Welcome to the…
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!
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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.
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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!
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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.
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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.
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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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Sort quickly through the hundreds of available resources by using the filter tool on the left to populate the specific resources you need!
Using Observation to Guide Your Teaching
Using Observation to Guide Your Teaching
The role of observation is explored in this article, including using observations to adjust teaching strategies, design learning experiences, and to individualize instruction.
Organization/Author: Dawn Petitpas and Teresa K. Buchanan, Teaching Young Children, NAEYC
Type of Resource: Article
Publication Date: 2022
Rocking and Rolling: Bringing Observation and Documentation to Life in Infant and Toddler Settings
Rocking and Rolling: Bringing Observation and Documentation to Life in Infant and Toddler Settings
This article discusses meaningful assessment in infant and toddler settings. The role of reflection, context, planning, screenings, formal assessments, and sharing assessment information with families are discussed.
Organization/Author: Rebecca Parlakian, Young Children, NAEYC
Type of Resource: Article
Publication Date: 2023
ECTA Practice Improvement Tools: Assessment
ECTA Practice Improvement Tools: Assessment
This is a set of tools that includes family checklists, family practice guides for practitioners, and family practice guides for families. They are aligned with DEC Recommended Practices.
Organization/Author: Early Childhood Technical Assistance Center (ECTA)
Type of Resource: Toolkits
Publication Date: 2018
Family Engagement and Ongoing Child Assessment
Family Engagement and Ongoing Child Assessment
This guide may be used to explore strategies for sharing child assessment information with families and early childhood programs. It can help to find ways for programs to partner with families to support children's learning and to enhance relationships between staff and families.
Organization/Author: ECLKC
Type of Resource: Toolkit
Publication Date: 2011
Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education
Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education
This article examines the use of an observational approach in the form of Learning Stories, a narrative-based formative assessment created by New Zealand early childhood education leaders. By encouraging teachers to recognize children as competent explorers and learners at any given moment, Learning Stories provide a way to document children’s strengths and improve instruction based on the interests, talents, and expertise of children and their families (Carr & Lee 2012, 2019).
Organization/Author: Isauro M. Escamilla, Young Children, NAEYC
Type of Resource: Article
Publication Date: 2021
Learning from Assessment (LFA) Toolkit (0-5)
Learning from Assessment (LFA) Toolkit (0-5)
The LFA Toolkit is an online collection of presentations, handouts, guided practice exercises, and resources designed to support program staff in conducting and interpreting child assessments. The materials can be used selectively to design professional development that will meet programs' particular needs.
Organization/Author: Early Childhood Learning and Knowledge Center (ECLKC)
Type of Resource: Toolkits
Publication Date: 2022
ECTA: Screening Resources
This is a collection of screening resources that relate to federal requirements, state guidance, and general resources about screening.
Organization/Author: Early Childhood Technical Assistance Center (ECTA)
Type of Resource: Toolkits
Publication Date: Unknown
Dual Language Learners: Screening and Assessing Young Children
Dual Language Learners: Screening and Assessing Young Children
This 30-minute activity features a video and discussion questions that align with DEC Recommended Practices for Assessment.
Organization/Author: Iris Center
Type of Resource: Toolkit
Publication Date: Unknown
DEC Recommended Practices Module: Assessment
DEC Recommended Practices Module: Assessment
Completion of this module will enable you to: 1) explain what assessment practices are, and describe how they support children’s short-term and long-term goals; and 2) describe key assessment principles to make optimal data-driven decisions related to intervention practices. The module introduces and illustrates the practices grouped in the assessment topic area in the DEC Recommended Practices. The DEC Recommended Practices were developed to provide guidance about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities.
Organization/Author: Early Childhood Recommended Practices Module
Type of Resource: Module
Publication Date: Unknown
Early Childhood Recommended Practice Module 5: Families
Early Childhood Recommended Practice Module 5: Families
This free, online module offers content related to supporting children’s learning and development through quality adult-child and child-child interactions. Objectives target what family-centered practices are, how to build the capacity of families, and strategies for building trusting partnerships with families. A companion Learning Guide provides additional resources for faculty and professional development providers to use in addressing the content of the module.
Organization/Author: Early Childhood Recommended Practices Module
Type of Resource: Module
Publication Date: Unknown
NAEYC’s Developmentally Appropriate Practice (DAP) Position Statement (full document)
NAEYC’s Developmentally Appropriate Practice (DAP) Position Statement (full document)
This position statement, one of five foundational documents developed by NAEYC in collaboration with the early childhood profession to advance high-quality early learning for all young children, defines the term, “developmentally appropriate practice.” The definition emerges from a set of evidence-based core considerations and principles of child development and learning, all of which are explained in the principles section of this statement. To support educators’ use of developmentally appropriate practice, this statement also identifies guidelines for decision making in six key areas of responsibility that correspond to the Professional Standards and Competencies for Early Childhood Educators.
Organization/Author: NAEYC
Type of Resource: Position Statement
Publication Date: 2020
NAEYC’s Advancing Equity in Early Childhood Education Position Statement Recommendations for Early Childhood Educators: (full document)
advancingequitypositionstatement.pdf
This position statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession. With its specific focus on advancing equity in early childhood education, this statement complements and supports the other foundational documents that (1) define developmentally appropriate practice, (2) set professional standards and competencies for early childhood educators, (3) define the profession’s code of ethics, and (4) outline standards for early learning programs.
Organization/Author: NAEYC
Type of Resource: Position Statement
Publication Date: 2019
CONNECT Module 3: Communication for Collaboration
CONNECT Module 3: Communication for Collaboration
These modules are designed for faculty and professional development providers to use in their professional development. Instructor Guides, in the form of dashboards, are included. Learn about effective communication practices that can be used to promote collaboration with professionals and families in early care and education, and intervention settings.
Organization/Author: CONNECT: The Center to Mobilize Early Childhood Knowledge and DEC
Type of Resource: Module
Publication Date: Unknown
Authentic Assessment in Early Intervention (0-3)
Authentic Assessment in Early Intervention (0-3)
This module provides an overview of authentic assessment in early intervention including what it is and why it is important. Individuals who complete this module will have an understanding of who participates in authentic assessment, where it may happen, when it can be done, and within what early intervention processes it can occur. The module includes links to a variety of tools and resources.
Organization/Author: Universal Online Part C EI Curriculum
Type of Resource: Module
Publication Date: 2020
Authentic Assessment in Early Intervention (0-3)
Authentic Assessment in Early Intervention (0-3)
Physical therapist Megan Klish Fibbe describes and illustrates how authentic assessment practices enhance her early intervention work with children and their families, including the use of observation, conversations with families, and video.
Organization/Author: Results Matter Video Library, Colorado Department of Education
Type of Resource: video
Publication Date: unknown
How to Navigate Early Childhood Assessment
How to Navigate Early Childhood Assessment
The goal of this paper is to support leaders in planning and reviewing their assessment implementations in the early grades. This paper will help readers to: 1) understand the ‘big ideas’ from early childhood thought leaders regarding assessment decisions; 2) discover what the research shows to be effective in terms of assessment in the early grades; and 3) come away with a clear sense of next steps to apply the research and best practices to an assessment planning process.
Organization/Author: NWEA
Type of Resource: Report
Publication Date: 2007
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation
The Division for Early Childhood developed this document be read and used in conjunction with the NAEYC-NAECS/SDE position statement (Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children), which puts forth general recommendations and guidance intended to apply practices for all young children, including those with disabilities. The recommendations in this document are not alternatives, nor do they contradict the NAEYC-NAECS/SDE recommendations. Rather, they extend, more specifically apply, and further explicate the recommendations in the more general position statement. By reading and implementing both sets of recommendations, practitioners and policy makers will have the benefit of complementary perspectives and expertise.
Organization/Author: Division for Early Childhood (DEC)
Type of Resource: Position Statement
Publication Date: 2007
Early Childhood Assessment: Why, What, and How
Early Childhood Assessment: Why, What, and How
This downloadable book identifies the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. Individual chapters address screening, measuring quality in early childhood environments, and assessing all children, which includes those who are dual language learners.
Organization/Author: National Research Council; Division of Behavioral and Social Sciences and Education; Board on Children, Youth, and Families; Board on Testing and Assessment; Committee on Developmental Outcomes and Assessments for Young Children; Catherine E. Snow and Susan B. Van Hemel, Editors
Type of Resource: ebook
Publication Date: 2008
Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age Eight
What should children be taught in the years from birth through age eight? How would we know if they are developing well and learning what we want them to learn? And how could we decide whether programs for children from infancy through the primary grades are doing a good job? Answers to these questions are the foundation of this joint position statement.
Organization/Author: National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)
Type of Resource: Position Statement
Publication Date: 2003
Valuing Diversity: Developing a Deeper Understanding of All Young Children's Behavior
Valuing Diversity: Developing a Deeper Understanding of All Young Children's Behavior
A reflection on NAEYC’s position statement, Advancing Equity in Early Childhood Education.
Organization/Author: Barbara Kaiser, Judy Sklar Rasminksy, Teaching Young Children, NAEYC
Type of Resource: Article
Publication Date: 2019/2020
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