Spanish: https://www.naeyc.org/resources/pubs/tyc/summer2024/message-backpacktm-los-beneficios-de-hablar


This article is a resource written specifically for families to explain why speaking their native language at home is so beneficial for their children. It suggests that using a home language doesn't slow down English learning, but instead builds a child's brain power, strengthens family bonds, and creates a proud sense of cultural identity. By sharing stories and songs in their own language, parents provide a "secret ingredient" that helps their children succeed both at home and in school.

Organization/Author: Rica Ramirez, Teaching Young Children, NAEYC

Type of Resource: Article

Publication Date: Summer 2024

Topic of issue of TYC: Nurturing Multilingual Learners in Preschool

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Standard 1, Standard 2, Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Multilingual Learners, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Relationships and Interactions Kadisha Conteh Standard 1, Standard 2, Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Multilingual Learners, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Relationships and Interactions Kadisha Conteh

Six Ways Educators Can Honor Home Languages

https://www.naeyc.org/resources/pubs/tyc/summer2024/educators-can-honor-home-languages
This article explores practical ways educators can value and incorporate children's home languages into the classroom, even if the teachers are monolingual English speakers. It suggests that by engaging families, using multilingual greetings, and affirming home languages during play, educators create a more inclusive environment that strengthens a child's cultural identity. These strategies help build a caring community where diverse linguistic backgrounds are recognized as valuable assets to learning.

Organization/Author: Angele Sancho Passe, Teaching Young Children, NAEYC 

Type of Resource: Article

Publication Date: Summer 2024

Topic of issue of TYC: Nurturing Multilingual Learners in Preschool

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Standard 1, Standard 3, Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Assessment Methods and Tools, Topic: Relationships and Interactions Kadisha Conteh Standard 1, Standard 3, Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Assessment Methods and Tools, Topic: Relationships and Interactions Kadisha Conteh

Assessing Agency in Learning Contexts: A First, Critical Step to Assessing Children

https://www.naeyc.org/resources/pubs/yc/spring2023/assessing-agency
This article explores how children can only show their true intelligence and skills when they have "agency," or the freedom to make choices and lead their own activities. It suggests that instead of focusing primarily on testing and control, teachers can benefit from creating learning environments that encourage kids to move, talk, and solve problems together. By doing this, educators can move past personal biases and better recognize the full potential of every child.

Organization/Author: Natacha N. Jones, Amber T. Fowler, Jennifer Keys Adair, Young Children, NAEYC 

Type of Resource: Article

Publication Date: Spring 2023

Topic of issue of YC: Developmentally Appropriate Assessment Practices: Gathering, Understanding, and Using Information 

Though select articles (like this one) are available for nonmembers, a complete edition of this NAEYC publication is available as a NAEYC member benefit through the membership portal.

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Standard 1, Topic: Developmentally Appropriate Practice, Topic: Developmental Theories, Resource Type: Article Kadisha Conteh Standard 1, Topic: Developmentally Appropriate Practice, Topic: Developmental Theories, Resource Type: Article Kadisha Conteh

The New Ecology of Early Childhood: Revisiting Bronfenbrenner’s Theory in the Context of Contemporary Challenges and Opportunities

The New Ecology of Early Childhood: Revisiting Bronfenbrenner’s Theory in the Context of Contemporary Challenges and Opportunities
This working paper from the Stanford Center on Early Childhood  revisits Bronfenbrenner’s Ecological Theory in light of present day conditions and challenges.

Organization/Author: Philip A. Fisher, PhD & Joan Lombardi, PhD, Stanford Center on Early Childhood, Stanford University

Type of Resource: Article

Publication Date: 2025

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Standard 1, Standard 4, Topic: Executive Function Skills, Topic: Play, Topic: Brain Development, Resource Type: Article, NAEYC Kadisha Conteh Standard 1, Standard 4, Topic: Executive Function Skills, Topic: Play, Topic: Brain Development, Resource Type: Article, NAEYC Kadisha Conteh

Building Executive Function Skills Through Games: The Power of Playful Learning

Building Executive Function Skills Through Games: The Power of Playful Learning
This article discusses the importance of executive function to children’s learning and development, exploring the connection between EF and playful learning through games.

Organization/Author: Cynthia A. Wiltshire and Molly Scott, Young Children, NAEYC

Type of Resource: Article

Publication Date: 2024

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Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies Kadisha Conteh Standard 4, Resource Type: Article, Topic: Developmentally Appropriate Practice, Topic: Teaching Skills and Strategies Kadisha Conteh

10 Effective DAP Teaching Strategies

10 Effective DAP Teaching Strategies
An infographic from NAEYC that gives ten effective strategies to individualize instruction.

Organization/Author: NAEYC
Type of Resource: Article

Publication Date: Unknown

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Standard 4, Topic: Play, Topic: Executive Function Skills, Topic: Teaching Skills and Strategies, Topic: Relationships and Interactions, Resource Type: Article Kadisha Conteh Standard 4, Topic: Play, Topic: Executive Function Skills, Topic: Teaching Skills and Strategies, Topic: Relationships and Interactions, Resource Type: Article Kadisha Conteh

Differentiation in Preschool

Differentiation in Preschool
This brief article explores differentiation in the preschool classroom.

Organization/Author: Cecilia Cabrera Martirena, Edutopia
Type of Resource: Article

Publication Date: 2021

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Standard 2, Standard 4, Topic: Relationships and Interactions, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies, Resource Type: Article Kadisha Conteh Standard 2, Standard 4, Topic: Relationships and Interactions, Topic: Family Diversity, Topic: Partnership-building with Families, Topic: Teaching Skills and Strategies, Resource Type: Article Kadisha Conteh

Culturally Responsive Teaching in Early Childhood Education

Culturally Responsive Teaching in Early Childhood Education

This article explores four ways to validate and affirm young students’ cultures in meaningful ways, which can boost their engagement and motivation.

Organization/Author: Amanda Armstrong, Edutopia 
Type of Resource: Article

Publication Date: 2020

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Standard 4, Topic: Inclusion, Topic: Relationships and Interactions, Topic: Teaching Skills and Strategies, Resource Type: Article Kadisha Conteh Standard 4, Topic: Inclusion, Topic: Relationships and Interactions, Topic: Teaching Skills and Strategies, Resource Type: Article Kadisha Conteh

Rocking and Rolling. Promoting Inclusion in Infant and Toddler Settings

Rocking and Rolling. Promoting Inclusion in Infant and Toddler Settings

Rocking and Rolling, edited by Rebecca Parlakian and her colleagues from ZERO to THREE, focuses on supporting infants, toddlers, and their families. Each column offers instructional insights and suggestions that are grounded in research yet presented through real-life examples.

Organization/Author: Rebecca Parlakian, Young Children, NAEYC 
Type of Resource: Article

Publication Date: 2021

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Standard 4, Resource Type: Article, Topic: Teaching Skills and Strategies Kadisha Conteh Standard 4, Resource Type: Article, Topic: Teaching Skills and Strategies Kadisha Conteh

Fostering Engagement Within Inclusive Settings: The Role of the Physical-Social-Temporal Environment in Early Childhood Settings

Fostering Engagement Within Inclusive Settings: The Role of the Physical-Social-Temporal Environment in Early Childhood Settings

This article introduces three young children and their early learning environments, including their common routines and learning experiences. After introducing each child and learning situation, the authors identify research-supported modifications to the physical-social-temporal environment that their teachers used to build on a child’s interests, experiences, and strengths to support growth in particular areas. These modifications illuminate how early childhood educators in any setting can encourage more active child engagement and more inclusive contexts for learning.

Organization/Author: Alissa Rausch et. al, Young Children, NAEYC

Type of Resource: Article

Publication Date: 2021

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Standard 4, Topic: Play, Topic: Teaching Skills and Strategies, Topic: Relationships and Interactions, Resource Type: Article Kadisha Conteh Standard 4, Topic: Play, Topic: Teaching Skills and Strategies, Topic: Relationships and Interactions, Resource Type: Article Kadisha Conteh

The Power of Playful Learning in the Early Childhood Setting

The Power of Playful Learning in the Early Childhood Setting

This article is an excerpt from chapter 5 in Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (NAEYC 2022). It explores the idea of playful learning.

Organization/Author: Jennfier M. Zosh et. al, Young Children, NAEYC

Type of Resource: Article

Publication Date: 2022

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